{"count":38493,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15500","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15300","results":[{"pk":28741,"title":"Grammatical Generalisation in Statistical Learning: Is it Implicit and Invariant\nAcross development?","subtitle":null,"abstract":"The learning and generalisation of grammatical regularities is\nfundamental to successful language acquisition and use.\nResearch into statistical learning has started to consider how\nthis process occurs through the implicit detection and\nassimilation of grammatical regularities. This study focuses on\nhow adults and children generalise regularities and explores the\nrole of explicit knowledge in this process. Across three\nexperiments, adults and children learnt an artificial language\ncontaining two semantic categories denoted by a co-occurring\ndeterminer and suffix. Explicit knowledge of the regularities\nwas associated with generalisation performance in adults but\nnot children, even when adult word level knowledge was\nsimilar to children’s. The implications of these results for\ndevelopmental theories of grammatical generalisation are\ndiscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning"},{"word":"explicit knowledge"},{"word":"grammatical\ncategories"},{"word":"Artificial language"},{"word":"learning"},{"word":"generalisation."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9xs334hg","frozenauthors":[{"first_name":"Amanda","middle_name":"J.","last_name":"Hickey","name_suffix":"","institution":"University of York","department":""},{"first_name":"Marianna","middle_name":"E.","last_name":"Hayiou-Thomas","name_suffix":"","institution":"University of York","department":""},{"first_name":"Jelena","middle_name":"","last_name":"Mirković","name_suffix":"","institution":"University of York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28741/galley/18612/download/"}]},{"pk":29085,"title":"Group Discussion Clarifies the Difference between Maximin and EqualityPrinciples in Social Distribution for Others","subtitle":null,"abstract":"The allocation of scarce resources is a ubiquitous process in human societies, yet it is challenging to aggregate peoplesdiverse distributive viewpoints into group consensus. We investigate whether such heterogeneity in preferences may bereduced when people participate in group discussion in a distribution task. In two interactive experiments, we foundthat after group discussion, participants became less inequity-averse and preferred the maximin allocation. Analyses ofparticipants conversations and information-search behaviors showed that such shifts toward the maximin allocation werefacilitated by a strong concern for the worst-off recipient during group discussion. These results suggest that a maximinconcern exhibited in discussion helped participants to understand the difference between the inequity-aversion principleand the maximin principle, which are often confounded in individual judgments. These results provide empirical insightinto how social interaction can help to aggregate peoples diverse distributive preference into a social consensus.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2vq433gm","frozenauthors":[{"first_name":"Atsushi","middle_name":"","last_name":"Ueshima","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Tatsuya","middle_name":"","last_name":"Kameda","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29085/galley/18956/download/"}]},{"pk":35932,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editor's Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vb3s2s2","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Kohns","name_suffix":"","institution":"","department":""},{"first_name":"Rebekah","middle_name":"","last_name":"Sidman-Taveau","name_suffix":"","institution":"","department":""},{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35932/galley/26787/download/"}]},{"pk":28405,"title":"Guided Playful Learning: Developmental, Computational, and EducationalPerspectives","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"guided play; computational modeling; science oflearning; playful learning"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/27f7n89n","frozenauthors":[{"first_name":"Emily","middle_name":"N.","last_name":"Daubert","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28405/galley/18276/download/"}]},{"pk":28550,"title":"Hands in mind: learning to write with both hands\nimproves inhibitory control, but not attention","subtitle":null,"abstract":"Embodied cognition theories predict that changing motor\ncontrol would change cognitive control, as cognition is\nconsidered to emerge from action in this theoretical approach.\nWe tested this prediction, by examining the attention and\ncognitive control capabilities of a group of school students\n(12-13-year-olds) trained to write using both hands\n(experimental group, N=28), compared to a group of age-\nmatched children (control group, N=33) who did not receive\nsuch training. The key tasks used were the attentional network\ntest (ANT) task and the hearts and flowers (HF) task. Results\nfrom the ANT task showed that there was no significant\ndifference in the three attentional networks between the\ngroups. However, results from the HF task showed that the\nexperimental group had better inhibitory control. This second\nresult provides support to the embodied cognition prediction\nthat cognitive control and motor control are related, and the\nformer can be changed to some extent by changing the latter.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Embodied Cognition; Handedness; Executive\nFunctions; M otor Control."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1c92m7qz","frozenauthors":[{"first_name":"Mukesh","middle_name":"","last_name":"Makwana","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Biswajit","middle_name":"","last_name":"Boity","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Prasanth","middle_name":"","last_name":"P.","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Amogh","middle_name":"","last_name":"Sirnoorkar","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Sanjay","middle_name":"","last_name":"Chandrasekharan","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28550/galley/18421/download/"}]},{"pk":28538,"title":"Hard choices: Children’s understanding of the cost of action selection","subtitle":null,"abstract":"When predicting or explaining another person’s actions, weoften appeal to the physical effort they require; a person whoworks hard for something, for instance, must really like it (Liu,Ullman, Tenenbaum, & Spelke, 2017). But people are notonly motivated to avoid physical effort; they also seek to avoidmental effort (Shenhav et al., 2017; Kool & Botvinick, 2018).Here, we ask whether mental effort enters into preschoolers’understanding of other people’s actions. Across 4 experiments(N=112), we presented 4- and 5-year-old children with anagent (naive in Exp 1, 2 and 4, and knowledgeable in Exp 3)who can either move through a simple or complex maze envi-ronment with a specific goal (in Exp 1-3, to reach a play struc-ture beyond the mazes, and in Exp 4, to practice solving themazes). We found that children were sensitive to the physicaland mental effort associated with more complex mazes, and tothe trade-offs between effort and gain in skill. The intuitionthat choices impose costs on our bodies and minds appears toguide children’s understanding of other people.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intuitive psychology; cognitive development;decision-making"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1b56h1jv","frozenauthors":[{"first_name":"Shari","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Sam","middle_name":"","last_name":"Gershman","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Wouter","middle_name":"","last_name":"Kool","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Spelke","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28538/galley/18409/download/"}]},{"pk":28853,"title":"he Expected Unexpected & Unexpected Unexpected:How People’s Conception of the Unexpected is Not Really That Unexpected","subtitle":null,"abstract":"The answers people give when asked to “think of theunexpected” for everyday event scenarios appear to be moreexpected than unexpected. There are expected unexpectedoutcomes that closely adhere to the given information in ascenario, based on familiar disruptions and common plan-failures. There are also unexpected unexpected outcomes thatare more inventive, that depart from given information, addingnew concepts/actions. However, people seem to tend toconceive of the unexpected as the former more than the latter.Study 1 tests these proposals by analysing the object-conceptspeople mention in their reports of the unexpected and theagreement between their answers. Study 2 shows that object-choices are weakly influenced by recency, that is, the order ofsentences in the scenario. The implications of these results forideas in philosophy, psychology and computing are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"expectation; explanation; cognitive; judgments"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6zg3w8rh","frozenauthors":[{"first_name":"Molly","middle_name":"S.","last_name":"Quinn","name_suffix":"","institution":"University College Dublin","department":""},{"first_name":"Kathleen","middle_name":"","last_name":"Campbell","name_suffix":"","institution":"University College Dublin","department":""},{"first_name":"Mark","middle_name":"T.","last_name":"Keane","name_suffix":"","institution":"University College Dublin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28853/galley/18724/download/"}]},{"pk":28404,"title":"Heuristics, hacks, and habits:Boundedly optimal approaches to learning, reasoning and decision making","subtitle":null,"abstract":"Humans regularly perform tasks that require combining infor-mation across several sources of information to learn, reason,and make decisions. Bayesian models provide a computa-tional framework, and a normative account, for how humanscarry out these tasks. However, exact inference is intractablein most real-world situations, and extensive empirical workshows that human behavior often deviates significantly fromthe Bayesian optimum. A promising possibility is that peopleinstead approximate rational solutions using bounded avail-able resources. In this workshop, we bring together lead-ing researchers from cognitive science, neuroscience and ma-chine learning to build a better understanding of bounded op-timality in how humans learn, reason and make decisions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Heuristics; Resource rationality; Reasoning; De-cision making; Reinforcement learning; Machine learning"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6h58b402","frozenauthors":[{"first_name":"Ishita","middle_name":"","last_name":"Dasgupta","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Jessica","middle_name":"B.","last_name":"Hamrick","name_suffix":"","institution":"DeepMind","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28404/galley/18275/download/"}]},{"pk":29201,"title":"High-Dimensional Vector Spaces as the Architecture of Cognition","subtitle":null,"abstract":"We demonstrate that the key components of cognitive architectures - declarative and procedural memory - and their keycapabilities - learning, memory retrieval, judgement, and decision-making - can be implemented as algebraic operationson vectors in a high-dimensional space. Modern machine learning techniques have an impressive ability to process datato find patterns, but typically do not model high-level cognition. Traditional, symbolic cognitive architectures can capturethe complexities of high-level cognition, but have limited ability to detect patterns or learn. Vector-symbolic architec-tures, where symbols are represented as vectors, bridge the gap between these two approaches. Our vector-space modelaccounts for primacy and recency effects in free recall, the fan effect in recognition, human probability judgements, andhuman performance on an iterated decision task. Our model provides a flexible, scalable alternative to symbolic cognitivearchitectures at a level of description that bridges symbolic, quantum, and neural models of cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88v0k9pt","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Kelly","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"Nipun","middle_name":"","last_name":"Arora","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Robert","middle_name":"","last_name":"West","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"David","middle_name":"","last_name":"Reitter","name_suffix":"","institution":"Penn State","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29201/galley/19072/download/"}]},{"pk":29119,"title":"HOT: Higher Order Tetris, Experts’ Subgoals and Activities","subtitle":null,"abstract":"For Tetris, clearing 4 lines at once (a ”Tetris”) results in 7.5 times as many points as clearing one line four times. Gettinga Tetris requires a solid block of filled cells, 9 columns wide and 4 rows high. That block leaves vacant one column. If anI-beam appears, all 4 rows can be cleared. Finalists at the Classic Tetris World Championships have an explicit subgoalstructure not seen in lesser players. Among the 32 competitors, the 4 finalists are those who are most adept at maintainingor preparing the board for a Tetris by executing one of these subgoals, as needed. We present a video-based analysis whichcompares the proportion of time spent on each activity between those eliminated on the first tournament round and thosewho survive to the final round.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xq027fh","frozenauthors":[{"first_name":"Jacquelyn","middle_name":"","last_name":"Berry","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Wayne","middle_name":"","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29119/galley/18990/download/"}]},{"pk":28743,"title":"How can diverse memory improve group decision making?","subtitle":null,"abstract":"Previous studies have shown that people can make adaptive in-ferences based on memory-based simple heuristics such asrecognition, fluency, or familiarity heuristic. In the presentstudy, we discussed the adaptive nature of memory-based sim-ple heuristics in a group decision making setting. In particular,we examined how the diversity of memory affected group de-cision making when group members were assumed to make in-ferences based on the familiarity heuristic. We predicted that,when the group members’ memories were diverse, group deci-sion making would become more accurate. To examine thisprediction, we conducted a behavioral experiment and com-puter simulations, and our results generally supported the pre-diction. We discuss the role of diverse memories in generatingadaptive group decision making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"group decision making; heuristics; ecological ra-tionality; diversity"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2ff5j09q","frozenauthors":[{"first_name":"Hidehito","middle_name":"","last_name":"Honda","name_suffix":"","institution":"Yasuda Women’s University","department":""},{"first_name":"Itsuki","middle_name":"","last_name":"Fujisaki","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Toshihiko","middle_name":"","last_name":"Matsuka","name_suffix":"","institution":"Chiba University","department":""},{"first_name":"Kazuhiro","middle_name":"","last_name":"Ueda","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28743/galley/18614/download/"}]},{"pk":28705,"title":"How can I help? Developmental change in the selectivity of two to four-year-olds’attempts to alleviate others’ distress","subtitle":null,"abstract":"Young children are selective in deciding whom to help (i.e.,they preferentially assist and share resources with prosocialversus antisocial others; Hamlin, Wynn, Bloom, & Mahajan,2011; Vaish, Carpenter, & Tomasello, 2010) but are they alsoselective in deciding how to offer help? Here we show two tofive-year-olds (N = 32; mean: 42.41 months; range 27-68months) characters who are distressed for different reasons:they are hurt, bored, or sad. Children of all ages tried to helpthe agent but the selectivity of children’s responses variedwith age and condition; in particular, children’s responses toboredom and sadness became increasingly differentiated withage.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Helping"},{"word":"Empathy"},{"word":"social cognition"},{"word":"theory ofmind"},{"word":"preschoolers"},{"word":"toddlers"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7hv066q3","frozenauthors":[{"first_name":"Regina","middle_name":"","last_name":"Ebo","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28705/galley/18576/download/"}]},{"pk":29041,"title":"How Different Metaphor Styles Impact on Creativity of the Poetry Receivers?","subtitle":null,"abstract":"Poetry is one of the most creative uses of language. Yet the influence of poetry on creativity has received little attention.The present research aimed to determine how the reception of different types of poetry affect creativity levels. In twoexperimental studies, participants were assigned to two conditions: poetry reading and non-poetic text reading. Partici-pants read poems (Study 1 = narrative/open metaphors; Study 2 = descriptive/conventional metaphors) or control pieces ofnon-poetic text. Before and after the reading manipulation, participants were given a test to determine levels of divergentthinking. In Study 1 (N = 107), participants showed increased fluency and flexibility after reading a narrative poem. InStudy 2 (N = 131) reception of conventional, closed metaphorization significantly lowered fluency and flexibility (com-pared to reading non-poetic text). The most critical finding was that poetry exposure could either increase or decreasecreativity level depending on the type of poetic metaphors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4q02n9pn","frozenauthors":[{"first_name":"Magorzata","middle_name":"","last_name":"Osowiecka","name_suffix":"","institution":"SWPS University of Social Sciences and Humanities","department":""},{"first_name":"Alina","middle_name":"","last_name":"Kolaczyk","name_suffix":"","institution":"SWPS University of Social Sciences and Humanities","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29041/galley/18912/download/"}]},{"pk":28875,"title":"How does a doll play affect socio-emotional development in children?:Evidence from behavioral and neuroimaging measures","subtitle":null,"abstract":"Mentalization is an important ability to acquire for children,as it allows humans to understand the mental state of others oroneself, that underlies overt behavior (Fonagy & Target,1996). In the current study we examined the relationshipbetween development of mentalization ability in children andtheir experience of playing with a doll by observing child-mother interaction and by using functional near-infraredspectroscopy (fNIRS). 44 dyads of children aged 2 to 3 andtheir mothers were divided into two groups (high and low)depending on the frequency of doll-play experience. Weexamined mother-speech interaction during the doll play. Wealso used fNIRS system to measure cerebral hemodynamicactivation in the frontal and temporal regions during theobservation of video clips showing hindering and helpingbehaviors. The results showed that a mother’s proxy talk wasrelated to a child’s doll directed speech in the high group, butnot in the low group. fNRIS data showed that cerebralactivation in the helping condition was more increased in thelow group than the high group. This suggests that doll-playexperience facilitates the development of mentalization,which enables children to be aware of and understand other'spsychological states.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"doll play; social understanding; mentalizing"},{"word":"young children; fNIRS."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32n3b8m6","frozenauthors":[{"first_name":"Kazuki","middle_name":"","last_name":"Sekine","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Eriko","middle_name":"","last_name":"Yamamoto","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Saeka","middle_name":"","last_name":"Miyahara","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Yasuyo","middle_name":"","last_name":"Minagawa","name_suffix":"","institution":"Keio University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28875/galley/18746/download/"}]},{"pk":28996,"title":"How does art appreciation promote artistic inspiration?","subtitle":null,"abstract":"Through art appreciation, viewers are sometimes inspired to express or implement creative ideas. Such an experienceis thought to be important for art learning. In this study, we conduct a questionnaire to examine how art appreciationpromotes creative inspiration in non-experts. We hypothesize that: (a) individual experience of art-related activities andself-evaluation of artistic expression affect creative inspiration, mediated by the method of appreciation of artworks; and(b) the type of artworks affects creative inspiration, mediated by the method of appreciation of artworks. The participantswere 373 adults, who were not art professionals (179 women, age: M = 45.02, SD = 13.45, range: 20-69 years). Thedata are analyzed using structured equation modeling for the two hypotheses. The two hypotheses are mostly supported,suggesting that self-evaluation of artistic expression and the type of artworks (especially classic works of art) influencecreative inspiration, mediated by the method of appreciation of artworks. However, experience of art-related activities hasno significant direct effect on inspiration for artistic creation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2555k3d4","frozenauthors":[{"first_name":"Chiaki","middle_name":"","last_name":"Ishiguro","name_suffix":"","institution":"Kanazawa Institute of Technology","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28996/galley/18867/download/"}]},{"pk":28421,"title":"How Does Current AI Stack Up Against Human Intelligence?","subtitle":null,"abstract":"The past decade has seen remarkable progress in artificialintelligence, with such advances as self-driving cars, IBMWatson, AlphaGo, Google Translate, face recognition,speech recognition, virtual assistants, and recommendersystems. Ray Kurzweil and others think that it is only amatter of decades before AI surpasses human intelligence.This symposium will evaluate the extent to which AIcurrently approximates the full range of human intellectualabilities, and critically discuss the prospects for closing thegap between artificial and human intelligence. Participantswill combine the perspectives of computer science,psychology, and philosophy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence"},{"word":"human intelligence"},{"word":"problem solving"},{"word":"learning"},{"word":"cognitive architecture"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3f2352cg","frozenauthors":[{"first_name":"Ken","middle_name":"","last_name":"Forbus","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"John","middle_name":"E.","last_name":"Laird","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Ardavan","middle_name":"Salehi","last_name":"Nobandegani","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Paul","middle_name":"","last_name":"Thagard","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28421/galley/18292/download/"}]},{"pk":29228,"title":"How does temperature affect behaviour? A meta-analysis of effects inexperimental studies","subtitle":null,"abstract":"The surrounding environment has a profound impact on human behaviour. Historically, studies have shown that highertemperatures are associated with increases in antisocial behaviours (aggression, violence). More recently, studies havelinked higher temperature experiences to increases in prosocial behaviours (altruism, co-operation). Such contrastingpatterns leave the status of temperature-behaviour links unclear. Here we conduct a series of meta-analyses of laboratory-based empirical studies that measure either prosocial (monetary reward, gift giving, helping) or antisocial (retaliation,horn honking, sabotage) outcomes, with temperature as an independent variable. Overall, we found that there was noreliable effect of temperature on the behavioural outcomes measured. In follow-up analyses, there was no reliable effectof temperature on prosocial or antisocial outcomes when analysed separately. We consider why the evidence to supporttemperature-behaviour links from laboratory-based studies is weak, assess potential moderators, and examine how futurestudies can attempt to reconcile seemingly contradictory patterns in the literature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jd5580m","frozenauthors":[{"first_name":"Dermot","middle_name":"","last_name":"Lynott","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Katherine","middle_name":"","last_name":"Corker","name_suffix":"","institution":"Grand Valley State University","department":""},{"first_name":"Louise","middle_name":"","last_name":"Connell","name_suffix":"","institution":"University of Lancaster","department":""},{"first_name":"Kerry","middle_name":"","last_name":"O’Brien","name_suffix":"","institution":"Monash University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29228/galley/19099/download/"}]},{"pk":28513,"title":"How do infants start learning object names in a sea of clutter?","subtitle":null,"abstract":"Infants are powerful learners. A large corpus of experimental\nparadigms demonstrate that infants readily learn distributional\ncues of name-object co-occurrences. But infants’ natural\nlearning environment is cluttered: every heard word has\nmultiple competing referents in view. Here we ask how infants\nstart learning name-object co-occurrences in naturalistic\nlearning environments that are cluttered and where there is\nmuch visual ambiguity. The framework presented in this paper\nintegrates a naturalistic behavioral study and an application of\na machine learning model. Our behavioral findings suggest\nthat in order to start learning object names, infants and their\nparents consistently select a set of a few objects to play with\nduring a set amount of time. What emerges is a frequency\ndistribution of a few toys that approximates a Zipfian\nfrequency distribution of objects for learning. We find that a\nmachine learning model trained with a Zipf-like distribution of\nthese object images outperformed the model trained with a\nuniform distribution. Overall, these findings suggest that to\novercome referential ambiguity in clutter, infants may be\nselecting just a few toys allowing them to learn many\ndistributional cues about a few name-object pairs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"infancy; early word learning; machine learning;\nZipfian distribution."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/90s8m2jd","frozenauthors":[{"first_name":"Hadar","middle_name":"Karmazyn","last_name":"Raz","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Drew","middle_name":"H.","last_name":"Abney","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"David","middle_name":"","last_name":"Crandall","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Linda","middle_name":"B.","last_name":"Smith","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28513/galley/18384/download/"}]},{"pk":28798,"title":"How Many Dimensions of Mind Perception Really Are There?","subtitle":null,"abstract":"Previous research suggests that people’s folk conception of themind is organized along a few fundamental dimensions; butstudies disagree on the exact number of those dimensions. Withan expanded item pool of mental capacities, variations ofquestion probes, and numerous judged agents, four studies pro-vide consistent evidence for three dimensions of perceivedmind: Affect (A), Moral and Mental Regulation (M), and Real-ity Interaction (R). The dimensions are not simply bundles ofsemantically related features but capture psychological func-tions of the mind—to engage with its own processes, with otherminds, and with the social and physical world. Under someconditions, two of the three dimensions further divide: Adivides into negative and positive (social) affect, and M dividesinto moral cognition and social cognition. We offer a 20-iteminstrument to measure people’s 3- and 5-dimensionalrepresentations of human and other minds.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"anthropomorphism; social cognition; theory ofmind; morality; principal component analysis; robots."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3j55p1rz","frozenauthors":[{"first_name":"Bertram","middle_name":"F.","last_name":"Malle","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28798/galley/18669/download/"}]},{"pk":29049,"title":"How much harder are hard garden-path sentences than easy ones?","subtitle":null,"abstract":"The advent of broad-coverage computational models of human sentence processing has made it possible to derive quantita-tive predictions for empirical phenomena of longstanding interest in psycholinguistics; one such case is the disambiguationdifficulty in temporarily ambiguous sentences (garden-path sentences). Adequate evaluation of the accuracy of such quan-titative predictions requires going beyond the classic binary distinction between ”hard” and ”easy” garden path sentencesand obtaining precise quantitative measurements of processing difficulty. We report on a self-paced reading study designedto estimate the magnitude of the disambiguation difficulty in two temporarily ambiguous sentence types (NP/Z and NP/Sambiguities). Disambiguation was more than twice as hard in NP/Z sentences as in NP/S sentences. This contrasts withthe predictions of surprisal estimates derived from current broad-coverage language models, which lead us to expect asmaller difference between the two.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1627b4h6","frozenauthors":[{"first_name":"Grusha","middle_name":"","last_name":"Prasad","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Tal","middle_name":"","last_name":"Linzen","name_suffix":"","institution":"Johns Hopkins University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29049/galley/18920/download/"}]},{"pk":28563,"title":"How much to purchase? - A cognitive adaptive decision making account","subtitle":null,"abstract":"Repeated purchase decisions often violate assumptions of stan-dard economic or rational choice models, such as demonstrat-ing asymmetric or unstable responses to changes in underlyingpolicy, price, or tax variables. I propose a novel frameworkfor how such decisions can be interpreted through the lens of acognitive process model. This provides psychologically inter-pretable characterizations of individuals or population groups.It incorporates mental accounting, hedonic adaptation, confir-mation bias, and the influence of perceived trust and fairness.It shows how sequential experiences and contextual aspectssuch as political affiliation, are mediated by this cognitive pro-cess to produce evolving consumption patterns. This novel ap-proach can account for empirically observed violations of con-ventional choice models. The model is quantitatively fit to ex-perimental data for individual purchase decisions and demon-strates improved descriptive, predictive, and inference capabil-ities. A proof-of-concept analysis using this model to accountfor real world consumption trends is also demonstrated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/58d1z9sq","frozenauthors":[{"first_name":"Percy","middle_name":"K.","last_name":"Mistry","name_suffix":"","institution":"University of California Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28563/galley/18434/download/"}]},{"pk":35935,"title":"How (Not) to Teach Vocabulary","subtitle":null,"abstract":"Teachers of English as a second or foreign language often state that they lack an understanding of how to teach vocabulary in a principled,\nevidence-based way sensitive to students’ needs. Vocabulary teaching is typically unsystematic, not adequately supported by curricula and\nteaching materials, and shaped by beliefs based in opinion or myth. A large amount of research on L2 vocabulary learning and processing is\nnow available, and most of this work is on English vocabulary. The present article synthesizes this body of knowledge to achieve the following: (a) establish how many words learners need to know for different purposes; (b) discuss the scientific evidence for commonly held beliefs about vocabulary teaching; (c) recommend sound, research-informed teaching practices; and (d) refer the audience to a range of freely available high-quality tools that can facilitate lexical instruction in English.","language":"eng","license":null,"keywords":[{"word":"vocabulary"},{"word":"learning"},{"word":"Teaching"},{"word":"Best practices"}],"section":"Theme Section - Teaching and Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9cv7469w","frozenauthors":[{"first_name":"Vedran","middle_name":"","last_name":"Dronjic","name_suffix":"","institution":"Northern Arizona University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35935/galley/26790/download/"}]},{"pk":29060,"title":"How Productivity and Compositionality May Emerge from a Neural Dynamics ofPerceptual Grounding","subtitle":null,"abstract":"The productivity and compositionality of language and thought have often been taken as evidence that higher cognitionis a form of information processing on systems of symbols with combinatorial syntax and semantics. We present anon-symbolic neural dynamic architecture that can ground combinatorial concepts in perception, i.e., establish a linkbetween a combinatorial concept and an object in the perceptual array. The components of a combinatorial concept treeare sequentially grounded from the leaves to the root, while the output of each grounding step is passed on to the nextgrounding step by means of a mental map. This way, compositionality is an emergent property of the neural dynamics anddoes not require any form of symbolic information processing. We discuss how this process account contrasts with otherneural accounts of compositionality and conclude with implications for the modeling of higher cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dp2v1dd","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Sabinasz","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""},{"first_name":"Mathis","middle_name":"","last_name":"Richter","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""},{"first_name":"Jonas","middle_name":"","last_name":"Lins","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""},{"first_name":"Gregor","middle_name":"","last_name":"Schner","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29060/galley/18931/download/"}]},{"pk":28458,"title":"How Real is Moral Contagion in Online Social Networks?","subtitle":null,"abstract":"People increasingly turn to online social networks forinformation and debate. This means that the structures andproperties of these networks, and the information theypropagate, play crucial roles in the development of socialbeliefs, attitudes, and morals. Recently, research has shownthat the presence of specific language drives the diffusion ofmoral messages, regardless of the informational quality, in aphenomenon dubbed moral contagion (Brady et al., 2017).Due to the widespread attention and implications of suchfindings for science and society, we investigate the presenceof moral contagion across six sets of data that capture thecommunications of naturally-occurring networks on Twitter.Across a large corpus of diverse tweets (n = 525,229), we findmoral contagion to be an inconsistent and often absentphenomenon that does not effectively predict messagediffusion. The implications and reasons for this finding arediscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"moral contagion; social networks; socialinfluence; computational social science; Twitter"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/990923xv","frozenauthors":[{"first_name":"Jason","middle_name":"W.","last_name":"Burton","name_suffix":"","institution":"University of London","department":""},{"first_name":"Nico","middle_name":"","last_name":"Cruz","name_suffix":"","institution":"University of London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28458/galley/18329/download/"}]},{"pk":28929,"title":"How should we incentivize learning? An optimal feedback mechanism foreducational games and online courses","subtitle":null,"abstract":"There are plenty of opportunities for life-long learning but peo-ple rarely seize them. Game elements are an increasingly pop-ular tool to keep students engaged in learning. But gamifica-tion only works when it is done properly. Here, we introducethe first principled approach to gamifying learning environ-ments. Our feedback mechanism rewards students’ efforts andstudy choices according to how beneficial they are in the longrun. The rewards are conveyed by game elements that we call“optimal brain points”. In our experiment, these optimal brainpoints significantly increased the proportion of participantswho attempted to learn a difficult skill, persisted through fail-ure, and succeeded to master it. Our method provides a princi-pled approach to designing incentive structures and feedbackmechanisms for both educational games and online courses.We are optimistic that this can help people overcome the moti-vational obstacles to self-directed life-long learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gamification; artificial intelligence in education;persistence; educational games; incentive structuresIntroductionAs the technological development accelerates"},{"word":"self-directedlife-long learning is becoming critically important. MassiveOpen Online Courses (MOOCs) and other digital resourcesprovide unprecedented opportunities for life-long learning.However"},{"word":"only about 15% of the students who enroll in aMOOC actually finish it (Jordan"},{"word":"2019). One of the rea-sons might be that learning something new often requiresconfronting one’s own incompetence and persisting throughseveral failed attempts to understand a new concept or dosomethin"},{"word":"2001; Baker et al."},{"word":"2008)even though they are often necessary to master new skills(Ericsson"},{"word":"Krampe"},{"word":"& Tesch-R ̈omer"},{"word":"1993). People who havebecome experts in using an outdated tool by doing the samework in the same way for many years may be especially resis-tant to learning how to use a new tool because in the short-"},{"word":"Corbett"},{"word":"& Koedinger"},{"word":"2004; Mostow et al."},{"word":"2002).To help student’s overcome such motivational obstacles"},{"word":"educational software increasingly relies on game elements"},{"word":"such as points"},{"word":"levels"},{"word":"and badges"},{"word":"to encourage continued en-gagement with the learning materials (Kapp"},{"word":"2012; Dicheva"},{"word":"Dichev"},{"word":"Agre"},{"word":"& Angelova"},{"word":"2015; Huang & Soman"},{"word":"2013).The trend of gamification has outpaced the development ofan adequate theoretical foundation"},{"word":"and it has been noted thatgamification is often ineffective and sometimes even harm-ful (Toda"},{"word":"Valle"},{"word":"& Isotani"},{"word":"2018). This raises the questionhow the incentive structures of digital learning environmentssuch as educational games and online courses should be de-signed to optimally incentivize good study choices"},{"word":"by mak-"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/85d7s4kz","frozenauthors":[{"first_name":"Lin","middle_name":"","last_name":"Xu","name_suffix":"","institution":"MPI for Intelligent Systems","department":""},{"first_name":"Maria","middle_name":"","last_name":"Wirzberger","name_suffix":"","institution":"MPI for Intelligent Systems","department":""},{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"MPI for Intelligent Systems","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28929/galley/18800/download/"}]},{"pk":29014,"title":"How the Brain Learns Language: an Exploration of The Brain Areas Involved inStatistical Language Learning","subtitle":null,"abstract":"It has been suggested that the detection of statistical regularities in language a skill fundamental to language acquisitionis supported by brain areas that are also involved in implicit motor skill learning. The present study is one of the firstto explore this claim in an artificial language learning experiment. We used continuous theta-burst transcranial magneticstimulation (cTBS) to temporarily inhibit functioning of the left dorsolateral prefrontal cortex (DLPFC) or the primarymotor cortex (M1) in healthy adults. We hypothesized that the left DLPFC plays a role in adults detection of nonadjacentdependencies (NADs) and therefore that learning should be disrupted in the group of adults receiving cTBS to this area.Our results provide no evidence for (or against) this claim, however. An interesting exploratory result is that learning ofNADs may be enhanced in adults who received cTBS to the M1 as compared to participants who received sham cTBS.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fp8m4x7","frozenauthors":[{"first_name":"Imme","middle_name":"","last_name":"Lammertink","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Gillian","middle_name":"","last_name":"Clark","name_suffix":"","institution":"Deakin University","department":""},{"first_name":"Judith","middle_name":"","last_name":"Rispens","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Jarrad","middle_name":"","last_name":"Lum","name_suffix":"","institution":"Deakin University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29014/galley/18885/download/"}]},{"pk":29004,"title":"How the Organization of Autobiographical Memories Changes Over Time","subtitle":null,"abstract":"Cognitive scientists have discovered much about the acquisition, consolidation, and retrieval of episodic memories; how-ever, much less is known about how memories of our daily experiences are organized, nor how this organization maychange as memories become consolidated. Here, we apply computational network science methodologies to quantify theorganization of recent (within the past year) and remote (5 10 years ago) autobiographical memories and quantitativelyexamine how these networks change over time. We found that remote memories exhibited higher global connectivityrelative to recent memories, and that this increased connectivity is coupled with lower subjective ratings of vividness. Ourresults demonstrate how such cognitive features of episodic memory can be quantitatively examined and shed novel lighton the organization and reconfiguration of episodic memories over time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40z3f4dp","frozenauthors":[{"first_name":"Yoed","middle_name":"","last_name":"Kenett","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Alexa","middle_name":"","last_name":"Tompary","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Thompson-Schill","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29004/galley/18875/download/"}]},{"pk":28700,"title":"How time spent on feedback influences learning and gaze in categorizationtraining","subtitle":null,"abstract":"Feedback is essential for many kinds of learning, but the cognitive processes involved in learning from feedback areunclear. In models of category learning, feedback is typically treated as an error signal without a temporal component. Weconducted two simple category learning experiments that manipulated the duration of feedback (1s vs. 9s) and investigatedthe effect on learning and gaze. In two different category structures, participants in the longer feedback condition learnedfaster. The analysis of gaze data showed several findings. Participants in the 9s condition had longer fixations, and in bothconditions and experiments, participants spent far more time looking at stimulus features than the feedback. Overall, ourfindings provide empirical support for the idea that feedback processes, and temporal factors more generally, have muchto tell us about how people learn categories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kt323jq","frozenauthors":[{"first_name":"Katerina","middle_name":"","last_name":"Dolguikh","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Jordan","middle_name":"","last_name":"Barnes","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Tyrus","middle_name":"","last_name":"Tracey","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Mark","middle_name":"","last_name":"Blair","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28700/galley/18571/download/"}]},{"pk":29009,"title":"How to find axioms for finite domains: A computational exploration ofmathematical discovery","subtitle":null,"abstract":"Axioms are pervasive in mathematics and formulating the axioms for a particular discipline has often been an importantstep in the development of mathematics. One way mathematicians arrive at axioms is by characterizing a given domainthat consists of objects (e.g., numbers or points and lines) and relations between them. We present a software system that,given a set of objects and relations as input, determines, first, a set of first-order formulas that are satisfied in that domain,and, second, a set of axioms from which all of these formulas can be derived. Several domains are used to illustrate ourprogram. By comparing the axioms for different domains, analogies between these domains can be expressed, such asstructural and invariance properties. From the complexities of the implementation and the discussion of various examples,conclusions are drawn about the process of axiomatization in mathematical practice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3mw1p6d4","frozenauthors":[{"first_name":"Gordon","middle_name":"","last_name":"Krieger","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Dirk","middle_name":"","last_name":"Schlimm","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29009/galley/18880/download/"}]},{"pk":29169,"title":"How victim framing shapes attitudes towards sexual assault","subtitle":null,"abstract":"Crimes typically involve a perpetrator and a victim, but alleged perpetrators are often cast as the true victim, as happenedrecently in the case of U.S. Supreme Court nominee Brett Kavanaugh. Across two experiments, we investigated theefficacy of this type of victim framing. Participants read a brief report about an alleged college campus sexual assaultand expressed their support for the male and female protagonists. The report either framed the woman as the victim (ofsexual assault), the man as the victim (of false accusations), or was relatively neutral about victimhood (baseline control).Relative to baseline, the framing manipulation was effective at eliciting more support for the character described as avictim, regardless of participants gender or political affiliation. These findings suggest that the language of victimhood, orits co-opting to cast alleged perpetrators in a more favorable light, can shape public opinion about a politically polarizedissue.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8983058v","frozenauthors":[{"first_name":"Stephen","middle_name":"","last_name":"Flusberg","name_suffix":"","institution":"Purchase College","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Husney","name_suffix":"","institution":"Colorado College","department":""},{"first_name":"Casey","middle_name":"","last_name":"Pollard","name_suffix":"","institution":"Colorado College","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Holmes","name_suffix":"","institution":"Colorado College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29169/galley/19040/download/"}]},{"pk":28528,"title":"Human few-shot learning of compositional instructions","subtitle":null,"abstract":"People learn in fast and flexible ways that have not been emu-lated by machines. Once a person learns a new verb “dax,” heor she can effortlessly understand how to “dax twice,” “walkand dax,” or “dax vigorously.” There have been striking recentimprovements in machine learning for natural language pro-cessing, yet the best algorithms require vast amounts of experi-ence and struggle to generalize new concepts in compositionalways. To better understand these distinctively human abilities,we study the compositional skills of people through language-like instruction learning tasks. Our results show that peoplecan learn and use novel functional concepts from very fewexamples (few-shot learning), successfully applying familiarfunctions to novel inputs. People can also compose conceptsin complex ways that go beyond the provided demonstrations.Two additional experiments examined the assumptions and in-ductive biases that people make when solving these tasks, re-vealing three biases: mutual exclusivity, one-to-one mappings,and iconic concatenation. We discuss the implications for cog-nitive modeling and the potential for building machines withmore human-like language learning capabilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concept learning; compositionality; word learn-ing; neural networks"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5vr9p4ks","frozenauthors":[{"first_name":"Brenden","middle_name":"M.","last_name":"Lake","name_suffix":"","institution":"New York University","department":""},{"first_name":"Tal","middle_name":"","last_name":"Linzen","name_suffix":"","institution":"John Hopkins University","department":""},{"first_name":"Marco","middle_name":"","last_name":"Baroni","name_suffix":"","institution":"Facebook AI Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28528/galley/18399/download/"}]},{"pk":28975,"title":"Human-level but not human-like: Deep Reinforcement Learning in the dark","subtitle":null,"abstract":"Deep reinforcement learning (RL) algorithms have recently achieved impressive results on a range of video games, learningto play them at or beyond a human level just from raw pixel inputs. However, do they leverage visual information in thesame manner as humans do? Our investigations suggest that they do not: given a static game, we find that a state-of-the-artdeep RL algorithm solves that game faster without visual input (only the agent location was provided to the algorithm).We posit that this is because deep RL attacks each problem tabula rasa, i.e. without any prior knowledge, as also suggestedby other recent work. We further propose that in certain settings, an agent is better off having no visual input comparedto having no visual priors. To demonstrate this, we conduct an experiment with human participants and find that peoplesolve a game that hid all visual input (except agent location) much faster than a game that prevented the use of variousvisual priors. These results highlight the importance of prior knowledge and provide a compelling demonstration of howthe lack of prior knowledge leads to deep RL algorithms approaching a problem very differently from humans.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sr562kz","frozenauthors":[{"first_name":"Rachit","middle_name":"","last_name":"Dubey","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Pulkit","middle_name":"","last_name":"Agrawal","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Deepak","middle_name":"","last_name":"Pathak","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Alyosha","middle_name":"","last_name":"Efros","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Tom","middle_name":"","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28975/galley/18846/download/"}]},{"pk":28982,"title":"Human Visual Object Similarity Judgments are Viewpoint-Invariant andPart-Based as Revealed via Metric Learning","subtitle":null,"abstract":"We describe and analyze the performance of metric learning systems, including deep neural networks (DNNs), on anew dataset of human similarity judgments of Fribbles, naturalistic, part-based objects. Metrics trained using pixel-based or DNN-based representations fail to explain our experimental data, but a metric trained with a viewpoint-invariant,part-based representation produces a good fit. We also find that although neural networks can learn to extract the part-based representation—and therefore should be capable of learning to model our data—networks trained with a triplet lossfunction based on similarity judgments do not perform well. We analyze this failure, providing a mathematical descriptionof the relationship between the metric learning objective function and the triplet loss function. The comparatively poorperformance of neural networks appears to be due to the nonconvexity of the optimization problem in network weightspace. We discuss the implications for neural network research as a whole.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sk0v77d","frozenauthors":[{"first_name":"Joseph","middle_name":"","last_name":"German","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Robert","middle_name":"","last_name":"Jacobs","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28982/galley/18853/download/"}]},{"pk":28500,"title":"Iconicity and Structure in the Emergence of Combinatoriality","subtitle":null,"abstract":"One design feature of human language is its combinatorialphonology, allowing it to form an unbounded set of mean-ingful utterances from a finite set of building blocks. Re-cent experiments suggest how this feature can evolve culturallywhen continuous signals are repeatedly transmitted betweengenerations. Because the building blocks of a combinatorialsystem lack independent meaning, combinatorial structure ap-pears to be in conflict with iconicity, another property salientin language evolution. To investigate the developmental tra-jectory of iconicity during the evolution of combinatoriality,we conducted an iterated learning experiment where partici-pants learned auditory signals produced using a virtual slidewhistle. We find that iconicity emerges rapidly but is gradu-ally lost over generations as combinatorial structure continuesto increase. This suggests that iconicity biases, whose pres-ence was revealed in a signal guessing experiment, manifest innuanced ways. We discuss implications of these findings fordifferent ideas about how biases for iconicity and combinato-riality interact in language evolution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"phonology; language evolution; combinatorialstructure; iterated learning; iconicity"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wm332w1","frozenauthors":[{"first_name":"Matthias","middle_name":"","last_name":"Hofer","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28500/galley/18371/download/"}]},{"pk":28686,"title":"Iconic Prosody is Rooted in Sensori-Motor Properties:Fundamental Frequency and the Vertical Space","subtitle":null,"abstract":"The iconic cross-modal correspondence between fundamentalfrequency and location in vertical space (“high is up”) has longbeen described in the literature. However, an explanation forthis relationship has not been proposed. We conducted an ex-periment in which participants shot at cans projected on thewall in different vertical positions. We found that mean funda-mental frequency was significantly influenced by vertical headposition. Moving the head upwards changes the position of thelarynx, which pulls on the cricothyroid muscle and changes thefundamental frequency. We thus propose that the iconic rela-tionship between fundamental frequency and vertical space isgrounded in the body.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"iconicity; prosody; fundamental frequency; verti-cal space; sensori-motor properties; embodied cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0q02j1s3","frozenauthors":[{"first_name":"Aleksandra","middle_name":"","last_name":"Cwiek","name_suffix":"","institution":"Leibniz-Centre General Linguistics","department":""},{"first_name":"Susanne","middle_name":"","last_name":"Fuchs","name_suffix":"","institution":"Leibniz-Centre General Linguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28686/galley/18557/download/"}]},{"pk":28495,"title":"Idea Generation and Goal-Derived Categories","subtitle":null,"abstract":"Semantic search and retrieval of information plays an im-portant role in creative idea generation. This study was de-signed to examine how semantic and temporal clustering varieswhen asking participants to generate ideas about uses for ob-jects compared with generating members of goal-derived cat-egories. Participants generated uses for three objects: brick,hammer, picture frame, and also generated members of thefollowing goal-derived categories: things to take in case of afire, things to sell at a garage sale, and ways to spend lotterywinnings. Using response-time analysis and semantic analysis,results illustrated that all six prompts generally led to exponen-tial cumulative response-time distributions. However, the pro-portion of temporally clustered responses, defined using theslope-difference algorithm, was higher for goal-derived cate-gory responses compared with object uses. Despite that, over-all pairwise semantic similarity was higher for object uses thanfor goal derived exemplars. The effect of prompt on pairwisesemantic similarity is likely the result of context-dependencyof exemplars from goal-derived categories. However, the cur-rent analysis contains a potential confound such that specialinstructions to give “common and uncommon” responses wereprovided only for the object-uses prompts. The confound islikely minimal, but future work is necessary to verify that theseresults would hold when the confound is removed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Creativity; Divergent Thinking; Goal-DerivedCategories; Latent Semantic Analysis; Semantic Memory"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0723j57x","frozenauthors":[{"first_name":"Richard","middle_name":"W.","last_name":"Hass","name_suffix":"","institution":"Thomas Jefferson University","department":""},{"first_name":"J. Colin","middle_name":"","last_name":"Long","name_suffix":"","institution":"Thomas Jefferson University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Pierce","name_suffix":"","institution":"Thomas Jefferson University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28495/galley/18366/download/"}]},{"pk":28917,"title":"Identifying the Evolutionary Progression of Color from Crosslinguistic Data","subtitle":null,"abstract":"We present a novel statistical analysis of color categorizationusing a standard method from semantic typology. Our ap-proach shows that crosslinguistic color naming data exhibitslatent dimensions whose order of relative importance matchesthe evolutionary ordering of emergence of those distinctions.Moreover, we show that the importance ordering of these di-mensions holds even when controlling for frequency of the dis-tinctions by looking at languages within each stage of evolu-tion. Additionally, we find that the extreme points of the latentcolor dimensions correspond well to a small set of “univer-sal” focal colors. Thus we show that a simple mathematicalmethod simultaneously derives a consistent match both to theevolutionary stages and to the universal foci.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantic universals; color naming; color evolu-tion."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h36b0n3","frozenauthors":[{"first_name":"Julia","middle_name":"","last_name":"Watson","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Barend","middle_name":"","last_name":"Beekhuizen","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28917/galley/18788/download/"}]},{"pk":28474,"title":"If it’s important, then I am curious: A value intervention to induce curiosity","subtitle":null,"abstract":"Curiosity is considered essential for learning and sustained en-gagement, yet stimulating curiosity in educational contexts re-mains a challenge. Can people’s curiosity about a topic bestimulated by evidence that the topic has potential value? Intwo experiments we show that increasing people’s perceptionsabout the usefulness of a scientific topic also influences theircuriosity and subsequent information search. Our results alsoshow that simply presenting interesting facts is not enough toinfluence curiosity, and that people are more likely to be curi-ous about a topic if they perceive it to be directly valuable tothem. Given the link between curiosity and learning, these re-sults have important implications for science communicationand education more broadly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"curiosity; intervention; education"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5s82c3f6","frozenauthors":[{"first_name":"Rachit","middle_name":"","last_name":"Dubey","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28474/galley/18345/download/"}]},{"pk":28641,"title":"Ignorance = doing what is reasonable: Children expect ignorant agents to act basedon prior knowledge","subtitle":null,"abstract":"When deciding how to act in new situations, we expect agents todraw on relevant prior experiences. This expectation underliesmany of our mental-state inferences, allowing us to infer agents’prior knowledge from their current actions. Do children sharethis expectation, and use it to infer others’ epistemic states? InExperiment 1, we find that five- and six-year-olds (but not four-year-olds) attribute additional knowledge to agents whose priorexperiences cannot explain their success. In Experiment 2, wefind that six-year-olds (but not younger children) also attributegreater knowledge to agents whose prior experience cannotexplain their failure. We show that by age five or six, childrenexpect ignorant agents’ beliefs (and therefore their actions) to beguided by their prior knowledge. This work adds to a growingbody of research suggesting that, while infants can representmental states, the ability to infer mental states continues todevelop throughout early childhood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Ignorance; Knowledge; Social Cognition;Theory of Mind"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1ct9s9vc","frozenauthors":[{"first_name":"Rosie","middle_name":"","last_name":"Aboody","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Madison","middle_name":"","last_name":"Flowers","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Caiqin","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"Wellesley College","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28641/galley/18512/download/"}]},{"pk":28522,"title":"I know what you did last summer (and how often).\nEpistemic states and statistical normality in causal judgements","subtitle":null,"abstract":"When several causes contributed to an outcome, we often\nsingle out one causal factor as being “more of a cause” than\nothers. What explains this selection? Existing research\nsuggests that people’s judgements of actual causation can be\ninfluenced by the degree to which they regard certain events as\nnorm-deviant, or “abnormal” (Hart & Honoré, 1963;\nKahneman & Miller, 1986; Hitchcock & Knobe, 2009; Halpern\n& Hitchcock 2015). In this paper, we argue that statistical\nabnormality influences causal judgements about human agents\nby changing the agents’ epistemic states (Epistemic\nHypothesis). In Experiment 1, we replicate previous findings\nthat people assign more causal strength to a statistically\nabnormally acting agent, but show that they also assign them\nmore knowledge about the behaviour of their peers. In\nExperiment 2, we show that in case of equal epistemic\nuncertainty, people do not differentiate between statistically\nabnormal and normal causal agents. In Experiment 3, we\nexplore the difference between type and token abnormality,\nand find that a token abnormal, but type normal behaviour still\ninfluences causal judgments, with people’s epistemic\njudgments mirroring these causal judgments. We discuss the\nimplications of this research for current norm-frameworks in\ncausal cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical norms"},{"word":"normality"},{"word":"causal judgment"},{"word":"counterfactual reasoning"},{"word":"epistemic states"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6s6130ht","frozenauthors":[{"first_name":"Lara","middle_name":"","last_name":"Kirfel","name_suffix":"","institution":"University College London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28522/galley/18393/download/"}]},{"pk":28525,"title":"Illusory Body Perception and Experience in Furries","subtitle":null,"abstract":"The Rubber Hand Illusion (RHI) is an illusion of body ownership.This study investigates the RHI in furries: people who manifestinterest in anthropomorphic animals through various combinationsof costuming, roleplay, identification with a fursona, and unusualbodily experiences. Furry culture suggests two ways furries coulddiffer from non-furries in their RHI experience: (1) furries’malleable perception of bodily self and identity may result instronger feelings of illusory experience; alternatively, (2) furries’identification with non-human animals may result in weakerfeelings of self-ownership for a human prosthetic. Results supportthe latter hypothesis; furries felt less subjective embodimentcompared to non-furries. Moreover, proprioceptive drift waspredicted by the extent individual furries valued humanity and theirhuman bodies. The less esteem furries had for humanity and theirhuman form, the less drift toward the human rubber hand wasobserved. These findings suggest how embodiment is related tosubjectivity, identity, and practice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Rubber Hand Illusion; Embodiment; BodyPerception; Culture; Identity"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37x5162v","frozenauthors":[{"first_name":"Alexander","middle_name":"","last_name":"Kranjec","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Louis","middle_name":"","last_name":"Lamanna","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Erick","middle_name":"","last_name":"Guzman","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Courtney","middle_name":"","last_name":"Plante","name_suffix":"","institution":"MacEwan University","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Reysen","name_suffix":"","institution":"Texas A&M University-Commerce","department":""},{"first_name":"Kathy","middle_name":"","last_name":"Gerbasi","name_suffix":"","institution":"Niagara County Community College","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Roberts","name_suffix":"","institution":"Renison University College","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Fein","name_suffix":"","institution":"Duquesne University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28525/galley/18396/download/"}]},{"pk":28574,"title":"Imagining the good: An offline tendency to simulate good optionseven when no decision has to be made","subtitle":null,"abstract":"Even when we are not faced with any decision, we sometimesengage in offline cognition where we simulate various possi-ble actions we can take. In these instances, which options dowe tend to simulate? Computational models have suggestedthat it is better to focus our limited cognitive resources to-wards simulating and refining our representations of optionsthat appear, at first blush, to have higher values. Two exper-imental studies explore whether we use this strategy. Partic-ipants went through an ‘offline’ thinking phase, and an ‘on-line’ decision-making phase. Participants first freely viewedvarious options, which they had to simulate to determine theiractual values. They were later asked to decide between goodor bad options. Offline simulation produced faster online re-sponse times for the options that appeared to have highervalues, indicating a pre-computation benefit for these items.These results suggest that people focus their offline cognitionon the apparently good.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sampling; simulation; decision-making; mentalrotation"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nb8x82b","frozenauthors":[{"first_name":"Joan","middle_name":"Danielle K.","last_name":"Ongchoco","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Knobe","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28574/galley/18445/download/"}]},{"pk":28751,"title":"IMPACT OF CHESS TRAINING ON CREATIVITY AND INTELLIGENCE","subtitle":null,"abstract":"Research using short-term chess training programs has indicated an enhancement of cognitive functioning among children.The aim of the study was to investigate the effect of 1-year systematic chess training on the creativity and intelligence ofchildren. A pretestposttest with control group design was used. Children who were studying in two government schoolsand two private schools (grades 39) were selected randomly. They were then randomly assigned to experimental andcontrol groups, with 88 (50 boys, 38 girls) children in the experimental group and 90 (57 boys, 33 girls) children inthe control group. The experimental group underwent weekly 1-hour chess training for 1 year, while the control groupwas actively involved in extracurricular activities offered by the school during the same period. Creativity was measuredby WallachKogan Creativity Test (Indian adaptation) and intelligence was measured by subtests of Wechsler IntelligenceScale for Children: Fourth edition (WISC-IV), India. Analysis of covariance (ANCOVA) revealed significant improvementin total creativity and Full Scale Intelligence Quotient (FSIQ) for experimental group compared to the control group. Chesstraining as part of school activities appears to have a wide spectrum of outcomes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0jz4k31p","frozenauthors":[{"first_name":"Ebenezer","middle_name":"","last_name":"Joseph","name_suffix":"","institution":"EMMANUEL CHESS CENTRE","department":""},{"first_name":"Veena","middle_name":"","last_name":"Easvaradoss","name_suffix":"","institution":"EMMANUEL CHESS CENTRE","department":""},{"first_name":"David","middle_name":"","last_name":"Chandran","name_suffix":"","institution":"WCC, CHENNAI","department":""},{"first_name":"Suneera","middle_name":"","last_name":"Abraham","name_suffix":"","institution":"EMMANUEL CHESS CENTRE","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28751/galley/18622/download/"}]},{"pk":28879,"title":"Impact of Explicit Failure and Success-driven Preparatory Activities on Learning","subtitle":null,"abstract":"Unscaffolded problem-solving before receiving instruction cangive students opportunities to entertain their exploratory hy-potheses at the expense of experiencing initial failures. Priorliterature has argued for the efficacy of such Productive Fail-ure (PF) activities in preparing students to “see” like an expert.Despite growing understanding of the socio-cognitive mecha-nisms that affect learning from PF, the necessity of success orfailure in initial problem-solving attempts is still unclear. Con-sequently, we do not know yet whether some ways of succeed-ing or failing are more efficacious than others. Here, we reportempirical evidence from a recently concluded classroom PF in-tervention (N=221), where we designed scaffolds to explicitlypush student problem-solving towards success via structuring,but also radically, towards failure via problematizing. Our ra-tionale for explicit failure scaffolding was rooted in facilitatingproblem-space exploration. We subsequently compared thedifferential preparatory effects of success-driven and failure-driven problem-solving on learning from subsequent instruc-tion. Results suggested explicit failure scaffolding during ini-tial problem-solving to have a higher impact on conceptual un-derstanding, compared to explicit success scaffolding. Thistrend was more salient for the task topic with greater difficulty.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Classroom Study; Productive Failure; Scaffolding"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4t91d604","frozenauthors":[{"first_name":"Tanmay","middle_name":"","last_name":"Sinha","name_suffix":"","institution":"ETH Zurich","department":""},{"first_name":"Manu","middle_name":"","last_name":"Kapur","name_suffix":"","institution":"ETH Zurich","department":""},{"first_name":"Robert","middle_name":"","last_name":"West","name_suffix":"","institution":"EPFL Lausanne","department":""},{"first_name":"Michele","middle_name":"","last_name":"Catasta","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Matthias","middle_name":"","last_name":"Hauswirth","name_suffix":"","institution":"University of Lugano","department":""},{"first_name":"Dragan","middle_name":"","last_name":"Trninic","name_suffix":"","institution":"ETH Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28879/galley/18750/download/"}]},{"pk":28617,"title":"Impatient to Receive or Impatient to Achieve: Goal Gradients and TimeDiscounting","subtitle":null,"abstract":"When people behave impatiently, prioritizing sooner outcomes at the expense of latter ones, is it because they valueachieve their goal sooner, or because they value receiving the benefits sooner? Prior research has often confounded goalgradient (the stronger motivational effect of more proximal goals) and time discounting effects on decision-making. Wefirst establish a preference to invest in the earlier of two equally difficult goals (e.g, a first-goal preference) that could beexplained either by relative goal gradients or by differences in time discounted value. We then experimentally separatethe timing of goal completion and reward receipt. We find separate and disassociated large goal gradient and somewhatsmaller time discounting effects. Our results suggest that goal gradient effects may provide a partial, but substantial,explanation of time discounting and, consequently, can inflate estimated discount rates when not accounted for.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47q275zg","frozenauthors":[{"first_name":"Oleg","middle_name":"","last_name":"Urminsky","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Indranil","middle_name":"","last_name":"Goswami","name_suffix":"","institution":"University of Buffalo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28617/galley/18488/download/"}]},{"pk":28526,"title":"Implicit Evaluations Reflect Causal Information","subtitle":null,"abstract":"Evaluations along a positivenegative dimension can be measured either explicitly (via self-report) or implicitly (via re-sponse interference tasks). Whether implicit evaluations encode relational information (e.g., A causes B) or only co-occurrence information (AB) has been debated extensively. 1,082 participants observed a machine being activated bycausally responsible stimuli and dispensing rewards in the presence of merely associated, but not causal, stimuli. Eval-uations of causally responsible vs. associated stimuli were measured implicitly and explicitly. Explicit and implicitevaluations of causally responsible stimuli were more positive than those of associated stimuli, both in the presence (Study1) and absence (Study 2) of verbal instructions about the operation of the machine. Study 3 eliminated temporal primacyand overshadowing as explanations of the effect. Supporting propositional theories, these findings suggest that implicitevaluations are sensitive not only to co-occurrence but also to relational information, whether conveyed verbally or learnedsolely from experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xr93508","frozenauthors":[{"first_name":"Benedek","middle_name":"","last_name":"Kurdi","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Adam","middle_name":"","last_name":"Morris","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28526/galley/18397/download/"}]},{"pk":29165,"title":"Improv exercises promote uncertainty tolerance and improve creativity outcomes","subtitle":null,"abstract":"Improvisational theater is defined broadly as a theatrical setting in which, process and product co-occur (Sowden, Clements,Redlich, & Lewis, 2015). Therefore, practicing improvisational theater involves embracing uncertainty (Napier, 2004). Inthis context, individuals may learn to tolerate uncertainty with greater comfort, a common treatment outcome across manypsychological disorders (e.g. Boswell et al., 2013). The current study employs a lab-based paradigm linking brief impro-visational theater experience to increased divergent thinking outcomes (Lewis & Lovatt, 2013). We set out to replicateand extend this finding by including an explicit measure of uncertainty tolerance. Across two studies, our results showincreased uncertainty tolerance for people who improvised, significantly more than people who participated in a socialinteraction control with limited uncertainty. Additionally, the improvising condition predicted relative improvement on asubset of divergent thinking measures, offering partial support for the Lewis and Lovatt (2013) finding that improvisationaltheater exercises can improve creativity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34c225jm","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Felsman","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Sanuri","middle_name":"","last_name":"Gunawardena","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Colleen","middle_name":"","last_name":"Seifert","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29165/galley/19036/download/"}]},{"pk":29124,"title":"Improving Fraction Knowledge to Open the Door to Algebra","subtitle":null,"abstract":"Recent studies have established that students knowledge about fractions is predictive of their readiness, performance, andlearning in Algebra (Booth & Newton, 2012; Booth, Newton, & Twiss-Garrity, 2013). However, it is yet unknown whetherthe relationship between fractions and algebra is causal; that is, would improving students’ knowledge of fractions causeimprovements in their ability to perform in and learn Algebra? The present study examines the impact of improvingfraction computation and fraction magnitude knowledge in real world classrooms on middle school students’ learningof key concepts and problem-solving techniques in Algebra. Individual differences in the impact of improved fractionknowledge will also be investigated and discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hv324x0","frozenauthors":[{"first_name":"Julie","middle_name":"","last_name":"Booth","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Kristie","middle_name":"J.","last_name":"Newton","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Christina","middle_name":"","last_name":"Barbieri","name_suffix":"","institution":"University of Delaware, Newark","department":""},{"first_name":"Laura","middle_name":"K.","last_name":"Young","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Nicole","middle_name":"","last_name":"Hallinen","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29124/galley/18995/download/"}]},{"pk":28862,"title":"Inattentional Blindness in Visual Search","subtitle":null,"abstract":"Models of visual saliency normally belong to one of twocamps: models such as Experience Guided Search (E-GS),which emphasize top-down guidance based on task features,and models such as Attention as Information Maximisation(AIM), which emphasize the role of bottom-up saliency. Inthis paper, we show that E-GS and AIM are structurally simi-lar and can be unified to create a general model of visual searchwhich includes a generic prior over potential non-task relatedobjects. We demonstrate that this model displays inattentionalblindness, and that blindness can be modulated by adjustingthe relative precisions of several terms within the model. Atthe same time, our model correctly accounts for a series ofclassical visual search results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Inattentional Blindness; Conjunction Search; Vi-sual Attention; Bayesian Modelling; Predictive Processing"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7b4396zt","frozenauthors":[{"first_name":"Matt","middle_name":"","last_name":"Chapman-Rounds","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Christopher","middle_name":"G.","last_name":"Lucas","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Frank","middle_name":"","last_name":"Keller","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28862/galley/18733/download/"}]},{"pk":35936,"title":"In-Class Expectations Versus Realities: Chinese International ELLs’ Experiences in a Public University ESL Classroom","subtitle":null,"abstract":"The following is a qualitative study on Chinese international English language learners’ (ELLs’) experiences in an English as a second language (ESL) classroom. Set at Sunset University (pseudonym used), a public university in Northern California, the study uses ethnographic\nfield methods to gauge information about an ESL teacher’s and Chinese international ELLs’ views about effective teaching in the public university ESL classroom. The author draws upon previous studies (McCargar, 1993; Peacock, 2001; Reid, 1987; Sawyer, 1995; Schulz, 1996) to explore whether there may be a mismatch between Chinese international ELLs’ and the ESL teachers’ expectations about effective teaching, and she further explores whether the existence of such a mismatch might be correlated with Chinese international ELLs’ disengagement in this\nsetting. The author discovers the presence of mismatch in 3 areas: (a) structure, (b) scaffolding, and (c) group work, all 3 of which have implications for Chinese international ELLs’ (dis)engagement in the public university ESL context.","language":"eng","license":null,"keywords":[{"word":"English-language learners"},{"word":"English as a Second Language"},{"word":"Chinese international students"},{"word":"mismatch"},{"word":"disengagement"},{"word":"structure"},{"word":"scaffolding"},{"word":"group work"}],"section":"Theme Section - Teaching and Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79x164z4","frozenauthors":[{"first_name":"Višnja","middle_name":"","last_name":"Milojičić","name_suffix":"","institution":"University of California, Davis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[]},{"pk":29298,"title":"Incorporating Semantic Constraints into Algorithms for Unsupervised Learningof Morphology","subtitle":null,"abstract":"A key challenge in language acquisition is learning morphological transforms relating word roots to derived forms. Unsu-pervised learning algorithms can perform morphological segmentation by finding patterns in word strings (e.g. Goldsmith,2001), but struggle to distinguish valid segmentations from spurious ones because they look only at sequences of characters(or phonemes) and ignore meaning. For example, a system that correctly discovers ¡add -s¿ as a valid suffix from seeingdog, dogs, cat, cats, etc, might incorrectly infer that ¡add -et¿ is also a valid suffix from seeing bull, bullet, mall, mallet, etc.We propose that learners could avoid these errors with a simple semantic assumption: morphological transforms shouldapproximately preserve meaning. We extend an algorithm from Chan (2008) by integrating proximity in vector-spaceword embeddings as a criterion for valid transforms. On the Brown CHILDES corpus, we achieve both higher accuracyand broader coverage than the purely syntactic approach.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07v3x3q6","frozenauthors":[{"first_name":"Abi","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Commonwealth School","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29298/galley/19169/download/"}]},{"pk":28486,"title":"Incorrect Guesses Boost Retention of Novel Words in Adults but not in Children","subtitle":null,"abstract":"What is the mechanism by which linguistic knowledge is updated over time? In six experiments, we asked whether error-driven learning can explain how adults and children add new words to their vocabulary. Participants were exposed tonovel object labels that were more or less unexpected given participants linguistic knowledge. Two-to-four-year-olds werestrongly affected by expectations based on contextual constraint when choosing the referent of a new label. However,while adults formed stronger memory traces for novel words that violated a stronger prior expectation, childrens memorywas unaffected by the strength of their prior expectations. We conclude that the encoding of new words in memory followsthe principles of error-driven learning in adults, but not in preschoolers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bv3g5qd","frozenauthors":[{"first_name":"Chiara","middle_name":"","last_name":"Gambi","name_suffix":"","institution":"Cardiff University","department":""},{"first_name":"Martin","middle_name":"J.","last_name":"Pickering","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Hugh","middle_name":"","last_name":"Rabagliati","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28486/galley/18357/download/"}]},{"pk":28900,"title":"Incremental understanding of conjunctive generic sentences","subtitle":null,"abstract":"Generic statements convey generalizations about categories,but how generic predications combine is unclear. “Elephantslive in Africa and Asia” does not mean that individual ele-phants live on both continents. In addition, such conjunc-tive generics pose interesting questions for theories of incre-mental processing because the meaning of the sentence canchange part-way through: “Elephants live in Africa” would im-ply most or all do, but “Africa and Asia” implies some live ineach. We extend a recently proposed computational model ofgeneric language understanding with an incremental process-ing mechanism that can begin to interpret an utterance beforea speaker has finished their sentence. This model makes novelpredictions about partial interpretations of conjunctive genericsentences, which we test in two behavioral experiments. Theresults support a strong view of incrementality, wherein lis-teners continuously update their beliefs based on expectationsabout where a speaker will go next with their utterance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantics; pragmatics; incremental processing;generics; psycholinguistics"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nw9v1fr","frozenauthors":[{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Karen","middle_name":"","last_name":"Gu","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28900/galley/18771/download/"}]},{"pk":28449,"title":"(In-)definites, (anti-)uniqueness, and uniqueness expectations","subtitle":null,"abstract":"Using “A” in noun phrases such as “A father of the vic-tim” is odd, which is commonly explained by the princi-ple Maximize Presupposition, requiring speakers to usethe alternative with the strongest presupposition (here“The”, given its uniqueness presupposition). This re-sults in an anti-uniqueness inference for “A” (clashingwith stereotypical expectations here), sometimes labelledas an ‘anti-presupposition’ (Percus, 2006), as it derivesfrom reasoning over the presuppositions of alternativeforms. We compare these inferences to the uniquenessinferences associated with definites, while manipulatinguniqueness expectations in a picture manipulation taskusing visual world eye-tracking. This offers a minimalcomparison of uniqueness-based inferences that are lexi-cally encoded vs. pragmatically inferred, and furthermoretests the prediction that the accommodatability of the def-inite’s presupposition plays a role in the derivation of anti-uniqueness inferences (Rouillard & Schwarz, 2017).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"presuppositions; visual world eye-tracking;definiteness; indefiniteness"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00d242wq","frozenauthors":[{"first_name":"Nadine","middle_name":"","last_name":"Bade","name_suffix":"","institution":"University of Tubingen","department":""},{"first_name":"Florian","middle_name":"","last_name":"Schwarz","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28449/galley/18320/download/"}]},{"pk":28778,"title":"Individual Differences, Expertise and Outcome Bias in Medical Decision Making","subtitle":null,"abstract":"Outcome bias describes the tendency of people to alter theirrating of a decision’s quality according to whether theoutcome is good or bad – despite equivalencies in availableinformation and decision processes – which has the potentialto undermine learning about causal structures and diagnosticinformation in many fields, including medicine. Herein, asample of 181 doctors and medical students is shown todisplay outcome bias in medical and non-medical scenarios –with their susceptibility correlating across the domains, r =0.38. Analyses showed that rational and intuitive decisionstyles and a medical risk tolerance measure offered littlepredictive power. Instead, the strongest drivers of biassusceptibility were the Age and professional Level ofparticipants, with more senior personnel showing lessoutcome bias. We argue that this could reflect improvedlearning across a doctor’s career or result from increasingconfidence making them less likely to change their initialjudgement of decision quality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"medical decision making; outcome bias;individual differences; expertise; decision style."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ck1m72b","frozenauthors":[{"first_name":"Aron","middle_name":"","last_name":"Liaw","name_suffix":"","institution":"University of California, San Francisco","department":""},{"first_name":"Matthew","middle_name":"B.","last_name":"Welsh","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Hillary","middle_name":"","last_name":"Copp","name_suffix":"","institution":"University of California, San Francisco","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Breyer","name_suffix":"","institution":"Zuckerberg San Francisco General and Trauma Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28778/galley/18649/download/"}]},{"pk":28622,"title":"Individual differences in bodily attention: Variability in anticipatory mu rhythm power is associated with\nexecutive function abilities and processing speed","subtitle":null,"abstract":"The ability to anticipate, attend and respond appropriately to\nspecific stimuli is involved in the execution of everyday tasks.\nThe current investigation examined the relations between\ncognitive skills measured by the NIH Toolbox and changes in\nthe power of mu oscillations during anticipation of and in\nresponse to a tactile stimulus. Electroencephalographic (EEG)\nactivity was measured after a visuospatial cue directed adults\n(n=40) to monitor their right or left hand for upcoming tactile\nstimulation. In the 500 ms prior to the onset of the tactile\nstimulus, a desynchronization was apparent 8 – 14 Hz at\ncontralateral central sites, consistent with prior investigations\nof mu rhythm; a widespread synchronization was apparent in\nthe 250 ms proceeding delivery of the tactile stimulus. The\nextent of contralateral reduction in mu power was associated\nwith speed processing ability, while ipsilateral mu power was\nassociated with flanker performance and marginally correlated\nwith card sort performance. Regression further probe the\nsignificance and specificity of these effects. Increases in mu\npower following onset of the tactile stimulus were not\nassociated with any behavioral measures. Mu modulation\nduring attention to a specific bodily location appears related to\nvariability in the broader ability to regulate behavior in a goal-\ndirected manner, and perhaps to speed of stimulus processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"tactile; mu; EEG; executive function;\nsensorimotor; oscillations; anticipation;"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hj458xf","frozenauthors":[{"first_name":"Staci","middle_name":"Meredith","last_name":"Weiss","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Rebecca","middle_name":"L.","last_name":"Laconi","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Peter","middle_name":"J.","last_name":"Marshall","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28622/galley/18493/download/"}]},{"pk":28712,"title":"Individual differences in fluency with idea generation predict children’s beliefs intheir own free will","subtitle":null,"abstract":"The ability to imagine alternative possibilities plays a crucialrole in everyday cognitive functioning beginning in earlychildhood. Across two studies, we ask whether individualdifferences in young children’s (Mean Age = 5.01; SD = 0.78Range = 2) fluency in generating alternative possibilitiesrelates to a particular type of social-cognitive counterfactualjudgment, namely children’s belief in the possibility to “actotherwise” when actions go against stated strong desires (i.e.“free will”). We found that the fluency of generating ideaswas a consistent individual difference that held regardless ofdomain. We also found that individual children’s fluencypredicted judgments of free will for themselves (Study 2) butnot for others (Study 1). Our findings raise new questionsabout how counterfactual thinking enables children toovercome psychological barriers to self-control, and howstimulating the imagination facilitates developing cognitionsthat rely on it.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"counterfactual thinking"},{"word":"Free Will"},{"word":"socialcognition"},{"word":"Modal cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7622v521","frozenauthors":[{"first_name":"Teresa","middle_name":"","last_name":"Flanagan","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Tamar","middle_name":"","last_name":"Kushnir","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28712/galley/18583/download/"}]},{"pk":28504,"title":"Individual Differences in Judging Similarity Between Semantic Relations","subtitle":null,"abstract":"The ability to recognize and make inductive inferences based onrelational similarity is fundamental to much of human highercognition. However, relational similarity is not easily defined ormeasured, which makes it difficult to determine whetherindividual differences in cognitive capacity or semanticknowledge impact relational processing. In two experiments, weused a multi-arrangement task (previously applied to individualwords or objects) to efficiently assess similarities between wordpairs instantiating various abstract relations. Experiment 1established that the method identifies word pairs expressing thesame relation as more similar to each other than to thoseexpressing different relations. Experiment 2 extended theseresults by showing that relational similarity measured by themulti-arrangement task is sensitive to more subtle distinctions.Word pairs instantiating the same specific subrelation werejudged as more similar to each other than to those instantiatingdifferent subrelations within the same general relation type. Inaddition, Experiment 2 found that individual differences in bothfluid intelligence and crystalized verbal intelligence correlatedwith differentiation of relation similarity judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relational reasoning"},{"word":"Similarity"},{"word":"semantic cognition"},{"word":"fluid intelligence"},{"word":"crystallized intelligence"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3w94d5qf","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Ichien","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Keith","middle_name":"J.","last_name":"Holyoak","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28504/galley/18375/download/"}]},{"pk":28549,"title":"Individual differences in reading experiences: The roles of mental imagery andfantasy","subtitle":null,"abstract":"It is well established that readers form mental images when reading a narrative. The influence of mental imagery on theway people experience stories is however still unclear. In two experiments reported here, participants received instructionsaimed at encouraging or discouraging mental imagery before reading literary short stories. After reading, participantsanswered questions about their reading experiences. The results from the first experiment suggested an important roleof mental imagery in determining reading experiences. However, the results from the second experiment showed thatindividual trait differences in how imaginative participants are predicted reading experiences much better than guidedmental imagery. Moreover, the role of mental imagery did not extend to aspects of the reading experience other thanmental imagery. The implications of these results for the relationship between mental imagery and reading experiencesare discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8h41346d","frozenauthors":[{"first_name":"Marloes","middle_name":"","last_name":"Mak","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Roel","middle_name":"M.","last_name":"Willems","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28549/galley/18420/download/"}]},{"pk":29299,"title":"Individual Differences in Second Language Age of Acquisition and LanguageEntropy Predict Non-Verbal Reinforcement Learning Among Bilingual Adults","subtitle":null,"abstract":"We investigated whether bilingualism affects non-verbal model-free vs. model-based reinforcement learning (RL). Thisdual-systems theory posits independent valuation systems in controlling choices and may overlap with systems of bilingualexecutive control. Forty-five bilingual adults completed a two-stage decision making task with transition and probabilityof reward dynamically varying. First, we calculated a model-based index to measure how much participants integrateenvironmental structure with reward when planning choices. Consistent with monolingual results, we found that bilingualsdisplay model-free and model-based RL to differing degrees. Next, we assessed whether individual differences in secondlanguage (L2) age of acquisition (AoA) and language entropy interact with these RL systems. Bilinguals with earlierL2 AoA and greater language entropy demonstrated model-free RL, whereas bilinguals with later L2 AoA and lowerlanguage entropy demonstrated greater sensitivity to model-based reward frequencies. This suggests an interesting linkbetween bilingual experience and how reward shapes decision-making strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79t799bz","frozenauthors":[{"first_name":"Mehrgol","middle_name":"","last_name":"Tiv","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Jason","middle_name":"","last_name":"Gullifer","name_suffix":"","institution":"McGill University","department":""},{"first_name":"A. Ross","middle_name":"","last_name":"Otto","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Debra","middle_name":"","last_name":"Titone","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29299/galley/19170/download/"}]},{"pk":28511,"title":"Individual Differences in Self-Recognition from Body Movements","subtitle":null,"abstract":"Since we rarely view our own body movements in our dailylives, understanding the recognition of self-body movementcan shed light on the core of self-awareness and on therepresentation of actions. We first recorded nine simple andnine complex actions performed by individual participants,who also subsequently observed nine videos displayed on thescreen and imitated these actions. After a delay period of 35-40 days, participants were asked to identify their self- bodymovements presented as point-light displays amongst threeother actors who performed the same actions. Participants wereable to recognize themselves solely based on kinematics inpoint-light displays. However, self-recognition accuracyvaried according to the complexity of performed actions, withmore accurate self-recognition for complex than simpleactions. The ability of self-recognition with simple actionsshowed a significant relation with autistic traits (negativerelation: poorer self-recognition accuracy with more autistictraits), schizophrenic traits (quadratic non-linear relation,participants with the median degree of schizophrenia traitsperformed better than participants at the extremes), and withimitation actions and motor imagery traits (linear relation:increased self-recognition accuracy with greater motorimagery). We also found that participants did not recognizeactions that only required visual experience but could identifytheir self-generated actions that required motor experience,underscoring the importance of motor experience to therepresentation of self-body movements.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Self-Recognition"},{"word":"body movement"},{"word":"action"},{"word":"individual differences"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xg200q5","frozenauthors":[{"first_name":"Akila","middle_name":"","last_name":"Kadambi","name_suffix":"","institution":"University of California","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28511/galley/18382/download/"}]},{"pk":28415,"title":"Individual Differences in Spatial Representations and Wayfinding","subtitle":null,"abstract":"Navigation is a well-specified computational problem, and solving it is vital for survival. Given\nthese constraints, we might expect that humans differ minimally in their wayfinding capabilities.\nIndeed, a lack of variation is often implicitly assumed when cognitive scientists debate the\nexistence of cognitive maps or when cognitive neuroscientists search for the neural substrates of\nnavigation. However, in everyday life, we frequently discuss how some people get lost with\nsome frequency, or how women ask for directions while men use maps. Indeed, it is increasingly\napparent in the scientific data on navigation (and other cognitive domains) that the study of\nnormative functioning needs to be integrated with the study of human variation, with its\nattendant challenges regarding experimental design and use of psychometrics. The four papers in\nthis symposium gather together current work in cognitive science and neuroscience that aim to\nintegrate the study of variation into the more common normative approach.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7s09177h","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28415/galley/18286/download/"}]},{"pk":29265,"title":"Individual spatial reasoning skills support different kinds of physics tasks","subtitle":null,"abstract":"The majority of undergraduate students fail to achieve a basic understanding of fundamental concepts in science, tech-nology, engineering, and mathematics (Bao et al., 2009). A major barrier may be spatial reasoning (Wai, Lubinski, &Benbow, 2009). Spatial reasoning is the ability to mentally manipulate the 2D and 3D relations within and between ob-jects. The current study examines the casual relation between spatial reasoning and performance in an undergraduateintroductory physics course. All students enrolled in the course took tests of mental rotation, hidden figures, form board,and perspective-taking at the beginning of the semester and again at the end of the semester. Post-test scores were sig-nificantly higher compared to pre-test scores, ts(38) ¡ 10.82, ps¡.02. Growth in spatial reasoning is predictive of examperformance, with performance on individual spatial reasoning tests being correlated with specific kinds of exam items.This suggests individual spatial reasoning skills differentially support different physics understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/97m4q887","frozenauthors":[{"first_name":"Ilyse","middle_name":"","last_name":"Resnick","name_suffix":"","institution":"University of Canberra","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Jackson","name_suffix":"","institution":"Pennsylvania State University Lehigh Valley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29265/galley/19136/download/"}]},{"pk":28609,"title":"Inductive Biases Constrain Cumulative Cultural Evolution","subtitle":null,"abstract":"Cumulative cultural evolution is a distinctively human formof information-processing that endows our societies with im-probable and efficient technologies. But how objective is thisprocess? A widely held conjecture is that human cognitivebiases can constrain cumulative cultural evolution, and there-fore shape our discoveries. We present a Bayesian analysis ofa simple form of cumulative cultural evolution. This modelallows us to formulate and test the theoretical conjecture inan experimental setting. Across a series of behavioural ex-periments, we show that people’s inductive biases constrain apopulation’s ability to discover counter-intuitive virtual tech-nologies in a simple search problem. Our analysis highlightsformal relationships between cumulative cultural evolution,Bayesian inference, and stochastic optimization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cumulative cultural evolution; inductive biases;optimization; computation; Bayes; cultural evolution;"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/25w59934","frozenauthors":[{"first_name":"Bill","middle_name":"","last_name":"Thompson","name_suffix":"","institution":"Univeristy of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28609/galley/18480/download/"}]},{"pk":29053,"title":"I Never Even Considered That!: Investigating explanations for adults failures tolearn conjunctive causal rules","subtitle":null,"abstract":"Despite having sophisticated causal reasoning skills, there are a variety of cases in which adult learners consistently ignorethe available evidence and make an incorrect inference. Here, we focus on a specific case in which adults fail to inferand apply a conjunctive causal rule (Lucas et al., 2014), and examine two explanations for this failure. In Experiment1, we manipulate information about the probabilistic nature of the events to test whether adults failure results from anendorsement of noisy relations. In Experiment 2, we manipulate the physical design of the causal system to test analternative account: that this phenomenon is due to a failure to consider the correct, conjunctive hypothesis. Takentogether, our results suggest that failures to learn the conjunctive rule may not be entirely due to a noisy prior that affordsdiscounting of the evidence, but instead results from a failure to generate the relevant hypothesis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9pg0q0bk","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Rett","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University - Newark","department":""},{"first_name":"Koeun","middle_name":"","last_name":"Choi","name_suffix":"","institution":"Virginia Tech","department":""},{"first_name":"Caren","middle_name":"","last_name":"Walker","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29053/galley/18924/download/"}]},{"pk":29117,"title":"Inferior frontal gyrus involvement during search and solution in verbal creativeproblem solving: A parametric fMRI study","subtitle":null,"abstract":"In verbal creative problems like compound remote associates (CRAs), the solution is semantically distant and there is nopredefined path to the solution. Therefore, people first search through the space of possible solutions before retrieving thecorrect semantic content by extending their search space. We assume that search and solution are both part of a semanticcontrol process which involves the inferior frontal gyrus (IFG). Furthermore, the degree of the IFG involvement dependson how much the search space needs to be extended, i.e. how semantically distant the solution is. To demonstrate this,we created a modified CRA paradigm which systematically modulates the semantic distance from the first target wordto the solution via priming. We show that brain areas (left inferior frontal gyrus and middle temporal gyrus) associatedwith semantic control are already recruited during search. In addition, we found a linear correlation between the BOLDactivation of the IFG (pars orbitalis and triangularis) and the search space extension. However, this linear relationshipcould only be observed during and shortly before the correct solution but not during search. We discuss the role of the IFGin accessing semantically distant information during verbal creative problem solving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nh5d7gq","frozenauthors":[{"first_name":"Maxi","middle_name":"","last_name":"Becker","name_suffix":"","institution":"University Medical Center Hamburg-Eppendorf","department":""},{"first_name":"Tobias","middle_name":"","last_name":"Sommer","name_suffix":"","institution":"University Medical Center Hamburg-Eppendorf","department":""},{"first_name":"Simone","middle_name":"","last_name":"Khn","name_suffix":"","institution":"University Medical Center Hamburg-Eppendorf","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29117/galley/18988/download/"}]},{"pk":28852,"title":"Inferring Structured Visual Concepts from Minimal Data","subtitle":null,"abstract":"Humans can learn and reason about abstract concepts quickly,flexibly, and often from very little data. Here, we study howpeople learn novel concepts within a binary grid domain, andfind that even this minimal task nonetheless necessitates theinference of highly structured parts as well as their compo-sitional relationships. Furthermore, by changing the presen-tation condition of the learning examples, we reveal differentapproaches involved in learning such visual concepts: giventhe same images, human generalizations differ between rapidand static presentation conditions. We investigate this differ-ence by developing several computational models that vary intheir use of structured primitives and composition. We find thatlearning in the rapid presentation condition is best described asinference in simple models, while learning in the static presen-tation condition is best described as inference in a more struc-tured space of graphics programs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayesian inference; concept learning; few-shotlearning; program induction"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75n5b1sg","frozenauthors":[{"first_name":"Peng","middle_name":"","last_name":"Qian","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Luke","middle_name":"","last_name":"Hewitt","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28852/galley/18723/download/"}]},{"pk":29020,"title":"Inferring the social meaning of objects with intuitive physics and Theory of Mind","subtitle":null,"abstract":"Humans primarily communicate through words and gestures. In some cases, however, humans also communicate indirectlythrough objects, such as trafc cones or stanchion ropes. How does the human mind generate and interpret the socialmeaning of objects? Here we show that a computational model that uses commonsense physics and Theory of Mindspontaneously gives rise to the ability to communicate through objects. As predicted by our model, we show that peoplecan infer the communicative meaning of novel objects by reasoning about the costs they impose, even in the absence ofa pre-existing convention. Moreover, we show that people store the meaning of an object after a single exposure andrecognize it in subsequent encounters. Our model sheds light on how humans bootstrap cognitive capacities that we sharewith other animals to give rise to uniquely-human cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4n3143hw","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Lopez-Brau","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29020/galley/18891/download/"}]},{"pk":29172,"title":"Inflated inflation and superseded supersession: testing counterfactual samplingaccounts of causal strength judgments","subtitle":null,"abstract":"Norm violations have been shown to influence causal judgments. Icard, Kominsky, and Knobe (2017) explained theinfluence of norms by appeal to a model of norm-weighted sampling of counterfactual possibilities. This model explainstwo well-known effects (among others): When two agents must act to bring about an outcome (i.e. both actions arenecessary), if an agent S violates a norm, they are judged more causal than when they do not violate a norm (abnormalinflation), and the other agent B is judged to be less causal than when S does not violate a norm (causal supersession).In the present study (N = 1008), we find empirical support for two untested further predictions of this sampling modelof causal strength judgments: Abnormal inflation of S is greater when B violates a norm (inflation increase), and causalsupersession of B is smaller when S violates a norm (supersession decrease).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3x7947b0","frozenauthors":[{"first_name":"Maureen","middle_name":"","last_name":"Gill","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Kominsky","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Knobe","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Icard","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29172/galley/19043/download/"}]},{"pk":28672,"title":"Influence of linguistic tense marking on temporal discounting:\nFrom the perspective of asymmetric tense marking in Japanese","subtitle":null,"abstract":"There has been much discussion around the Linguistic-Savings\nHypothesis (LSH), which postulates that language can affect\nintertemporal choices of its speakers; the validity of this claim\nhas remained controversial. To test the LSH independent from\nthe possible influencing factors, such as cultural differences,\nwe focused on the Japanese language, which features\nasymmetric tense marking, in that past tense is grammatically\nmarked but future tense is not. Adopting a within-participant\ndesign, we compared the discounting behavior between past\nand future gains in native Japanese participants. Our results\nrevealed that Japanese speakers tended to discount the values\nplaced on rewards in an asymmetry way: to discount the value\nof past gains more heavily than that of future gains. We\nbelieved our results corroborated the LSH and linguistic\nrelativity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Intertemporal discounting; Intertemporal choice;\nLinguistic-Savings Hypothesis; Tense; Linguistic relativity"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7478111r","frozenauthors":[{"first_name":"Qixiang","middle_name":"","last_name":"Chen","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Hidehito","middle_name":"","last_name":"Honda","name_suffix":"","institution":"Yasuda Women’s University","department":""},{"first_name":"Kazuhiro","middle_name":"","last_name":"Ueda","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28672/galley/18543/download/"}]},{"pk":29007,"title":"Information Distribution Depends on Language-Specific Features","subtitle":null,"abstract":"Language can be thought of as a code: A system for packaging a speakers thoughts into a signal that a listener mustdecode to recover some intended meaning. If language is a near-optimal code, then speakers should structure informationin their utterances to minimizes the impact of errors in production or comprehension. To examine the distribution ofinformation within utterances, we apply information-theoretic methods to a diverse set of languages in various spoken andwritten corpora. We find reliably non-uniform and cross-linguistically variable information distributions across languages.These distributions are consistent across contexts, and are predictable from typological features, most notably canonicalword order. However, when we include even a small amount of predictive context (bigrams or trigrams), the language-specific shapes disappear, and all languages are characterized by uniform information distribution. Despite cross-linguisticvariability in communicative codes, speakers structure their utterances to preserve uniform information distribution andsupport successful communication.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zc7p9vf","frozenauthors":[{"first_name":"Josef","middle_name":"","last_name":"Klafka","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Dan","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29007/galley/18878/download/"}]},{"pk":28947,"title":"Information Theory Meets Expected Utility: The Entropic Roots of ProbabilityWeighting Functions","subtitle":null,"abstract":"This paper proposes that the shape and parameter fits of existing probability weighting functions can be explained withsensitivity to uncertainty (as measured by information entropy) and the utility carried by reductions in uncertainty. Build-ing on applications of information theoretic principles to models of perceptual and inferential processes, I suggest thatprobabilities are evaluated relative to the distribution of maximum entropy (the uniform distribution) and that the per-ceived distance between a probability and uniformity is influenced by the shape (relative entropy) of the distribution thatthe probability is embedded in. These intuitions are formalized in a novel probability weighting function, VWD(p), whichis simpler and has less free parameters than existing probability weighting functions. VWD(p) captures characteristicfeatures of existing probability weighting functions, introduces novel predictions, and provides a parsimonious account offindings in probability and frequency estimation related tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7fx1757h","frozenauthors":[{"first_name":"Mikaela","middle_name":"","last_name":"Akrenius","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28947/galley/18818/download/"}]},{"pk":28537,"title":"Inquiry, Theory-Formation, and the Phenomenology of Explanation","subtitle":null,"abstract":"Explanations not only increase understanding; they are oftendeeply satisfying. In the present research, we explore how thisphenomenological sense of “explanatory satisfaction” relatesto the functional role of explanation within the process ofinquiry. In two studies, we address the following questions: 1)Does explanatory satisfaction track the epistemic, learning-directed features of explanation? and 2) How doesexplanatory satisfaction relate to both antecedent andsubsequent curiosity? In answering these questions, weuncover novel determinants of explanatory satisfaction andcontribute to the broader literature on explanation and inquiry.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation; curiosity; theories; inquiry; learning"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6061x5mv","frozenauthors":[{"first_name":"Emily","middle_name":"G.","last_name":"Liquin","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28537/galley/18408/download/"}]},{"pk":28428,"title":"Insight and the Genesis of New Ideas","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"InSight"},{"word":"Creativity"},{"word":"working memory"},{"word":"phenomenology"},{"word":"first-order problem solving"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1tb336nk","frozenauthors":[{"first_name":"Frédéric","middle_name":"","last_name":"Vallée-Tourangeau","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Linden","middle_name":"J.","last_name":"Ball","name_suffix":"","institution":"University of Central Lancashire Preston","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28428/galley/18299/download/"}]},{"pk":29283,"title":"Instructions to Incorporate Music Themes into a Haiku Increases PerceivedCreativity of the Haiku","subtitle":null,"abstract":"The current research examines the degree to which thematic/referential music affects performance in Amabiles AmericanHaiku task. Thematic music conveys meaning to the listener by activating concepts associated with the music in semanticmemory. Ward (1994) demonstrated that generating novel exemplars is influenced by activated concepts in memory. Con-sequently, participants listening to thematic music before writing a haiku should be more likely to incorporate thematicelements into the haiku which increases the perceived creativity of the haiku. Participants specifically instructed to incor-porate thematic elements into the haiku should include more thematic elements and write more creatively than participantsnot instructed to include thematic elements and participants who wrote their haiku without having listened to thematicmusic beforehand. 206 undergraduates listened to a 90 second sample of unfamiliar lullaby- or war-themed music. Partic-ipants were instructed to write a haiku inspired by the music (Inspire), write a haiku after listening to the music (Neutral)or write a haiku before listening to the music (Control). We found a significant main effect of the Inspire instruction onincorporation of thematic elements into the haiku. Participants in the Inspire condition included significantly more the-matic elements of the music into their haiku than participants in the Neutral condition or Control conditions. Participantsin the Inspired condition wrote haikus that were marginally more likely to be rated as more negatively valenced and weremore creative than the haikus written in the Neutral and Control conditions. Results suggest ways of increasing creativitythrough use of thematic music.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vf014rh","frozenauthors":[{"first_name":"Cynthia","middle_name":"Sifonis","last_name":"Sifonis","name_suffix":"","institution":"Oakland University","department":""},{"first_name":"Paul","middle_name":"","last_name":"Sullivan","name_suffix":"","institution":"Oakland University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29283/galley/19154/download/"}]},{"pk":28800,"title":"Insulating Distributional Semantic Models from Catastrophic Interference","subtitle":null,"abstract":"Predictive neural networks, such as word2vec, have seenimpressive recent popularity as an architecture to learndistributional semantics in the fields of machine learning andcognitive science. They are particularly popular because theylearn continuously, making them more space efficient andcognitively plausible than classic models of semantic memory.However, a major weakness of this architecture is catastrophicinterference (CI): The sudden and complete loss of previouslylearned associations when encoding new ones. CI is an issuewith backpropagation; when learning sequential data, the errorsignal dramatically modifies the connection weights betweennodes—causing rapid forgetting of previously learnedinformation. CI is a huge problem for predictive semanticmodels of word meaning, because multiple word sensesinterfere with each other. Here, we evaluate a recentlyproposed solution to CI from neuroscience, elastic weightconsolidation, as well as a Hebbian learning architecture fromthe memory literature that does not produce an error signal.Both solutions are evaluated on an artificial and naturallanguage task in their ability to insulate a previously learnedsense of a word when learning a new one.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"distributional semantic models; catastrophicinterference; word2vec; random vector accumulation; elasticweight consolidation"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7ch0q5zr","frozenauthors":[{"first_name":"Willa","middle_name":"M.","last_name":"Mannering","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Michael","middle_name":"N.","last_name":"Jones","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28800/galley/18671/download/"}]},{"pk":28454,"title":"Integrating Common Ground and Informativeness in Pragmatic Word Learning","subtitle":null,"abstract":"Pragmatic inferences are an integral part of language learn-ing and comprehension. To recover the intended meaning ofan utterance, listeners need to balance and integrate differentsources of contextual information. In a series of experiments,we studied how listeners integrate general expectations aboutspeakers with expectations specific to their interactional his-tory with a particular speaker. We used a Bayesian pragmaticsmodel to formalize the integration process. In Experiments1 and 2, we replicated previous findings showing that listenersmake inferences based on speaker-general and speaker-specificexpectations. We then used the empirical measurements fromthese experiments to generate model predictions about howthe two kinds of expectations should be integrated, which wetested in Experiment 3. Experiment 4 replicated and extendedExperiment 3 to a broader set of conditions. In both experi-ments, listeners based their inferences on both types of expec-tations. We found that model performance was also consistentwith this finding; with better fit for a model which incorporatedboth general and specific information compared to baselinesincorporating only one type. Listeners flexibly integrate dif-ferent forms of social expectations across a range of contexts,a process which can be described using Bayesian models ofpragmatic reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Pragmatics; Word learning; Common ground;Bayesian models"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/69v4v60b","frozenauthors":[{"first_name":"Manuel","middle_name":"","last_name":"Bohn","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Michael","middle_name":"C.","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28454/galley/18325/download/"}]},{"pk":28964,"title":"Integrating Methods to Improve Model-based Performance Prediction","subtitle":null,"abstract":"The initial performance of individuals is often difficult for models of learning and retention to predict. One such modelis the predictive performance equation (PPE) a mathematical model of learning and retention that uses regularities seenin human learning to predict future performance.To generate predictions, PPEs free parameters must be calibrated to aminimum amount of historical performance data, preventing valid predictions for initial learning events.Prior research(Collins, Gluck, Walsh, Krusmark & Gunzelmann, 2016; Collins, Gluck, & Walsh, 2017), has shown that the generaliza-tion of best fitting parameters from prior data can improve initial performance predictions.Here we build on that research,using Bayesian hierarchical modeling to estimate free parameters from various sources of prior data. Bayesian hierarchalmodeling allows an opportunity to improve and add structure to the parameters used by PPE, improving its application tocognitive technology in education and training.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7j1600m8","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Collins","name_suffix":"","institution":"Air Force Research Laboratory, Dayton","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Gluck","name_suffix":"","institution":"Air Force Research Laboratory, Wright-Patterson","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28964/galley/18835/download/"}]},{"pk":29307,"title":"Integrating stereotypes and individuating information based on informativenessunder cognitive load","subtitle":null,"abstract":"When making inferences about another person (the target), perceivers often have to integrate multiple sources of informa-tion. This can include stereotypes about the targets groups (e.g., age, race, occupation) as well as other information aboutthe target (individuating information). In simple situations, perceivers approximate ideal Bayesian information integra-tion, relying more heavily on information that is more informative for the judgement. However under cognitive load withcognitive resources taken up by other demands people may instead rely on simplifying heuristics. We investigate severalpossible heuristics that people may use under load, including relying primarily on stereotypes rather than individuatinginformation, as suggested by previous research, and we test if and how these heuristics depend on how informative eachsource of information is. By clarifying how stereotypes are used in less-than-ideal cognitive conditions, this work hasimplications for when stereotypes will tend to be overused in real-world situations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1qk5h60f","frozenauthors":[{"first_name":"Thalia","middle_name":"","last_name":"Vrantsidis","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"William","middle_name":"","last_name":"Cunningham","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29307/galley/19178/download/"}]},{"pk":29021,"title":"Integration of gaze information during online language comprehension andlearning","subtitle":null,"abstract":"Face-to-face communication provides access to visual information that can support language processing. But do listenersautomatically seek social information without regard to the language processing task? Here, we present two eye-trackingstudies that ask whether listeners’ knowledge of word-object links changes how they actively gather a social cue to refer-ence (eye gaze) during real-time language processing. First, when processing familiar words, children and adults did notdelay their gaze shifts to seek a disambiguating gaze cue. When processing novel words, however, children and adultsfixated longer on a speaker who provided a gaze cue, which led to an increase in looking to the named object and lesslooking to the other objects in the scene. These results suggest that listeners use their knowledge of object labels whendeciding how to allocate visual attention to social partners, which in turn changes the visual input to language processingmechanisms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21g2p91g","frozenauthors":[{"first_name":"Kyle","middle_name":"","last_name":"MacDonald","name_suffix":"","institution":"University of California Los Angeles","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Swanson","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29021/galley/18892/download/"}]},{"pk":28749,"title":"Interacting physically with insight problems does not affect problem solving process","subtitle":null,"abstract":"So-called insight problems are believed to tap into sudden,\ncreative thinking that is crucial for real problems. In contrast,\nrecent findings suggest that solving insight problems depends\non the same cognitive mechanisms that underpin systematic,\nanalytical thinking. However, existing studies may have low\necological validity, because insight problems were usually\npresented in static formats (on paper, computer screen) which\nallowed no physical interaction with the problem elements.\nThis study administered 8 established insight problems either\nin the static or interactive variants. It also probed two markers\nof analytical thinking: working memory capacity and reasoning\nability. Virtually no difference in performance was observed\nbetween the static and interactive variants of insight problems\nwith regard to (1) solution rate, (2) subjective experience of\nsuddenness, pleasure, and relief accompanying the solutions,\nas well as (3) correlations with the working memory capacity\nand analytical reasoning tests. These results suggest that\nexternalized/embodied/situated factors play no substantial role\nin insight problem solving and the crucial parts of this process\nseem to occur in the mind of a solver.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"insight problem solving; analytical thinking; working\nmemory; interactivity."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9p24s87r","frozenauthors":[{"first_name":"Jan","middle_name":"","last_name":"Jastrzębski","name_suffix":"","institution":"Jagiellonian University","department":""},{"first_name":"Hanna","middle_name":"","last_name":"Kucwaj","name_suffix":"","institution":"Jagiellonian University","department":""},{"first_name":"Adam","middle_name":"","last_name":"Chuderski","name_suffix":"","institution":"Jagiellonian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28749/galley/18620/download/"}]},{"pk":28598,"title":"Interaction between Idea-generation and Idea-externalization Processes inArtistic Creation: Study of an Expert Breakdancer","subtitle":null,"abstract":"This study develops a cognitive model to explain the processof artistic creation in a dance domain. Many researchers in thefield of psychology and cognitive science have investigatedthe process of creativity and developed various theories thatexplain this process. Their efforts have mostly focused onhigher cognitive functions of artists and scientists. However,in recent years, several studies that have highlighted theimportance of the interaction between idea generation andidea externalization processes suggest that people can findand develop new aspects of images and ideas by perceivingand reflecting on the images and ideas they externalize. Thisstudy develops a cognitive model that explains this interactionprocess in dance creation by referring to a famous theory ofmotor learning, the closed-loop model. We also investigatedance creation of an expert breakdancer and check thevalidity of our proposed model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Creativity"},{"word":"artistic creation"},{"word":"externalization ofideas"},{"word":"closed-loop model"},{"word":"performing arts"},{"word":"breakdance"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hz9n35s","frozenauthors":[{"first_name":"Daichi","middle_name":"","last_name":"Shimizu","name_suffix":"","institution":"University of Tokyo","department":""},{"first_name":"Masaya","middle_name":"","last_name":"Hirashima","name_suffix":"","institution":"National Institute of Information and Communication Technology","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28598/galley/18469/download/"}]},{"pk":29242,"title":"Interactive Cognitive Modeling: Understanding and Supporting IndividualHuman Cognition","subtitle":null,"abstract":"Cognitive modeling, approximation of human cognitive functions in a computational system, is a traditional methodologyin the field of cognitive science. Usually this methodology has been used as a tool for scientific understanding of humanmind, and evaluated by fitting to human data. In this presentation, the author proposes a framework of interactive cognitivemodeling as an application of the above methodology for understanding and supporting individual human cognition. Theframework consists of cognitive architecture, visualization of the model behavior, knowledge database of personal userand sensing devices to include the users reaction. This presentation shows two systems of interactive cognitive modelingin the field of web browsing and photo browsing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19g4j73q","frozenauthors":[{"first_name":"Junya","middle_name":"","last_name":"Morita","name_suffix":"","institution":"Shizuoka University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29242/galley/19113/download/"}]},{"pk":28839,"title":"Interference in Language Processing Reflects Direct-Access Memory Retrieval:Evidence from Drift-Diffusion Modeling","subtitle":null,"abstract":"Many studies on memory retrieval in language processing haveidentified similarity-based interference as a key determinant ofcomprehension. The broad consensus is that similarity-basedinterference reflects erroneous retrieval of a non-target itemthat matches some of the retrieval cues. However, themechanisms responsible for such effects remain debated.Activation-based models of retrieval (e.g., Lewis & Vasishth,2005) claim that any differences in processing difficulty due tointerference in standard RT measures and judgments reflectdifferences in the speed of retrieval (i.e., the amount of time ittakes to retrieve a memory item). But this claim is inconsistentwith empirical data showing that retrieval time is constant dueto the use of a direct-access procedure (e.g., McElree, 2000,2006). According to direct-access accounts, differences injudgments or RTs due to interference arise from differences inthe quality or availability of the candidate memoryrepresentations, rather than differences in retrieval speed. Toadjudicate between these accounts, we employed a novelmethodology that combined a high-powered (N = 200) two-alternative forced-choice study on interference effects withdrift diffusion modeling to disassociate the effects of retrievalspeed and representation quality. Results showed that thepresence of a distractor that matched some of the retrieval cueslowered asymptotic accuracy, reflecting an effect ofrepresentation quality, but did not affect retrieval speed,consistent with a direct-access procedure. These results suggestthat the differences observed in RTs and judgment studiesreflect differences in the ease of integrating the retrieved itemback into the current processing stream, rather than differencesin retrieval speed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language processing; working memory;interference; two-alternative forced-choice task; drift diffusionmodeling"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2s24z3nr","frozenauthors":[{"first_name":"Dan","middle_name":"","last_name":"Parker","name_suffix":"","institution":"College of William & Mary","department":""},{"first_name":"Adam","middle_name":"","last_name":"An","name_suffix":"","institution":"College of William & Mary","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28839/galley/18710/download/"}]},{"pk":29025,"title":"Interlocutors preserve complexity in language","subtitle":null,"abstract":"Why do languages change? One possibility is they evolve in response to two competing pressures: (1) to be easily learned,and (2) to be effective for communication. In a number of domains, variation in the worlds natural languages appears tobe accounted for by different but near-optimal tradeoffs between these pressures. Models of these evolutionary processeshave used transmission chain paradigms in which errors of learning by one agent become the input for the subsequentgeneration. However, a critical feature of human language is that children do not learn in isolation. Rather, they learn incommunicative interactions with caregivers who draw inferences from their errorful productions to their intended interests.In a set of iterated reproduction experiments, we show that this supportive context can have a powerful stabilizing role inthe development of artificial patterned systems, allowing them to achieve higher levels of complexity than they would byvertical transmission alone while retaining equivalent transmission accuracies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3699n54h","frozenauthors":[{"first_name":"Madeline","middle_name":"","last_name":"Meyers","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Dan","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29025/galley/18896/download/"}]},{"pk":29322,"title":"Interpretation of Generic Language is Dependent on Listener’s BackgroundKnowledge","subtitle":null,"abstract":"Generic statements, like ”birds lay eggs” or ”dogs bark” are simple and ubiquitous in naturally produced speech. However,the inherent vagueness of generics makes their interpretation highly context-dependent. Building on work by Tessler &Goodman (in press) showing that generics can be thought of as inherently relative (i.e. more birds lay eggs than youwould expect), we explore the consequences of different implied comparison categories on the interpretation of novelgenerics. In Experiments 1 and 2, we manipulated the set of categories salient to a listener by directly providing themthe comparison sets. In Experiments 3 and 4, we collected participants demographic information and used these naturallyoccurring differences as a basis for differences in the participants’ comparison sets. Our results confirmed the hypothesisthat prevalence judgments of features in novel categories are sensitive to differences in their corresponding comparisoncategories. These results suggest a possible source for well-intentioned miscommunications.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/76b49043","frozenauthors":[{"first_name":"Xiuyuan","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Dan","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29322/galley/19193/download/"}]},{"pk":28840,"title":"Interpreting Metaphors in Real-time: Cross-modal Evidence for Exhaustive Access","subtitle":null,"abstract":"Natural language is replete with figurative expressions like\nmy lawyer is a shark, and listeners are expected to intuitively\nunderstand the intended, rather than the literal, meaning of\nsuch expressions. But what cognitive resources are involved\nin attaining meaning for such sentences? Most research into\nmetaphor comprehension has employed offline reading tasks\nthat provide no insight into the time-course of metaphor\nprocessing. In order to investigate the moment-by-moment\non-line processes involved in metaphor comprehension, the\npresent study used a naturalistic cross-modal lexical decision\nparadigm (Swinney, 1979) with novel brief masked target\npresentations during and after the vehicle word (shark).\nResults obtained from a preliminary sample demonstrated\npriming of related target words across conditions, but no\nsignificant differences between conditions. These results may\nbest be interpreted as supporting an exhaustive-access account\nof metaphor interpretation, which suggests that literal and\nmetaphorical interpretations are simultaneously accessed\nduring the early stages of metaphor/simile interpretation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metaphors; similes; language comprehension;\npsycholinguistics; cross-modal lexical decision task;\npragmatics"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/33p734k5","frozenauthors":[{"first_name":"Iola","middle_name":"","last_name":"Patalas","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Roberto","middle_name":"G.","last_name":"de Almeida","name_suffix":"","institution":"Concordia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28840/galley/18711/download/"}]},{"pk":28647,"title":"Intrinsic whole number bias in an indigenous population","subtitle":null,"abstract":"Probabilities can be described by a numerator and a de-nominator and students and decision-makers are not in-different to numerical values of the components. For in-stance, when people compare two equal ratios their choicesgravitate to the option with larger number, even if theyknow both ratios are equal. To the date, however, it is un-clear if whole number biases are present in other cultures.We tested a farming-foraging group living in the Bolivianrain forest in a simple 2AFC ratio comparison task. Af-ter appropriate training, the Tsimane were highly accu-rate in this task, confirming that visual proportional rea-soning is present across cultures. Importantly, they hada strong tendency to favor large numbers in equal ratiocomparisons, similar to what is found in educated popu-lations. Even though our sample size is moderate (n=76),the whole number bias we found occurred under good pro-portional reasoning. The bias may be a general feature ofcognition, rather than a cultural or education artifact, thatmay help humans solve ambiguous situations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Tsimane; Numerical cognition; Fraction;Probability; Whole number bias"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/69w031hg","frozenauthors":[{"first_name":"Santiago","middle_name":"","last_name":"Alonso-Díaz","name_suffix":"","institution":"Universidad Javeriana","department":""},{"first_name":"Jessica","middle_name":"F.","last_name":"Cantlon","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Steven","middle_name":"T.","last_name":"Piantadosi","name_suffix":"","institution":"Berkeley University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28647/galley/18518/download/"}]},{"pk":28876,"title":"Introducing quantitative cognitive analysis: ubiquitous reproduction, cognitive\ndiversity and creativity","subtitle":null,"abstract":"The rise of ubiquitous computing has cemented ubiquitous\nreproduction (UR) as a defining feature of contemporary\nhuman environments. UR is most obvious on our televisions\nand smartphones but has homogenised most material aspects\nof our lives. Emerging technologies such as 3D printing and\nrobotics will ensure that this trend intensifies. UR is an issue\nof global scale that is relatively intractable to qualitative\ntreatment. This paper introduces a novel quantitative\napproach to cognitive science and to analysis of UR. The\napproach uses the finiteness of cognition to establish a\nminimal ontology with which to model cognitive diversity\nunder UR. It demonstrates that, despite widespread\nvalorisation of diversity, cognitive diversity must be declining\nat a global level. The implications of this for creativity are\nthat the arc for creative impact is growing shorter as the need\nto be immediately intelligible promotes the formulaic at the\nexpense of the interpretable.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"ubiquitous computing; ubiquitous reproduction;\ncognitive diversity; creativity; intelligibility"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zv7170x","frozenauthors":[{"first_name":"Cameron","middle_name":"","last_name":"Shackell","name_suffix":"","institution":"Queensland University of Technology","department":""},{"first_name":"Peter","middle_name":"","last_name":"Bruza","name_suffix":"","institution":"Queensland University of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28876/galley/18747/download/"}]},{"pk":29286,"title":"Introducing Recursive Linear Classification (RELIC) for Machine Learning","subtitle":null,"abstract":"Numerous classifiers for machine learning are powerful and effectivean important path forward is decreasing the complex-ity and increasing the transparency of the solutions achieved. RELIC (REcursive LInear Classifer) consists of recursivelyapplying a classifier to the training items not successfully accounted for in the previous iteration to find subsets within thetraining data that yield simpler classification schemes. Chooser models are iteratively added and trained on item-to-subsetassignments to learn a mapping between input space and the classifier ensemble. Test examples are passed through the setof choosers to select the appropriate subset-classifier pairing to generate a classification. While applicable to any classifier,we begin by evaluating RELIC using logistic regression and linear SVM to determine whether they perform better underthe recursive approach and become competitive with non-linear classifiers. Application of this approach to non-linearclassifiers and potential implications for the broader science of learning are also addressed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1hm6s09g","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Snoddy","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29286/galley/19157/download/"}]},{"pk":29159,"title":"Investigating bidirectionality of associations in young infants as an approach to thesymbolic system","subtitle":null,"abstract":"Symbolic associations in human children and adults are based on forming equivalence classes which include three mainrelations between the tokens. 1) A = A (Reflexivity), if 2) A –¿ B and B –¿ C then A –¿ C (Transitivity) and 3) if A –¿B then B –¿ A or Symmetry (1). Extensive studies on non-human primates have demonstrated success in Reflexivity andTransitivity in several species but a consistent failure in Symmetry in any given association. Comprehension of symmetryof an association can be a key contribution to linking abstract words to their corresponding tokens and later on in couplingwriting forms of words to their spoken form (2). However to our knowledge it hasnt been investigated whether infants arecapable of spontaneously reversing the direction of an association to any extent. In two EEG studies we investigated if4.5-month-old infants are capable of applying symmetry in the context of word-learning.In the first study we trained 2 groups of 25 infants, to two pairs of word-categories (bird or vehicle). At each trial infantswere presented with a word and an image. The critical consideration was to introduce a 1 s of SOA between the two stimuli.In one group infants were trained on words always preceding the images (Word-Image group) and in the other group infantswere trained on the opposite direction (Image-Word group). In the test blocks 70% of trials were as in the training andthe other 30% were either with the incongruent trials in the original direction or the congruent and incongruent trials inthe reversed direction. We observed significant cluster of electrodes, mainly in the right temporal, in both the trained andreversed directions while contrasting the congruent and incongruent conditions, with the word-image group showing astronger effect.In a 2nd experiment, designed as a comparative study between infants, adult humans and adult macaques, we sought totrain each participant on 4 pairs of word-images, 2 pairs following a word-image direction and the other 2 an image-worddirection, with a 1s SOA between the two stimuli similar to experiment 1. In this experiment the infants attended thetraining phase at home prior to the experiment through three YouTube videos on three consecutive days and on the testday, they were being tested either on the trained or the reversed direction of each single pair in a similar ERP design as instudy 1. The results in a group of 54 4.5-month-old infants follow the pattern of results in study 1 that infants show an earlyas well as a late surprise effect relative to the onset of the second stimulus of the trial, while contrasting the incongruentversus congruent trials in both directions. Furthermore we utilized frequency tagging in both studies as an extra measureto compare the conditions of interest. The overall results suggest that contrary to the consistent failure of non-humananimals, infants can readily learn an association in a bi-directional manner, which can be suggestive of an early access totheir symbolic system.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1129w54p","frozenauthors":[{"first_name":"Milad","middle_name":"","last_name":"Ekramnia","name_suffix":"","institution":"Neurospin","department":""},{"first_name":"Ghislaine","middle_name":"","last_name":"Dehaene","name_suffix":"","institution":"Neurospin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29159/galley/19030/download/"}]},{"pk":28736,"title":"Investigating sound and structure in concert: A pupillometry study of relativeclause attachment","subtitle":null,"abstract":"Listeners must integrate multiple sources of information toconstruct an interpretation of a sentence. We concentrate hereon the alignment of prosodic and syntactic grouping duringonline sentence comprehension. We present the results from apupillometry study on the use of prosodic boundaries in resolv-ing well-known attachment ambiguities. Using growth curveanalyses to capture the non-linear dynamics of pupil dilation,we found increased pupil excursions for sentences that weredisambiguated towards the dispreferred, non-local relation, es-pecially when accompanied by supporting prosodic informa-tion. However, when prosodic and structural information didnot align, pupillary response was muted, potentially indicatinga failure to commit to a specific interpretation. More generally,the study shows how the currently under-utilized pupillometrymethod offers insights into spoken language comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Relative clause attachment; prosody; pupillometry"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/83t7q6tv","frozenauthors":[{"first_name":"Jesse","middle_name":"A.","last_name":"Harris","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Alexandra","middle_name":"","last_name":"Lawn","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Marju","middle_name":"","last_name":"Kaps","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28736/galley/18607/download/"}]},{"pk":28838,"title":"Investigating the exploration-exploitation trade-off in dynamic environments withmultiple agents","subtitle":null,"abstract":"Exploration and Exploitation represent two mutually exclusive goals associated with choices within an environment:search too little and the lack of information will make it difficult to distinguish good options penalizing the agent inthe long run (exploiting) or search too much and suffer sub-optimal performance in the short term (exploring). Striking abalance between exploiting and exploring requires the learner to behave optimally in different environments. Managingthis trade-off is an important process of our lives but isnt completely understood from a cognitive science perspective. Tothis end we present the findings from an experiment where the main objective was to examine how much the presence ofcompetition and threats affects both behaviors: the presence of competition directs greater exploration and the presenceof threats reduces this behavior, suggesting that learners prioritize their learning behavior in response to the presence ofdifferent types of agents in the environment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49n146d7","frozenauthors":[{"first_name":"Denis","middle_name":"Omar","last_name":"Palencia","name_suffix":"","institution":"Queen Mary University of London","department":""},{"first_name":"Magda","middle_name":"","last_name":"Osman","name_suffix":"","institution":"Queen Mary University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28838/galley/18709/download/"}]},{"pk":29171,"title":"Investigating the factorial structure of widespread false beliefs","subtitle":null,"abstract":"Cognitive science often views human learning as rational. Why then do false beliefs arise, and why are they resistantto change? False beliefs might arise when people (1) lack knowledge in some domain, (2) adopt beliefs aligning withimplicit causal theories, or (3) encounter, through media or social networks, sets of beliefs that strongly covary. To testthese hypotheses we composed a survey assessing beliefs about matters of fact across a wide range of knowledge domainsand collected responses from 500 MTurkers. We then conducted a factor analysis to determine which false beliefs co-vary together, clustered respondents to find groups that adopt comparable false belief sets, and used regression to identifysociodemographic and media-consumption features that predict susceptibility to different kinds of false beliefs. The resultssuggest that some kinds of false belief may arise and persist merely from covariance in the opinions learners encounter insocial life.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3cc599z3","frozenauthors":[{"first_name":"Vincent","middle_name":"","last_name":"Frigo","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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29171/galley/19042/download/"}]},{"pk":28829,"title":"Investigating the Intrinsic Integration Hypothesis for the Designof Game-Based Learning Activities","subtitle":null,"abstract":"The intrinsic integration hypothesis proposes that using coregame mechanisms to teach learning material makeseducational games more fun to play and better for learning.Our study tests the intrinsic integration hypothesis with twoeducational versions of Battleship that were designed for thisexperiment, in the domain of complex numbers. We examinethe learning gains and motivation of 58 participants whointeracted with either the intrinsically-integrated orextrinsically-integrated version of the game. Our resultscontradict previous findings supporting the intrinsicintegration hypothesis: participants reported similar levels ofmotivation from both versions of the game and participantswho interacted with the extrinsically-integrated versionlearned significantly more as measured by pretest to posttestgains. This work contributes empirical data to the debateconcerning intrinsic integration, and it highlights the need foradditional studies exploring the integration of learningmaterial into educational games.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Intrinsic integration; games; student learning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8453p0gf","frozenauthors":[{"first_name":"Graeme","middle_name":"","last_name":"Nidd","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Kasia","middle_name":"","last_name":"Muldner","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28829/galley/18700/download/"}]},{"pk":29034,"title":"Investigating the Role of Future-orientated Feedback in Self-Monitoring Devices","subtitle":null,"abstract":"Standard self-monitoring devices provide real-time daily feedback. This may not help users learn the long-term futurecumulative effects of their behaviour because it orientates attention on the now. We test the hypothesis that future orientedfeedback is more effective than real-time feedback in increasing users propensity to exercise. We asked 54 female treadmillusers in a gym to report the feedback they got from the machine (calories burnt, time spent running and distance covered)upon finishing their workout and were then provided with additional feedback which varied in format across three between-subject conditions: day only feedback (no additional feedback), monthly feedback (additional projection of the futurecumulative effect of the activity repeated daily after one month), and all times feedback (additional projection of the futurecumulative effect of the activity repeated daily after one month and after one year). All participants were then asked aboutthe extent to which they felt their own running workout affected their weight loss, as well the extent to which runningleads to weight loss in general. They also all answered two questions aimed at measuring their time perspective afterbeing exposed to the various feedbacks. In comparison to participants who had been exposed to the standard real timefeedback, participants who had been exposed to the future oriented feedbacks perceived the causal connection betweentheir own running workout and their weight loss as significantly higher, and reported a significantly more future orientedtime perspective. The results highlight the need to consider time orientation as an important dimension to aid decisionsthrough technologies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5f9452rr","frozenauthors":[{"first_name":"Milena","middle_name":"","last_name":"Nikolic","name_suffix":"","institution":"Queen Mary University London","department":""},{"first_name":"Magda","middle_name":"","last_name":"Osman","name_suffix":"","institution":"Queen Mary University London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29034/galley/18905/download/"}]},{"pk":28864,"title":"Investigating the role of the visual system in solving the traveling salespersonproblem","subtitle":null,"abstract":"This article used an empirical experiment and a computationalmodel to test the hypothesis that humans rely on the visualsystem to solve the traveling salesperson problem (TSP). Wetested two consequences of this hypothesis: (1) humans shouldperform better on Euclidean TSP than not–Euclidean TSP; (2)a model of the visual system should account for performance inEuclidean TSP. Participants were asked to solve Euclidean ornot–Euclidean TSP, and a pyramid model of the visual systemwas used to solve the same tours as the humans. The resultsshow that deviations from the optimal tour were smaller in Eu-clidean problems than in not–Euclidean problems, and the fitof the pyramid model to human performance was worse onnot–Euclidean problems then on Euclidean problems. Theseresults suggest that participants solve Euclidean problems withthe visual system, but that other mechanisms are needed to suc-cesfully solve non–visual problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Problem Solving; Visual Processing; Traveling SalespersonProblem; Pyramid Mode"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vg3d893","frozenauthors":[{"first_name":"Zahra","middle_name":"","last_name":"Sajedinia","name_suffix":"","institution":"Perdue University","department":""},{"first_name":"Zygmunt","middle_name":"","last_name":"Pizlo","name_suffix":"","institution":"University of California, Irvine","department":""},{"first_name":"S ́ebastien","middle_name":"","last_name":"H ́elie","name_suffix":"","institution":"Perdue University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28864/galley/18735/download/"}]},{"pk":28656,"title":"Investigating the Use of Word Embeddingsto Estimate Cognitive Interest in Stories","subtitle":null,"abstract":"Narrative processing is an important skill to model bothfrom a cognitive science perspective and a computa-tional modeling perspective which applies to intelligentagents. Communication between humans often involvesstorytelling patterns that make the mundane exchange ofinformation more interesting and with proper emphasison important communicative goals. Current narrativegeneration models evaluate their generations basedon either a priori domain semantics (e.g. game statefor an in-game conversation with player agents) orgeneric text quality measures (e.g. coherence). However,in utilizing storytelling as a communicative tool forreal-world interactions, domain-specific approaches failto generalize and text quality measures fail to ensurethat the narrative is perceived as interesting. Hence, suchgeneration needs to consider the cognitive processesinvolved in the perception of narrative. Using theories ofcognitive interest, we present results of an investigationof whether word embeddings (e.g. GloVe (Pennington,Socher, & Manning, 2014)) could be used to model andestimate cognitive interestingness in stories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4hz904z3","frozenauthors":[{"first_name":"Morteza","middle_name":"","last_name":"Behrooz","name_suffix":"","institution":"University of California Santa Cruz","department":""},{"first_name":"Justus","middle_name":"","last_name":"Robertson","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Arnav","middle_name":"","last_name":"Jhala","name_suffix":"","institution":"North Carolina State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28656/galley/18527/download/"}]},{"pk":28422,"title":"In Vivo Studies of Solo and Team Performance","subtitle":null,"abstract":"We bring together four researchers who study exper-tise in team or in solo (i.e., individual) performance. Teamresearch tends to either collect a lot of questionnaire dataafter performance or a little data, in real-time, by humanobservers. Studies of solo performers are often restrictedto convenience samples of task novices, who often spendless than an hour learning and performing the task. Incontrast, the research of all four of our panelists is no-table for using tasks which require days-to-years of prac-tice and for the quantities of data collected. Discussionswill emphasize the contributions these approaches aremaking to theoretical cognitive science.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gc7v1qc","frozenauthors":[{"first_name":"Ray","middle_name":"","last_name":"Perez","name_suffix":"","institution":"Office of Naval Research","department":""},{"first_name":"Wayne","middle_name":"D.","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Jerad","middle_name":"H.","last_name":"Moxley","name_suffix":"","institution":"Weill Cornell Medicine","department":""},{"first_name":"David","middle_name":"","last_name":"Mendonça","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Jamie","middle_name":"C.","last_name":"Gorman","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28422/galley/18293/download/"}]},{"pk":28878,"title":"Is an over-polite compliment worse than an impolite insult?:Pragmatic effects of non-normative politeness in Korean","subtitle":null,"abstract":"Honorifics in Korean appear as verbal inflections and havebeen considered as markers of politeness. This study inves-tigates the pragmatic effects of honorifics, and suggests thathonorifics can contribute to the semantic interpretation of verbphrases in complex ways. Native Korean speakers reporteddifferent inferred meanings of “did very well” and “did verypoorly” based on the normative or non-normative honorificforms. We found significant effects of non-normative hon-orifics in positive assessments: over-polite honorifics broughtnegative interpretations. This suggests that pragmatic listen-ers interpret utterances based on the interaction between lit-eral meanings, honorifics, and the normativity of the hon-orifics within a relationship context, to obtain an estimate ofthe speaker’s intended meaning. This is inconsistent with theprevious explanations of honorific usage as discernment or vo-litional politeness. We suggest that non-literal meaning infer-ences reflect listeners treating the honorifics as signals to po-tential communicative goals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pragmatics; semantics; politeness; honorifics;pragmatic inference; Korean"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9k34v1hw","frozenauthors":[{"first_name":"Hagyeong","middle_name":"","last_name":"Shin","name_suffix":"","institution":"San Diego State University","department":""},{"first_name":"Gabriel","middle_name":"","last_name":"Doyle","name_suffix":"","institution":"San Diego State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28878/galley/18749/download/"}]}]}