{"count":38493,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15600","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15400","results":[{"pk":29254,"title":"Is Font Type and General Recommendation Really Playing Role in DyslexicComfortable Reading?","subtitle":null,"abstract":"Different visualizations of texts have been studies within dyslexia and significant effect of font attributes have been proved.However, the newest studies show that dyslexia is not only a matter of visual or phonological deficit and could be con-nected to blue cone area spots. We present a study that was designed on the basis of previous published articles andrecommendations. Participants were splitted into two groups of dyslexic and nondyslexic readers. We measured readingtime, comprehension and personal preferences of font types. The results show that the fastest reading time does not cor-respond with highest preference. Moreover, we have an interesting observation concerning preferences and reading timeof participants with computer science background. This article brings new insights which could serve for further researchand new design of effect of font type studies and can support blue cone theory and critical role that different languagesplay in dyslexia.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/260627gk","frozenauthors":[{"first_name":"Tereza","middle_name":"","last_name":"Pailov","name_suffix":"","institution":"Masaryk University","department":""},{"first_name":"Bruno","middle_name":"","last_name":"Mik","name_suffix":"","institution":"Masaryk University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29254/galley/19125/download/"}]},{"pk":28661,"title":"Is It Better to Be in Shape or on Top of It? The Impact of Control, Valence, and\nExpectedness on Non-Spatial Uses of in and on","subtitle":null,"abstract":"Using the prepositions in and on, Jamrozik and Gentner (2015;\n2014; 2011) explored a particular factor of meaning that was\nhypothesized to serve as a metaphorical link between spatial\nand abstract concepts. Across several studies, these researchers\nhave provided evidence for the idea that there is a “continuum\nof control” that exists for both spatial and abstract uses of in\nand on. Our research explores other potential meaning factors\nthat might play a role in non-spatial uses of in and on. Our\nresults replicate and extend Jamrozik and Gentner’s (2011)\nfindings. We advocate using a multi-componential approach as\nresearch involving indirect metaphors continues moving\nforward.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"prepositions; spatial language; abstract language;\nmetaphor; language understanding; semantics"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3n87t7dk","frozenauthors":[{"first_name":"Brooke","middle_name":"O.","last_name":"Breaux","name_suffix":"","institution":"University of Louisiana at Lafayette","department":""},{"first_name":"Jessi","middle_name":"Lynne","last_name":"LaSalle","name_suffix":"","institution":"University of Louisiana at Lafayette","department":""},{"first_name":"Peyton","middle_name":"","last_name":"Lute","name_suffix":"","institution":"University of Louisiana at Lafayette","department":""},{"first_name":"Catherine","middle_name":"","last_name":"Brousse","name_suffix":"","institution":"University of Louisiana at Lafayette","department":""},{"first_name":"Claudia","middle_name":"","last_name":"Mijares","name_suffix":"","institution":"University of Louisiana at Lafayette","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28661/galley/18532/download/"}]},{"pk":28785,"title":"Is it easier to segment words from infant- than adult-directed speech?Modeling evidence from an ecological French corpus","subtitle":null,"abstract":"Infants learn language by exposure to streams of speech pro-duced by their caregivers. Early on, they manage to segmentword forms out of this continuous input, which is either di-rectly addressed to them, or directed to other adults, thus over-heard. It has been suggested that infant-directed speech is sim-plified and could facilitate language learning. This study aimedto investigate whether features such as utterance length, seg-mentation entropy and lexical diversity could account for anadvantage in segmentability of infant-directed speech. A largeset of word segmentation algorithms was used on an ecolog-ically valid corpus, consisting of 18 sets of recordings gath-ered from French-learning infants aged 3-48 months. A se-ries of textual analyses confirmed several simplicity featuresof infant-, compared to adult-directed speech. A small seg-mentation advantage was also documented, which could notbe attributed to any of those corpus features. Some particular-ities of the data invite further research on more corpora.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; infant-directed speech;computational modeling; word segmentation; unsuper-vised learning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/95w1g3x0","frozenauthors":[{"first_name":"Georgia","middle_name":"","last_name":"Loukatou","name_suffix":"","institution":"PSL University Paris","department":""},{"first_name":"Marie-Th ́er`ese","middle_name":"","last_name":"Le Normand","name_suffix":"","institution":"Universit ́e Paris Descartes, Sorbonne","department":""},{"first_name":"Alejandrina","middle_name":"","last_name":"Cristia","name_suffix":"","institution":"PSL University Paris","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28785/galley/18656/download/"}]},{"pk":29123,"title":"Its About Time: Temporal Problem Solving With Static Drawings in AnimationDesign","subtitle":null,"abstract":"Drawings and diagrams have long been researched as supporting design thinking in many domains. However, real-worlddesign that deals with, in, and about time as part of the process and outcome is less studied. How do designers in authenticpractices use static drawings to think about time in different frames of reference? With a view of situated, mediatedcognition as in Activity Theory, this presentation is a case study of an expert animator at the National Film Board ofCanada. It focuses on the use of static drawings in finding temporal problems in the key frames of references used increating narrative animation. The study suggests that the icons forming the basis of his drawings are used strategically, asindices to his design process, the fictive motion, and the sequence and duration of actions that must be seen at 24 framesper second.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8n3932p5","frozenauthors":[{"first_name":"Janet","middle_name":"","last_name":"Blatter","name_suffix":"","institution":"Independent Research, Montreal","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29123/galley/18994/download/"}]},{"pk":28883,"title":"It’s Alive! Animate Sources Produce Mnemonic Benefits","subtitle":null,"abstract":"The mnemonic benefits of animate (e.g., Tiger) over inanimate\n(e.g., Table) stimuli have been demonstrated across several\ndifferent memory paradigms. Given the ubiquity of inanimate,\ncomputer-generated voices we investigated if the animacy of a\npresentation source confers mnemonic benefits. We asked: is\ninformation delivered by a human voice better remembered\nthan information presented by a computer-generated voice?\nWord-lists were presented auditorily by either a human or a\ncomputer-generated voice and memory was measured using a\nfree recall assessment. In Experiment 1, words presented in a\nhuman voice were better remembered than words presented in\na computer voice. Experiment 2 demonstrated that beliefs\nabout the animacy of a computer-generated voice were not\nsufficient for any benefits to accrue, suggesting a possible\nboundary condition for the effect. Both experiments replicated\nthe mnemonic benefits of animate words and demonstrated\nfurther extensions of the effect to spoken word presentation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Animacy; Recall; Memory"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4g36q3d7","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Snoddy","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Daniel","middle_name":"C.","last_name":"Silliman","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Joseph","middle_name":"C.","last_name":"Wilson","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"J.","last_name":"Houghton","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Deanne","middle_name":"L.","last_name":"Westerman","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28883/galley/18754/download/"}]},{"pk":28892,"title":"It’s not the treasure, it’s the hunt:Children are more explorative on an explore/exploit task than adults","subtitle":null,"abstract":"The current study investigates how children act on a standardexploreexploit bandit task relative to adults. In Experiment 1,we used childfriendly versions of the bandit task and foundthat children did not play in a way that maximized payout.However, children were able to identify the machines thathad the highest level of payout and overwhelmingly preferredit. We also show that children’s exploration is not random. Forexample, children selected the bandits from left to rightmultiple times. In Experiment 2, we had adults complete thetask in Experiment 1 with different sets of instructions. Whentold to maximize learning, adults explored the task in muchthe same way that children did. Together, these results suggestthat children are more interested in exploring than exploiting,and a potential explanation for this is that children are tryingto learn as much about the environment as they can.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; exploreexploit; decisionmaking"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/61r509wq","frozenauthors":[{"first_name":"Emily","middle_name":"","last_name":"Sumner","name_suffix":"","institution":"University of California, Irvine","department":""},{"first_name":"Mark","middle_name":"","last_name":"Steyvers","name_suffix":"","institution":"University of California, Irvine","department":""},{"first_name":"Barbara","middle_name":"W.","last_name":"Sarnecka","name_suffix":"","institution":"University of California, Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28892/galley/18763/download/"}]},{"pk":28605,"title":"Jessie and Gary or Gary and Jessie?:Cognitive Accessibility Predicts Order in English and Japanese","subtitle":null,"abstract":"Notably, while English tends to prefer shorter before longercomplements (explained to us a very clear effect), Japanesedisplays the opposite tendency. Far less cross-linguistic workhas investigated possible differences in the ordering of nounswithin conjunctions (“binomials’), although a corpus studysuggests that the same factors predict binomial ordering inJapanese and English. To investigate the issue experimentally,we report Japanese and English speakers’ productions of namesof the members of couples that they knew personally. Resultsconfirm that conceptual accessibility is the most importantfactor in the ordering of familiar name binomials in bothlanguages. That is, both groups tended to name the memberthey felt closer to first. Length (syllables/mora) was not asignificant predictor in either language. Differences in thepreferred order of verbs’ complements are then attributable toother factors, possibly a very general preference to minimizethe average distance between semantically related elements.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"accessibility; binomials; Japanese; English; wordorder"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3ts7p1r7","frozenauthors":[{"first_name":"Karina","middle_name":"","last_name":"Tachihara","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Miah","middle_name":"","last_name":"Pitcher","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Adele","middle_name":"E.","last_name":"Goldberg","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28605/galley/18476/download/"}]},{"pk":35937,"title":"Keeping Language in Mind: An Exploratory Study of English Learners’ Performance on Three Language and Literacy Assessments","subtitle":null,"abstract":"Assessing English learners (ELs) in US schools is challenging because many widely used assessments have not been designed with ELs in\nmind. Yet if teachers are sensitive to how ELs may perform differently from native speakers on such assessments, these assessments reveal\nuseful information about ELs’ language and literacy skills. This mixedmethod study compared adolescent ELs’ performance on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI)\nto existing data from English-proficient examinees’ performance to explore how ELs’ performance may differ. The observed differences suggest that linguistic aspects of the QRI-5, PPVT-4, and ESI, including syntax, phonology, orthography, and especially vocabulary, played a role in ELs’ performance and indicate that ELs may benefit from linguistic modification or first-language support during test administration. The process used in this analysis also demonstrates how teachers can examine test data alongside test scores as they interpret ELs’ results.","language":"eng","license":null,"keywords":[{"word":"English learner"},{"word":"adolescent"},{"word":"Literacy"},{"word":"Assessment"}],"section":"Theme Section - Teaching and Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4h03m030","frozenauthors":[{"first_name":"Melissa","middle_name":"Latham","last_name":"Keh","name_suffix":"","institution":"Bridgewater State University","department":"TESOL"}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35937/galley/26791/download/"}]},{"pk":28682,"title":"Kinematic Specification of Intention in Full-body Motion","subtitle":null,"abstract":"Kinematic specification of dynamics (KSD) states that full-\nbody kinematic patterns of daily activities are reflective of a\nperson’s plans, goals, and intentions. Furthermore, it has been\nshown that observers of those activities are well attuned to\ndifferences between those kinematic patterns. However,\ndespite a substantial body of research on the identification of\nintentional motion, it is not yet clear what the essential\nkinematic information is required to perceive the intention\nfrom the kinematic pattern. Therefore, we analyzed four\ndifferent intentional full body motions (sit-to-stand\ntransitions: stand, press-stand, press-sit, and reach-up), to\ndetermine the essential kinematic information that\ndifferentiates them. We utilized principal component analysis\n(PCA), linear mixed models, and hierarchical multinomial\nlogistic regression to create two predictive regression models\nthat allow us to successfully identify and distinguish the four\nintentional motions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Intention Recognition; Kinematic Specification\nof Dynamics; Sit-to-Stand Transition; Point-Light Displays;"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8q63g9nh","frozenauthors":[{"first_name":"Sierra","middle_name":"F.","last_name":"Corbin","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Charles","middle_name":"H.","last_name":"Moore","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Gaurav","middle_name":"","last_name":"Patil","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Lillian","middle_name":"","last_name":"Rigoli","name_suffix":"","institution":"Macquarie University","department":""},{"first_name":"Tehran","middle_name":"","last_name":"Davis","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Shockley","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Tamara","middle_name":"","last_name":"Lorenz","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28682/galley/18553/download/"}]},{"pk":29028,"title":"L1 Influence on Content Word errors in Learner English Corpora: Insights fromDistributed Representation of Words.","subtitle":null,"abstract":"The first language of a person has been shown to influence the processing of words when they learn a new language. Thishas been previously researched in behavioral studies, as well as by using lexical distributions or co-occurrence countsbetween word combinations to detect errors. In this paper we follow the findings of two recent studies and test theirhypotheses within the framework of two different word embedding models, based on their representation of the erroneoususage of concent words. Using an error-annotated corpus of essays written by learnings bellowing to 16 different firstlanguages, we compare incorrect words and their correct replacements as vectors in English and the learners first language.The results are consistent with previous findings that the first language has an influence on errors in the second language.The relationships between typologically similar languages differed between the models of embedding, suggesting anavenue for future explorations.","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/0c52g1j3","frozenauthors":[{"first_name":"Kanishka","middle_name":"","last_name":"Misra","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Hemanth","middle_name":"","last_name":"Devarapalli","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Julia","middle_name":"","last_name":"Rayz","name_suffix":"","institution":"Purdue University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29028/galley/18899/download/"}]},{"pk":29142,"title":"L2 learners’ phonemic sensitivity: MMN & L2 proficiency","subtitle":null,"abstract":"This study examined the acquisition of Korean stop sounds /t/(), /t/() and /th/() by Chinese learners of Korean using ERPfocusing on the role of L2 proficiency. A total of 28 learners (16 advanced and 11 intermediate) and 18 native controlsparticipated in the experiment with four conditions: (i) standard /ta/ vs. deviant /tha/, (ii) standard /ta/ vs. deviant /t/, (iii)standard /tha/ vs. deviant /ta/, and (iv) standard /ta/ vs. deviant /ta/. The results of the AX discrimination task found nosignificant differences between groups showing high accuracy rates from 73% to 84%. However, their brain responseswere different: P3 was found only for the intermediate group in condition (iii) although MMN was elicited in both groupsin the other three conditions. The results indicate that learners sensitivity to the differences of stop sounds develops astheir general proficiency improves. Still, their sensitivity is weaker than native speakers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v33360j","frozenauthors":[{"first_name":"Jeongwha","middle_name":"","last_name":"Cho","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Sun-Young","middle_name":"","last_name":"Lee","name_suffix":"","institution":"Cyber Hankuk University of Foreign Studies","department":""},{"first_name":"Mijung","middle_name":"","last_name":"Sung","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Ki-Chun","middle_name":"","last_name":"Nam","name_suffix":"","institution":"Korea University","department":""},{"first_name":"Hyeon-Ae","middle_name":"","last_name":"Jeon","name_suffix":"","institution":"Daegu Kyungbook Institue of Science and Technology","department":""},{"first_name":"Youngjoo","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Kyung Hee University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29142/galley/19013/download/"}]},{"pk":28439,"title":"Language and event recall in memory for time","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5m06p39h","frozenauthors":[{"first_name":"Yaqi","middle_name":"","last_name":"Wang","name_suffix":"","institution":"University of York","department":""},{"first_name":"Silvia","middle_name":"P.","last_name":"Gennari","name_suffix":"","institution":"University of York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28439/galley/18310/download/"}]},{"pk":29180,"title":"Language facilitates 2.5-year-olds reasoning by the disjunctive syllogism","subtitle":null,"abstract":"Children and animals successfully reason by elimination: if a reward is hidden in A or B, and they see A empty, theysearch in B (Call, 2004; Hill et al., 2012). Twenty-seven-month-olds also solve similar tasks when emptiness is conveyedverbally, through negation (The toy is not in the box, Feiman et al., 2017). However, it is unclear whether participantssolved these tasks with the disjunctive syllogism (A OR B, NOT A, THEREFORE B); in a 4-cup paradigm requiringdisjunctive reasoning only 3-5-year-olds but not 2.5-year-olds succeeded (Mody & Carey, 2016). We used a linguisticversion of the 4-cup task to examine childrens ability to reason disjunctively using verbal negation. We found that 3- and2.5-year-olds performed significantly above chance (58.1%, 54.2%, respectively, ps¡.05). Thus, presenting the negativepremise verbally facilitated 2.5-year-olds deductions. We conclude that older 2-year-olds have a robust understanding ofnegation, which they apply in abstract reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5cg6h7jh","frozenauthors":[{"first_name":"Myrto","middle_name":"","last_name":"Grigoroglou","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Chan","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Patricia","middle_name":"","last_name":"Ganea","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29180/galley/19051/download/"}]},{"pk":29312,"title":"Language in Math Problem Solving","subtitle":null,"abstract":"Children enrolled in language-immersion programmes may be required to learn math in the immersion language. Fol-lowing the framework of the Pathways Model (LeFevre et al., 2010; Sowinski et al., 2014), the goal of the present studywas to understand how instructional language supports math learning by comparing patterns of performance of immersionand non-immersion students. Participants included 182 grade 2 students (Mean age= 7.8 years): 108 students were en-rolled in French immersion programs and were learning math in French (their second language) and 74 were enrolled innon-immersion programs and were learning math in English (their home language). Participants were tested on a numberof general cognitive measures as well as math specific outcome measures. Results show that overall, across both immer-sion and non-immersion students, linguistic, quantitative and working memory components contributed to math problemsolving. However, within the linguistic component there were differences between the direct and indirect pathways.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ms33693","frozenauthors":[{"first_name":"Renee","middle_name":"","last_name":"Whittaker","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Chang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Jo-Anne","middle_name":"","last_name":"LeFevre","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Helena","middle_name":"P.","last_name":"Osana","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Jill","middle_name":"","last_name":"Turner","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Heather","middle_name":"","last_name":"Douglas","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Anne","middle_name":"","last_name":"Lafay","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Sheri-Lynn","middle_name":"","last_name":"Skwarchuk","name_suffix":"","institution":"University of Winnipeg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29312/galley/19183/download/"}]},{"pk":29170,"title":"Language stability and change in age-dependent networks","subtitle":null,"abstract":"People’s social and linguistic environment changes over the course of their life: infants learn language from a small setof caregivers; children and adolescents practice language skills with their peers; adults speak to other adults and also passon their language to the next generation (Kerswill, 1996, Sankoff 2018). Population models of language change haveexplored network effects but neglected changing networks as a function of agent age. We model a population of Bayesianagents that go through life phases of initial learning, subsequent peer interactions, and transmission to the next generation.We find these age-dependent networks to be more stable than other network architectures. This stability counters previousBayesian modelling results in which languages reliably and rapidly change, converging to the learners prior, suggestingthat languages spoken in populations in which interactions are organised assortatively by age may only weakly reflecthuman priors on language learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3846k02n","frozenauthors":[{"first_name":"Stella","middle_name":"","last_name":"Frank","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Kenny","middle_name":"","last_name":"Smith","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29170/galley/19041/download/"}]},{"pk":35938,"title":"Leaps of Faith: Cuyamaca College’s ESL “BOOST Program”.","subtitle":null,"abstract":"This article recounts some of the motivations, hurdles, and successes the Cuyamaca ESL Department in San Diego encountered while transforming its curriculum to an accelerated model. The college discovered that the new program, while challenging, increased the success and rate of passing among its language learners and improved the quality of their writing in ways even the implementers did not expect. The concerns, philosophy, and results behind Cuyamaca’s move away from traditional ESL classes are examined.","language":"eng","license":null,"keywords":[{"word":"AB705"},{"word":"accelerated ESL curriculum"}],"section":"Theme Section - Teaching and Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1rt2014m","frozenauthors":[{"first_name":"Guillermo","middle_name":"R.","last_name":"Colls","name_suffix":"","institution":"Cuyamaca College, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35938/galley/26792/download/"}]},{"pk":29163,"title":"Learned social values modulate representations of faces in the Fusiform Face Area","subtitle":null,"abstract":"Social value processing has been shown to recruit specific neural systems, yet how they are associated with person-specificinformation, such as facial identity, processed in separate regions remains to be established. The present study examinedchanges in neural representations in face-selective visual areas due to social value learning. Over four days, participantslearned combinations of social (generosity) and reward (point) values orthogonally assigned to naturalistic face images.We found that after learning, activity similarity (measured with fMRI) in the fusiform face area evoked by viewing thefaces was related to social value as well as a measure of future social preferences, but was not related to reward value. Thisshows how learned social values can influence representations in face-selective brain regions thought to primarily encodevisual information, and provides a potential neural mechanism for the association of social and visual information relevantto propensities in future social behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/06q667wr","frozenauthors":[{"first_name":"Ariana","middle_name":"","last_name":"Familiar","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Alice","middle_name":"","last_name":"Xia","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":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29163/galley/19034/download/"}]},{"pk":29064,"title":"Learning and Production in the Explanation of Regularization Behaviour: aComputational Model","subtitle":null,"abstract":"We propose a computational model to account for the regularization behaviour that characterizes language learning andthat has emerged from experimental studies, specifically from concurrent multiple frequency learning tasks (Ferdinand,2015). These experiments show that learners regularize the input frequencies they observe, suggesting that domain-generalfactors might underlie regularization behaviour. Standard models have failed to capture this pattern, so we explore theconsequences of adding a production bias that follows the learning stage in a probabilistic model of frequency learning.We simulate and fit to experimental data a beta-binomial Bayesian sampler model, which allows an explicit quantificationof both the learning and the production bias. Our results reveal that adding a production component to the model leadsto a better fit to data. Given our results, we hypothesize that linguistic regularization may result from general-domainconstraints on learning combined to biases in production, which need not to be considered innate.","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/17j8t9hs","frozenauthors":[{"first_name":"Chiara","middle_name":"","last_name":"Semenzin","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Vanessa","middle_name":"","last_name":"Ferdinand","name_suffix":"","institution":"University of Melbourne","department":""},{"first_name":"Simon","middle_name":"","last_name":"Kirby","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29064/galley/18935/download/"}]},{"pk":29058,"title":"Learning a novel rule-based conceptual system","subtitle":null,"abstract":"Humans have developed complex rule-based systems to explain and exploit the world around them. When a learner hasalready mastered a system’s core dynamicsidentifying its primitives and their interrelationsfurther learning can be effec-tively modeled as discovering useful compositions of these primitives. It nevertheless remains unclear how the dynamicsthemselves might initially be acquired. Composing primitives is no longer a viable strategy, as the primitives themselvesare what must be explained. To explore this problem, we introduce and assess a novel concept learning paradigm in whichparticipants use a two-alternative forced-choice task to learn an unfamiliar rule-based conceptual system: the MUI system(Hofstadter, 1980). We show that participants reliably learn this system given a few dozen examples of the systems rules,leaving open the mechanism by which novel conceptual systems are acquired but providing a useful paradigm for furtherstudy.","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/6j3214nc","frozenauthors":[{"first_name":"Joshua","middle_name":"","last_name":"Rule","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Steven","middle_name":"","last_name":"Piantadosi","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29058/galley/18929/download/"}]},{"pk":28708,"title":"Learning a smooth kernel regularizer for convolutional neural networks","subtitle":null,"abstract":"Modern deep neural networks require a tremendous amountof data to train, often needing hundreds or thousands of la-beled examples to learn an effective representation. For thesenetworks to work with less data, more structure must be builtinto their architectures or learned from previous experience.The learned weights of convolutional neural networks (CNNs)trained on large datasets for object recognition contain a sub-stantial amount of structure. These representations have par-allels to simple cells in the primary visual cortex, where re-ceptive fields are smooth and contain many regularities. In-corporating smoothness constraints over the kernel weightsof modern CNN architectures is a promising way to improvetheir sample complexity. We propose a smooth kernel regu-larizer that encourages spatial correlations in convolution ker-nel weights. The correlation parameters of this regularizer arelearned from previous experience, yielding a method with ahierarchical Bayesian interpretation. We show that our corre-lated regularizer can help constrain models for visual recogni-tion, improving over an L2 regularization baseline.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"convolutional neural networks; regularization;model priors; visual recognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/63c6q8p9","frozenauthors":[{"first_name":"Reuben","middle_name":"","last_name":"Feinman","name_suffix":"","institution":"New York University","department":""},{"first_name":"Brenden","middle_name":"M.","last_name":"Lake","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28708/galley/18579/download/"}]},{"pk":28951,"title":"Learning by doing: Supporting experimentation in inquiry-based modeling","subtitle":null,"abstract":"Inquiry-based modeling plays an important role in science; Science makes progress through formulating and evaluatingquestions, hypothesis, and arguments. The inquiry-based modeling approach also enhances learning about science. How-ever, engaging in modeling requires domain knowledge as well as quantitative skills. The Virtual Ecological ResearchAssistant (VERA) is an interactive learning environment that supports inquiry-based modeling for citizen and studentscientists. VERA provides a visual language for conceptual modeling in the domain of ecology and an AI compiler forautomatic generation of agent-based simulations in the process of constructing, evaluating, and revising the models. Weconducted a pilot study with college-level biology students (N=15) using VERA for modeling ecological phenomena. The2-hour pre- and post-test study demonstrates gains in the learning of ecological content knowledge. We also found that theuse of the Encyclopedia of Life as a source of domain knowledge helped students create more complex models.","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/67t4g7fj","frozenauthors":[{"first_name":"Sungeun","middle_name":"","last_name":"An","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Robert","middle_name":"","last_name":"Bates","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Hammock","name_suffix":"","institution":"Smithsonian Institution","department":""},{"first_name":"Spencer","middle_name":"","last_name":"Rugaber","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Emily","middle_name":"","last_name":"Weigel","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Ashok","middle_name":"","last_name":"Goel","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28951/galley/18822/download/"}]},{"pk":28718,"title":"Learning Cross-linguistic Word Classes through Developmental DistributionalAnalysis","subtitle":null,"abstract":"In this paper, we examine the success of developmentaldistributional analysis in English, German and Dutch. Weembed the mechanism for distributional analysis within anexisting model of language acquisition (MOSAIC) thatencodes increasingly long utterances, and compare resultsagainst a measure of ‘noun richness’ in child speech. We showthat, cross-linguistically, the mechanism’s success in buildingan early noun class is inversely related to the complexity of thedeterminer and noun gender system, and that merging ofdeterminers gives very similar results across languages. Theseresults suggest that children may represent grammaticalcategories at multiple levels of abstraction that reflect both thelarger category as well as its finer structure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; cross-linguistic;distributional analysis."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5r36g3r0","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Freudenthal","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Fernand","middle_name":"","last_name":"Gobet","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Julian","middle_name":"M.","last_name":"Pine","name_suffix":"","institution":"University of Liverpool","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28718/galley/18589/download/"}]},{"pk":28732,"title":"Learning deep taxonomic priors for concept learning from few positive examples","subtitle":null,"abstract":"Human concept learning is surprisingly robust, allowing forprecise generalizations given only a few positive examples.Bayesian formulations that account for this behavior requireelaborate, pre-specified priors, leaving much of the learningprocess unexplained. More recent models of concept learningbootstrap from deep representations, but the deep neural net-works are themselves trained using millions of positive and neg-ative examples. In machine learning, recent progress in meta-learning has provided large-scale learning algorithms that canlearn new concepts from a few examples, but these approachesstill assume access to implicit negative evidence. In this paper,we formulate a training paradigm that allows a meta-learningalgorithm to solve the problem of concept learning from fewpositive examples. The algorithm discovers a taxonomic prioruseful for learning novel concepts even from held-out supercat-egories and mimics human generalization behavior—the firstto do so without hand-specified domain knowledge or negativeexamples of a novel concept.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concept learning; deep neural networks; objecttaxonomies"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8q32x650","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Grant","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Joshua","middle_name":"C.","last_name":"Peterson","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28732/galley/18603/download/"}]},{"pk":29249,"title":"Learning Preferences as an Index of Individual Differences in Cognitive Flexibility","subtitle":null,"abstract":"Recent findings suggest that when solving problems involving cognitive flexibility (CF), individuals who approach alearning task using reinforcement learning (RL), outperform those who approach the task using supervised learning (SL).Based on these data, we hypothesized that CF is a function of individual differences in learning preference and taskdemands. Healthy native English speakers were administered three CF tasks that incorporated (i) shifting, (ii) divergentthinking, or (iii) both shifting and divergent thinking elements. Participants response selection history on a reward-basedlearning task, which could be approached either through SL or RL, was used to determine each participants learning styleand predict CF performance. Results showed that different CF task components (i.e., whether the task involved divergentthinking) interacted with participants learning preferences as measured by the independent learning task. We discuss howlearning preferences might capture individual differences in CF.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/87f3t5d5","frozenauthors":[{"first_name":"Hayley","middle_name":"","last_name":"O’Donnell","name_suffix":"","institution":"Drexel University","department":""},{"first_name":"Evangelia","middle_name":"G.","last_name":"Chrysikou","name_suffix":"","institution":"Drexel University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29249/galley/19120/download/"}]},{"pk":28834,"title":"Learning the Proportional Nature of Probability from Feedback","subtitle":null,"abstract":"People make decisions based on probabilistic information everyday and often use innacurate, heuristic decision rules. Although a great deal of research has investigated the developmental trajectory of accurate probability ojudgements, very little research has investigated how the learning process unfolds. In the current study a microgenetic experimental design was deployed to investigate the influence of feedback on children's probailistic decision making strategies. Seven- to ten-year-old children (N = 50) first performed a computer-based task to asses the type of strategy they use in a probabilitstic judgement task. Next, children recieve feedback on a series of 24 trials and then perform a post-test consisting of the same computer based strategy assessment. Findings revealed that some strategies may benefit from feedback more than others. These results suggest that children can learn about the proportional nature of probability from feedback alone and that the amount and type of feedback influence the learning process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"probabilistic reasoning; numerical cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/33s8p02x","frozenauthors":[{"first_name":"Shaun","middle_name":"","last_name":"O'Grady","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Geoffery","middle_name":"","last_name":"Saxe","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28834/galley/18705/download/"}]},{"pk":29293,"title":"Learning to calibrate age estimates","subtitle":null,"abstract":"Age is a primary social category and, with little effort, we can quickly approximate it from photographs. Here, we analyze1.5 million age judgments derived from a popular online website where participants estimate the age of a person depicted ina photograph, with feedback. We find that median age judgments across participants are linear in the actual age, with littlebias. However, the slope is considerably less than one, such that the aggregate overestimates the age of younger peopleand underestimates the age of older people. Age estimates are found to be unbiased at 37.5 years, which coincides with themedian age across all the depicted persons. These results are consistent with an account in which, over time, participantslearn to calibrate an analogue magnitude to the learned distribution of encountered ages, combining photographic evidencewith distributional information to arrive at an estimate that balances the two.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6tn8g7mn","frozenauthors":[{"first_name":"Jordan","middle_name":"","last_name":"Suchow","name_suffix":"","institution":"Stevens Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29293/galley/19164/download/"}]},{"pk":28997,"title":"Learning to control the others body facilitates the embodied perspective taking","subtitle":null,"abstract":"Perspective taking, a cognitive process of understanding information from the others viewpoint, is essential for formingcommunication skills. Whereas this process is considered to involve detachment of the reference frame from the own eyeand attachment of it to the others eye, we instead hypothesized here that it is mediated by representing the others intrinsic(i.e., proprioceptive) coordinate frame, since our cognitive abilities often rely on the physical presence. To examinethis possibility, we asked the participants to learn to control avatars motion in the virtual reality space from the third-person perspective and sought interaction between the ability to represent avatars intrinsic coordinate systems via motoradaptation and the ability to take avatars spatial perspective. We found significant facilitation of perspective taking abilityby the motor adaptation experience, which supports our hypothesis that the perspective taking encompasses a process ofrepresenting the others intrinsic coordinate frame. We suggest that the perspective taking is an embodied cognitive processwhich underpins theory of mind and empathy.","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/08k8n4f0","frozenauthors":[{"first_name":"Ryota","middle_name":"","last_name":"Ishikawa","name_suffix":"","institution":"University of Tsukuba","department":""},{"first_name":"Kyohei","middle_name":"","last_name":"Sasaki","name_suffix":"","institution":"University of Tsukuba","department":""},{"first_name":"Saho","middle_name":"","last_name":"Ayabe-Kanamura","name_suffix":"","institution":"University of Tsukuba","department":""},{"first_name":"Jun","middle_name":"","last_name":"Izawa","name_suffix":"","institution":"University of Tsukuba","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28997/galley/18868/download/"}]},{"pk":29005,"title":"Learning to Recognize Uncertainty: Effects of Disconfirming Evidence onConfidence Scale Use in Preschoolers","subtitle":null,"abstract":"Although young learners often express overconfidence, research has demonstrated that 3- to 4-year-old children maybe able to use a confidence scale to discriminate between their correct and incorrect responses. The current researchintroduces a novel paradigm to facilitate childrens reflection and reporting of confidence, based on the presentation ofdisconfirming evidence. This paradigm presents 3-, 4- and 5-year-olds with windows of varying occlusion (none, partial,and full). Children used a 3-point scale to assess their confidence that a target shape was behind each window. In fourconditions, we varied when and whether children received disconfirming evidence. Results suggest that violating childrensexpectations about the presence of the target shape on the first trial results in improves confidence calibration on futuretrials. Results also suggest that baseline confidence scale use improves with age. We discuss theoretical implications fordevelopment of uncertainty monitoring and potential applications of this novel paradigm.","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/1d79c8s3","frozenauthors":[{"first_name":"Isabella","middle_name":"","last_name":"Killeen","name_suffix":"","institution":"University of California- San Diego","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":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29005/galley/18876/download/"}]},{"pk":28865,"title":"Learning with an algebra computer tutor: What type of hint isbest?","subtitle":null,"abstract":"While there is substantial evidence showing that assistanceprovided to students during problem-solving activitiesinfluences learning outcomes, it is not yet clear how to bestdesign educational technologies to maximize learning throughvarious types of assistance. One common type of assistancecorresponds to hints delivered by an educational technology.To date, however, there is little research on the impact ofdifferent types of hints, including high-level hints vs. specificbottom-out hints. Our research takes a step in filling this gap,through an experimental study with an intelligent tutoringsystem we implemented in the domain of algebra (N = 50).We did not find evidence that the type of hint, high level vs.bottom out, influenced learning, with both types of hintsproducing similar outcomes. We did, however, find supportfor the conclusion that the number of hints accessed interactedwith the type of hint to influence learning, and specifically,that accessing more hints was correlated with learning butonly in the high-level hint condition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Intelligent Tutoring Systems; high-level andbottom-out hints"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gv8k0t5","frozenauthors":[{"first_name":"Kyle","middle_name":"","last_name":"Sale","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":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28865/galley/18736/download/"}]},{"pk":28810,"title":"Leveraging Thinking to Facilitate Causal Learning from Intervention","subtitle":null,"abstract":"Intervention selection is at once crucial in causal learning andchallenging for causal learners. While the optimal strategy ismaximizing the expected information gain (EIG), both chil-dren and adults often combine it with suboptimal ones suchas the positive test strategy (PTS). In the current study, wesought to facilitate causal learning from intervention by asking5- to 7-year-olds to explain why they chose a certain interven-tion to identify the true structure of a three-node causal sys-tem that might work in one of two ways. Our findings suggestthat while engaging in self-explaining did not help children se-lect more informative interventions, asking them to think abouttheir intervention choices (explaining or reporting) might helpthem better utilize interventional data to infer causal structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal learning; intervention; explanation; learn-ing by thinking"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2867h2t8","frozenauthors":[{"first_name":"Yuan","middle_name":"","last_name":"Meng","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28810/galley/18681/download/"}]},{"pk":29103,"title":"Lexical diversity and language development","subtitle":null,"abstract":"Previous research has demonstrated a relationship between quantity of language input and childrens rate of languagedevelopment: Children who hear more words learn faster. This work takes on two mutually-constraining questions:(1) How should we define quality, and (2) what is the relationship between input quality and language development?We analyzed a longitudinal corpus of interactions between 50 children and their parents using four measures of lexicaldiversity: Type Token Ratio (TTR), Moving Average TTR, and two more recent measuresvocd-D and MTLD. We foundthat only MTLD gave a prima-facie correct characterization of childrens development, and parents MTLD was correlatedwith childrens over development. Results of simulations showed that MTLD was distinct from the other measures in itssensitivity to both lexical diversity and word order, suggesting that quality should be defined not just by diversity of words,but also by the variability of sentence structures in which they occur.","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/27f4t830","frozenauthors":[{"first_name":"Yawen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Dan","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"University of Chicago, Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29103/galley/18974/download/"}]},{"pk":29243,"title":"Lexical iconicity facilitates word learning in situated and displaced learningcontexts","subtitle":null,"abstract":"We present an experimental study that examines how lexical iconicity (i.e. onomatopoeia) affects early word learning,across learning contexts. Children aged 24-36 months (N=37) were first trained on labels that are either iconic or neutralwith respect to the referent event, and then tested using a forced-choice task to select the correct referent given a label. Weassessed learning across two contexts: situated, where label and referent co-occur, and displaced, where children learn thelabel following the referent event. We predicted that iconicity would aid word learning, and would have a more facilitatoryeffect in the displaced condition, helping the child to associate label and referent. Our findings demonstrate that childrenlearn iconic labels in the experiment better than they do neutral labels. However, we find no difference across learningcontextsiconicity facilitates word learning in both situated and displaced learning scenarios.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hz8x1m6","frozenauthors":[{"first_name":"Yasamin","middle_name":"","last_name":"Motamedi","name_suffix":"","institution":"University College London","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Wonnacott","name_suffix":"","institution":"University College London","department":""},{"first_name":"Chloe","middle_name":"","last_name":"Marshall","name_suffix":"","institution":"University College London","department":""},{"first_name":"Pamela","middle_name":"","last_name":"Perniss","name_suffix":"","institution":"University of Cologne","department":""},{"first_name":"Gabriella","middle_name":"","last_name":"Vigliocco","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29243/galley/19114/download/"}]},{"pk":28974,"title":"Liars Intent: A Multidimensional Recurrence Quantification Analysis Approachto Deception Detection","subtitle":null,"abstract":"The current study utilizes dynamical systems and embodiment theory to better understand how movement dynamics impactdeception detection. While research has consistently revealed humans are often no better than chance at discriminatinga truth from a lie, individuals may reveal more than they know through the dynamic movement of the face and the bodybeyond discrete gestures traditionally examined in deception detection research (e.g., rise of a brow). As expected, thepresent study found that the dynamic stabilities of facial and body movements were significantly influenced by deceptiveintent such that untruthful statements elicited less stability in both the face and upper body. Moreover, despite detectionlevels no greater than chance, the accuracy of observers to detect deceptive intent covaried with these dynamic stabilities.The research presented provides another piece to the illusive puzzle of deception detection, affording researchers andpractitioners a possible tool to tap into deceptive intent.","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/35c72807","frozenauthors":[{"first_name":"Hannah","middle_name":"","last_name":"Douglas","name_suffix":"","institution":"Macquarie University","department":""},{"first_name":"Adriana","middle_name":"","last_name":"Rossi","name_suffix":"","institution":"Macquarie University","department":""},{"first_name":"Rachel","middle_name":"W.","last_name":"Kallen","name_suffix":"","institution":"Macquarie University","department":""},{"first_name":"Michael","middle_name":"J.","last_name":"Richardson","name_suffix":"","institution":"Macquarie University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28974/galley/18845/download/"}]},{"pk":28688,"title":"Lifting the Curse of Knowing: How Feedback Improves Readers’ Perspective-Taking","subtitle":null,"abstract":"Previous studies have shown that readers often overestimatethe similarity between their perspective and the perspective ofprotagonists in a story. This egocentric projection is argued tooriginate from readers’ tendency to use their own knowledgeas a frame of reference from which they (insufficiently) adjustaway to account for protagonists’ less informed perspective.This experimental study demonstrated that readers usefeedback about protagonists’ knowledge status to drawinferences that are more accurate on future perspective-takingtrials. Readers who were given the opportunity to learn throughfeedback not only adjusted their perspective-judgment morethan those who did not receive feedback, these readers alsoshowed less egocentric projection on future assessments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"perspective-taking; egocentricity bias; anchoringand adjustment; privileged information; feedback"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ww4s2zr","frozenauthors":[{"first_name":"Debby","middle_name":"","last_name":"Damen","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Marije","middle_name":"","last_name":"van Amelsvoort","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Per","middle_name":"","last_name":"van der Wijst","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Emiel","middle_name":"","last_name":"Krahmer","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28688/galley/18559/download/"}]},{"pk":28544,"title":"Limits on the Use of Simulation in Physical Reasoning","subtitle":null,"abstract":"In this paper, we describe three experiments involving simplephysical judgments and predictions, and argue their results aregenerally inconsistent with three core commitments of proba-bilistic mental simulation theory (PMST). The first experimentshows that people routinely fail to track the spatio-temporalidentity of objects. The second experiment shows that peopleoften incorrectly reverse the order of consequential physicalevents when making physical predictions. Finally, we demon-strate a physical version of the conjunction fallacy where par-ticipants rate the probability of two joint events as more likelyto occur than a constituent event of that set. These results high-light the limitations or boundary conditions of simulation the-ory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intuitive physics; mental simulation; inference;conjunction fallacy"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rs3b62r","frozenauthors":[{"first_name":"Ethan","middle_name":"","last_name":"Ludwin-Peery","name_suffix":"","institution":"New York University","department":""},{"first_name":"Neil","middle_name":"R.","last_name":"Bramley","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Ernest","middle_name":"","last_name":"Davis","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"M.","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28544/galley/18415/download/"}]},{"pk":29047,"title":"Linguist Alignment in Collaborative and Conversational Contexts","subtitle":null,"abstract":"Effective communication is a crucial factor contributing to successful collaborative problem solving (CPS) teams. Re-search in cognitive science has long shown evidence of linguistic alignment, or convergence in ways of speaking, but itsfunctional role, if any, during CPS is unknown. Based on recent theorizing, we expected that both goal-oriented dialogueand non-goal-oriented dialogue should exhibit alignment. However, if linguistic alignment contributes to effective CPS,then conversations in this context should exhibit higher levels of alignment. In this study, we compared levels of syntacticand lexical alignment between a corpus of CPS dialogue and a corpus of spontaneous dialogue. Contrary to our predic-tion, we observed that the mean lexical alignment level was lower in the CPS corpus than in the Switchboard corpus.Implications for future research into linguistic alignment in CPS are discussed.","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/50r8g0jh","frozenauthors":[{"first_name":"Ramon","middle_name":"","last_name":"Pieternella","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Travis","middle_name":"","last_name":"Wiltshire","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29047/galley/18918/download/"}]},{"pk":29153,"title":"Linguistic descriptions of action influence object perception: The role of actionreadiness","subtitle":null,"abstract":"Does hearing a story about performing an action activate corresponding motor representations? If so, can linguistically-activated motor representations affect our visual experience of the world? The present study tested whether hearing a storyabout performing power or precision grasps would cause people to perceive an ambiguous object in a grasp-congruentmanner. Participants listened to a story in which they tossed water balloons either (1) without touching their knots (powergrasp condition) or (2) by only touching their knots (precision grasp condition). Afterward, participants interpreted anobject that could either be seen as an apple (power grasp) or cherry (precision grasp). To further manipulate participantsavailability for subsequent action in the story, participants either (1) had just grasped, (2) prepared to grasp, or (3) hadrepeatedly grasped the water balloons before the ambiguous image appeared. People perceived the object in a grasp-congruent manner only when their hands were available for action.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0jw7d2c9","frozenauthors":[{"first_name":"Victoria","middle_name":"","last_name":"DiRubba","name_suffix":"","institution":"SUNY at Purchase","department":""},{"first_name":"Tommy","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"SUNY at Purchase","department":""},{"first_name":"Alexia","middle_name":"Toskos","last_name":"Dils","name_suffix":"","institution":"SUNY at Purchase","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29153/galley/19024/download/"}]},{"pk":28953,"title":"Linguistic Distributional Information and Sensorimotor Similarity BothContribute to Semantic Category Production","subtitle":null,"abstract":"We investigated the contribution of sensorimotor and linguistic distributional information in a semantic category produc-tion task, hypothesizing that the task would rely on both but particularly on linguistic distributional information, whichmay provide a shortcut for conceptual processing. In a pre-registered study, we asked participants to name members ofsemantic categories and tested whether responses were predicted by a novel measure of sensorimotor proximity (based onan 11-dimension representation of sensorimotor experience) and linguistic proximity (based on word co-occurrence de-rived from a large subtitle corpus). Both proximity measures predicted the order and frequency of responses and, critically,linguistic proximity had an effect above and beyond sensorimotor proximity. Our findings support linguistic-sensorimotoraccounts of the conceptual system and suggest that category production is based on both the similarity of sensorimotor ex-perience between the category and member concepts, and on the linguistic distributional relationship between the categoryand member labels.","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/8s12536t","frozenauthors":[{"first_name":"Briony","middle_name":"","last_name":"Banks","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Cai","middle_name":"","last_name":"Wingfield","name_suffix":"","institution":"University of Lancaster","department":""},{"first_name":"Louise","middle_name":"","last_name":"Connell","name_suffix":"","institution":"University of Lancaster","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28953/galley/18824/download/"}]},{"pk":28499,"title":"Linguistic syncopation: Alignment of musical meterto syntactic structure and its effect on sentence processing","subtitle":null,"abstract":"Language and music are structured at multiple temporal scalesand have been characterized as having meter: a hierarchical andperiodic alternation of the prominence of syllables/beats. Meter isthought to emerge from the entrainment of neural oscillators,affording temporal expectations and selective attention. Higher-levels of a metric hierarchy also tend to track syntactic phrasestructure, however, it is not clear within the framework oftemporal attending why this would be advantageous. Neuraloscillations have recently been shown to also track syntacticphrases. We propose that meter aligns to phrase structure so as tomake syntactic processing more efficient. In two experiments(both visual and auditory language), we show that certainalignments of meter to syntax influence sentence comprehensionand we suggest potential mechanisms for why certain alignmentstend to be preferred. Our results underline the rhythmicity of notonly low-level perception but also of higher-level cognitiveprocessing of syntactic sequences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language"},{"word":"time"},{"word":"oscillations"},{"word":"musical meter"},{"word":"Syntax"},{"word":"merge"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7jw1b4g5","frozenauthors":[{"first_name":"Courtney","middle_name":"","last_name":"Hilton","name_suffix":"","institution":"The University of Sydney","department":""},{"first_name":"Micah","middle_name":"","last_name":"Goldwater","name_suffix":"","institution":"The University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28499/galley/18370/download/"}]},{"pk":28954,"title":"Listeners use descriptive contrast to disambiguate novel referents","subtitle":null,"abstract":"People often face referential ambiguity; one cue to resolve it is adjectival description. Beyond narrowing potential referentsto those that match a descriptor, listeners may infer that a described object is one that contrasts with other present objectsof the same type (tall cup contrasts with another, shorter cup). This contrastive inference guides the visual identificationof a familiar referent as an utterance progresses (Sedivy et al., 1999). We extend this work, asking whether listeners usethis type of inference to guide explicit referent choice when reference is ambiguous, and whether this varies with adjectivetype. We find that participants consistently use size adjectives contrastively, but not color adjectives (Experiment 1)evenwhen color is described with more relative language (Experiment 2) or emphasized with prosodic stress (Experiment 3).Listeners can use adjective contrast to disambiguate a novel words referent, but do not treat all adjective types as equallycontrastive.","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/4x19q2b6","frozenauthors":[{"first_name":"Claire","middle_name":"","last_name":"Bergey","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":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28954/galley/18825/download/"}]},{"pk":28429,"title":"Logicist Computational Cognitive Modeling of Infinitary False Belief Tasks","subtitle":null,"abstract":"We synoptically describe having achieved the unprecedentedlogicist cognitive computational simulation of quantified ver-sions of any n-level (FBTn, ∀n ∈ N) false-belief task, andhence of what we call the infinitary false-belief task (FBTω);the achievement is enabled by the automated reasoner Shad-owProver. Logicist cognitive computational simulation of thelevel-one (or, as it’s currently known, “first-order”) false-belieftask (FBT1) was achieved circa 2007 by Bringsjord et al. Butsubsequently cognitive science has seen the arrival such mod-eling and simulation successfully applied to the second-orderfalse-belief task (FBT2); see e.g. (Blackburn & Polyanskaya,forthcoming). (This is the level-two FBT in our hierarchy oftasks.) But now, courtesy of what we report, logicist cognitivecomputational simulation of any FBTn is accomplished for thefirst time, and hence the infinitary false-belief task (FBTω) isreached as well","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"logic; cognitive modeling; false-belief task; sally-anne task; infinitary reasoning"}],"section":"Publication-based Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0f5833v2","frozenauthors":[{"first_name":"Selmer","middle_name":"","last_name":"Bringsjord","name_suffix":"","institution":"RPI","department":""},{"first_name":"Naveen","middle_name":"Sundar","last_name":"Govindarajulu","name_suffix":"","institution":"RPI","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28429/galley/18300/download/"}]},{"pk":28491,"title":"Looking Patterns during Analogical Reasoning: Generalizable or Task-Specific?","subtitle":null,"abstract":"Given the importance of developing analogical reasoning tobootstrapping children’s understanding of the world, why isthis ability so challenging for children? Two commonmechanisms have been implicated: 1) children’s inability toprioritize relational information during initial problem solving;2) children’s inability to disengage from salient distractors.Here, we use eye tracking to examine children and adults’looking patterns when solving scene analogies, allowing fordifferentiation between attention to relations versus tofeaturally salient distractors. In contrast to a recent study withpropositional analogies, our data suggest prioritization ofsource information does not differ between adults and children,nor is it predictive of performance; however, children andadults attend differently to distractors, and this attentionpredicts performance. These results suggest that feature-baseddistraction is a key way children and adults differ duringanalogical reasoning, and that the analogy problem formatshould be taken into account when considering children’sanalogical reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy"},{"word":"attention"},{"word":"eye tracking"},{"word":"Reasoning"},{"word":"Pattern recognition"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hm0n8dw","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28491/galley/18362/download/"}]},{"pk":29210,"title":"Look out, its going to fall!: Does physical instability capture attention and lead todistraction?","subtitle":null,"abstract":"Physical scene understanding requires not only detecting the current state of the world, but also predicting how the futurewill unfold. The need for such prediction is especially salient in the context of physical instability as when an object isteetering, about to fall off a surface. Here we asked whether such scenes automatically capture attention, such that themere presence of instability will impair performance on a central attention-demanding task. Observers viewed scenesin which an object (e.g. an open laptop) was either sitting stably, or was about to fall off a table. Observers simplycompleted a central Multiple Object Tracking (MOT) task (e.g which could appear on the screen of the depicted laptop).MOT Performance was indeed worse in the presence of physical instability, despite its task irrelevance, and even whenobservers failed to notice the physical stability vs. instability in the first place.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9bq7890n","frozenauthors":[{"first_name":"Marta","middle_name":"","last_name":"Kryven","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Sholei","middle_name":"","last_name":"Croom","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Brian","middle_name":"","last_name":"Scholl","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29210/galley/19081/download/"}]},{"pk":29241,"title":"Looks delicious? Cerebral blood flow in young adults with eating disordertendencies on exposure to food pictures","subtitle":null,"abstract":"We examined the physiological changes brought on by the sight of foods in people with high eating disorder tendencies rel-ative to normal controls. Graduate students were assessed for eating disorder tendencies using a questionnaire. Functionalnear-infrared spectroscopy was used to observe participants when five pictures were presented, in five categories: popularfood (fried chicken), non-popular food (Japanese simmered dishes), inedible object (screw), comfortable animal (rabbit),and uncomfortable animal (cockroach). Most participants oxyhemoglobin density was found to be different in response totwo pictures (fried chicken and cockroach). This indicates that this level of cerebral blood flow corresponds to unpleasantfeelings. However, students with higher eating disorder tendencies showed high-level oxyhemoglobin density in the samechannel, indicating discomfort, in response to popular food, neutral objects, and the uncomfortable animal. Our studyimplies the attitudes toward foods totally differ at cognition in people with high eating disorder tendencies compared withhealthy people.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/956840w4","frozenauthors":[{"first_name":"Kozue","middle_name":"","last_name":"Miyashiro","name_suffix":"","institution":"Utsunomiya University","department":""},{"first_name":"Reiko","middle_name":"","last_name":"Ohmori","name_suffix":"","institution":"Utsunomiya University","department":""},{"first_name":"Satoko","middle_name":"","last_name":"Shiraishi","name_suffix":"","institution":"Utsunomiya University","department":""},{"first_name":"Yumiko","middle_name":"","last_name":"Ishikawa","name_suffix":"","institution":"Utsunomiya University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29241/galley/19112/download/"}]},{"pk":28770,"title":"Low Entropy Facilitates Word Segmentation in Adult Learners","subtitle":null,"abstract":"Do language learners benefit from exposure to input that is\nmore predictable and has lower entropy? Frequency is known\nto facilitate learning (more frequent words acquired earlier).\nHowever, frequency is only one measure of the distributional\nstructure of the linguistic input. Here, we show that entropy\nalso impacts language learning: adults show better word\nsegmentation in an artificial language when the sequence has\nlower entropy (created by making one word more frequent).\nSegmentation improved both for the language as a whole, and\nfor the less frequent words, despite appearing half the number\nof times. These results illustrate the facilitative effect of\nentropy reduction on language learning. Theoretically, they\nshow that the effect of frequency is relative, not absolute, and\nthat language learners are sensitive to more complex measures\nof the environment. Methodologically, they suggest that the\nprevalent use of uniform distributions in word segmentation\nstudies may underestimate learners’ abilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Statistical learning; Word segmentation;\nLanguage Learning; Information."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8dw432n8","frozenauthors":[{"first_name":"Ori","middle_name":"","last_name":"Lavi-Rotbain","name_suffix":"","institution":"The Hebrew University Jerusalem","department":""},{"first_name":"Inbal","middle_name":"","last_name":"Arnon","name_suffix":"","institution":"The Hebrew University Jerusalem","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28770/galley/18641/download/"}]},{"pk":29155,"title":"Lying in public: Revealing the microstructure of real-time false respondingthrough action dynamics","subtitle":null,"abstract":"It is commonly agreed that, in most scenarios, deception involves cognitive demands. Prime amongst these demandsis competition between a default true response and an alternative false response. What is less understood are issuessurrounding the mechanistic underpinnings of how and when this competition enacts its influence during responding. Inprevious work (Duran, Dale, & McNamara, 2011), we have used an action dynamics paradigm to capture millisecond-timing information in how people use their mouse movements to respond yes or no to autobiographical information. Inthe current study, we employed a similar paradigm to collect response data from hundreds of anonymous participants,who freely used an interactive touchscreen exhibit at a public science museum exhibit, aiming to replicate and extendour previous findings. As expected, during false responding, the truth appears to be initially activated and dissipatescontinuously over the course of the response.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6zd369g4","frozenauthors":[{"first_name":"Nicholas","middle_name":"D.","last_name":"Duran","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Denis","middle_name":"","last_name":"O’Hora","name_suffix":"","institution":"National University of Ireland Galway","department":""},{"first_name":"Sam","middle_name":"","last_name":"Redfern","name_suffix":"","institution":"National University of Ireland Galway","department":""},{"first_name":"Arkady","middle_name":"","last_name":"Zgonnikov","name_suffix":"","institution":"University of Aizu","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29155/galley/19026/download/"}]},{"pk":28968,"title":"Magnitude Comparisons of Discounted Prices: Are They Similar to Fractions?","subtitle":null,"abstract":"The present study examines whether peoples mental representation of discounted prices, which have a part-whole relation-ship of the current price to the original price, is similar to that of fractions. Participants performed a fraction comparisontask and a deal comparison task on the same set of fractional magnitudes. In two experiments, we observed worse perfor-mance (error rate, RT of correct trials) on the deal comparison task. The distance effect, where magnitude comparisons aremade more slowly and less accurately the closer two magnitudes are, observed in the two tasks was best modeled usinglogarithmic distance between the fractional magnitudes as a predictor of performance.","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/2r97187z","frozenauthors":[{"first_name":"Lucy","middle_name":"","last_name":"Cui","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Zili","middle_name":"","last_name":"Liu","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28968/galley/18839/download/"}]},{"pk":28967,"title":"Magnitude Comparisons of Improper Fractions","subtitle":null,"abstract":"Previous studies examining the mental representations of fractions have focused on fractions with magnitudes less thanone (e.g., 2/3). In the current study, we examine the mental representations of fractions with magnitudes greater than one,specifically those of improper fractions. Participants were asked to make magnitude comparisons of these improper frac-tions to a reference that was in an improper fraction, a mixed fraction, or a decimal format. Results show that magnitudesof improper fractions were more accurately accessed when they were compared to mixed fractions and decimals. Thissuggests that the reinterpretation of these improper fractions benefited magnitude processing. Distance effects on errorrate and response time were observed for all three reference formats and more consistently took the form of a Welfordfunction, which predicts worse performance above rather than below the reference. Possible explanations of these resultsare discussed.","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/7n37f75r","frozenauthors":[{"first_name":"Lucy","middle_name":"","last_name":"Cui","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Zili","middle_name":"","last_name":"Liu","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28967/galley/18838/download/"}]},{"pk":28969,"title":"Magnitude Processing of Improper Fractions When Comparing Bundle Deals","subtitle":null,"abstract":"People encounter improper fractions in real life contexts on a regular basis. One such example is with bundling at thegrocery store (2/$4 or two for $4). The present study seeks to understand how people process these bundle prices comparedto improper fractions. Participants completed a magnitude comparison task with different bundling formats (2/$4 vs. $4/2)and their fractional equivalents. We found a reliable difference between the bundle format (2/$4) seen in grocery storesand the most visually similar fraction (2/4). This difference shows that participants are not using a heuristic (larger fractionmeans cheaper per item) when comparing these bundle deals and instead do need to process them like improper fractions.Overall, we found that participants were better at comparing fractional magnitudes in a math context than in a financialcontext and that this effect of context also depended on format (2/4 vs. 4/2).","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/9061h066","frozenauthors":[{"first_name":"Lucy","middle_name":"","last_name":"Cui","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Zili","middle_name":"","last_name":"Liu","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28969/galley/18840/download/"}]},{"pk":28801,"title":"Making the Implicit Explicit:Effects of Verbalization in Decisions from Experience","subtitle":null,"abstract":"What do people learn from experience with repeated decisions?Is it merely implicit behavioral tendencies? If so, wouldarticulating or summarizing what is learned change behavior?Online participants (N=126) experienced 100 trials of adecisions-from-experience problem with outcome feedback.Some participants then verbally summarized what they hadlearned and estimated the probability of the risky gain eitherfor themselves (Self condition) or for another hypotheticalplayer (Other condition); others did not summarize (Controlcondition). Finally, they faced 20 more decision trials.Verbalizing a social message to another person significantlyincreased sure choices (that is, decreased risk-taking) insubsequent decision making. In general, participantsunderestimated the probabilities of both certain and riskyprospects, and articulating a summary message (Self or Other)seemed to increase this conservatism.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decisions from experience; explicit learning;verbalization; dual process theory"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2955h0k9","frozenauthors":[{"first_name":"Yaoli","middle_name":"","last_name":"Mao","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"James","middle_name":"E.","last_name":"Corter","name_suffix":"","institution":"Columbia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28801/galley/18672/download/"}]},{"pk":29204,"title":"Making Young Childrens Design Cognition Visible","subtitle":null,"abstract":"There are emerging innovative educational interventions through automated computational analytics so-called learninganalytics (LA) to utilize a large amount of student participation. However, LA is a relatively unexplored area in EarlyChildhood Education (ECE). To respond to this gap, LA is defined as a tool for co-designing pedagogical documentationpractices with ECE teachers to visualize student design cognition. Drawing upon a Multiliteracies pedagogy framework,this qualitative study investigates how two kindergarten teachers co-designed pedagogical documentation practices usinga digital portfolio app (Seesaw) to leverage 25 young childrens design cognition in multiple modes and technologies.Using the constant comparison method, two themes were emerged from multiple data sources (e.g., digital portfolioson Seesaw, teacher assessment, fieldnotes, interviews): teachers-as-(Co)Designers of LA Interventions; and Portfolio ofStudent Learning Progression, not Portfolio of Student Work. Our findings suggest the need for effective pedagogicalsupports for young childrens design cognition and their teachers LA interventions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0x832408","frozenauthors":[{"first_name":"Mi","middle_name":"Song","last_name":"Kim","name_suffix":"","institution":"University of Western Ontario","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29204/galley/19075/download/"}]},{"pk":28709,"title":"Mapping Space: A Comparative Study","subtitle":null,"abstract":"The semantics of spatial terms has attracted substantialattention in the cognitive sciences, revealing both compellingsimilarities and striking differences across languages.However, much of the evidence regarding cross-linguisticvariation pertains to fine-grained comparisons betweenindividual lexical items, while cross-linguistic similarities arefound in more coarse-grained studies of the conceptual spaceunderlying semantic systems. We seek to bridge this gap,moving beyond the semantics of individual terms to ask whatthe comparison of spatial semantic systems may reveal aboutthe conceptualization of locations in English and MandarinChinese and about the nature of potential universals in thisdomain. We subjected descriptions of 116 spatial scenes tomultidimensional scaling analyses in order to reveal thestructures of the underlying conceptual spaces in eachlanguage. In addition to revealing overlaps and divergences inthe conceptualization of space in English and Mandarin, ourresults suggest a difference in complexity, whereby Mandarinterms are accommodated by a lower-dimensional similarityspace than are English terms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"spatial semantics; universals; cross-linguisticvariation"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8446t7bn","frozenauthors":[{"first_name":"Michele","middle_name":"I.","last_name":"Feist","name_suffix":"","institution":"University of Louisiana at Lafayette","department":""},{"first_name":"Yuan","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28709/galley/18580/download/"}]},{"pk":28664,"title":"Mapping visual features onto numbers","subtitle":null,"abstract":"Modern society frequently requires that we express our sub-jective senses in objective, shared formal systems; this en-tails mapping multiple internal variables onto a common scale.Here we ask whether we accomplish this feat in the case ofestimating number by learning a single mapping between ex-plicit numbers and one integrated subjective estimate of nu-merosity, or if we separately map different perceptual featuresonto numbers. We present people with arrays of dots and askthem to report how many dots there are; we rely on the sys-tematic under/overestimation of number at higher quantities toestimate error in the mapping function. By comparing how thiserror changes over time, as the mapping fluctuates for differentvisual cues to numerosity, we can evaluate whether these cuesshare a single mapping, or are mapped onto number individu-ally. We find that area, size, and density all share a commonmapping, indicating that people obtain a unified subjective es-timate of numerosity before mapping it onto the formal numberline.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"numerosity; number; estimation"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7hd7s44t","frozenauthors":[{"first_name":"Erik","middle_name":"","last_name":"Brockbank","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Edward","middle_name":"","last_name":"Vul","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28664/galley/18535/download/"}]},{"pk":29120,"title":"Masterminding in Education: Bringing cognition, emotion and motivationtogether in a unified mathematical framework","subtitle":null,"abstract":"In this research project, a novel app-based version of the code breaking game Mastermind, Entropy Mastermind, wasintroduced and evaluated as a learning medium in undergraduate cognitive psychology and in primary mathematics ed-ucation. In a quasi-experimental pre- and posttest design we investigated a) the role of individual differences in gameplay and learning, b) the effectiveness of Entropy Mastermind for giving students of different age groups experientiallygrounded access to the fundamental concepts of proportions and mathematical entropy, and c) effects of game play onstudents academic emotions, motivation and attitudes. Data analyses revealed significant associations between cognitivevariables, emotional-motivational factors and game play parameters. We present computational modeling results of stu-dents search strategies and entropy intuitions within a unified framework of entropy measures, the Sharma-Mittal space.Potential applications in digitalized learning environments at the interface between mathematics and computer science willbe discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2778g11k","frozenauthors":[{"first_name":"Lara","middle_name":"","last_name":"Bertram","name_suffix":"","institution":"University of Surrey, Guildford","department":""},{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Elif","middle_name":"","last_name":"Zel","name_suffix":"","institution":"Ludwigsburg University of Education","department":""},{"first_name":"Matthias","middle_name":"","last_name":"Hofer","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"","last_name":"Martignon","name_suffix":"","institution":"Ludwigsburg University of Education","department":""},{"first_name":"Jonathan","middle_name":"D.","last_name":"Nelson","name_suffix":"","institution":"University of Surrey","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29120/galley/18991/download/"}]},{"pk":29141,"title":"Math ability varies independently of number estimation in the Tsiman","subtitle":null,"abstract":"How do people reason about mathematical concepts like addition and subtraction? According to one proposal, mathemat-ical thinking is supported in part by the approximate number system (ANS), a primitive cognitive system for estimatingthe numerosity of a set, without counting. Here we tested this proposal in the Tsiman, a culture of farmer-foragers inthe Bolivian Amazon. Compared to industrialized societies like the US, the Tsiman have high variability in their level ofeducation and number knowledge. In a large sample of Tsiman adults, math ability was positively correlated with ANSperformance, consistent with previous findings. However, this correlation disappeared when controlling for participantseducation, and when controlling for their ability to sustain attention. These findings challenge the claim that the ANSsupports math ability. Rather, performance on ANS tasks and math tasks may both be shaped by non-numerical abilitiespracticed (or selected for) in educational settings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9v46c36h","frozenauthors":[{"first_name":"Samuel","middle_name":"","last_name":"Cheyette","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Pitt","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Steven","middle_name":"","last_name":"Piantadosi","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Edward","middle_name":"","last_name":"Gibson","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29141/galley/19012/download/"}]},{"pk":29281,"title":"Mathematical Creativity: Incubation, Serial Order Effect, and Relation toDivergent Thinking","subtitle":null,"abstract":"The current study explored whether creative processes specifically incubation and the serial order effect extend to creativityin mathematics, and if there is a relation to divergent thinking. A total of 155 postsecondary students completed an unusualuse task and a multiple-strategy math task. Participants were given 8 minutes to generate as many strategies as they couldfor the math task, and then after a brief break, were given another problem with the same underlying structure for 4minutes. We find evidence for a serial order effect in math, whereas across trials it became more difficult for participantsto generate a new strategy, but the strategies were rated as more creative. The brief break also provided some evidence ofincubation, as there was a boost in the number of overall strategies and creativity. We also found that divergent thinkingand mathematical creativity were significantly related.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0862b021","frozenauthors":[{"first_name":"Stacy","middle_name":"","last_name":"Shaw","name_suffix":"","institution":"Univeristy of California, Los Angeles","department":""},{"first_name":"Gerardo","middle_name":"","last_name":"Ramirez","name_suffix":"","institution":"Ball State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29281/galley/19152/download/"}]},{"pk":28642,"title":"Mathematics Skills and Executive Functions Following Preterm Birth:A Longitudinal Study of 5- to 7-Year Old Children","subtitle":null,"abstract":"Early mathematics skills are an important predictor of lateracademic, economic and personal success. Children bornpreterm, about 10% of the US population, have an increasedrisk of deficits in mathematics. These deficits may be relatedto lower levels of executive functions and processing speed.We investigated the development of mathematics skills,working memory, inhibitory control and processing speed ofhealthy children born very preterm (between 25 and 32 weeksgestational age, n=51) and full-term (n=29). Children weretested annually from ages 5 to 7 years. We found persistentlower overall mathematics skills in the preterm group, drivenby differences in more informal skills (e.g. counting) at earliertime points, and by differences in more formal skills (e.g.calculation) at later time points. We did not find significantdifferences between preterm and full-term born children inspatial working memory capacity or processing speed.However, these cognitive measures were significantpredictors of mathematics skills in the preterm but not thefull-term group, hinting towards the use of different strategieswhen solving problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Early Mathematics; Executive Functions;Cognitive Development; Preterm Birth; longitudinal;"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9p54z0mg","frozenauthors":[{"first_name":"Julia","middle_name":"Anna","last_name":"Adrian","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Frank","middle_name":"","last_name":"Haist","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Natacha","middle_name":"","last_name":"Akshoomoff","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28642/galley/18513/download/"}]},{"pk":28601,"title":"Measuring Creative Ability in Spoken Bilingual Text: The Role of LanguageProficiency and Linguistic Features","subtitle":null,"abstract":"Whereas first language (L1) research has demonstrated thatperceptions of creative ability are influenced by the complexityand diversity of language used to answer verbal tests ofcreativity, relatively little is known about the linguisticcomponents of bilingual creative task performance. In thisstudy, we analyze written transcripts of speech produced by466 Japanese learners of English produced during a creativenarrative task for features related to linguistic and cognitivedimensions of creativity. Then, we extract various linguisticfeatures and test whether these features can predict humanperceptions of creativity for the transcripts. Unlike L1 data,results suggest text length and L2 proficiency comprise themost parsimonious explanation of creativity scores in this L2data. At the same time, linguistic features related to positivesentiment explained a significant yet small amount ofadditional variance in perceptions of creativity, suggestingtexts with more positive language were perceived to be morecreative.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Creativity"},{"word":"NLP"},{"word":"language proficiency"},{"word":"bilingualism"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/73k1g915","frozenauthors":[{"first_name":"Stephen","middle_name":"","last_name":"Skalicky","name_suffix":"","institution":"Victoria University of Wellington","department":""},{"first_name":"Scott","middle_name":"A.","last_name":"Crossley","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Danielle","middle_name":"S.","last_name":"McNamara","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Kasia","middle_name":"","last_name":"Muldner","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28601/galley/18472/download/"}]},{"pk":29229,"title":"Measuring Creativity in the Classroom: Linking Group Patterns with IndividualOutcomes","subtitle":null,"abstract":"Although creativity has traditionally been measured as an individual trait (Runco & Jaeger, 2012), contemporary researchon workplace innovation (Kelley & Littman, 2001; Nonaka, 2008) suggests that creativity is a collaborative process ofworking with ideas (Amabile & Pratt, 2016). Furthermore, organizational creativity can be measured using social networkanalysis (Gloor, 2006) the more emergent leaders, the more creative the outcome (Gloor et al., 2016). Gloor’s creativitymeasure was adapted in a grade 1 class (n=22) to explore whether leaders would emerge when students engaged in creativeproblem-solving through online discussions in Knowledge Forum (Scardamalia, 2017). Social network analysis revealsthat 13 students emerged as leaders, and content analysis of the discussion indicates that leaders proposed new ideas thathelped deepen the progression of ideas. Additional analyses are underway to explore correlations between leadership andcreativity scores. Educational implications for developing the creative potential of young students are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49p0h6z4","frozenauthors":[{"first_name":"Leanne","middle_name":"","last_name":"Ma","name_suffix":"","institution":"OISE/University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29229/galley/19100/download/"}]},{"pk":28407,"title":"Measuring Creativity - Workshop Proposal","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"creative cognition; creativity psychometrics; cre-ative problem solving; computational modelling; computa-tional creativity; creativity metrics and methods; intelligentsystems; creativity assistive sy"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80c6p8hw","frozenauthors":[{"first_name":"Ana-Maria","middle_name":"","last_name":"Oltet ̧eanu","name_suffix":"","institution":"Freie Universit ̈at Berlin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28407/galley/18278/download/"}]},{"pk":28748,"title":"Measuring how people learn how to plan","subtitle":null,"abstract":"How can people learn to make better decisions and be-come more far-sighted? To make the underlying learningmechanisms more accessible to scientific inquiry, we developa computational method for measuring the time course ofexperience-dependent changes in people’s planning strategies.We validated our method on simulated and empirical data: onsimulated data its inferences were significantly more accuratethan simpler approaches, and when evaluated on human datait correctly detected the plasticity-enhancing effect of perfor-mance feedback. Having validated our method, we illustratehow it can be used to gain new insights into the time courseand nature of cognitive plasticity. Future work will leverageour method to i) reverse-engineer the learning mechanismsenabling people to acquire complex cognitive skills such asplanning and problem-solving and ii) measure individual dif-ferences in cognitive plasticity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive plasticity; planning; decision-making;process-tracing; statistical methods"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wj6z9v0","frozenauthors":[{"first_name":"Yash","middle_name":"","last_name":"Raj Jain","name_suffix":"","institution":"MPI for Intelligent System","department":""},{"first_name":"Frederick","middle_name":"","last_name":"Callaway","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"MPI for Intelligent System","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28748/galley/18619/download/"}]},{"pk":28442,"title":"Measuring Programming Competence byAssessing Chunk Structures in a Code Transcription Task","subtitle":null,"abstract":"In a simple transcription task in which sections of Java programcode are copied by freehand writing, it is demonstrated thatchunk related temporal signals are sufficiently robust to permitthe measurement of programming competence. An experimentwith 24 participants revealed that the number of views of thestimulus per trial and the duration of writing per stimulus vieware both strongly correlated with independent measures of Javacompetence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Chunking"},{"word":"program comprehension; competencemeasurement; transcription."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v08f2g9","frozenauthors":[{"first_name":"Noorah","middle_name":"","last_name":"Albehaijan","name_suffix":"","institution":"University of Sussex Brighton","department":""},{"first_name":"Peter","middle_name":"C-H.","last_name":"Cheng","name_suffix":"","institution":"Imam Abdulrahman Bin Faisal University Jubail","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28442/galley/18313/download/"}]},{"pk":29006,"title":"Measuring Selective Sustained Attention in Children with TrackIt andEyetracking","subtitle":null,"abstract":"Measuring selective sustained attention (SSA) development in preschool-aged children has been difficult due to challengesin designing age-appropriate measurement paradigms. The TrackIt task, together with eye-tracking and a recently pro-posed Bayesian-model based eye-tracking analysis method, creates opportunity for fine-grained measurement of SSA inyoung children. The current study 1) provides the first rigorous validation of this method by comparing model judgmentswith human video-coding of the data, and 2) further explores potential uses of this method for providing nuanced measuresof SSA. More specifically, we use the analysis method to explore different ways of characterizing SSA based on eye-gazedata obtained during TrackIt with 3- to 6-year old children. We look at patterns of in-trial eye-gazing across age and acrosstime.","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/3jz830cq","frozenauthors":[{"first_name":"Jaeah","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Shashank","middle_name":"","last_name":"Singh","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Emily","middle_name":"","last_name":"Keebler","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Erik","middle_name":"","last_name":"Thiessen","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Anna","middle_name":"","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29006/galley/18877/download/"}]},{"pk":28418,"title":"Measuring Spatial Perspective Taking:\nAnalysis of Four Measures using Item Response Theory","subtitle":null,"abstract":"Research on spatial thinking needs reliable and valid measures of individual differences in skills.\nVisuospatial Perspective Taking (PT)—the ability to mentally maintain and transform spatial\nrelationships between objects within an environment—is one kind of spatial skill that is\nespecially relevant to navigation and building cognitive maps. However, the psychometric\nproperties of various PT tasks have yet to be examined. The present study examines three main\npsychometric properties of PT tasks: 1) the reliability of two tasks developed for children but\nadapted in difficulty level for use in adult populations, 2) item difficulty and discriminability\nwithin and between four tasks using item response theory, and 3) relation of scores with general\nintelligence, working memory, and mental rotation. Results showed that two of the four PT tasks\nhave promising psychometric properties for measuring a wide range of PT ability based on item\ndifficulty, discriminability, and efficiency of a test information function.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9br3b8cq","frozenauthors":[{"first_name":"Maria","middle_name":"","last_name":"Brucato","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Andrea","middle_name":"","last_name":"Frick","name_suffix":"","institution":"University of Fribourg","department":""},{"first_name":"Alina","middle_name":"","last_name":"Nazareth","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Nora","middle_name":"S.","last_name":"Newcombe","name_suffix":"","institution":"University of Fribourg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28418/galley/18289/download/"}]},{"pk":28416,"title":"Mechanisms of Differences in Cognitive Mapping and Navigational Ability:\nExplorations Using Virtual Reality Manipulations","subtitle":null,"abstract":"Daily function depends on an ability to mentally map our environment. Environmental visibility\nand complexity can increase this challenge. Importantly, people vary dramatically in their ability\nto navigate flexibly and overcome such environmental challenges. In this paper, we will present\nexperimental work targeting the mechanisms that underlie different navigational abilities, and\nhow objective and introspective measures of ability interact to influence navigational strategy\nuse. Using virtual reality, we manipulated environmental visibility and complexity. Participants\nthen performed wayfinding, pointing, and route following tasks to probe cognitive map memory\nand navigational flexibility. Our findings reveal that individual differences in metacognition -\nsuch as perceived sense of direction - and in navigational strategy preference powerfully impact\nhow environmental features affect spatial memory. We also gathered data on the neurocognitive\nfoundations of these differences. Importantly, our methods highlight individualized interventions\nthat can improve spatial learning and specify the mechanisms through which they operate.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5861k8zt","frozenauthors":[{"first_name":"Thackery","middle_name":"I.","last_name":"Brown","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Qiliang","middle_name":"","last_name":"He","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Timothy","middle_name":"P.","last_name":"McNamara","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Jon","middle_name":"","last_name":"Starnes","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Goodroe","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28416/galley/18287/download/"}]},{"pk":28667,"title":"Memory maintenance of gradient speech representations is mediated by theirexpected utility","subtitle":null,"abstract":"Language understanding requires listeners to quickly compresslarge amounts of perceptual information into abstract linguis-tic categories. Critical cues to those categories are distributedacross the speech signal, with some cues appearing substan-tially later. Speech perception would thus be facilitated if gra-dient sub-categorical representations of the input are main-tained in memory, allowing optimal cue integration. How-ever, indiscriminate maintenance of the high-dimensional sig-nal would tax memory systems. We hypothesize that speechperception balances these pressures by maintaining gradientrepresentations that are expected to facilitate category recog-nition. Two perception experiments test this hypothesis. Be-tween participants, an initial exposure phase manipulated theutility of information maintenance: in the High-Informativitygroup, following context always was informative; in the Low-Informativity group, following context always was uninforma-tive. A subsequent test phase measured the extent to whichparticipants maintained gradient representations. The Low-Informativity group showed less maintenance, compared to theHigh-Informativity group (Experiment 1). We then increasedthe task demands and made the targets of the manipulation lessobvious to participants (Experiment 2). We found a qualita-tively similar pattern. Together, these results suggest that lis-teners are capable of allocating memory to gradient representa-tions of the speech input based on the expected utility of thoserepresentations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"speech perception; cue integration; memory; ex-pected utility"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cw080rb","frozenauthors":[{"first_name":"Wednesday","middle_name":"","last_name":"Bushong","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"T. Florian","middle_name":"","last_name":"Jaeger","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28667/galley/18538/download/"}]},{"pk":29258,"title":"Mental simulation: A cognitive linguistic approach to language teaching","subtitle":null,"abstract":"This paper illustrates the neural mechanisms underlying language processing. Based on evidence from neuroscience, theNeural Theory of Language supports the idea that, to fully understand an utterance, one should be able to imagine thescene evoked by that utterance. To achieve that, brain regions responsible for the action associated with that utteranceare activated in order to mentally simulate the action that is being described. In this report, I propose four activities thatimplement these findings to language teaching in order to boost the learning process and provide meaningful content, notonly about language itself but also about the processes behind.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47f431jr","frozenauthors":[{"first_name":"Laura","middle_name":"","last_name":"Pissani","name_suffix":"","institution":"Concordia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29258/galley/19129/download/"}]},{"pk":29145,"title":"Metacognitive Modeling; using cognitive modeling to clarify philosophicalmetacognitive concepts","subtitle":null,"abstract":"Metacognitive research is integral to understanding cognition, but a problem persists metacognition remains poorly definedand its basic terminology contested. To address this problem, we propose a new philosophical method for understandingmetacognition in a bottom up, computational way. We follow John Andersons principle that complex problems becomesystematic when analyzed within a cognitive model. Researchers agree that metacognition is cognition acting upon itself.Accepting this, we first define the fundamental units of cognition and then define how these units act upon themselves.We ground this within human cognition by using the Standard Model of Cognition (Laird et at. 2017, also known asthe Common Model). This model defines the mechanisms common to all computational architectures modeling humancognition. Our model is then compared to metacognitive theories within psychology, philosophy, and neuroscience. Thismethod clarifies metacognition by grounding it both within a computational cognitive architecture and present researchliterature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7wj2w4x8","frozenauthors":[{"first_name":"Brendan","middle_name":"","last_name":"Conway-Smith","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Robert","middle_name":"","last_name":"West","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29145/galley/19016/download/"}]},{"pk":28479,"title":"Metaphors we teach by: A method for mapping metaphorical lay theories","subtitle":null,"abstract":"People frequently use metaphors to communicate and reasonabout complex topics. However, many studies of metaphoricalreasoning exclusively rely on researcher intuitions aboutdifferent metaphors and their associated entailments. Here wedescribe a more principled method for mapping the structureof metaphorical lay theories, focusing on metaphors forteaching. Across two studies, we identified four common, aptmetaphors for the teacher-student relationship and used factoranalysis to explore whether these metaphors reflectsystematically different intuitions about the qualities of collegeteachers. Our findings demonstrate that (1) people endorse avariety of different teaching metaphors, and (2) thesemetaphors bring to mind distinct, coherent clusters of teacherattributes. This work demonstrates a novel method forsystematically mapping the structure of metaphorical laytheories and sets the stage for future research on metaphoricalreasoning as well as innovative educational interventionscentered on shifting lay theories of teaching.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metaphors"},{"word":"lay theories"},{"word":"concepts"},{"word":"Teaching"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8t03j1x9","frozenauthors":[{"first_name":"Stephen","middle_name":"J.","last_name":"Flusberg","name_suffix":"","institution":"Purchase College","department":""},{"first_name":"Bridgette","middle_name":"Martin","last_name":"Hard","name_suffix":"","institution":"Duke University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28479/galley/18350/download/"}]},{"pk":29318,"title":"Minimal but meaningful: Probing the limits of randomly assigned social identities","subtitle":null,"abstract":"The present studies (total n = 151) experimentally manipulated meaningfulness in novel social groups and measured anyresulting ingroup biases. Study 1 showed that even when groups were arbitrary and presumptively meaningless, 5- to8-year-olds developed equally strong ingroup biases as did children in more meaningful groups. Study 2 explored thelengths required to effectively reduce ingroup biases by stressing the arbitrariness of the grouping dimension. Even in thiscase ingroup bias persisted in resource allocation behavior, though it was attenuated on preference and similarity measures.These results suggested that one has to go to great lengths to counteract childrens tendency to imbue newly encounteredsocial groups with rich affiliative meaning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6x2477rm","frozenauthors":[{"first_name":"Xin","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Yarrow","middle_name":"","last_name":"Dunham","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29318/galley/19189/download/"}]},{"pk":29262,"title":"(Mis)interpretations of implausible passive sentences pattern with N400amplitudes","subtitle":null,"abstract":"Representations formed during language comprehension do not always accurately reflect the linguistic input, but aresometimes just good enough (Ferreira et al., 2003). Here, we examined the electrophysiological correlates of such heuristicprocessing. Participants were presented with passive sentences where the plausibility of the fillers of the agent and patientthematic roles was manipulated. As expected, they made more errors in the interpretation of implausible sentences (e.g.,The doctor was treated by the patient). Intriguingly, N400 amplitudes patterned with (mis)interpretation, with increasedamplitudes to the second noun in correctly processed implausible sentences, and equally small amplitudes in plausiblesentences and in incorrectly interpreted implausible sentences. These results are in line with the view that N400 amplitudesreflect the change in an initial heuristic representation of sentence meaning (Rabovsky et al., 2018), but seem difficult toexplain by accounts suggesting that the N400 reflects lexical retrieval (Brouwer et al., 2017).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0wm0c4sn","frozenauthors":[{"first_name":"Milena","middle_name":"","last_name":"Rabovsky","name_suffix":"","institution":"Freie Universitt Berlin","department":""},{"first_name":"Kazunaga","middle_name":"","last_name":"Matsuki","name_suffix":"","institution":"Behavioral Economics Works","department":""},{"first_name":"Ken","middle_name":"","last_name":"McRae","name_suffix":"","institution":"University of Western Ontario","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29262/galley/19133/download/"}]},{"pk":29216,"title":"Modal concepts: developing thoughts of the possible and the impossible","subtitle":null,"abstract":"What is it to represent a single world as having alternative, mutually inconsistent possible futures? A large literatureexplores this question from philosophical and linguistic perspectives, along with a growing literature in developmentalpsychology. Recent findings suggest that 36 month olds (Redshaw and Suddendorf 2016) or even 14 month olds (Cesana-Arlotti et al. 2018) prepare for multiple alternative possibile futures. These experiments did not require participants tocontrast the possible with the impossible. We replicated Redshaw and Suddendorf (2016), and added conditions thatrequired participants to contrast the possible with the impossible. 36 month olds now failed, as did many 48 month olds,suggesting that their representations do not capture the structure of possibilities. 48 month olds tended to pass our test,but their understanding of possibilities was still fragile. These data converge with other results suggesting that concepts ofpossibility and impossibility are constructed in the late preschool years.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/86f9z632","frozenauthors":[{"first_name":"Brian","middle_name":"","last_name":"Leahy","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Susan","middle_name":"","last_name":"Carey","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29216/galley/19087/download/"}]},{"pk":28625,"title":"Modality Effects in Vocabulary Acquisition","subtitle":null,"abstract":"It is unknown whether modality affects the efficiency with\nwhich humans learn novel word forms and their meanings,\nwith previous studies reporting both written and auditory\nadvantages. The current study implements controls whose\nabsence in previous work likely offers explanation for such\ncontradictory findings. In two novel word learning\nexperiments, participants were trained and tested on\npseudoword - novel object pairs, with controls on: modality of\ntest, modality of meaning, duration of exposure and\ntransparency of word form. In both experiments word forms\nwere presented in either their written or spoken form, each\npaired with a pictorial meaning (novel object). Following a 20-\nminute filler task, participants were tested on their ability to\nidentify the picture-word form pairs on which they were\ntrained. A between subjects design generated four participant\ngroups per experiment 1) written training, written test; 2)\nwritten training, spoken test; 3) spoken training, written test; 4)\nspoken training, spoken test. In Experiment 1 the written\nstimulus was presented for a time period equal to the duration\nof the spoken form. Results showed that when the duration of\nexposure was equal, participants displayed a written training\nbenefit. Given words can be read faster than the time taken for\nthe spoken form to unfold, in Experiment 2 the written form\nwas presented for 300 ms, sufficient time to read the word yet\n65% shorter than the duration of the spoken form. No modality\neffect was observed under these conditions, when exposure to\nthe word form was equivalent. These results demonstrate, at\nleast for proficient readers, that when exposure to the word\nform is controlled across modalities the efficiency with which\nword form-meaning associations are learnt does not differ. Our\nresults therefore suggest that, although we typically begin as\naural-only word learners, we ultimately converge on\ndeveloping learning mechanisms that learn equally efficiently\nfrom both written and spoken materials.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"modality effects; word learning; vocabulary\nacquisition; reading"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0r76k9xk","frozenauthors":[{"first_name":"Merel","middle_name":"C.","last_name":"Wolf","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Alastair","middle_name":"C.","last_name":"Smith","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Antje","middle_name":"S.","last_name":"Meyer","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Caroline","middle_name":"F.","last_name":"Rowland","name_suffix":"","institution":"ESRC LuCiD Centre & Department of Psychological Sciences","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28625/galley/18496/download/"}]},{"pk":28555,"title":"Model-based Approach with ACT-Rabout Benefits of Memory-based Strategy on Anomalous Behaviors","subtitle":null,"abstract":"Users sometimes face anomalous behaviors of systems, such asmachine failures and autonomous agents. Predicting suchbehaviors of systems is difficult. We investigate the benefits ofthe memory-based strategy, which focuses on memorization ofinstances to predict anomalous and regular behaviors of thesystem, with ACT-R simulations with a cognitive model. Inthis study, we presumed the parameters defining the encodingprocesses on anomalous instances and regular instances in themodel of the memory-based strategy and performedsimulations to verify how these two parameters influenceprediction performance. The results of simulations showed that(1) regular instances are not encoded as default values in thememory-based strategy and that (2) such inactivity on regularinstances suppresses commission errors of regular instancesand does not suppress commission errors of anomalousinstances nor omission errors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory-based strategy; prediction; anomalousbehavior; regular behavior; ACT-R"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4kk5q08w","frozenauthors":[{"first_name":"Shota","middle_name":"","last_name":"Matsubayashi","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Kazuhisa","middle_name":"","last_name":"Miwa","name_suffix":"","institution":"Kindai University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28555/galley/18426/download/"}]},{"pk":29059,"title":"Modeling Axonal Plasticity in Artificial Neural Networks","subtitle":null,"abstract":"Axonal growth and pruning is the brains primary method of controlling the structured sparsity of its neural circuits, aswithout long distance axon branches connecting distal neurons no direct communication is possible. Further, artificialneural networks have almost entirely ignored axonal growth and pruning instead relying on implicit assumptions thatprioritize dendritic/synaptic learning above all other concerns. This project proposes a new model called the Axon Game,which allows the incorporation of biologically inspired axonal plasticity dynamics into most artificial neural networkmodels with computational efficiency. We will explore the qualities of receptive windows grown under this methodologyand discuss how they can integrate with neural network simulations.","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/4x292998","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Ryland","name_suffix":"","institution":"University of Texas at Dallas","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29059/galley/18930/download/"}]},{"pk":29154,"title":"Modeling Causal Learning with the Linear Ballistic Accumulator","subtitle":null,"abstract":"Learning causal relationships is critical in our daily lives. To learn these causal relationships, one strategy we may use is thepositive testing strategy (PTS), in which we attempt to confirm a hypothesis about the causal relationship. Also, we mayuse the expected information gain (EIG) strategy to distinguish between multiple hypotheses. Here we use an experimentalparadigm in which subjects decide which of two causal patterns underlies a four-node causal system (Coenen, Rehder, &Gureckis, 2015) and fit the Linear Ballistic Accumulator (LBA) model to our data to investigate the precise mechanismsof different age groups using these strategies. We find that children and the elderly use PTS more than other groups.Yet, comparing drift rate and relative threshold parameters, we find no evidence for biases in strategy selection across agegroups, but find that the elderly are more cautious when choosing a strategy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8705g47s","frozenauthors":[{"first_name":"Yuhui","middle_name":"","last_name":"Du","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Nitisha","middle_name":"","last_name":"Desai","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Renlai","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"Nanjing University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29154/galley/19025/download/"}]},{"pk":28556,"title":"Modeling Children’s Early Linguistic Productivity Through the Automatic\nDiscovery and Use of Lexically-based Frames","subtitle":null,"abstract":"A central question for cognitive science is whether children’s\nlinguistic productivity can be captured by item-based\nlearning, or whether the learner must be guided by abstract,\nsystem-wide principles governed by innate constraints. Here,\nwe present a computational model of early language\nacquisition which learns to discover and use lexically-based\nframes in a fully incremental, on-line fashion. The model is\nrooted in simple prediction- and recognition-based processes,\nsubject to the same memory limitations as language learners.\nWhen exposed to English corpora of child-directed speech,\nthe model is able learn developmentally plausible frames and\nuse them to capture over 70% of the utterances produced by\ntarget children aged 2 to 5. Across a typologically diverse\nrange of 29 languages, the model is able to capture over 68%\nof child utterances. Together, these findings suggest that\nmuch of children’s early linguistic productivity can be\ncaptured by item-based learning through computationally\nsimple mechanisms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language learning; language acquisition; usage-\nbased approaches; computational modeling; chunking"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/644529zb","frozenauthors":[{"first_name":"Stewart","middle_name":"M.","last_name":"McCauley","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Morten","middle_name":"H.","last_name":"Christiansen","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28556/galley/18427/download/"}]},{"pk":28671,"title":"Modeling Delay Discounting using Gaussian Process with Active Learning","subtitle":null,"abstract":"We explore a nonparametric approach to cognitive modeling.Traditionally, models in cognitive science have been paramet-ric. As such, the model relies on the assumption that the datadistribution can be defined by a finite set of parameters. How-ever, there is no guarantee that such an assumption will hold,and it may introduce undesirable biases. For these reasons, anonparametric approach to model building is appealing. Wepropose a novel framework that combines Gaussian Processeswith active learning (GPAL), and evaluate it in the context ofdelay discounting (DD), a well-studied task in decision mak-ing. We evaluate GPAL in a simulation and a behavioral exper-iment, and compare it against a traditional parametric model.The results show that GPAL is a suitable modeling frameworkthat is robust, reliable, and efficient, exhibiting high sensitivityto individual differences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Gaussian processes; optimal experimental design;delay discounting; nonparametric modeling; Bayesian infer-ence"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zd5w9m1","frozenauthors":[{"first_name":"Jorge","middle_name":"","last_name":"Chang","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Jiseob","middle_name":"","last_name":"Kim","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Byoung-Tak","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Mark","middle_name":"A.","last_name":"Pitt","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Jay","middle_name":"I.","last_name":"Myung","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28671/galley/18542/download/"}]},{"pk":28924,"title":"Modeling Expertise with Neurally-Guided Bayesian Program Induction","subtitle":null,"abstract":"Studies of human expertise suggest that experts and novices “see“ problems differently. Experts not only acquire a bodyof domain-specific strategies and knowledge, but also learn to quickly identify when those concepts apply to problemswithin the domain. We propose modeling these elements as an iterative process of domain-specific language (DSL)learning, while jointly training a neural network to recognize when learned concepts apply to new problems. We showthat the algorithm solves problems more accurately and quickly than either a neural network alone, or a model that simplyacquires new concepts without learning when to use them. We also examine the implicit problem representations learnedby the neural network recognition model, and find that they increasingly come to reflect abstract relationships betweenproblems, rather than surface features, as the model acquires domain expertise. A full paper and additional details areavailable at: https://sites.google.com/view/neurally-guided-expertise-mit","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/0n48f5mz","frozenauthors":[{"first_name":"Catherine","middle_name":"","last_name":"Wong","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Elllis","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Mathias","middle_name":"","last_name":"Sabl-Meyer","name_suffix":"","institution":"PSL/Collge de France","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28924/galley/18795/download/"}]},{"pk":28950,"title":"Modeling Gaze Distribution in Cross-situational Learning","subtitle":null,"abstract":"Here we investigate the performance of two models in predicting human gaze behavior in cross situational word learning.Previous work has developed two diverging accounts of potential mechanisms that might serve this learning ability. Thefirst, associative learning, relies on the integration of contextual statistics across time. The second, hypothesis testing ofthe ”propose-but-verify” sort, suggests that learners do not track co-occurrence statistics, instead only tracking a singlelabel-object mapping at a time. To adjudicate between these two mechanisms, we examine real time selective attentionbehavior as a window into learning processes. We demonstrate systematic biasing in gaze allocation as a function of theassociative evidence accumulated for a label-object pairing over time, favoring the associative learning account. Moreover,we predict learning outcomes with model parameters controlling sensitivity and noise in memory encoding. This is novelevidence supporting associative learning and highlights the unique role of memory in cross-situational learning.","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/4qj9s8kj","frozenauthors":[{"first_name":"Andrei","middle_name":"","last_name":"Amatuni","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28950/galley/18821/download/"}]},{"pk":28584,"title":"Modeling Human Syllogistic Reasoning:The Role of “No Valid Conclusion”","subtitle":null,"abstract":"“No Valid Conclusion” (NVC) is one of the most frequently se-lected responses in syllogistic reasoning experiments and cor-responds to the logically correct conclusion for 58% of thesyllogistic problem domain. Still, NVC is often neglected incomputational models or just treated as a byproduct of theunderlying inferential mechanisms such as a last resort whenthe search for alternatives is exhausted. We illustrate thatNVC represents a major shortcoming of current models for hu-man syllogistic reasoning. By introducing heuristic rules, wedemonstrate that slight extensions of the existing models resultin substantial improvements of their predictive performances.Our results illustrate the need for better NVC handling in cog-nitive modeling and provide directions for modelers on how tointegrate it into their approaches.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive modeling; heuristics; syllogistic reason-ing; no valid conclusion"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xm1m8h8","frozenauthors":[{"first_name":"Nicolas","middle_name":"","last_name":"Riesterer","name_suffix":"","institution":"Georges-K ̈ohler-Allee","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Brand","name_suffix":"","institution":"Georges-K ̈ohler-Allee","department":""},{"first_name":"Hannah","middle_name":"","last_name":"Dames","name_suffix":"","institution":"Georges-K ̈ohler-Allee","department":""},{"first_name":"Marco","middle_name":"","last_name":"Ragni","name_suffix":"","institution":"Georges-K ̈ohler-Allee","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28584/galley/18455/download/"}]},{"pk":28519,"title":"Modeling individual performance in cross-situational word learning","subtitle":null,"abstract":"What mechanisms underlie people’s ability to use cross-situational statistics to learn the meanings of words? Here wepresent a large-scale evaluation of two major models of cross-situational learning: associative (Kachergis, Yu, & Shiffrin,2012a) and hypothesis testing (Trueswell, Medina, Hafri, &Gleitman, 2013). We fit each model individually to over 1500participants across seven experiments with a wide range ofconditions. We find that the associative model better capturesthe full range of individual differences and conditions whenlearning is cross-situational, although the hypothesis testingapproach outperforms it when there is no referential ambiguityduring training.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cross-situational word learning; language acqui-sition; Zipfian distributions"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/134389ps","frozenauthors":[{"first_name":"Yung","middle_name":"Han","last_name":"Khoe","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Amy","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"University of Melbourne","department":""},{"first_name":"Andrew","middle_name":"T.","last_name":"Hendrickson","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28519/galley/18390/download/"}]},{"pk":29252,"title":"Modeling Intuitive Teaching as Sequential Decision Making Under Uncertainty","subtitle":null,"abstract":"Informal teaching is a ubiquitous social behavior with a rich evolutionary history. We model teaching as the decisionmaking problem of planning a sequence of actions to convey information to a naive learner. We compare humans intuitiveteaching actions in a simple collaborative game to the optimal solution of a Partially Observable Markov Decision Process(POMDP). In a teaching POMDP, the current state is the latent, unobservable knowledge of the student and pedagogicalactions may yield changes in that knowledge or provide partial information about the students state. In our experiment,human teachers balance assessment and instruction while incorporating prior information about student knowledge. View-ing teaching as a POMDP suggests specific predictions for when different teaching actions (e.g., testing versus instruction)should be preferred under different conditions. Improving our understanding of the decision making strategies that underlieintuitive teaching has a range of implications from education to clinical rehabilitation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6pb1d883","frozenauthors":[{"first_name":"Pamela","middle_name":"Osborn","last_name":"Popp","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29252/galley/19123/download/"}]},{"pk":28943,"title":"Modeling Judgment Errors in Naturalistic Numerical Estimation","subtitle":null,"abstract":"We quantitatively modeled and compared two types of errorsin numerical estimation for naturalistic judgment targets: map-ping errors and knowledge errors. Mapping errors occur whenpeople make mistakes reporting their beliefs about a particularnumerical quantity (e.g. by inflating small numbers), whereasknowledge errors occur when people make mistakes usingtheir knowledge about the judgment target to form their be-liefs (e.g. by overweighting or underweighting cues). In twostudies, involving estimates of the calories of common fooditems and estimates of infant mortality rates in various coun-tries, we found that knowledge error models predicted partic-ipant estimates with very high out-of-sample accuracy rates,significantly outperforming the predictions of mapping errormodels. The knowledge error models were also able to iden-tify the objects and concepts most associated with incorrectestimates, shedding light on the psychological underpinningsof numerical judgment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"judgment errors; numerical estimation; word em-beddings; word vectors; knowledge representation; cognitivemodel"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sn168xk","frozenauthors":[{"first_name":"Wanling","middle_name":"","last_name":"Zou","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Sudeep","middle_name":"","last_name":"Bhatia","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28943/galley/18814/download/"}]},{"pk":28958,"title":"Modeling Long-Distance Cue Integration Strategies in Phonetic Categorization","subtitle":null,"abstract":"Language temporally unfolds, with relevant cues arriving at different moments in time. For comprehension to be optimal,listeners must maintain gradient representations of cues in order to integrate with later-arriving cues. Several studies haveestablished during speech perception listeners integrate cues that occur far apart in time. There are several proposalsabout how restricted this is, but there’s little rigorous work establishing and testing models of long-distance cue integrationstrategies. We take a first step at addressing this gap by formalizing four different models of how listeners use cueinformation during real-time processing, testing them on two perception experiments. In one experiment, we find supportfor optimal integration of cues. In another, more attention-taxing experiment, we find evidence in favor of a strategy thatavoids maintaining detailed representations of cues in memory. These results represent a first step toward understandinghow listeners change their cue integration strategies across contexts.","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/87h5t8kf","frozenauthors":[{"first_name":"Wednesday","middle_name":"","last_name":"Bushong","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"T. Florian","middle_name":"","last_name":"Jaeger","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28958/galley/18829/download/"}]},{"pk":28937,"title":"Modeling Number Sense Acquisition in A Number Board Game by CoordinatingVerbal, Visual, and Grounded Action Components","subtitle":null,"abstract":"Previous studies including Ramani and Siegler (2008) haveshown that playing a number board game improved studentsperformance on several numerical tasks, including numeralidentification, magnitude comparison, counting and numberline estimation. However, the computational mechanismunderlying such number sense acquisition remains unclear.Here, we aim to fill this gap by building a model thatsimulates play of the game as well as the basic numericaltasks. We hypothesize that cognitive components that areused in the basic tasks are recruited to work together whenchildren play the game, so that the learning induced byplaying the game also manifests itself in those tasks. Wereproduced the empirical findings with a neural network modelimplementing our hypothesis. This computational approachdemonstrates how a single model that coordinates componentsof number processing in different modalities (visual, languageand spatially-guided action) can explain the number senseacquisition in number board game playing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Numerical Cognition; Mathematical Education;Neural Networks; Board Games"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23p1s8vv","frozenauthors":[{"first_name":"Arianna","middle_name":"","last_name":"Yuan","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"James","middle_name":"L.","last_name":"McClelland","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28937/galley/18808/download/"}]},{"pk":29326,"title":"Modeling of Complex Communicative Behavior for F-2 Companion Robot","subtitle":null,"abstract":"We design F-2 companion robot, supporting natural multimodal communication. The robot is operated by a set of scripts,triggered by input speech and generating behavioral patterns in BML format. To make robots behavior as close as possibleto humans, we extract natural communication patterns from the Russian Emotional Corpus REC (over 400.000 annota-tions), reproduce key patterns in Blender 3D editor and export them to MySQL database (n = 220). For each generatedBML the software retrieves the corresponding movement from the database, joins compatible patterns and performs themon the robot. Robot can also receive the coordinates of surrounding human faces and simulate direct gazes towards theeyes of the addressee. It can also perform oriented (pointing) gestures: switch between directions or between severalinterlocutors. This allows us to model complex robot behavior, as shown in our experiment, increasing human satisfactionfrom robot-to-human interaction (Research is supported by the Russian Science Foundation, project No 19-18-00547).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/35k5d3g5","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Zinina","name_suffix":"","institution":"National Research Center Kurchatov Institute","department":""},{"first_name":"Nikita","middle_name":"","last_name":"Arinkin","name_suffix":"","institution":"National Research Center Kurchatov Institute","department":""},{"first_name":"Liudmila","middle_name":"","last_name":"Zaidelman","name_suffix":"","institution":"National Research Center Kurchatov Institute","department":""},{"first_name":"Artemy","middle_name":"","last_name":"Kotov","name_suffix":"","institution":"National Research Center Kurchatov Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29326/galley/19197/download/"}]},{"pk":29226,"title":"Modeling practice-related reaction time speedup using hierarchical Bayesianmethods: Evidence for a process-shift account","subtitle":null,"abstract":"In skill-learning tasks, reaction times (RTs) typically decrease with practice. For example, in alphabet arithmetic tasks(e.g. J + 7 = ?), learners respond correctly (e.g. Q) faster on later than on earlier trials. A number of mathematicalmodels have been proposed to account for the functional form of practice-related RT speedup. We aim to evaluate whichof two candidates better fits observed speedup data for individual learners across several tasks. In particular, we comparea process-shift account in which learners initially execute an algorithm in constant time, but as trials accumulate, exhibitpower-law speedup as they directly retrieve a memorized solution to a delayed exponential model in which RTs decreaseexponentially after learners eventually achieve insight into a task-appropriate strategy. Using hierarchical Bayesian modelsof each account (which can flexibly model learning in individual subjects), we show that the process-shift model betterpredicts out-of-sample data than the delayed-exponential model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2b92m3j5","frozenauthors":[{"first_name":"Jarrett","middle_name":"","last_name":"Lovelett","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Ed","middle_name":"","last_name":"Vul","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Tim","middle_name":"","last_name":"Rickard","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29226/galley/19097/download/"}]},{"pk":28703,"title":"Modeling socioeconomic effects on the development of brain and behavior","subtitle":null,"abstract":"We used a population-level connectionist model ofcognitive development to unify a range of empiricalfindings on the influence of socioeconomic status (SES) onbehavior and brain development. The model capturedqualitative patterns of development in behavior and brainstructure, including reductions in connectivity acrossdevelopment (gray matter, cortical thickness) as behavioralaccuracy increases. Individual differences in SES wereimplemented by altering the level of stimulation available inthe environment. At the brain level, the model simulatednon-linear effects of SES on cortical surface area (Noble etal., 2015), and faster cortical thinning across development inchildren from lower SES backgrounds (Piccolo et al., 2016).At the behavioral level, the model simulated the effect ofSES on IQ, whereby gaps are observed to widen acrossdevelopment (von Stumm & Plomin, 2015). The model’smain shortcoming was insufficient growth in connectionmagnitude across development in lower SES groups,implying that some aspects of the growth of connectionstrengths may be maturational (e.g., myelination) rather thanexperience dependent.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Socioeconomic Status"},{"word":"brain"},{"word":"Behavior"},{"word":"connectionistnetworks"},{"word":"multi-scale models"},{"word":"Population Modeling"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37n6v7dh","frozenauthors":[{"first_name":"Selma","middle_name":"","last_name":"Dündar-Coecke","name_suffix":"","institution":"University College London","department":""},{"first_name":"Michael","middle_name":"S. C.","last_name":"Thomas","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28703/galley/18574/download/"}]},{"pk":29264,"title":"Modeling students’ fraction arithmetic strategies using inverse planning","subtitle":null,"abstract":"Fraction arithmetic is a challenging topic for students. Past work has found that many errors can be accounted for by alimited number of malrules, reflecting both execution errors and incorrect strategies (Braithwaite, Pyke, and Siegler 2017).We develop an inverse planning model for fraction arithmetic that computes students’ affinity for particular malrulesbased on their problem solutions. Inverse planning models people’s choices when solving problems, and has been used tomodel data from solving algebraic equations and playing educational games. The output of the fraction arithmetic inverseplanning model gives a more detailed assessment of a student’s knowledge than the number of problems she answerscorrectly, and does not require human interpretation of students’ solutions. Applying the model to the two datasets inBraithwaite et al. (2017) and inferring tendencies to use two specific malrules shows that its output is consistent withmanual annotations of students’ strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80b3d5q3","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Rafferty","name_suffix":"","institution":"Carleton College","department":""},{"first_name":"Rachel","middle_name":"","last_name":"Jansen","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":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29264/galley/19135/download/"}]},{"pk":29140,"title":"Modeling the Costly Rejection of Wrongdoers by Children using a BayesianApproach","subtitle":null,"abstract":"In previous work, young children avoided associating with a wrongdoer, despite incurring a personal cost. Such aversionto wrongdoers, arguably a reflection of moral development, weakens when the cost becomes very large (Tasimi & Wynn,2016). We model this moral decision-making process using the nave utility calculus (Jara-Ettinger et al., 2016), assumingutility maximization amidst uncertainty using Bayesian framework. The cost is defined as the number of stickers forgoneby choosing a nice persons smaller offer over a mean persons larger one, following the ratios of 1:2, 1:4, 1:8, and 1:16. Ourmodel aims to explain previous findings, and test predictions for new ratios. Compared to a baseline condition where nobackground information is available, children are predicted to choose the nice person when the cost is low, but reverse theirpreference when the cost becomes increasingly high, which would suggest a utility account for moral decision making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/33w6x9hk","frozenauthors":[{"first_name":"Theodore","middle_name":"","last_name":"Cheung","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Rachel","middle_name":"","last_name":"Eng","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Daphna","middle_name":"","last_name":"Buchsbaum","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29140/galley/19011/download/"}]},{"pk":28620,"title":"Modeling Ungrammaticality: A Self-Organizing Model of Islands","subtitle":null,"abstract":"Formal theories of grammar and traditional parsing models,insofar as they presuppose a categorical notion of grammar,face the challenge of accounting for gradient judgments ofacceptability. This challenge is traditionally met by explaininggradient effects in terms of extra-grammatical factors, positinga purely categorical core for the language system. We presenta new way of accounting for gradience in a self-organizedsentence processing (SOSP) model, which generates structureswith a continuous range of grammaticality values. We focuson islands, a family of syntactic domains out of whichmovement is generally prohibited. Islands are interestingbecause, although most linguistic theories treat them asfully ungrammatical and uninterpretable, experimental studieshave revealed gradient patterns of acceptability and evidencefor their interpretability. We report simulations in whichSOSP largely respects island constraints, but in certain cases,consistent with empirical data, coerces elements that blockdependencies into elements that allow them.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"whether islands; subject islands; D-linking;acceptability; ungrammaticality; gradient effects;self-organized sentence processing model; SOSP"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4ns9s9j5","frozenauthors":[{"first_name":"Sandra","middle_name":"","last_name":"Villata","name_suffix":"","institution":"University of Connecticut","department":""},{"first_name":"Jon","middle_name":"","last_name":"Sprouse","name_suffix":"","institution":"University of Connecticut","department":""},{"first_name":"Whitney","middle_name":"","last_name":"Tabor","name_suffix":"","institution":"University of Connecticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28620/galley/18491/download/"}]},{"pk":28523,"title":"Modelling Emotion Based Reward Valuation with Computational ReinforcementLearning","subtitle":null,"abstract":"We show that computational reinforcement learning can modelhuman decision making in the Iowa Gambling Task (IGT). TheIGT is a card game, which tests decision making under uncer-tainty. In our experiments, we found that modulating learningrate decay in Q-learning, enables the approximation of both thebehaviour of normal subjects and those who are emotionallyimpaired by ventromedial prefrontal lesions. Outcomes ob-served in impaired subjects are modeled by high learning ratedecay, while low learning rate decay replicates healthy sub-jects under otherwise identical conditions. The ventromedialprefrontal cortex has been associated with emotion based re-ward valuation, and, the value function in reinforcement learn-ing provides an analogous assessment mechanism. Thus rein-forcement learning can provide a good model for the role ofemotional reward as a modulator of the learning rate.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"reinforcement learning; Q-learning; learning ratedecay; Iowa Gambling Task; ventromedial prefrontal impair-ment"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zk3x40z","frozenauthors":[{"first_name":"Can","middle_name":"","last_name":"Koluman","name_suffix":"","institution":"University of London","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Child","name_suffix":"","institution":"University of London","department":""},{"first_name":"Tillmann","middle_name":"","last_name":"Weyde","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28523/galley/18394/download/"}]},{"pk":29271,"title":"Modelling eye tracking dynamics with quantum theory","subtitle":null,"abstract":"Eye movements during decision making show systematic patterns such as increased fixations to the chosen option (i.e.gaze cascades) and multiple gaze transitions between fixated options. Existing formalisms, such as multivariate decisionfield theory, only provide limited scope for describing multiple reversals in the attentional focus and it is therefore unclearhow they can be applied to the underlying attentional dynamics. Here, we present an open systems dynamical model fromquantum theory to describe gaze transitions between choice options and the gaze cascade effect. Our model was tested ona decision task, in which participants repeatedly decided among two complex options (i.e. that lacked easily quantifiable,matched characteristics). The model can describe the gaze patterns on the individual trial level. It reveals structure inthe gaze dynamics that is predictive for choice behavior. The explanatory value of this account for studying attentionaldynamics during decision making will be discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/30h23583","frozenauthors":[{"first_name":"Agnes","middle_name":"","last_name":"Rosner","name_suffix":"","institution":"University of Zurich","department":""},{"first_name":"Irina","middle_name":"","last_name":"Basieva","name_suffix":"","institution":"City Universtiy London","department":""},{"first_name":"Albert","middle_name":"","last_name":"Barque-Duran","name_suffix":"","institution":"City Universtiy London","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Gloeckner","name_suffix":"","institution":"University of Cologne","department":""},{"first_name":"Bettina","middle_name":"","last_name":"von Helversen","name_suffix":"","institution":"University of Zurich","department":""},{"first_name":"Andrei","middle_name":"","last_name":"Khrennikov","name_suffix":"","institution":"Linnaeus University","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Pothos","name_suffix":"","institution":"City Universtiy London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29271/galley/19142/download/"}]},{"pk":28843,"title":"Modelling mental imagery in the ACT-R cognitive architecture","subtitle":null,"abstract":"I present a novel approach to modelling spatial mental im-agery within the ACT-R cognitive architecture. The proposedmethod augments ACT-R’s representation of visual objects toenable the processing of spatial extent and incorporates a set oflinear and affine transformation functions to allow the manip-ulation of internal spatial representations. The assumptions ofthe modified architecture are then tested by using it to developmodels of two classic mental imagery phenomena: the mentalscanning study of Kosslyn, Ball, and Reiser (1978) and mentalrotation (Shepard & Metzler, 1971). Both models provide veryclose fits to human response time data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mental imagery; Mental rotation; Image scanning;ACT-R; Cognitive architectures."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1526h35x","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Peebles","name_suffix":"","institution":"University of Huddersfield","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28843/galley/18714/download/"}]},{"pk":28861,"title":"Modelling semantics by integrating linguistic,\nvisual and affective information","subtitle":null,"abstract":"A number of recent models of semantics combine linguistic\ninformation, derived from text corpora, and visual information,\nderived from image collections, demonstrating that the\nresulting multimodal models are better than either of their\nunimodal counterparts, in accounting for behavioural data.\nHowever, first, while linguistic models have been extensively\ntested for their fit to behavioural semantic ratings, this is not\nthe case for visual models which are also far more limited in\ntheir coverage. More broadly, empirical work on semantic\nprocessing has shown that emotion also plays an important role\nespecially for abstract concepts, however, models integrating\nemotion along with linguistic and visual information are\nlacking. Here, we first improve on visual representations by\nchoosing a visual model that best fit semantic data and\nextending its coverage. Crucially then, we assess whether\nadding affective representations (obtained from a neural\nnetwork model designed to predict emojis from co-occurring\ntext) improves model’s ability to fit semantic\nsimilarity/relatedness judgements from a purely linguistic and\nlinguistic-visual model. We find that adding both visual and\naffective representations improve performance, with visual\nrepresentations providing an improvement especially for more\nconcrete words and affective representations improving\nespecially fit for more abstract words.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language; vision; emotion; distributional models;\nmultimodal models; similarity/relatedness; concreteness."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/51r6h6n5","frozenauthors":[{"first_name":"Armand","middle_name":"S.","last_name":"Rotaru","name_suffix":"","institution":"University College London","department":""},{"first_name":"Gabriella","middle_name":"","last_name":"Vigliocco","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28861/galley/18732/download/"}]},{"pk":28447,"title":"Modifying social dimensions of human faces with ModifAE","subtitle":null,"abstract":"At first glance, humans extract social judgments from faces, in-cluding how trustworthy, attractive, and aggressive they look.These impressions have profound social, economic, and polit-ical consequences, as they subconsciously influence decisionslike voting and criminal sentencing. Therefore, understand-ing human perception of these judgments is important for thesocial sciences. In this work, we present a modifying autoen-coder (ModifAE, pronounced “modify”) that can model andalter these facial impressions. We assemble a face impressiondataset large enough for training a generative model by ap-plying a state-of-the-art (SOTA) impression predictor to facesfrom CelebA. Then, we apply ModifAE to learn generalizablemodifications of these continuous-valued traits in faces (e.g.,make a face look slightly more intelligent or much less aggres-sive). ModifAE can modify face images to create controlledsocial science experimental datasets, and it can reveal datasetbiases by creating direct visualizations of what makes a facesalient in social dimensions. The ModifAE architecture is alsosmaller and faster than SOTA image-to-image translation mod-els, while outperforming SOTA in quantitative evaluations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"neural networks; generative models; face recogni-tion; social perception; image modification"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0589b5fs","frozenauthors":[{"first_name":"Chad","middle_name":"","last_name":"Atalla","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Song","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Bartholomew","middle_name":"","last_name":"Tam","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Asmitha","middle_name":"","last_name":"Rathis","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Gary","middle_name":"","last_name":"Cottrell","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28447/galley/18318/download/"}]},{"pk":29107,"title":"Modulation of mood on eye movement pattern and performance in facerecognition","subtitle":null,"abstract":"Research has suggested negative mood facilitates local attention while positive mood facilitates global attention. In facerecognition, looking at the eyes has been associated with engagement of local attention as well as better recognitionperformance. Accordingly, negative mood changes may lead to more eyes-focused eye movements and consequentlyenhance recognition performance. We tested this hypothesis using mood induction. Through Eye Movement analysis withHidden Markov Models (EMHMM), we discovered eyes-focused and nose-focused strategies. Although negative moodchanges predicted increased eye movement pattern similarity to the eyes-focused strategy, it did not predict changes inrecognition performance. Furthermore, most participants did not switch between eyes-focused and nose-focused strategiesdespite changes in mood. We conclude that mood changes lead to eye movement pattern changes that are not sufficientto modulate recognition performance as individuals may have preferred eye movement strategies impervious to transitorymood changes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2v99m36q","frozenauthors":[{"first_name":"Jeehye","middle_name":"","last_name":"An","name_suffix":"","institution":"University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"","last_name":"Hsiao","name_suffix":"","institution":"University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29107/galley/18978/download/"}]},{"pk":28707,"title":"Moral Reasoning with Multiple Effects:Justification and Moral Responsibility for Side Effects","subtitle":null,"abstract":"Many actions have both an intended primary effect and unin-tended, but foreseen side effects. In two experiments we inves-tigated how people morally evaluate such situations. While anegative side effect was held constant across conditions in Ex-periment 1, we varied features of the positive primary effect.We found that judgments of moral justification of actions weresensitive to the numerical ratios of helped versus harmed enti-ties as well as to the kind of state change that was induced byan agent’s action (saving entities from harm versus improvingtheir status quo). Judgments of moral responsibility for sideeffects were only sensitive to the latter manipulation. In Ex-periment 2, we found initial support for a subjective utilitarianexplanation of the moral justification judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Moral reasoning"},{"word":"causal reasoning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1nm0f631","frozenauthors":[{"first_name":"Neele","middle_name":"","last_name":"Engelmann","name_suffix":"","institution":"University of G ̈ottingen","department":""},{"first_name":"Michael","middle_name":"R.","last_name":"Waldmann","name_suffix":"","institution":"University of G ̈ottingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28707/galley/18578/download/"}]},{"pk":28509,"title":"Moral Reputation and the Psychology of Giving:Praise Judgments Track Personal Sacrifice Rather Than Social Good","subtitle":null,"abstract":"Do we praise altruistic acts because they produce socialbenefits or because they require a personal sacrifice? Onthe one hand, utilitarianism demands that we maximize thesocial benefit of our actions, which could motivatealtruistic acts. On the other hand, altruistic acts signalreputation precisely because personal sacrifice is a strong,costly signal. Consistent with the reputational account,these studies find that in the absence of reputational cues,people mainly rely on personal cost rather than socialbenefit when evaluating prosocial actors (Study 1).However, when reputation is known, personal cost acts as amuch weaker signal and play a smaller role in moralevaluations (Study 2). We argue that these results have far-reaching implications for the psychology and philosophy ofaltruism, as well as practical import for charitable giving,particularly the effective altruism movement.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Moral psychology; reputation; decision-making; prosocial behavior; altruism"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/06r3b017","frozenauthors":[{"first_name":"Samuel","middle_name":"G.B.","last_name":"Johnson","name_suffix":"","institution":"University of Bath","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T20:00:00+02:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28509/galley/18380/download/"}]}]}