{"count":38493,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15700","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15500","results":[{"pk":29133,"title":"Motivated Reasoning in Causally Ambiguous Explore-Exploit Situations","subtitle":null,"abstract":"Two studies investigated how political attitudes affect causal learning. Participants were tasked with testing economicpolicies to maximize the economic output of an imaginary country. Based on their political attitudes, participants wereeither strongly in favor or strongly against the policies (Study 1), or could also have neutral attitudes (Study 2). Somepolicies had fairly clear positive or negative effects. But some were more ambiguous; they initially had positive effects buteventually had negative effects on the economy, or vice versa. After testing the policies, participants falsely believed thatthe policies that fit with their political attitudes were more effective, and this bias was exacerbated for the policies that haddifferent short vs. long-term effects. This research shows the power of motivated reasoning and provides a well-controlledmethod to study the effects of motivated reasoning on causal learning in explore-exploit situations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9d68d5m2","frozenauthors":[{"first_name":"Zachary","middle_name":"","last_name":"Caddick","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Rottman","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29133/galley/19004/download/"}]},{"pk":28931,"title":"Mouse Tracking Measures Reveal Cognitive Conflicts Better than Response Timeand Accuracy Measures","subtitle":null,"abstract":"Mouse-tracking is said to provide a real-time record of decisionmaking in a conflict situation (Stillman, Shen, & Ferguson,2018); yet precise benefit of this method is unknown. Usingtwo versions of the attention network task (ANT-R) (Fan et al.,2009), we investigated the extent to which mouse movementmeasures capture cognitive conflicts created in flanker andSimon tasks. The movement measures collected in theaugmented ANT-R (mouse movement condition) wereresponsive to both flanker and Simon incongruency butresponse time and accuracy measures in the regular ANT-R(key-press condition) were responsive primarily to flankerincongruency only. The mouse movement measures were alsosensitive to interaction effects involving incongruency andgender, trial order and congruency sequence, while responsetime and accuracy in the regular ANT-R (key-press condition)were mostly insensitive to these interactions. These resultssuggest that mouse movement measures are more perceptive tocognitive conflicts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mouse-cursor movement; cognitive conflict;cognitive control; flanker and Simon effect"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1143r956","frozenauthors":[{"first_name":"Takashi","middle_name":"","last_name":"Yamauchi","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Anton","middle_name":"","last_name":"Leontyev","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Moein","middle_name":"","last_name":"Razavi","name_suffix":"","institution":"Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28931/galley/18802/download/"}]},{"pk":29121,"title":"Movements and Visuospatial Working Memory: Examining the Role of Movementand Attention to Movement","subtitle":null,"abstract":"Previous studies have shown that, under specific conditions, pointed-to arrays can be recognized better than arrays that areonly visually observed. In the present study we investigated whether this memory advantage is due to movement per seor to attention to the movement. In two experiments we modulated the amount of attention devoted to the execution ofpointing movements by comparing the effects of passive and active pointing in a visuo-spatial working memory (VSWM)task. In Experiment 1, participants were instructed that their hands would be moved by the experimenter (passive pointing);in Experiment 2, participants performed active and passive pointing movements in random alternation. Results showedthat passive movements benefitted VSWM only when they were alternated with active movements. This finding suggeststhat the key factor underlying the positive effect of pointing on VSWM is the increased attention devoted to them in themixed pointing conditions of Experiment 2.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4h80w892","frozenauthors":[{"first_name":"Divya","middle_name":"","last_name":"Bhatia","name_suffix":"","institution":"Sapienza University of Rome","department":""},{"first_name":"Pietro","middle_name":"","last_name":"Spataro","name_suffix":"","institution":"Universitas Mercatorum","department":""},{"first_name":"Clelia","middle_name":"","last_name":"Rossi-Arnaud","name_suffix":"","institution":"Sapienza University of Rome","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29121/galley/18992/download/"}]},{"pk":28657,"title":"Multimodal Event Knowledge in Online Sentence Comprehension: The Influenceof Visual Context on Anticipatory Eye Movements","subtitle":null,"abstract":"People predict incoming words during online sentencecomprehension based on their knowledge of real-world eventsthat is cued by preceding linguistic contexts. We used thevisual world paradigm to investigate how event knowledgeactivated by an agent-verb pair is integrated with perceptualinformation about the referent that fits the patient role. Duringthe verb time window participants looked significantly more atthe referents that are expected given the agent-verb pair.Results are consistent with the assumption that event-basedknowledge involves perceptual properties of typicalparticipants. The knowledge activated by the agent iscompositionally integrated with knowledge cued by the verbto drive anticipatory eye movements during sentencecomprehension based on the expectations associated not onlywith the incoming word, but also with the visual features of itsreferent.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"event knowledge; anticipatory eye movements;visual perception; prediction"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2fn4n5s9","frozenauthors":[{"first_name":"Valentina","middle_name":"","last_name":"Benedettini","name_suffix":"","institution":"Scuola Normale Superiore","department":""},{"first_name":"Pier","middle_name":"Marco","last_name":"Bertinetto","name_suffix":"","institution":"Scuola Normale Superiore","department":""},{"first_name":"Alessandro","middle_name":"","last_name":"Lenci","name_suffix":"","institution":"Università di Pisa, Via Santa Maria","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":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28657/galley/18528/download/"}]},{"pk":28557,"title":"Multiword Units Predict Non-inversion Errors in Children’s Wh-questions: “What\nCorpus Data Can Tell Us?”","subtitle":null,"abstract":"Subject-auxiliary inversion in interrogatives has been a topic\nof great interest in language acquisition research, and has\noften been held up as evidence for the structure-dependence\nof grammar. Usage-based and nativist approaches posit\ndifferent representations and processes underlying children’s\nquestion formation and therefore predict different causes for\nthese errors. Here, we explore the question of whether input\nstatistics predict children’s spontaneous non-inversion errors\nwith wh- questions. In contrast to previous studies, we look at\nproperties of the non-inverted, errorful forms of questions.\nThrough a series of corpus analyses, we show that the\nfrequency of uninverted subsequences (e.g., “she is going” in\n“what she is going to do?*”) is a good predictor of children’s\nerrors, consistent with recent evidence for multiword units in\nchildren’s comprehension and production. This finding has\nimplications for the types of mental representations and\ncognitive processes researchers ascribe to children acquiring a\nfirst language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; interrogatives; corpora;\ncorpus analyses; usage-based approach; chunking"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6vk5q6zg","frozenauthors":[{"first_name":"Stewart","middle_name":"M.","last_name":"McCauley","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Colin","middle_name":"","last_name":"Bannard","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Anna","middle_name":"","last_name":"Theakston","name_suffix":"","institution":"University of Manchester","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Davis","name_suffix":"","institution":"University of Manchester","department":""},{"first_name":"Thea","middle_name":"","last_name":"Cameron-Faulkner","name_suffix":"","institution":"University of Manchester","department":""},{"first_name":"Ben","middle_name":"","last_name":"Ambridge","name_suffix":"","institution":"University of Liverpool","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28557/galley/18428/download/"}]},{"pk":28461,"title":"Natural concepts” revisited in the spatial-topological domain:Universal tendencies in focal spatial relations","subtitle":null,"abstract":"It has long been noted that the best examples, or foci, ofcolor categories tend to align across diverse languages (Berlin& Kay, 1969)—but there is limited documentation of suchuniversal foci in other semantic domains. Here, we explorewhether spatial topological categories, such as “in” and “on”in English, have focal members comparable to those in color.We document names and best examples of topological spatialrelations in Dutch, English, French, Japanese, Korean, Man-darin Chinese, and Spanish, and find substantial consensus,both within and across languages, on the best examples of suchspatial categories. Our results provide empirical evidence forfocal best examples in the spatial domain and contribute fur-ther support for a theory of “natural concepts” in this domain.Keywords: Language and thought; spatial cognition; cate-gories; semantic universals.The central role of fociFor decades, discussions of natural language categories suchas “dog” or “blue” have emphasized prototypes, family re-semblance, and fuzzy sets—all notions specifying relationsbetween central cases and boundaries, and recognizing gra-dation in category membership. An especially well-studiedand debated case is that of focal colors, or best examplesof color categories (e.g. Berlin & Kay, 1969; Heider, 1972;Kay & McDaniel, 1978; Roberson et al., 2000; Regier etal., 2005; Abbott et al., 2016). Despite the ongoing debate,there is broad consensus that such best examples of color cat-egories often (but not always) align across languages, andthat languages sometimes have composite categories appar-ently organized around multiple foci—for example a com-posite green-blue or “grue” category.Despite the attention given to focal colors, studies of cate-gorization and semantic typology in many other semantic do-mains have not emphasized category best examples as promi-nently, but have instead tended to characterize categories assets, such that an exemplar may simply be a member of thecategory or not. Within the domain of spatial topological re-lations, previous work has drawn on extensional patterns innaming as evidence for central exemplars and core meaningsof categories like “in” and “on” (e.g., Levinson et al., 2003;Johannes, Wang, Papafragou, & Landau, 2015; Johannes,Wilson, & Landau, 2016; Landau, Johannes, Skordos, & Pa-pafragou, 2017), but without directly querying speakers aboutbest examples per se. Here, we employ empirical best ex-ample data to provide a long-overdue response to a call byFeist (2000: 236) to determine whether spatial relational cat-egories, like colors, have focal members.In what follows, we review key findings on focal colorsand their relationship to color category semantics. We thendescribe parallels to color in the domain of spatial topologicalrelations, and summarize an account (Levinson et al., 2003)of focal spatial relations that was developed and evaluatedon the basis of spatial naming data, but without groundingin empirical best examples. We then present our study, whichreexamines the hypotheses of this previous account using em-pirical best example data from seven languages. We explore","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language and thought; spatial cognition; cate-gories; semantic universals."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7tq511sd","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Carstensen","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"George","middle_name":"","last_name":"Kachergis","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"","last_name":"Hermalin","name_suffix":"","institution":"University of California at Berkeley","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"University of California at Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28461/galley/18332/download/"}]},{"pk":28554,"title":"Navigating the “chain of command”: Enhanced integrative encoding throughactive control of study","subtitle":null,"abstract":"A growing body of research indicates that “active learning” im-proves episodic memory for material experienced during study.It is less clear how active learning impacts the integration ofthose experiences into flexible, generalizable knowledge. Thisstudy used a novel active transitive inference task to investi-gate how people learn a relational hierarchy through activeselection of premise pairs. Active control improved memoryfor studied premises as well as transitive inferences involv-ing items that were never experienced together during study.Active learners also exhibited a systematic search preference,generating sequences of overlapping premises that may fa-cilitate relational integration. Critically, however, advantagesfrom active control were not universal: Only participants withhigher working memory capacity benefited from the opportu-nity to select premise pairs during learning. These findingssuggest that active control enhances integrative encoding ofstudied material, but only among individuals with sufficientcognitive resources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"active learning; transitive inference; informationsearch; integrative encoding"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6d67f65v","frozenauthors":[{"first_name":"Douglas","middle_name":"B.","last_name":"Markant","name_suffix":"","institution":"University of North Carolina at Charlotte","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28554/galley/18425/download/"}]},{"pk":28827,"title":"Neighborhood in Decay: Working Memory Modulates Effect of PhonologicalSimilarity on Lexical Access","subtitle":null,"abstract":"A mainstay of models that account for the access of lexicalknowledge is that auditory words compete for selection basedon form similarity, commonly seen in an inhibitory effect togreater phonological neighborhood density (PND). PND is ametric that states that two words are neighbors if they differ bythe addition, deletion or substitution of a single phoneme. Adrawback to this account is that there is competing evidenceeven among the European languages investigated thus far. Wesought to verify whether the inhibitory effect of greater PNDwould hold for Mandarin Chinese in two auditory wordrepetition tasks with monosyllabic and disyllabic Mandarinwords. Results of Experiment 1 showed a facilitative effect togreater PND. Experiment 2 added a non-verbal distractor taskto lessen the putative effect of working memory load during thetask. The facilitative effect to greater PND was confirmedalong with a significant post-hoc interaction with memorydecay, operationalized as the duration spent on the distractortasks. The facilitative effects extend previous reports ofdifferential behavior due to linguistic typology.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Lexical access; phonological neighborhooddensity; memory decay; Mandarin Chinese"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7hq855t6","frozenauthors":[{"first_name":"Karl","middle_name":"David","last_name":"Neergaar","name_suffix":"","institution":"The Hong Kong Polytechnic University","department":""},{"first_name":"James","middle_name":"","last_name":"Britton","name_suffix":"","institution":"The Hong Kong Polytechnic University","department":""},{"first_name":"Chu-Ren","middle_name":"","last_name":"Huang","name_suffix":"","institution":"The Hong Kong Polytechnic University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28827/galley/18698/download/"}]},{"pk":28957,"title":"Neither the time nor the place: Omissive causes yield temporal inferences","subtitle":null,"abstract":"Is it reasonable to draw temporal conclusions from omissive causal assertions? For example, if you learn that not chargingyour phone caused it to die, is it sensible to infer that your failure to charge your phone occurred before it died? Theconclusion seems intuitive, but no theory of causal reasoning explains how reasoners make the inference other than a recentproposal by Khemlani and colleagues (2018a). We present that theory and describe its consequences. If people conceiveof omissions as non-events, i.e., events unmoored in space and time, they might refrain from drawing conclusions whenasked whether an omissive cause precedes its effect. Two experiments speak against these predictions of the non-eventview and in favor of a view that omissive causation imposes temporal constraints on events and their effects. We concludeby considering whether drawing a temporal conclusion from an omissive cause constitutes a reasoning error.","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/39s5v6kn","frozenauthors":[{"first_name":"Gordon","middle_name":"","last_name":"Briggs","name_suffix":"","institution":"U.S. Naval Research Laboratory","department":""},{"first_name":"Hillary","middle_name":"","last_name":"Harner","name_suffix":"","institution":"U.S. Naval Research Laboratory","department":""},{"first_name":"Christina","middle_name":"","last_name":"Wasylyshyn","name_suffix":"","institution":"U.S. Naval Research Laboratory","department":""},{"first_name":"Paul","middle_name":"","last_name":"Bello","name_suffix":"","institution":"U.S. Naval Research Laboratory","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"U.S. Naval Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28957/galley/18828/download/"}]},{"pk":28695,"title":"Nested Sets and Natural Frequencies","subtitle":null,"abstract":"Is the nested sets approach to improving accuracy on Bayesian\nword problems simply a way of prompting a natural\nfrequencies solution, as its critics claim? Conversely, is it in\nfact, as its advocates claim, a more fundamental explanation of\nwhy the natural frequency approach itself works? Following\nrecent calls, we use a process-focused approach to contribute\nto answering these long-debated questions. We also argue for\na third, pragmatic way of looking at these two approaches and\nargue that they reveal different truths about human Bayesian\nreasoning. Using a think aloud methodology we show that\nwhile the nested sets approach does appear in part to work via\nthe mechanisms theorised by advocates (by encouraging a\nnested sets representation), it also encourages conversion of the\nproblem to frequencies, as its critics claim. The ramifications\nof these findings, as well as ways to further enhance the nested\nsets approach and train individuals to deal with standard\nprobability problems are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Nested Sets; Natural frequencies; Bayesian; Base\nrate neglect"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/459793xb","frozenauthors":[{"first_name":"Stephen","middle_name":"H.","last_name":"Dewitt","name_suffix":"","institution":"University College London","department":""},{"first_name":"Anne","middle_name":"","last_name":"Hsu","name_suffix":"","institution":"Queen Mary University of London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""},{"first_name":"Saoirse","middle_name":"Connor","last_name":"Desai","name_suffix":"","institution":"City University, London","department":""},{"first_name":"Norman","middle_name":"E.","last_name":"Fenton","name_suffix":"","institution":"Queen Mary University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28695/galley/18566/download/"}]},{"pk":28606,"title":"Neural dynamic concepts for intentional systems","subtitle":null,"abstract":"How may intentionality, the capacity of mental states to beabout the world, emerge from neural processes? We proposea set of theoretical concepts that enable a simulated agent tohave intentional states as it perceives, acts, memorizes, plans,and builds beliefs about a simulated environment. The con-cepts are framed within Dynamic Field Theory (Sch ̈oner et al.,2015), a mathematical language for neural processes modelsat the level of networks of neural populations. Inspired bySearle’s analysis of the two directions of fit of intentional states(Searle, 1980), we recognize that process models of intentionalstates must detect the match of the world to the mind (for “ac-tion” intentions) or the match of the mind to the world (for“perceptual” intentions). Neural representations of Searle’scondition of satisfaction implement these detection decisionsthrough dynamic instabilities that are instrumental in enablingautonomous switches among intentional states.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Dynamical systems modeling; Mathematicalmodeling; Neural networks; Intelligent agents; Cognitive Ar-chitectures"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6j917251","frozenauthors":[{"first_name":"Jan","middle_name":"","last_name":"Tek  ̈ulve","name_suffix":"","institution":"Ruhr-Universit ̈at Bochum","department":""},{"first_name":"Gregor","middle_name":"","last_name":"Sch ̈oner","name_suffix":"","institution":"Ruhr-Universit ̈at Bochum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28606/galley/18477/download/"}]},{"pk":29102,"title":"Neural Network Modeling of Learning to Actively Learn","subtitle":null,"abstract":"Humans are not mere observers, passively receiving the information provided by their environment; they deliberatelyengage with their environment, actively participating in the information acquisition stage to improve their learning per-formance. Despite being a hallmark of human cognition, the computational underpinnings of this active (or self-directed)mode of learning have remained largely unexplored. Drawing on recent advances in machine learning, we present aneural-network model simulating the process of learning how to actively learn. To our knowledge, our work is the firstneural-network model of learning to actively learn. Extensive simulations demonstrate the efficacy of our model, partic-ularly in handling high dimensional domains. Notably, our work serves as the first computational account of the recentexperimental finding by MacDonald and Frank (2016) showing that prior passive learning improves subsequent activelearning. Our work exemplifies how a synergistic interaction between machine learning and cognitive science helps de-velop effective, human-like artificial intelligence.","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/531426tt","frozenauthors":[{"first_name":"Lie","middle_name":"","last_name":"Yu","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Ardavan","middle_name":"S.","last_name":"Nobandegani","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29102/galley/18973/download/"}]},{"pk":28831,"title":"Neural Substrates Mediating the Utility of Instrumental Divergence","subtitle":null,"abstract":"We assessed the neural substrates mediating a recentlydemonstrated preference for environments with high levels ofinstrumental divergence – a formal index of flexible operantcontrol. Across choice scenarios, participants chose betweengambling environments that differed in terms of bothinstrumental divergence and expected monetary pay-offs.Using model-based fMRI, we found that activity in theventromedial prefrontal cortex scaled with a divergence-based measure of expected utility that reflected the value ofboth divergence and monetary reward. Implications for aneural common currency for information theoretic andeconomic variables are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"instrumental divergence; flexible control; utility;model-based fMRI"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9582f6bc","frozenauthors":[{"first_name":"Kaitlyn","middle_name":"G.","last_name":"Norton","name_suffix":"","institution":"","department":""},{"first_name":"Mimi","middle_name":"","last_name":"Liljeholm","name_suffix":"","institution":"University of California, Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28831/galley/18702/download/"}]},{"pk":29267,"title":"Neuromodulation of electrophysiological correlates of reinforcement learning inhumans","subtitle":null,"abstract":"The feedback-related negativity (FRN) is an event-related potential that differentiates between positive and negative feed-back, occurring most prominently at frontocentral electrodes 200-300ms after delivery of feedback. The FRN seems tobe reflective of a reward prediction error, as the magnitude of the ERP component has been related to the magnitude ofprediction error estimated through reinforcement learning (RL) models. We aim to further understanding of the FRNand its relationship to behavior by replicating the study of Reinhart & Woodman (2014), replacing tDCS with focal, tar-geted transcranial magnetic stimulation (TMS) over the frontocentral region. Preliminary data shows that our participantsreliably generate a FRN when presented with incorrect feedback, and that single-trial estimates of theta power are signifi-cantly correlated with RL-derived single-trial estimates of prediction error for correct trials. We will examine the effect ofstimulation both on participant behavior as well as on RL parameter estimates.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9p25q2j9","frozenauthors":[{"first_name":"Patrick","middle_name":"","last_name":"Rice","name_suffix":"","institution":"University of Washington","department":""},{"first_name":"Mathi","middle_name":"","last_name":"Manavalan","name_suffix":"","institution":"University of Washington","department":""},{"first_name":"Andrea","middle_name":"","last_name":"Stocco","name_suffix":"","institution":"University of Washington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29267/galley/19138/download/"}]},{"pk":29167,"title":"No Morphological Markers, No Problem: ERP Study Reveals Semantic\nFactors Differentiating Neural Mechanisms of Noun and Verb Processing","subtitle":null,"abstract":"Neural mechanisms behind noun and verb processing are ubiquitously separate, yet it remains controversial which factor, syntax\nor semantics, is behind such separation. We conducted an ERP study using Chinese sentences with a specific construction, noun\nphrase + mei (“not/no”) + noun/verb/noun-verb-ambiguous-word, and excluding other grammatical or syntactic factors that\ncould hint at the target words’ part-of-speech. Results showed significantly distinct P200, N400 and P600 between noun and\nverb processing in native speakers, indicating that semantic factors are essential for the differentiated neural mechanisms behind\nnoun and verb processing. Similar results were also found between noun-verb-ambiguous-word and noun processing, but not\nbetween noun-verb-ambiguous-word and verb processing, suggesting that lacking clues on part-of-speech makes the dynamic\nproperties of the ambiguous words more salient than the static ones, thus causing interpretation of such words more likely as\nverbs. This further elaborates the crucial role of semantic factors in noun and verb processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hj6180d","frozenauthors":[{"first_name":"Jun","middle_name":"","last_name":"Feng","name_suffix":"","institution":"Hangzhou Normal University","department":""},{"first_name":"Tao","middle_name":"","last_name":"Gong","name_suffix":"","institution":"Educational Testing Service","department":""},{"first_name":"Lan","middle_name":"","last_name":"Shuai","name_suffix":"","institution":"Educational Testing Service","department":""},{"first_name":"Yicheng","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Zhejiang University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29167/galley/19038/download/"}]},{"pk":28740,"title":"Norms and the meaning of omissive enabling conditions","subtitle":null,"abstract":"People often reason about omissions. One line of researchshows that people can distinguish between the semantics ofomissive causes and omissive enabling conditions: forinstance, not flunking out of college enabled you (but didn’tcause you) to graduate. Another line of work shows that peoplerely on the normative status of omissive events in inferringtheir causal role: if the outcome came about because theomission violated some norm, reasoners are more likely toselect that omission as a cause. We designed a novel paradigmthat tests how norms interact with the semantics of omissiveenabling conditions. The paradigm concerns the circuitry of amechanical device that plays music. Two experiments used theparadigm to stipulate norms and present a distinct set ofpossibilities to participants. Participants chose which causalverb best described the operations of the machine. The studiesrevealed that participants’ responses are best predicted by theirtendency to consider the semantics of omissive relations. Incontrast, norms had little to no effect in participants’ responses.We conclude by marshaling the evidence and considering whatrole norms may play in people’s understanding of omissions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"omissive causes; enabling; allowing; modalsemantics; norms; mental models"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6tp0j1h7","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Henne","name_suffix":"","institution":"Duke University","department":""},{"first_name":"Paul","middle_name":"","last_name":"Bello","name_suffix":"","institution":"Naval Research Laboratory","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"Naval Research Laboratory","department":""},{"first_name":"Felipe","middle_name":"","last_name":"De Brigard","name_suffix":"","institution":"Duke University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28740/galley/18611/download/"}]},{"pk":28867,"title":"Not All Exceptions Are the Same: Different Memory Demands for Differentiation,\nIsolation and Odd-ball Exceptions","subtitle":null,"abstract":"There is an influential body of research arguing that category\nexceptions have a special status in memory compared to\nregular category members. However, the memory advantage\nfor category exceptions has typically been demonstrated using\none very specific category structure (Differentiation). Here we\npresent a study examining whether the reported memory\nadvantage is specific to this particular structure or whether it\ncan be generalized to other kinds of exceptions (Isolation and\nOdd-ball). We compare three different types of category\nexceptions that have varying memory demands due to\ndifferent levels of feature binding required for accurate\ncategorization. The results suggest that only those exceptions\nthat require binding together multiple features are\nremembered better than regular, rule-following items. The\npresent work clarifies that the memory advantage for\nexceptions characterizes certain kinds of exceptions rather\nthan exceptions in general.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"category exceptions; rule-plus-exception; binding\nrequirement"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/56n4273f","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28867/galley/18738/download/"}]},{"pk":28779,"title":"Novel categories are distinct from “Not”-categories","subtitle":null,"abstract":"The categorization literature often considers two types of cat-egories as equivalent: (a) standard categories and (b) negationcategories. For example, category learning studies typicallyconflate learning categories A and B with learning categoriesA and NOT A. This study represents the first attempt at de-lineating these two separate types of generated categories. Wespecifically test for differences in the distributional structure ofgenerated categories, demonstrating that categories identifiedas not what was known are larger and wider-spread comparedto categories that were identified with a specific label. We alsoobserve consistency in distributional structure across multiplegenerated categories, replicating and extending previous find-ings. These results are discussed in the context of providing afoundation for future modeling work.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"categorization; category generation; contrast; cat-egory learning;"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64n5z73q","frozenauthors":[{"first_name":"Shi","middle_name":"Xian","last_name":"Liew","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Joseph","middle_name":"L.","last_name":"Austerweil","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28779/galley/18650/download/"}]},{"pk":29215,"title":"Novel labels modify visual attention in 2-year-old children","subtitle":null,"abstract":"Labeling objects enhances fundamental cognitive capacities like categorization, individuation, and memory in young chil-dren. However, the mechanism by which labels support these cognitive processes remains unknown. One possibility isthat providing a label for an object changes childrens online visual processing of that object. To address this, we consid-ered several indices of visual attention, asking whether 2-year-old children attend to an object differently if it is labeled(Look at the dax) than if it is paired with a non-labeling phrase (Look at that). We find that 2-year-old childrens visualfixations are longer when objects are paired with a labeling phrase, rather than a non-labeling phrase. Indeed, after hearinga label, children showed a sustained increase in fixation duration. However, the number of fixations children made did notchange as a function of labeling. This illustrates an attentional mechanism by which language might enhance learning in2-year-old children.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1833q076","frozenauthors":[{"first_name":"Alexander","middle_name":"","last_name":"LaTourrette","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Miriam","middle_name":"A.","last_name":"Novack","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Sandra","middle_name":"","last_name":"Waxman","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29215/galley/19086/download/"}]},{"pk":28646,"title":"Numerosity capture of attention","subtitle":null,"abstract":"Numerosity is informative for living organisms. It cantransmit, among many things, amount of food available,heading direction of the troop, which group could win aterritorial dispute, the decision of were to build a beehive.Given its ecological importance, we test the hypothesisthat numerosity captures visual selection. In five exper-iments we confirmed that an irrelevant visual stimulusthat was numerically large slowed down participants indetecting a task-relevant visual target (Exp. 1 and 2). Thiscapture was not driven by sensory variables that could cor-relate with numerosity: cumulative area (Exp. 3) and ele-ment size (Exp. 4). We also confirmed that the underlyingnumerosity representations were analogue, not set-based(Exp. 5). In a crowded visual scene numerosity is a rele-vant cue for visual selection, but represented only in ap-proximate/coarse fashion.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Attention; Attention capture; Numerosity"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6kd453xk","frozenauthors":[{"first_name":"Santiago","middle_name":"","last_name":"Alonso-Díaz","name_suffix":"","institution":"Universidad Javeriana","department":""},{"first_name":"Jessica","middle_name":"F.","last_name":"Cantlon","name_suffix":"","institution":"Carnegie Mellon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28646/galley/18517/download/"}]},{"pk":28676,"title":"Observing child-led exploration improves parents’ causal inferences","subtitle":null,"abstract":"Do children’s flexible causal inferences promote more cre-ative causal discovery for observing adults? Inspired by a taskin which children are more likely to consider unconventionalcausal forms (Lucas, Bridgers, Griffiths, & Gopnik, 2014;Wente et al., 2019), we designed a new method in which child-adult pairs work together to solve a causal task and assessedthe relative influence of each member of the pair on the other’scausal inference. Consistent with previous research, childrenwere better than parents at learning the unusual conjunctive re-lationship, suggesting that children make more flexible causalinferences than adults. Our research also revealed a surpris-ing and new result – that observing a child explore broadlyhelped parents to be more flexible and open-minded in theircausal learning. In contrast, a child observing an adult’s ex-ploratory interventions had no negative consequence on thechild’s ability to infer the correct relation. Follow-up exper-iments explored the degree to which this child-led bootstrap-ping for adults was due to the particular exploratory evidencegenerated by the child during play, or merely the presence ofa child. Results suggest that both factors may play a role inshaping adult’s causal inferences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causality"},{"word":"Cognitive Development"},{"word":"parent-child in-teraction"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/61h741kp","frozenauthors":[{"first_name":"Koeun","middle_name":"","last_name":"Choi","name_suffix":"","institution":"Virginia Tech","department":""},{"first_name":"Milagros","middle_name":"","last_name":"Grados","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28676/galley/18547/download/"}]},{"pk":29202,"title":"Offloading memory: serial position effects","subtitle":null,"abstract":"Despite the long history and pervasiveness of cognitive offloading as a memory strategy, the memorial fate of offloaded in-formation is not well understood. Recent work has suggested that offloading information may engage similar mechanismsas instructions to forget (directed forgetting). Presently, we test this prediction by examining the serial position effectfor offloaded information. Previous research has demonstrated that forget instructions can eliminate the primacy effectwhile leaving an intact recency effect. Across two experiments, participants completed multiple free recall trials using anexternal aid and then a final recall trial without the external aid. We compared a group that was expecting to use the aid forthe final trial (offloading) with a group that was not (no offloading). We found a memory impairment for offloaded itemsthat was characterized by a reduced primacy effect but intact recency effect, similar to what has been reported in researchon directed forgetting.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0kr2s2m0","frozenauthors":[{"first_name":"Megan","middle_name":"","last_name":"Kelly","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Evan","middle_name":"","last_name":"Risko","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29202/galley/19073/download/"}]},{"pk":29317,"title":"ommonality search shares processes with alternative categorization","subtitle":null,"abstract":"We investigated how people find commonalities between unrelated objects as a basis of generating creative ideas by ex-amining the relationship between performances on commonality search and alternative categorization tasks. We predicteda positive correlation between performances on the two tasks because one needs to focus on some obscure features ofobjects to do both tasks well. Thirty-one undergraduates were asked to engage in both commonality search and alternativecategorization tasks. They were asked to list as many as commonalities between nine unrelated object pairs for 90 secondsfor each pair. They were then asked to list as many categories as possible that each of five objects belong to for 60 secondsper object. The results showed a significant positive correlation between the performances on these tasks. We concludedthat commonality search and alternative categorization both focus on obscure features of objects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sb903bg","frozenauthors":[{"first_name":"Mayu","middle_name":"","last_name":"Yamakawa","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Sachiko","middle_name":"","last_name":"Kiyokawa","name_suffix":"","institution":"Nagoya University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29317/galley/19188/download/"}]},{"pk":29067,"title":"One-Object Decision-Making model: Fast and Frugal Heuristic for HumanActivity Classification","subtitle":null,"abstract":"Consider an uncertain situation where an artificial intelligence (AI) system is called upon to determine a human action oractivity in an image or scene. The AI system has not been previously trained to recognize any human action or activity,and has no prior information on pose, parts, spatial layout of the object in an image. In such a situation, what is theAI system supposed to do? Its options are limited, and it must determine the action or activity with the aid of the mostprobable inanimate object (other than the human actor) that it can detect in the image. The AI system needs to formulatetwo hypotheses to infer the action or activity in a zero-shot manner; first, that the most probable inanimate object detectedin the image is one that is involved in the action or activity, and second, that the most likely action or activity associatedwith this object in the real world is the one actually occurring in the image. To what extent are these hypotheses valid?We propose that correct detection of the highly probable object and use of natural language word embeddings obtainedvia training on a general text corpus such as Wikipedia could enable the AI system to determine the underlying humanaction or activity in an image with reasonable classification accuracy. We conducted studies on the HICO dataset, whichis a challenging dataset containing many rare human action/activity categories. Our experimental results show that if theAI system can reliably detect the most probable inanimate object in the image and then infer the corresponding verb ina zero-shot manner using language models trained on general text corpora, then it has a reasonable chance of correctlyguessing the underlying action/activity in an image.","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/7bn8121g","frozenauthors":[{"first_name":"Karan","middle_name":"","last_name":"Sharma","name_suffix":"","institution":"Keysight Technologies","department":""},{"first_name":"Suchendra","middle_name":"","last_name":"Bhandarkar","name_suffix":"","institution":"The University of Georgia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29067/galley/18938/download/"}]},{"pk":29245,"title":"On falsification and Optimal Experimental Design approaches to the value ofinformation","subtitle":null,"abstract":"There is a great deal of discussion about whether people intuitively seek to falsify their working hypothesis. But therehas been little consideration of the relationships between falsificationist and probabilistic Optimal Experimental Design(OED) approaches to evaluating the usefulness of possible experiments. Recent work has shown that a variety of importantOED and heuristic models can be derived as special cases of the generalized Sharma-Mittal framework of information gainmeasures. We show how falsification-like behavior can also derive from a quasi-information gain model, based on high-degree Tsallis entropies. Our analysis shows that falsificationist and probabilistic approaches are not as far apart as theeast and the west. Rather, they can be built out of virtually the same set of ingredients, within a probabilistic framework.We report simulation studies showing how important falsificationist, OED, and hybrid models could be differentiated aspossible descriptive accounts of information-seeking behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0xv4s6zh","frozenauthors":[{"first_name":"Jonathan","middle_name":"D.","last_name":"Nelson","name_suffix":"","institution":"University of Surrey","department":""},{"first_name":"Vincenzo","middle_name":"","last_name":"Crupi","name_suffix":"","institution":"University of Turin","department":""},{"first_name":"Flavia","middle_name":"","last_name":"Filimon","name_suffix":"","institution":"University of Surrey","department":""},{"first_name":"Garrison","middle_name":"","last_name":"Cottrell","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29245/galley/19116/download/"}]},{"pk":28529,"title":"On Formal Verification of ACT-R Architectures and Models","subtitle":null,"abstract":"Subject of this article is the question whether the potential forautomatic defect analysis for symbolic timed ACT-R models asdemonstrated in earlier work can be developed into a scalable andcomprehensible technique. We present a formal, operational modelof an ACT-R architecture and a translation scheme of ACT-Rmodels into timed automata. We have applied this translationto ACT-R models and report on scalability experiments withautomatic defect analysis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"ACT-R; Cognitive Architecture; Formal Methods;Timed Automata; Modelling"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1190b539","frozenauthors":[{"first_name":"Vincent","middle_name":"","last_name":"Langenfeld","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""},{"first_name":"Bernd","middle_name":"","last_name":"Westphal","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Podelski","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28529/galley/18400/download/"}]},{"pk":29035,"title":"On Language and Thought: How Bilingualism Affects Conceptual Associations","subtitle":null,"abstract":"Language experience influences cognition. Using behavioral and ERP measures, the present study examines whetherexperience with multiple languages can change how we form associations between concepts. Four experiments comparingbilingual and monolingual groups on semantic relatedness judgments indicate that highly proficient bilinguals perceiveconcepts as more related to one another than monolinguals. Results suggest that bilinguals denser lexical and phonologicalconnections across their two languages may shorten semantic distances between concepts. This finding is consistent withconnectionist models of language and suggests that the structure of the lexical and phonological systems may influenceconceptual level associations. We conclude that bilingualism has consequences for the structure of the language system atthe level of lexical-semantic connections.","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/0xg4f2qw","frozenauthors":[{"first_name":"Siqi","middle_name":"","last_name":"Ning","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"James","middle_name":"","last_name":"Bartolotti","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Viorica","middle_name":"","last_name":"Marian","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29035/galley/18906/download/"}]},{"pk":28560,"title":"Online Phonetic Training ImprovesL2 Word Recognition","subtitle":null,"abstract":"High-Variability Phonetic Training (HVPT) has been shown tobe effective in improving the perception of even the hardestsecond-language (L2) contrasts. However, little is known as towhether such training can improve phonological processing atthe lexical level. The present study tested whether this type oftraining also improves word recognition. Adult proficientFrench late learners of English completed eight online sessionsof HVPT on the perception of English word-initial /h/. Thissound does not exist in French and has been shown to bedifficult to process by French listeners both on the prelexical(Mah, Goad & Steinhauer, 2016) and the lexical level (Melnik& Peperkamp, 2019). In pretest and posttest participantscompleted an identification task as well as a lexical decisiontask. The results demonstrated that after training the learners’accuracy had improved in both tasks. The theoretical andapplied implications are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"second language acquisition; lexical processing;word recognition; speech perception; phonetic training"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0wh0b1t9","frozenauthors":[{"first_name":"Gerda","middle_name":"Ana","last_name":"Melnik","name_suffix":"","institution":"PSL University","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Peperkamp","name_suffix":"","institution":"PSL University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28560/galley/18431/download/"}]},{"pk":28619,"title":"Onomatopoeia, gestures, actions and words:How do caregivers use multimodal cues in their communication to children?","subtitle":null,"abstract":"Most research on how children learn the mapping betweenwords and world has assumed that language is arbitrary, andhas investigated language learning in contexts in which objectsreferred to are present in the environment. Here, we reportanalyses of a semi-naturalistic corpus of caregivers talking totheir 2-3 year-old. We focus on caregivers’ use of non-arbitrarycues across different expressive channels: both iconic(onomatopoeia and representational gestures) and indexical(points and actions with objects). We ask if these cues are useddifferently when talking about objects known or unknown tothe child, and when the referred objects are present or absent.We hypothesize that caregivers would use these cues moreoften with objects novel to the child. Moreover, they would usethe iconic cues especially when objects are absent becauseiconic cues bring to the mind’s eye properties of referents. Wefind that cue distribution differs: all cues except points are morecommon for unknown objects indicating their potential role inlearning; onomatopoeia and representational gestures are morecommon for displaced contexts whereas indexical cues aremore common when objects are present. Thus, caregiversprovide multimodal non-arbitrary cues to support children’svocabulary learning and iconicity – specifically – can supportlinking mental representations for objects and labels.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language development; word learning; iconicity;onomatopoeia; co-speech gestures; child directed speech;naturalistic observation."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2tt167p6","frozenauthors":[{"first_name":"Gabriella","middle_name":"","last_name":"Vigliocco","name_suffix":"","institution":"","department":""},{"first_name":"Yasamin","middle_name":"","last_name":"Motamedi","name_suffix":"","institution":"","department":""},{"first_name":"Margherita","middle_name":"","last_name":"Murgiano","name_suffix":"","institution":"","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Wonnacott","name_suffix":"","institution":"","department":""},{"first_name":"Chloe","middle_name":"","last_name":"Marshall","name_suffix":"","institution":"","department":""},{"first_name":"Iris","middle_name":"Milan","last_name":"Maillo","name_suffix":"","institution":"","department":""},{"first_name":"Pamela","middle_name":"","last_name":"Perniss","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28619/galley/18490/download/"}]},{"pk":29037,"title":"On Robustness: An Undervalued Dimension of Human Rationality","subtitle":null,"abstract":"Human rationality is predominantly evaluated by the extent to which the mind respects the tenets of normative formalismslike logic and probability theory, and is often invoked by appealing to the notion of optimality. Drawing on bounded ratio-nality, there has been a surge in the understanding of human rationality with respect to the mind’s limited computationaland cognitive resources. In this work, we focus on a fairly underappreciated, yet crucial, facet of rationality, robustness:insensitivity of a model’s performance to miscalculations of its parameters. We argue that an integrative pursuit of threefacets (optimality, efficient use of limited resources, and robustness) would be a fruitful approach to understanding humanrationality. We present several novel formalizations of robustness and discuss a recently proposed metacognitively-rationalmodel of risky choice (Nobandegani et al., 2018) which is surprisingly robust to under- and over-estimation of its focalparameter, nicely accounting for well-known framing effects in human decision-making under risk.","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/22k276rs","frozenauthors":[{"first_name":"Ardavan","middle_name":"S.","last_name":"Nobandegani","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Kevin","middle_name":"","last_name":"da Silva-Castanheira","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Timothy","middle_name":"","last_name":"Odonnell","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29037/galley/18908/download/"}]},{"pk":28437,"title":"On the nature of creative processes: performativity as a missing algorithm","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"performativity; creativity; embodied cognition;biolinguistics; schizophrenia"}],"section":"Publication-based Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8f7125g8","frozenauthors":[{"first_name":"Antonino","middle_name":"","last_name":"Pennisi","name_suffix":"","institution":"The University of Messina","department":""},{"first_name":"Gessica","middle_name":"","last_name":"Fruciano","name_suffix":"","institution":"The University of Messina","department":""},{"first_name":"Giovanni","middle_name":"","last_name":"Pennisi","name_suffix":"","institution":"The University of Messina","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28437/galley/18308/download/"}]},{"pk":29062,"title":"On the purpose of ambiguous utterances","subtitle":null,"abstract":"Traditionally, linguists have treated ambiguity as a bug in the communication system, something to be avoided or ex-plained away. More recent research has taken notice of the efficiency ambiguity affords us. The current work identifies anadditional benefit of using ambiguous language: the extra information we gain from observing how our listeners resolveambiguity. We propose that language users learn about each others private knowledge by observing how they resolveambiguity. If language does not do the job of specifying the information necessary for full interpretation, then listenersare left to draw on their private knowledgeopinions, beliefs, and preferencesto fill in the gaps; by observing how listenersfill those gaps in, speakers learn about the private knowledge of their listeners. We implement this hypothesis as a com-putational model within the Rational Speech Act framework. We then test our hypothesis by using the model to predictbehavioral data from naive participants.","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/14097746","frozenauthors":[{"first_name":"Gregory","middle_name":"","last_name":"Scontras","name_suffix":"","institution":"University of California, Irvine","department":""},{"first_name":"Asya","middle_name":"","last_name":"Achimova","name_suffix":"","institution":"University of Tuebingen","department":""},{"first_name":"Christian","middle_name":"","last_name":"Stegemann","name_suffix":"","institution":"University of Tuebingen","department":""},{"first_name":"Martin","middle_name":"","last_name":"Butz","name_suffix":"","institution":"University of Tuebingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29062/galley/18933/download/"}]},{"pk":29178,"title":"Optimal categorisation: the nature of nominal classification systems","subtitle":null,"abstract":"Effective categorisation should be simple, to minimise cognitive load, and informative, to maximise communicative effi-ciency. Nominal classification systems (gender, classifiers) are a functional means of categorisation that vary enormouslyacross languages, revealing a trade-off between simplicity and informativeness. Closely related Oceanic languages ofMelanesia show staggering variation in their number and type of classifiers. How does the Iaai language carve up nounsinto 23 semantic groups whilst the Merei language uses only two; and what implications do these vastly different systemshave for the cognitive representations of their related concepts? We combined typological enquiry and psycholinguisticexperimentation (free listing, card sorting, video vignettes, possessive labelling, eye tracking, storyboards, category train-ing) comparing nominal classification systems in six Oceanic languages of Vanuatu and New Caledonia. We discuss howthese experiments uncover the nature of nominal classification systems, comparing objective data across languages andexperimental contexts to reveal a model for optimal categorisation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8p953774","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Grandison","name_suffix":"","institution":"University of Surrey","department":""},{"first_name":"Michael","middle_name":"","last_name":"Franjieh","name_suffix":"","institution":"University of Surrey","department":""},{"first_name":"Greville","middle_name":"","last_name":"Corbett","name_suffix":"","institution":"University of Surrey","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29178/galley/19049/download/"}]},{"pk":28413,"title":"Optimizing the Design of an Experiment using the ADOpy Package:An Introduction and Tutorial","subtitle":null,"abstract":"computational cognition; Bayesian activelearning; autonomous experimentation; adaptive designoptimization; Python software package","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99q0r3wt","frozenauthors":[{"first_name":"Jay","middle_name":"I.","last_name":"Myung","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Mark","middle_name":"A.","last_name":"Pitt","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Jaeyeong","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Woo-Young","middle_name":"","last_name":"Ahn","name_suffix":"","institution":"Seoul National University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28413/galley/18284/download/"}]},{"pk":29259,"title":"Ordinality trumps cardinality: What we spatialize when we spatialize numbers","subtitle":null,"abstract":"People implicitly map numbers onto space, but what aspect of numbers do people spatialize? When cardinality (i.e. mag-nitude; 5 objects) is pitted against ordinality (i.e., sequential position; the 5th object), people show an implicit ordinalitymapping, at least in lateral space. We hypothesized that if people spatialize numerical magnitude at all, they should do soon the vertical axis, according to the way they talk about numbers (i.e. low, high). Participants memorized sequences ofrandomized numbers (e.g. 85913) and then classified them (as small or large) using two response keys, oriented either lat-erally or vertically. Participants showed reliable ordinality mappings on both axes; they were faster to press the left/upperkey for numbers earlier in the memorized sequence and the right/bottom key for later numbers, regardless of numbersmagnitudes. People map exact numbers onto both lateral and vertical space according to their ordinality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6803649w","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Pitt","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Casasanto","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29259/galley/19130/download/"}]},{"pk":29135,"title":"Origins of cross-domain asymmetries","subtitle":null,"abstract":"Why do people use space to talk about time, and to think about time, more than vice versa? On one proposal, this space-time asymmetry arises from the greater perceptual availability of space. Alternatively, a space-time asymmetry in languagecould give rise to the space-time asymmetry in thought during early language acquisition. If this language-first view iscorrect, then parents should use space-time words (e.g., long) more often in their spatial senses than in their temporalsenses, imparting to children the primacy of the spatial senses. More generally, childrens space-time word use shouldreflect the statistics of parental input. Results of a corpus analysis contradict both predictions: English speaking adultsused polysemous words more often in their temporal senses than in their spatial senses, whereas young children showedthe opposite pattern, in the same conversations. Asymmetries between space and time appear to precede and guide theacquisition of spatio-temporal language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3h75h844","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Casasanto","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Yamur","middle_name":"Deniz","last_name":"Ksa","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29135/galley/19006/download/"}]},{"pk":28767,"title":"Orthogonal multi-view three-dimensional object representations in memoryrevealed by serial reproduction","subtitle":null,"abstract":"The internal representations of three dimensional objectswithin visual memory are only partially understood. Previousresearch suggests that 3D object perception is viewpoint de-pendent, and that the visual system stores viewpoint perspec-tives in a biased manner. The aim of this project was to ob-tain detailed estimates of the distributions of 3D object viewsin shared human memory. We devised a novel experimentalparadigm based on transmission chains to investigate memorybiases for the 3D orientation of objects. We found that memorytends to be biased towards orthogonal diagrammatic perspec-tives aligned with the ends of the standard basis for a set ofcommon 3D objects, and that these biases are strongest for sideviews as well as top or bottom views for a small set of bilater-ally symmetric objects. Finally, we found that views sampledfrom the modes were easier to categorize in a recognition task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Memory; 3D object perception; Serial reproduc-tion; Iterated learning; Vision."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9885s6qj","frozenauthors":[{"first_name":"Thomas","middle_name":"A.","last_name":"Langlois","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Nori","middle_name":"","last_name":"Jacoby","name_suffix":"","institution":"Max Planck Institute for Empirical Aesthetics","department":""},{"first_name":"Jordan","middle_name":"","last_name":"Suchow","name_suffix":"","institution":"Stevens Institute of Technology","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28767/galley/18638/download/"}]},{"pk":28850,"title":"Outcomes Speak Louder than Actions?\nTesting a Challenge to the Two-Process Model of Moral Judgment","subtitle":null,"abstract":"Curiously, people assign less punishment to a person who\nattempts and fails to harm somebody if their intended victim\nhappens to suffer the harm for coincidental reasons. This\n“blame blocking” effect provides an important evidence in\nsupport of the two-process model of moral judgment\n(Cushman, 2008). Yet, recent proposals suggest that it might\nbe due to an unintended interpretation of the dependent\nmeasure in cases of coincidental harm (Prochownik, 2017; also\nMalle, Guglielmo, & Monroe, 2014). If so, this would deprive\nthe two-process model of an important source of empirical\nsupport. We report and discuss results that speak against this\nalternative account.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"blame blocking; two-process model; punishment;\noutcomes; actions; pragmatics"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8mq6491t","frozenauthors":[{"first_name":"Karolina","middle_name":"","last_name":"Prochownik","name_suffix":"","institution":"Ruhr University Bochum","department":""},{"first_name":"Fiery","middle_name":"A.","last_name":"Cushman","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28850/galley/18721/download/"}]},{"pk":28818,"title":"Outgroup Homogeneity Bias Causes Ingroup Favoritism","subtitle":null,"abstract":"Ingroup favoritism, the tendency to favor ingroup over out-group, is often explained as a product of intergroup conflict, orcorrelations between group tags and behavior. Such accountsassume that group membership is meaningful, whereas humandata show that ingroup favoritism occurs even when it confersno advantage and groups are transparently arbitrary. Anotherpossibility is that ingroup favoritism arises due to perceptualbiases like outgroup homogeneity, the tendency for humans tohave greater difficulty distinguishing outgroup members thaningroup ones. We present a prisoner’s dilemma model, whereindividuals use Bayesian inference to learn how likely oth-ers are to cooperate, and then act rationally to maximize ex-pected utility. We show that, when such individuals exhibitoutgroup homogeneity bias, ingroup favoritism between arbi-trary groups arises through direct reciprocity. However, thisoutcome may be mitigated by: (1) raising the benefits of coop-eration, (2) increasing population diversity, and (3) imposing amore restrictive social structure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"ingroup favoritism; outgroup homogeneity; directreciprocity; Bayesian learning; conditional expected utility"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2jv605mj","frozenauthors":[{"first_name":"Marcel","middle_name":"","last_name":"Montrey","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Thomas","middle_name":"R.","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28818/galley/18689/download/"}]},{"pk":28586,"title":"Parametric control of distractor-oriented attention","subtitle":null,"abstract":"Traditional models of cognitive control account for a host ofclassic findings, but these classic tasks have limited our abil-ity to test a broader range of model predictions. In particu-lar, such models predict that control should vary parametricallyin response to cognitive demands and that control adjustmentsshould be targeted towards task-relevant stimulus features. Wedeveloped a task to probe these predictions across two exper-iments. Participants responded to one dimension of a stim-ulus while ignoring the other, and we parametrically variedthe conflict between those dimensions and the predictability ofthis conflict across trials. We found that control adjustments(1) varied parametrically in response to cognitive demands,(2) were sensitive to the predictability of those demands, and(3) were primarily targeted towards task-irrelevant dimensions.These results raise interesting questions about the structure ofcognitive control and demonstrate the utility of rich tasks forconstraining model predictions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive control; attention; conflict adaptation"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/62394748","frozenauthors":[{"first_name":"Harrison","middle_name":"","last_name":"Ritz","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Amitai","middle_name":"","last_name":"Shenhav","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28586/galley/18457/download/"}]},{"pk":29261,"title":"Parent comparison and contrast speech is affected by variation of present visualdisplay and child language comprehension","subtitle":null,"abstract":"Sometimes parents use comparison in speech to children and sometimes they do not. Comparison has been shown to havemultiple benefits for learning. This study investigates what types of situations afford and engender parent comparison talkto 12 children 20 to 24 months of age in a free form picture book context. Each page contained three pictures that variedon color and/or object. Parent speech was analyzed for color, object, question/statement use, and comparison/contrast use.Childrens color comprehension and MCDI score were also measured. The results indicated a quadratic relationship whereparents used comparison and contrast more often when their children knew few or many color words. Parents also usedcomparison more when the page had one dimension held constant across pictures. The results of this study inform existingunderstanding of comparison and demonstrate how this speech correlates with childrens understanding of language, andspecifically color words.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vs8k11j","frozenauthors":[{"first_name":"Gwendolyn","middle_name":"","last_name":"Price","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Catherine","middle_name":"","last_name":"Sandhofer","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29261/galley/19132/download/"}]},{"pk":28535,"title":"Parents Calibrate Speech to Their Children’s Vocabulary Knowledge","subtitle":null,"abstract":"Young children learn language at an incredible rate. Whilechildren come prepared with powerful statistical learningmechanisms, the statistics they encounter are also prepared forthem: Children learn from caregivers motivated to communi-cate with them. Do caregivers modify their speech in orderto support children’s comprehension? We asked children andtheir parents to play a simple reference game in which the par-ent’s goal was to guide their child to select a target animal froma set of three. We show that parents calibrate their referringexpressions to their children’s language knowledge, produc-ing more informative references for animals that they thoughttheir children did not know. Further, parents learn about theirchildren’s knowledge over the course of the game, and cali-brate their referring expressions accordingly. These results un-derscore the importance of understanding the communicativecontext in which language learning happens.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"parent-child interaction; language development;communication"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2t85207x","frozenauthors":[{"first_name":"Ashley","middle_name":"","last_name":"Leung","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Alexandra","middle_name":"","last_name":"Tunkel","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28535/galley/18406/download/"}]},{"pk":28694,"title":"Parents’ Linguistic Alignment Predicts Children’s Language Development","subtitle":null,"abstract":"Children quickly gain enormous linguistic knowledge duringearly development, in part due to low-level features of theirparents’ speech. Some posit that parents contribute to theirchild’s language development by tuning their own languageaccording to their child’s developmental abilities and needs(Bruner, 1985; Snow, 1972). Here, we investigate this hypoth-esis by examining ‘alignment’ at the level of syntax and func-tion words in a large-scale corpus of parent-child conversationsand measuring its association with language development out-comes. To do so, we employ a statistical model of alignment toestimate its presence in our dataset and its predictive impact ona measure of vocabulary development. Our results corroborateprevious findings, showing strong alignment for both parentsand children; in addition, we demonstrate that parental align-ment is a significant predictor of language maturity indepen-dent of demographic features, suggesting that parental tuninghas strong ties to a child’s language development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language acquisition; statistical modeling; vocab-ulary development"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88t7c1sn","frozenauthors":[{"first_name":"Joseph","middle_name":"","last_name":"Denby","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28694/galley/18565/download/"}]},{"pk":28599,"title":"Partitioning the Perception of Physical and Social Events Within a UnifiedPsychological Space","subtitle":null,"abstract":"Humans demonstrate remarkable abilities to perceive physi-cal and social events based on very limited information (e.g.,movements of a few simple geometric shapes). However, thecomputational mechanisms underlying intuitive physics andsocial perception remain unclear. In an effort to identify thekey computational components, we propose a unified psycho-logical space that reveals the partition between the perceptionof physical events involving inanimate objects and the percep-tion of social events involving human interactions with otheragents. This unified space consists of two prominent dimen-sions: an intuitive sense of whether physical laws are obeyedor violated; and an impression of whether an agent possessesintentions, as inferred from movements. We adopt a physicsengine and a deep reinforcement learning model to synthe-size a rich set of motion patterns. In two experiments, humanjudgments were used to demonstrate that the constructed psy-chological space successfully partitions human perception ofphysical versus social events.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social perception; intuitive physics; intention;deep reinforcement learning"},{"word":"Heider-Simmel animations"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gw068jj","frozenauthors":[{"first_name":"Tianmin","middle_name":"","last_name":"Shu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Yujia","middle_name":"","last_name":"Peng","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Song-Chun","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28599/galley/18470/download/"}]},{"pk":28597,"title":"Patterns of coordination in simultaneously and sequentially improvising jazzmusicians","subtitle":null,"abstract":"In Joint Action (JA) tasks, individuals must coordinate theiractions so as to achieve some desirable outcome at the group-level. Group function is an emergent outcome of ongoing,mutually constraining interactions between agents. Here weinvestigate JA in dyads of improvising jazz pianists. Partic-ipants’ musical output is recorded in one of two conditions:a real condition, in which two pianists improvise together asthey typically would, and a virtual condition, in which a singlepianist improvises along with a “ghost partner” – a recordingof another pianist taken from a previous real trial. The con-ditions are identical except for that in real trials subjects aremutually coupled to one another, whereas there is only unidi-rectional influence in virtual trials (i.e. recording to musician).We quantify ways in which the rhythmic structures sponta-neously produced in these improvisations is shaped by mutualcoupling of co-performers. Musical signatures of underlyingcoordination patterns are also shown to parallel the subjectiveexperience of improvisers, who preferred playing in trials withbidirectional influence despite not explicitly knowing whichcondition they had played in. These results illuminate howmutual coupling shapes emergent, group-level structure in thecreative, open-ended and fundamentally collaborative domainof expert musical improvisation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Joint Action; Music; Improvisation; Complex Dy-namical Systems; Situated Cognition"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2sd113c6","frozenauthors":[{"first_name":"Matt","middle_name":"","last_name":"Setzler","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Rob","middle_name":"","last_name":"Goldstone","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28597/galley/18468/download/"}]},{"pk":28507,"title":"Pedagogical Questions Empower Exploration","subtitle":null,"abstract":"Children are motivated to explore and learn about the world,but they vary in their degree of perseverance duringexploration. A growing body of literature suggests that ismalleable from an early age. Here, we ask whetherpedagogical questions empower children to persevere duringa difficult problem-solving task with a blicket detectormachine. Previous research has shown that when presentedwith a blicket detector, asking children “pedagogicalquestions” promotes more exploratory behaviors compared todirect instruction. A pedagogical question is a question askedby a knowledgeable person, whose intention is to teach ratherthan to seek an answer to that question. The current studyexamines whether pedagogical questions influence theamount of time children spend problem-solving beforeseeking help, compared to direct instruction, overheardpedagogical questions, and overheard questions asked by anaive other. We predicted that children who were asked apedagogical question prior to having the opportunity to playwith a machine would persevere longer in trying to make itwork, and would be less likely to ask for help. Results suggestthat pedagogical questioning encourages children to attemptmore hypothesis-test interventions in an effort to make themachine work. Results will be discussed in terms of the roleof pedagogical questioning in promoting perseverance duringproblem-solving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pedagogy; pedagogical question; perseverance"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9pz1p2wh","frozenauthors":[{"first_name":"Anishka","middle_name":"","last_name":"Jean","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Emily","middle_name":"","last_name":"Daubert","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Yue","middle_name":"","last_name":"Yu","name_suffix":"","institution":"National Institute of Education","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28507/galley/18378/download/"}]},{"pk":28539,"title":"People’s perception of others’ risk preferences","subtitle":null,"abstract":"Our everyday decisions are driven by costs, risk, and reward.How do people take these factors into account when they pre-dict and explain the decisions of others? In a two-part exper-iment, we assessed people’s perceptions of other people’s riskpreferences, relative to their own. In Part 1, participants re-ported their relative preference between a guaranteed payoutand lotteries with various probabilities and payouts, and madepredictions about other people’s preferences. In Part 2, partic-ipants estimated the lottery payout that generated a given rela-tive preference between a guaranteed payout and a lottery, bothfor themselves and others. We found considerable individualvariability in how people perceive the risk preferences of oth-ers relative to their own, and consistency in people’s percep-tions across our two measures. Future directions include for-mal computational models and developmental studies of howwe think about our own and each other’s decision-making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intuitive psychology; decision making; risk"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9ph3w743","frozenauthors":[{"first_name":"Shari","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Tomer","middle_name":"","last_name":"Ullman","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"John","middle_name":"","last_name":"McCoy","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28539/galley/18410/download/"}]},{"pk":28631,"title":"Perceived area plays a dominant role in visual quantity estimation","subtitle":null,"abstract":"Many studies have investigated the roles that area and number\nplay in visual quantity estimation. Yet, recent work has\nshown that perceived area is not equal to true, mathematical\narea. This simple fact calls into question many findings in\nnumerical cognition and suggests a new theoretical\nperspective: that area estimation plays a dominant role in\nvisual quantity estimation. We examine two ‘case studies’:\n(1) a ‘general magnitude’ account of visual quantity\nestimation, which posits bi-directional influences between\narea and number. In contrast with prior work, controlling for\nperceived area reveals a unidirectional relation between area\nand number (Experiments 1 and 2), and (2) acuity of area and\nnumber estimation (Experiment 3). We show how an\nunderstanding of the perception of area forces a reevaluation\nof several findings concerning the relative acuity of number\nand area estimation. Combined, and in contrast to many prior\nstudies, our findings suggest a dominant role of area in visual\nquantity estimation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"approximate number"},{"word":"number"},{"word":"area"},{"word":"perception"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01z290vh","frozenauthors":[{"first_name":"Sami","middle_name":"R.","last_name":"Yousif","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Emma","middle_name":"","last_name":"Alexandrov","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bennette","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Frank","middle_name":"C.","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28631/galley/18502/download/"}]},{"pk":28844,"title":"Perception of Continuous Movements from Causal Actions","subtitle":null,"abstract":"We see the world as continuous with smooth movements of\nobjects and people, even though visual inputs can consist of\nstationary frames. The perceptual construction of smooth\nmovements depends not only on low-level spatiotemporal\nfeatures but also high-level knowledge. Here, we examined the\nrole of causality in guiding perceptual interpolation of motion in\nthe observation of human actions. We recorded videos of natural\nhuman-object interactions. Frame rate was manipulated to yield\nshort and long stimulus-onset-asynchrony (SOA) displays for a\nshort clip in which a catcher prepared to receive a ball. The\nfacing direction of the catcher was either maintained intact to\ngenerate a meaningful interaction consistent with causality, or\nwas transformed by a mirror reflection to create a non-causal\nsituation lacking a meaningful interaction. Across three\nexperiments, participants were asked to judge whether the\ncatcher’s action showed smooth movements or sudden changes.\nParticipants were more likely to judge the catcher’s actions to be\ncontinuous in the causal condition than in the non-causal\ncondition, even with long SOA displays. This causal\ninterpolation effect was robust to manipulations of body\norientation (i.e. upright versus inverted). These findings indicate\nthat causality in human actions guides interpolation of body\nmovements, thereby completing the history of an observed\naction despite gaps in the sensory information. Hence, causal\nknowledge not only makes us see the future, but also fills in\ninformation about recent history.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causality; causal action; motion interpolation;\nhuman action; human interaction"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49d107s3","frozenauthors":[{"first_name":"Yujia","middle_name":"","last_name":"Peng","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Nicholas","middle_name":"","last_name":"Ichien","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28844/galley/18715/download/"}]},{"pk":28480,"title":"Phoneme learning is influenced by the taxonomic organizationof the semantic referents","subtitle":null,"abstract":"Word learning relies on the ability to master the sound con-trasts that are phonemic (i.e., signal meaning difference) ina given language. Though the timeline of phoneme develop-ment has been studied extensively over the past few decades,the mechanism of this development is poorly understood. Pre-vious work has shown that human learners rely on referentialinformation to differentiate similar sounds, but largely ignoredthe problem of taxonomic ambiguity at the semantic level (twodifferent objects may be described by one or two words de-pending on how abstract the meaning intended by the speakeris). In this study, we varied the taxonomic distance of pairs ofobjects and tested how adult learners judged the phonemic sta-tus of the sound contrast associated with each of these pairs.We found that judgments were sensitive to gradients in thetaxonomic structure, suggesting that learners use probabilisticinformation at the semantic level to optimize the accuracy oftheir judgements at the phonological level. The findings pro-vide evidence for an interaction between phonological learningand meaning generalization, raising important questions abouthow these two important processes of language acquisition arerelated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; phonological development;word learning; speech perception."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hr6w7b3","frozenauthors":[{"first_name":"Abdellah","middle_name":"","last_name":"Fourtassi","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Dupoux","name_suffix":"","institution":"Research University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28480/galley/18351/download/"}]},{"pk":29046,"title":"Phonological and semantic processing in short-term memory","subtitle":null,"abstract":"Much research has focused on phonological representation in verbal short-term memory (STM), with less attention paidto semantic representations despite evidence of linguistic long-term memory (LTM) effects. We investigate when phono-logical and semantic representations are activated in verbal STM: does it occur during retrieval (redintegration account)or there is direct access to language knowledge stored in LTM (language-based account). A probe recognition paradigmwas used to test phonological and semantic encoding in verbal STM. Participants studied a list of words and then judgedwhether a probe word presented after the list rhymed or was synonymous to any item in the word list. Probe recognitionwas better was semantically processed words than the phonological task, suggesting that semantic encoding was evidentat first exposure during encoding rather than a redintegration effect. It appears that semantic knowledge, in addition to andseparate from phonological knowledge, is actively maintained in verbal STM.","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/0xn3v5rg","frozenauthors":[{"first_name":"Theresa","middle_name":"","last_name":"Pham","name_suffix":"","institution":"The University of Western Ontario","department":""},{"first_name":"Lisa","middle_name":"","last_name":"Archibald","name_suffix":"","institution":"The University of Western Ontario","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29046/galley/18917/download/"}]},{"pk":28922,"title":"Phonological Cues to Syntactic Structure in a Large-Scale Corpus","subtitle":null,"abstract":"The Prosodic Bootstrapping Theory (PBT) states that prosodic and phonetic cues assist infant language learners to segmentthe speech stream into words and assemble those words into phrase structures. However, many of the studies demonstratinga link between prosody and syntax were conducted on small data sets and on a narrow range of syntactic structures.This work uses a state-of-the-art parser to syntactically annotate the BU Radio News Corpus of around 16,000 diversesentences, which are prosodically tagged and annotated. A decision tree classifier was fit, using six prosodic features andachieving 87% accuracy at differentiating words internal to major syntactic phrases vs. words that mark phrase boundaries.However, the models tested are unable to differentiate between phrasal categories based on prosodic information alone.These results provide new evidence in support of the Prosodic Bootstrapping Theory, suggesting it is possible to identifyphrasal boundaries based on prosodic information alone.","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/5h4511gg","frozenauthors":[{"first_name":"Ethan","middle_name":"","last_name":"Wilcox","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28922/galley/18793/download/"}]},{"pk":29029,"title":"Planning failures induced by budgetary overruns cause intertemporal impulsivity","subtitle":null,"abstract":"Recent research has identified intertemporal impulsivity as a critical cognitive variable for explaining the autocatalyticnature of socioeconomic status (SES). But how exactly this relationship transpires has not been clearly identified. Wepresent results from a novel experimental study, demonstrating that decision-makers’ time preference becomes morepresent-focused when they experience budgetary overruns in a sequential decision-making task. On the basis of theseresults, we hypothesize that steep intertemporal discounting in low SES individuals may arise as a rational metacognitiveadaptation to persistently experiencing planning and control failures in long-term plans. Consilient evidence in support ofthis hypothesis and downstream policy implications are briefly 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/3g4544f2","frozenauthors":[{"first_name":"Arjun","middle_name":"","last_name":"Mitra","name_suffix":"","institution":"University of Allahabad","department":""},{"first_name":"Narayanan","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"University of Allahabad","department":""},{"first_name":"Nisheeth","middle_name":"","last_name":"Srivastava","name_suffix":"","institution":"Indian Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29029/galley/18900/download/"}]},{"pk":28459,"title":"Politically Motivated Causal Evaluations of Economic Performance","subtitle":null,"abstract":"The current study seeks to extend research on motivated\nreasoning by examining how prior beliefs influence the\ninterpretation of objective graphs displaying quantitative\ninformation. The day before the 2018 midterm election,\nconservatives and liberals made judgments about four\neconomic indicators displaying real-world data of the US\neconomy. Half of the participants were placed in an 'alien\ncover story' condition where prior beliefs were reduced under\nthe guise of evaluating a fictional society. The other half of\nparticipants in the 'authentic condition' were aware they were\nbeing shown real-world data. Despite being shown identical\ndata, participants in the Authentic condition differed in their\njudgments of the graphs along party lines. The participants in\nthe Alien condition interpreted the data similarly, regardless\nof politics. There was no evidence of a „backfire‟ effect, and\nthere was some evidence of belief updating when shown\nobjective data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"motivated reasoning; politics; biases; reasoning;\ndecision-making"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8fg0p757","frozenauthors":[{"first_name":"Zachary","middle_name":"A.","last_name":"Caddick","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Benjamin","middle_name":"M.","last_name":"Rottman","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28459/galley/18330/download/"}]},{"pk":28757,"title":"Polysemy and Verb Mutability: Differing Processes of Semantic Adjustment forVerbs and Nouns","subtitle":null,"abstract":"Previous research has found that verbs are more likely to adapttheir meaning to the semantic context provided by a noun thanthe reverse (verb mutability). One possible explanation for thiseffect is that verbs are more polysemous than nouns, allowingfor more sense-selection. We investigated this possibility bytesting polysemy as a predictor of semantic adjustment. Ourresults replicated the verb mutability effect. However, wefound no evidence that polysemy predicts meaning adjustmentin verbs. Instead, polysemy was found to predict meaningadjustment in nouns, while semantic strain was found to predictmeaning adjustment in verbs (but not nouns). This suggeststhat processes of meaning adjustment may be different fornouns vs verbs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"polysemy"},{"word":"mutability"},{"word":"computational linguistics"},{"word":"word2vec"},{"word":"Semantics"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9g1200qz","frozenauthors":[{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28757/galley/18628/download/"}]},{"pk":28696,"title":"Predicting Bias in the Evaluation of Unlabeled Political Arguments","subtitle":null,"abstract":"While many solutions to the apparent civic online reasoningdeficit have been put forth, few consider how reasoning is of-ten moderated by the dynamic relationship between the user’svalues and the values latent in the online content they are con-suming. The current experiment leverages Moral FoundationsTheory and Distributed Dictionary Representations to developa method for measuring the alignment between an individual’svalues and the values latent in text content. This new measureof alignment was predictive of bias in an argument evaluationtask, such that higher alignment was associated with higherratings of argument strength. Finally, we discuss how theseresults support the development of adaptive interventions thatcould provide real-time feedback when an individual may bemost susceptible to bias.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"myside bias; moral foundations theory; distributeddictionary representations; civic reasoning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4668d5jm","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Diana","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"","last_name":"Stamper","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Koedinger","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28696/galley/18567/download/"}]},{"pk":29222,"title":"Predicting human decisions in a sequential planning puzzle with a large state space","subtitle":null,"abstract":"We study human sequential decision-making in large state spaces using a puzzle game called Rush Hour. A puzzle consistsof a dense configuration of rectangular cars on a 6x6 grid. Each car moves only horizontally or vertically. The goal isto move a target car to an exit. In a given state (board position), a subject (n=86) could move a car, restart the puzzle,or surrender. A move is correct if it reduces the distance (number of moves) to the goal. Using mixed-effects logisticregression modeling, we find that the probabilities of an error, a restart, and a surrender are higher with a longer distanceto goal, higher mobility, and when the previous move was an error. The effects of distance to goal and mobility areconsistent with tree search. As a next step, we plan to investigate the heuristics that people might use for such tree search.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2nx113qk","frozenauthors":[{"first_name":"Yichen","middle_name":"","last_name":"Li","name_suffix":"","institution":"New York University","department":""},{"first_name":"Zahy","middle_name":"","last_name":"Bnaya","name_suffix":"","institution":"New York University","department":""},{"first_name":"Wei","middle_name":"Ji","last_name":"Ma","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29222/galley/19093/download/"}]},{"pk":28408,"title":"Predicting Individual Human Reasoning: The PRECORE-Challenge","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Modeling; Syllogistic Reasoning;Individual Modeling; Challenge"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03c9z7r2","frozenauthors":[{"first_name":"Marco","middle_name":"","last_name":"Ragni","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Nicolas","middle_name":"","last_name":"Riesterer","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"S Naval Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28408/galley/18279/download/"}]},{"pk":28659,"title":"Predicting Learned Inattention from Attentional Selectivity and Optimization","subtitle":null,"abstract":"Although selective attention is useful in many situations, it alsohas costs. In addition to ignoring information that may becomeuseful later, it can have long term costs, such as learnedinattention – difficulty in learning from formerly irrelevantsources of information in novel situations. In the current study wetracked participants’ gaze while they completed a categorylearning task designed to elicit learned inattention. Duringlearning an unannounced shift occurred such that information thatwas most relevant became irrelevant, whereas formerly irrelevantinformation became relevant. We assessed looking patternsduring initial learning to understand how different aspects ofattention allocation contribute to learned inattention. Our resultsindicate that learned inattention depends on both the overall levelof selectivity (measured as entropy of proportion of looking toeach feature) and the extent to which participants optimizedattention (becoming more selective over time).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"selective attention; categorization; learning;attention"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/57d686ns","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28659/galley/18530/download/"}]},{"pk":28897,"title":"Predicting the Appreciation of Multimodal Advertisements","subtitle":null,"abstract":"Creativity is an essential factor in successful advertising wherecatchy and memorable media is produced to persuade the au-dience. The creative elements in the visual design and in theslogan of an advertisement elevate the overall appeal providinga perceptually grounded attractive message. In this study, wepropose the exploitation of creativity cues in textual and visualinformation for the appreciation prediction of multimodal ad-vertising prints. Moreover, as a novel dimension space of mul-timodality, we propose using the human sense (i.e., sight, hear-ing, taste, and smell) information embedded in the language.Our findings show that sensorial information is an invaluableindication of whether the advertisement is appreciated or not.Furthermore, combining linguistic and visual models signif-icantly improves the unimodal appreciation detection perfor-mances.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"advertising creativity; human senses; multimodalcreativity"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1g83q6hn","frozenauthors":[{"first_name":"Serra","middle_name":"Sinem","last_name":"Tekiro ̆glu","name_suffix":"","institution":"FBK","department":""},{"first_name":"Carlo","middle_name":"","last_name":"Strapparava","name_suffix":"","institution":"FBK","department":""},{"first_name":"G ̈ozde","middle_name":"","last_name":"Ozbal","name_suffix":"","institution":"FBK","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28897/galley/18768/download/"}]},{"pk":28510,"title":"Predictions from Uncertain Moral Character","subtitle":null,"abstract":"People assess others’ moral characters to predict what theywill do. Here, we study the computational mechanismsused to predict behavior from uncertain evidence aboutcharacter. Whereas previous work has found that peopleoften ignore hypotheses with low probabilities, we find thatpeople often account for the possibility of poor moralcharacter even when that possibility is relatively unlikely.There was no evidence that comparable inferences fromuncertain non-moralized traits integrate across multiplepossibilities. These results contribute to our understandingof moral judgment, probability reasoning, and theory ofmind.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Moral psychology; theory of mind; prediction;causal reasoning; categorization"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zw0b76p","frozenauthors":[{"first_name":"Samuel","middle_name":"G.B.","last_name":"Johnson","name_suffix":"","institution":"University of Bath","department":""},{"first_name":"Gregory","middle_name":"L.","last_name":"Murphy","name_suffix":"","institution":"New York University","department":""},{"first_name":"Max","middle_name":"","last_name":"Rodrigues","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Frank","middle_name":"C.","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28510/galley/18381/download/"}]},{"pk":28809,"title":"Pre-exposure and learning in young children: Evidence of latent inhibition?","subtitle":null,"abstract":"Previous research by Kaniel & Lubow in 1986 found that youngchildren (aged 4-5 years) exhibited poorer learning (latentinhibition) to pre-exposed stimuli than older children (aged 7-10years). The aim of our research was to develop a computer-based,child-friendly study that would replicate the work of Kaniel &Lubow. Sixty-three children took part in our experiment. Thisconsisted of a pre-exposure/study phase in which participants wereasked to press computer keys in response to clipart pictures ofanimals and dinosaurs. Each animal or dinosaur picture waspreceded by one of two “warning signals” which acted as the pre-exposed stimuli (to which no response was required). In the testphase that followed, the participants had to either press thespacebar or withhold their response to each pre-exposed stimulusand two novel stimuli. They learnt which response was correct bytrial and error using the feedback provided. The accuracy andreaction time of the responses during the test phase were analysedand indicated that the youngest children showed significantlylower mean accuracy and longer mean response times to the pre-exposed stimuli than to stimuli they had not been pre-exposed to.In contrast, the older children showed no significant differences intheir responses to pre-exposed and novel stimuli. These results areconsistent with those found by Kaniel & Lubow and could be takenas evidence for latent inhibition in young children. Further studiesare proposed in which variations in pre-exposure procedure areused to rule out explanations based on response inhibition ornegative priming.","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/9tx6g62x","frozenauthors":[{"first_name":"R.P.","middle_name":"","last_name":"McLaren","name_suffix":"","institution":"University of Exeter","department":""},{"first_name":"I.P.L.","middle_name":"","last_name":"McLaren","name_suffix":"","institution":"University of Exeter","department":""},{"first_name":"C.","middle_name":"","last_name":"Civile","name_suffix":"","institution":"University of Exeter","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28809/galley/18680/download/"}]},{"pk":28991,"title":"Prepare to Swear: Considering Phonological Preparation of Taboo Words","subtitle":null,"abstract":"The current studies investigated whether speakers can prepare to swear the same way they prepare non-taboo words.Swearing, when produced reflexively, has greater right hemisphere activation than normal production suggesting thatswearing is a different linguistic process. We used a form preparation paradigm to consider phonological preparation fornon-reflexive swearing. Participants were given two types of lists; homogeneous - all words shared phonological onset(e.g. /f/ - feet, fork, film, fuck), and heterogeneous nothing shared (e.g. film, shit, dock, poll). Results indicated thetaboo words did not contravene preparation for homogeneous sets, and taboo words were facilitated similarly to non-taboo words. Next, we tested variable homogeneous sets (taboo item was inconsistent with majority onset, e.g. shit, film,fork, feet) to understand whether increased attention to taboo items would disable preparation. Results showed reducedpreparation for items sharing the majority onset in variable sets, but preparation was still significant.","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/0v24w31v","frozenauthors":[{"first_name":"Kathryn","middle_name":"","last_name":"Hodges","name_suffix":"","institution":"Muhlenberg College","department":""},{"first_name":"Alyce","middle_name":"","last_name":"Huot","name_suffix":"","institution":"Muhlenberg College","department":""},{"first_name":"Alexandra","middle_name":"","last_name":"Frazer","name_suffix":"","institution":"Muhlenberg College","department":""},{"first_name":"Hazem","middle_name":"","last_name":"Abdelaal","name_suffix":"","institution":"Muhlenberg College","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Oxer","name_suffix":"","institution":"Muhlenberg College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28991/galley/18862/download/"}]},{"pk":29056,"title":"Preparing not to Forget: Actions Take to Plan for Memory Error","subtitle":null,"abstract":"The present study was designed to examine actions people take in everyday life to prevent potential memory errors.Many past studies focus on the nature of forgetting, and additional studies have assessed cognitive interventions for thosewith varying degrees of impairment from aging or injury. However, there are a limited number of studies examiningeveryday remembering for healthy, functioning adults. In this study, across two experiments (n1=136; n2=85), participantscompleted a self-reported questionnaire regarding various types of daily prospective memory actions. We hypothesizedthat people would report using external memory aids (ex. technology) rather than internal aids (ex. mnemonics) andparticipants would report lower forget scores when using external aids. Results showed that participants overwhelminglyused external memory aids to prevent future memory errors for all tasks analyzed. Results also showed that levels of self-reported forgetting were not associated with particular types of preventative actions. Thus, the results imply that peopletend to use what they perceive to work.","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/53r3h31t","frozenauthors":[{"first_name":"Lorena","middle_name":"","last_name":"Rosales","name_suffix":"","institution":"California Lutheran University","department":""},{"first_name":"AndreaJ","middle_name":"J.","last_name":"Sell","name_suffix":"","institution":"California Lutheran University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29056/galley/18927/download/"}]},{"pk":28936,"title":"Preschool children’s understanding of polite requests","subtitle":null,"abstract":"As adults, we use polite speech on a daily basis. What do chil-dren understand about polite speech? Looking at children’s po-lite speech comprehension can help examine children’s prag-matic understanding more generally, and can be informativefor caregivers who want to teach children what it means to bepolite. Even though children start to produce polite speechfrom early on, there is little known about whether they under-stand intentions behind polite language. Here we show that by3 years, English-speaking preschool children understand that itis more polite and nicer (and less rude and mean) to use polite-ness markers such as “please” when making requests, and by4 years, they understand that the use of these politeness mark-ers indicates that the speaker is more socially likeable and ismore likely to gain compliance from their conversational part-ners. This work can help lay the foundation for future work onchildren’s understanding of polite speech and pragmatic devel-opment more generally.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"politeness"},{"word":"pragmatic development"},{"word":"online experi-ment"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vg4x1wc","frozenauthors":[{"first_name":"Erica","middle_name":"J.","last_name":"Yoon","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"C.","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28936/galley/18807/download/"}]},{"pk":28910,"title":"Preschoolers’ Evaluations of Ignorant Agents are Situation-Specific","subtitle":null,"abstract":"Preschool children’s preference for knowledgeable agents over\nignorant and inaccurate agents (Sabbagh & Baldwin, 2001;\nKoenig & Harris, 2005; Rakoczy et al., 2015), is generally\ninterpreted as epistemic vigilance. However, Kushnir and\nKoenig (2017) recently found that without a contrasting\naccurate agent, preschoolers will learn new information from\nan agent who professed ignorance, but not from one who was\ninaccurate. Employing a two-speaker design contrasting an\nagent who professed ignorance about familiar object labels\nwith a speaker whose knowledge state was not revealed, we\nfound that preschoolers (N = 41; 3.50-4.89 years, M = 4.08\nyears) avoided requesting and endorsing novel information\nfrom the ignorant agent in the same domain as her previous\nignorance (i.e., labels). In different domains, however, (i.e.\nnovel function learning, resource sharing, etc.) they were at\nchance in choosing the ignorant agent. This suggests that\npreschoolers’ view of ignorance is situational, rather than\nuniformly negative.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"learning; testimony; social cognition; credibility;\ncognitive development; epistemic trust; accuracy; epistemic\nvigilance"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7dq966f9","frozenauthors":[{"first_name":"Alyssa","middle_name":"R.","last_name":"Varhol","name_suffix":"","institution":"Beebe Hall","department":""},{"first_name":"Tamar","middle_name":"","last_name":"Kushnir","name_suffix":"","institution":"Beebe Hall","department":""},{"first_name":"Melissa","middle_name":"A.","last_name":"Koenig","name_suffix":"","institution":"Beebe Hall","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28910/galley/18781/download/"}]},{"pk":28627,"title":"Preschoolers jointly consider others expressions of surprise and common groundto decide when to explore","subtitle":null,"abstract":"Prior work on early social learning suggests that children are sensitive to adults pedagogical demonstrations and ver-bal instructions. Yet, people also display various emotional expressions when interacting with children. Here we showthat young children draw rich causal inferences and guide their own exploration based on others expressions of surprise.Preschoolers (age:3.0-4.9) saw an experimenter discover a function of a novel causal toy. Then, either the same experi-menter or a nave confederate expressed surprise while playing with the toy behind an occluder. Children explored the toymore broadly to search for a hidden function following the experimenters surprise than following the confederates surprise,suggesting that children integrated others expressions of surprise and others epistemic states to infer the presence of hiddenfunctions and explore accordingly. This study synthesizes perspectives from literature on social learning, exploration, andaffective cognition towards a more comprehensive science of learning. Preprint:https://psyarxiv.com/ckh6j","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9k689409","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Hyowon","middle_name":"","last_name":"Gweon","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28627/galley/18498/download/"}]},{"pk":28819,"title":"Pressure to communicate across knowledge asymmetries leads to pedagogicallysupportive language input","subtitle":null,"abstract":"Children do not learn language from passive observation ofthe world, but from interaction with caregivers who want tocommunicate with them. These communicative exchanges arestructured at multiple levels in ways that support support lan-guage learning. We argue this pedagogically supportive struc-ture can result from pressure to communicate successfully witha linguistically immature partner. We first characterize onekind of pedagogically supportive structure in a corpus analy-sis: caregivers provide more information-rich referential com-munication, using both gesture and speech to refer to a singleobject, when that object is rare and when their child is young.Then, in an iterated reference game experiment on MechanicalTurk (n = 480), we show how this behavior can arise from pres-sure to communicate successfully with a less knowledgeablepartner. Lastly, we show that speaker behavior in our experi-ment can be explained by a rational planning model, withoutany explicit teaching goal. We suggest that caregivers’ desireto communicate successfully may play a powerful role in struc-turing children’s input in order to support language learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language learning; communication; computa-tional modeling"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40m452d4","frozenauthors":[{"first_name":"Benjamin","middle_name":"C.","last_name":"Morris","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28819/galley/18690/download/"}]},{"pk":29272,"title":"Priming Effects on the Interpretation of Ambiguous Discourse Relations","subtitle":null,"abstract":"Many theories of discourse structure rely on the idea that the segments comprising the discourse are linked through inferredrelations such as causality and temporal contiguity. These theories often suggest that the information needed to determinethe relation can be found when the discourse is interpreted through the application of world knowledge. However, Sanders(1997) found that the interpretation of ambiguous relations can be affected by the discourses genre. Similarly, Sagi (2006)reported that participants were faster to interpret discourse relations when they were preceded by the same discourserelation. The present study demonstrates that exposure to discourse relations such as result (e.g., John passed Mark ina marathon. He won.) or explanation (e.g., John ... He was in great shape.) can affect the interpretation of subsequentambiguous relations encountered in an unrelated context. This result suggests that discourse relations are representedindependently of the context in which they appear.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4d29d5vw","frozenauthors":[{"first_name":"Eyal","middle_name":"","last_name":"Sagi","name_suffix":"","institution":"University of St. Francis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29272/galley/19143/download/"}]},{"pk":28725,"title":"Privileged Computations for Closed-Class Items in Language Acquisition","subtitle":null,"abstract":"In natural languages, closed-class items predict open-classitems but not the other way around. For example, in English, ifthere is a determiner there will be a noun, but nouns can occurwith or without determiners. Here, we asked whether languagelearners’ computations are also asymmetrical. In threeexperiments we exposed adults to a miniature language withthe one-way dependency “if X then Y”: if X was present, Ywas also present, but X could occur without Y. We createddifferent versions of the language in order to ask whetherlearning depended on which of these categories was an open orclosed class. In one condition, X was a closed class and Y wasan open class; in a contrasting condition, X was an open classand Y was a closed class. Learning was significantly betterwith closed-class X, even though learners’ exposure wasotherwise identical. Additional experiments demonstrated thatthe perceptual distinctiveness of closed-class items driveslearners to analyze them differently; and, crucially, that theprimary determinant of learning is the mathematicalrelationship between closed- and open-class items and not theirlinear order. These results suggest that learners privilegecomputations in which closed-class items are predictive of,rather than predicted by, open-class items. We suggest that thedistributional asymmetries of closed-class items in naturallanguages may arise in part from this learning bias.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; statistical learning;computational mechanisms; morphosyntax; function words;closed-class items"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5712299p","frozenauthors":[{"first_name":"Heidi","middle_name":"R.","last_name":"Getz","name_suffix":"","institution":"Georgetown University Medical Center","department":""},{"first_name":"Elissa","middle_name":"L.","last_name":"Newport","name_suffix":"","institution":"Georgetown University Medical Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28725/galley/18596/download/"}]},{"pk":28675,"title":"Problem Difficulty in Arithmetic Cognition: Humans and Connectionist Models","subtitle":null,"abstract":"In mathematical cognition, problem difficulty is a central vari-able. In the present study, problem difficulty was operational-ized through five arithmetic operators — addition, subtrac-tion, multiplication, division, and modulo — and through thenumber of carries required to correctly solve a problem. Thepresent study collected data from human participants solvingarithmetic problems, and from multilayer perceptrons (MLPs)that learn arithmetic problems. Binary numeral problems werechosen in order to minimize other criteria that may affect prob-lem difficulty, such as problem familiarity and the problemsize effect. In both humans and MLPs, problem difficulty washighest for multiplication, followed by modulo and then sub-traction. The human study found that problem difficulty wasmonotonically increasing with respect to the number of car-ries, across all five operators. Furthermore, a strict increasewas also observed for addition in the MLP study","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"problem difficulty; arithmetic cognition; binarynumeral system; connectionist model; multilayer perceptron"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2nz5x3sv","frozenauthors":[{"first_name":"Sungjae","middle_name":"","last_name":"Cho","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Jaeseo","middle_name":"","last_name":"Lim","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Chris","middle_name":"","last_name":"Hickey","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Byoung-Tak","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Seoul National University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28675/galley/18546/download/"}]},{"pk":28885,"title":"Processing of affirmation and negation in contexts with unique and multiplealternatives: Evidence from event-related potentials","subtitle":null,"abstract":"We employ a scenario-sentence-verification paradigm to inves-tigate the role of scenario-given alternatives for the process-ing of affirmative and negative sentences. We show that forboth affirmative and negative sentences the N400 amplitude islarger if the context model provides multiple alternatives fora true sentence continuation relative to the case when it pro-vides only a unique referent. Additionally, we observe a latepositivity effect for negative relative to affirmative sentences,independent of the context model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Negation; alternatives; N400; P600"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2q45j0hv","frozenauthors":[{"first_name":"Maria","middle_name":"","last_name":"Spychalska","name_suffix":"","institution":"University of Cologne","department":""},{"first_name":"Viviana","middle_name":"","last_name":"Haase","name_suffix":"","institution":"Ruhr University Bochum","department":""},{"first_name":"Jarmo","middle_name":"","last_name":"Kontinen","name_suffix":"","institution":"Ruhr University Bochum","department":""},{"first_name":"Markus","middle_name":"","last_name":"Werning","name_suffix":"","institution":"Ruhr University Bochum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28885/galley/18756/download/"}]},{"pk":28498,"title":"Productivity depends on communicative intention and accessibility, not thresholds","subtitle":null,"abstract":"When do children extend a construction (“rule”) productively?A recent Threshold proposal claims that a construction isproductive if and only if it has been witnessed applying to asufficient proportion of cases and sufficiently few exceptions.An alternative proposal, Communicate and Access (C&A),argues that children extend a construction productively becausethey wish to express an intended message and are unable toaccess a “better” (appropriate and more conventional) way todo so. Accessibility, in turn, is negatively affected byinterference from competing alternatives. In a preregisteredexperiment, 32 4-6-year-old children were provided withexposure to 2 mini-artificial languages for which the twoproposals make opposite predictions. Results support the C&Aproposal: children were more productive after witnessing 3rule-following cases than after 5, due to differences ininterference. We conclude that productivity is encouraged by adesire to communicate a message and is constrained byaccessibility and interference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"productivity"},{"word":"Communication"},{"word":"accessibility"},{"word":"Tolerance Principle"},{"word":"Sufficiency Principle"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2sq0r49x","frozenauthors":[{"first_name":"Alexia","middle_name":"","last_name":"Hernandez","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Sammy","middle_name":"","last_name":"Floyd","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":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28498/galley/18369/download/"}]},{"pk":29050,"title":"Proposing a Cognitive System for Universal Mental Spatial Transformations","subtitle":null,"abstract":"Mental spatial transformation processes are often modeled by assuming imaginal processes, highly task-specific assump-tions, or both. We propose the existence of a dedicated, unified cognitive system for the simulation of spatial processes,and show ways to model this system, including an ACT-R implementation that is currently in development. Results ofspatial cognition and brain-imaging research support this proposal. Operations of this system are proposed to be influencedby their complexity, which we assume to be a product of the extent and amount of necessary transformation steps. Thiscomplexity is further assumed to be limited in its extent, possibly explaining decision time effects between task difficul-ties in a mental folding task as being caused by cognitive re-encoding processes. A model for the mental folding tasklacking such a spatial system is presented, serving as a baseline to demonstrate the need of a system dedicated to mentaltransformations.","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/9z54s521","frozenauthors":[{"first_name":"Kai","middle_name":"","last_name":"Preuss","name_suffix":"","institution":"Technical University Berlin","department":""},{"first_name":"Nele","middle_name":"","last_name":"Russwinkel","name_suffix":"","institution":"Technical University Berlin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29050/galley/18921/download/"}]},{"pk":28614,"title":"Prosodic cues signal the intent of potential indirect requests","subtitle":null,"abstract":"Ambiguity pervades language. One prevalent kind ofambiguity is indirect requests. For example, “My office isreally hot” could be intended not only as a complaint aboutthe temperature, but as a request to turn on the AC. How docomprehenders determine whether a speaker is making arequest? We ask whether the prosody of an utterance providesinformation about a speaker’s intentions. In a behavioralexperiment, we find that human listeners can identify whichof two utterances a speaker intended as a request, suggestingthat speakers can produce discriminable cues. We then showthat the acoustic features associated with an utterance allow aclassifier to detect the original intent of an utterance (74%accuracy). Finally, we ask which of these features predictlistener accuracy on the behavioral experiment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"indirect requests; prosody; language production;language comprehension; inference"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3fq178fd","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Trott","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Stefanie","middle_name":"","last_name":"Reed","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Victor","middle_name":"","last_name":"Ferreira","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Bergen","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28614/galley/18485/download/"}]},{"pk":29138,"title":"Providing Stroke Sequence of Chinese Characters Facilitates HandwritingLearning in Children with Developmental Coordination Disorder","subtitle":null,"abstract":"The study investigated whether providing instruction on the stroke sequence would facilitate the learning of writing Chi-nese characters in children with developmental coordination disorder (DCD) and typically developing (TD) children. Thechildren wrote six characters, three with stroke sequence instruction and three without. Each character was repeated 40times. Trajectory, speed, on-paper time, in-air time, and number of changes in velocity direction per stroke (NCV) weremeasured with Wacom Intuos 5 digitizing writing tablet. The results showed a significant group effect, time (practice)effect and instruction effect but no interaction effects. Both groups of children showed a similar trend of improvementover practice with decreasing trajectory, increasing speed, decreasing on-paper time and in-air time. With stroke sequenceinstruction, both groups of children learned at a similar rate on most of the writing parameters. Instruction on strokesequences helped the character writing of both the DCD children and the TD children.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v66k4v3","frozenauthors":[{"first_name":"Rong-Ju","middle_name":"","last_name":"Cherng","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yi-Wen","middle_name":"","last_name":"Liao","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Jenn-Yeu","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Taiwan Normal University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29138/galley/19009/download/"}]},{"pk":28430,"title":"PUBLICATION-BASED PRESENTATION: Modeling\nHuman Creative Cognition using AI Techniques","subtitle":null,"abstract":"DiPaola’s research endeavors to build top down Artificial\nIntelligence (AI) models of human creativity, empathy and\nexpression for both use in new forms of computation systems\nas well as analysis of how the creative mind works. In doing\nso he has interviewed hundreds of artists, writers and\nmusicians on how they perceive their creative talent and its\noriginals. Combined with research from neuro-aesthetics and\ncomputer modelling, DiPaola notes that while many creative\nindividuals report that they believe new insights as coming\ninto them from an external source during creative flow, that\nevidence point to these new creative ideas and interpretations\noften more likely have internal roots from the individual’s,\nmid and long term past experiences and processes. DiPaola\nattempts to model this and other human creativity processes\nin computational form often as AI systems such as deep\nlearning, reinforcement learning and evolution programming.\nTwo efforts underway in DiPaola’s research lab are mapping\nout the creative process of a fine art portrait painter using 5\nhierarchical AI systems, as well as modelling an empathetic\nembodied character agent who can understand emotions from\nthose she talks with and construct creative narrative or quote\nlike responses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"computational creativity; fine art painting;\ncreativity; empathy; artificial intelligence; deep learning;\nevolutionary programming"}],"section":"Publication-based Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2hv483j3","frozenauthors":[{"first_name":"Steve","middle_name":"","last_name":"DiPaola","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28430/galley/18301/download/"}]},{"pk":29149,"title":"Pupillometry as a Measure of Effort Exertion in Cognitive Control Tasks","subtitle":null,"abstract":"Despite recent interest in pupillometry as a psychophysiological measure, it remains unclear what construct the physio-logical measure is assessing in cognitive control tasks: task load or mental exertion. This debate is of particular interestas cognitive effort remains an elusive construct partly due to the difficulty in empirically quantifying mental exertion.The current research aims to differentiate these disparate accounts by leveraging rewards as motivation for effort exertion.Using an individual differences approach, a sample of 80 undergraduate students performed a cognitive control taskTaskswitching. Critically, monetary incentives were used to motivate participants to exercise cognitive control, and found toimprove overall performance. Pupillary responses were found to increase in response to trials requiring more cognitivecontrol, and relate to performance improvements in the rewarded conditions. The present findings provide some supportfor the effort account, and suggest that pupillometry may be a viable index of cognitive effort.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rf241xs","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"da Silva-Castanheira","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Myles","middle_name":"","last_name":"LoParco","name_suffix":"","institution":"McGill University","department":""},{"first_name":"A. Ross","middle_name":"","last_name":"Otto","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29149/galley/19020/download/"}]},{"pk":29196,"title":"Pupillometry measures of cognitive load in meta-T dynamic task environment","subtitle":null,"abstract":"Pupillometry uses pupil diameter as a physiological measure of cognitive effort and load. In static tasks, pupillometry hasrevealed that cognitive effort varies with expertise, and, combined with gaze analysis, shows that experts can exert effort tofocus on non-salient visual input. Much real-life expertise is practiced in dynamic tasks, and expert effort in dynamic tasksremains unstudied. Using tetris as a dynamic task environment, we collected pupil and gameplay data from individuals ofvarying expertise levels. We then use collected data and examine cognitive workload differences across levels of expertise.Consistent with studies of image saliency and gaze, our results indicate that experts and novices engage differently withthe task and do not experience the same cognitive workload. Further inspection will likely reveal strategy-level sources ofthese differences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/17v3m376","frozenauthors":[{"first_name":"Chris","middle_name":"","last_name":"Joanis","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Evan","middle_name":"","last_name":"Pierce","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Wayne","middle_name":"","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29196/galley/19067/download/"}]},{"pk":29239,"title":"Quality of STEM Learning from Childrens Books","subtitle":null,"abstract":"Promoting STEM knowledge early in development helps prepare children for school success. Exposing children to STEMbooks may be a simple and effective means for promoting early STEM knowledge. However, whether preschool-agedchildrens STEM books are optimally designed is unknown. Children and adults learn new information more effectivelywhen there is support for encoding and demand for active processing. We have conducted a textual analysis of 50 STEMbooks designed for preschool-aged children. The books are coded for (a) support for encoding (narratively cohesive andtopic maintaining), and (b) demand of active processing (posing questions and including interactive prompts). Preliminarydata shows that on average the books include limited support for encoding and demand for active processing. This suggeststhat these books are not fulling their potential of promoting early STEM knowledge. Next steps in this research involveidentifying means for enhancing STEM childrens books efficacy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5z2523x2","frozenauthors":[{"first_name":"Hilary","middle_name":"","last_name":"Miller","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Lucy","middle_name":"","last_name":"Cronin-Golomb","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Patricia","middle_name":"J.","last_name":"Bauer","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29239/galley/19110/download/"}]},{"pk":28645,"title":"Quantifying the Conceptual Combination Effect on Word Meanings","subtitle":null,"abstract":"How do people understand concepts such as dog, aggressive\ndog, dog house or house dog? The meaning of a concept\ndepends crucially on the concepts around it. While this\nhypothesis has existed for a long time, only recently it has\nbecome possible to test it based on neuroimaging and quantify\nit using computational modeling. In this paper, a neural\nnetwork is trained with backpropagation to map attribute-\nbased semantic representations to fMRI images of subjects\nreading everyday sentences. Backpropagation is then\nextended to the attributes, demonstrating how word meanings\nchange in different contexts. Across a large corpus of\nsentences, the new attributes are more similar to the attributes\nof other words in the sentence than they are to the original\nattributes, demonstrating that the meaning of the context is\ntransferred to a degree to each word in the sentence. Such\ndynamic conceptual combination effects could be included in\nnatural language processing systems to encode rich contextual\nembeddings to mirror human performance more accurately.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Context Effect; Concept Representations;\nConceptual Combination; fMRI Data Analysis; Neural\nNetworks; Embodied Cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3qd9r5gm","frozenauthors":[{"first_name":"Nora","middle_name":"","last_name":"Aguirre-Celis","name_suffix":"","institution":"The University of Texas at Austin","department":""},{"first_name":"Risto","middle_name":"","last_name":"Miikkulainen","name_suffix":"","institution":"The University of Texas at Austin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28645/galley/18516/download/"}]},{"pk":28677,"title":"Query-guided visual search","subtitle":null,"abstract":"How do we seek information from our environment to find solutions to the questions facing us? We pose an open-endedvisual search problem to adult participants, asking them to identify targets of questions in scenes guided by only an in-complete question prefix (e.g. Why is..., Where will...). Participants converged on visual targets and question completionsgiven just these function words, but the preferred targets and completions for a given scene varied dramatically dependingon the query. We account for this systematic query-guided behavior with a model linking conventions of linguistic refer-ence to abstract representations of scene events. The ability to predict and find probable targets of incomplete queries maybe just one example of a more general ability to pay attention to what problems require of their solutions, and to use thoserequirements as a helpful guide in searching for solutions.","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/0bv5j581","frozenauthors":[{"first_name":"Junyi","middle_name":"","last_name":"Chu","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Jon","middle_name":"","last_name":"Gauthier","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28677/galley/18548/download/"}]},{"pk":28933,"title":"Race and gender are automatically encoded in visual working memory","subtitle":null,"abstract":"Research has suggested that perceivers automatically categorize faces based on gender and race but gaps remain regardingwhether effects emerge at encoding or recall and the extent to which they are reducible to perceptual similarities (sincefaces from the same category are generally more similar to each other). We address these limitations using change detectionparadigms adapted from visual working memory literature where one face from an array of faces changes to a face fromthe same or a different gender or racial category. We show that individuals are considerably faster and more accurate toidentify changes that cross a category boundary, even when controlling for a range of perceptual differences and subjectivefeatures of faces. Our results suggest that social category information is automatically encoded in visual working memoryin a format that is not reducible to lower-level perceptual features.","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/34b7g688","frozenauthors":[{"first_name":"Xin","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Langfus","name_suffix":"","institution":"John Hopkins University","department":""},{"first_name":"Justiin","middle_name":"","last_name":"Halberda","name_suffix":"","institution":"John Hopkins University","department":""},{"first_name":"Yarrow","middle_name":"","last_name":"Dunham","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28933/galley/18804/download/"}]},{"pk":28782,"title":"Rapid information gain explains cross-linguistic tendencies in numeral ordering","subtitle":null,"abstract":"One previously unexplained observation about numeral sys-tems is the shared tendency in numeral expressions: Numer-als greater than 20 often have the larger constituent numberexpressed before the smaller constituent number (e.g., twenty-four as opposed to four-twenty in English), and systems thatoriginally adopt the reverse order of expression (e.g., four-and-twenty in Old English) tend to switch order over time. Toexplore these phenomena, we propose the view of Rapid In-formation Gain and contrast it with the established theory ofUniform Information Density. We compare the two theoriesin their ability to explain the shared tendency in the orderingof numeral expressions around 20. We find that Rapid Infor-mation Gain accounts for empirical patterns better than the al-ternative theory, suggesting that there is an emphasis on infor-mation front-loading as opposed to information smoothing inthe design of large compound numerals. Our work shows thatfine-grained generalizations about numeral systems can be un-derstood in information-theoretic terms and offers an opportu-nity to characterize the design principles of lexical compoundsthrough the lens of informative communication.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language universals; numeral system; lexical com-pound; information theory; informative communication"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13p343jc","frozenauthors":[{"first_name":"Emmy","middle_name":"","last_name":"Liu","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Yang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28782/galley/18653/download/"}]},{"pk":28690,"title":"Rapid learning of word meanings from distributional and morpho-syntactic cues","subtitle":null,"abstract":"What does it take to learn a new word? Many of the words welearn, we have learned from language itself – by encounteringthem in various informative contexts. Here, we investigate thelimits of learning from context by studying how people learnnew words from very sparse contexts, at the extreme, a contextin which all content words are replaced by nonsense words. Wefind that participants exposed to even such extremely sparsecontexts nevertheless learn something about the meaning ofwords embedded in those contexts. Performance tended to bebetter when knowledge was assessed by first directing people’sattention to the part of speech of the target words.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language; word learning; distributional semantics;syntactic bootstrapping."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5s50w37d","frozenauthors":[{"first_name":"Margherita","middle_name":"","last_name":"De Luca","name_suffix":"","institution":"University of Rome ”La Sapienza”","department":""},{"first_name":"Gary","middle_name":"","last_name":"Lupyan","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28690/galley/18561/download/"}]},{"pk":28612,"title":"Rapid Presentation Rate Negatively Impacts the Contiguity Effect in Free Recall","subtitle":null,"abstract":"It is well-known that in free recall participants tend to recallwords presented close together in time in sequence, reflectinga form of temporal binding in memory. This contiguity effectis robust, having been observed across many different experi-mental manipulations. In order to explore a potential boundaryon the contiguity effect, participants performed a free recalltask in which items were presented at rates ranging from 2 Hzto 8 Hz. Participants were still able to recall items even atthe fastest presentation rate, though accuracy decreased. Im-portantly, the contiguity effect flattened as presentation ratesincreased. These findings illuminate possible constraints onthe temporal encoding of episodic memories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Free recall"},{"word":"lag-CRP"},{"word":"contiguity effect"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0418n1x3","frozenauthors":[{"first_name":"Claudio","middle_name":"","last_name":"Toro-Serey","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Ian","middle_name":"M.","last_name":"Bright","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Brad","middle_name":"P.","last_name":"Wyble","name_suffix":"","institution":"Penn State","department":""},{"first_name":"Marc","middle_name":"W.","last_name":"Howard","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28612/galley/18483/download/"}]},{"pk":28868,"title":"Rapid Semantic Integration of Novel Words Following Exposure to Distributional\nRegularities","subtitle":null,"abstract":"Our knowledge of words consists of a lexico-semantic\nnetwork in which different words and their meanings\nare connected by relations, such as similarity in\nmeaning. This research investigated the integration of\nnew words into lexico-semantic networks.\nSpecifically, we investigated whether new words can\nrapidly become linked with familiar words given\nexposure to distributional regularities that are\nubiquitous in real-world language input, in which\nfamiliar and new words either: (1) directly co-occur in\nsentences, or (2) never co-occur, but instead share\neach other’s patterns of co-occurrence with another\nword. We observed that, immediately after sentence\nreading, familiar words came to be primed not only by\nnew words with which they co-occurred in sentences,\nbut also by new words with which they shared co-\noccurrence. This finding represents a novel\ndemonstration that new words can be rapidly\nintegrated into lexico-semantic networks from\nexposure to distributional regularities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word learning; semantic priming;\ndistributional semantics; semantic integration"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/84h5s2vx","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28868/galley/18739/download/"}]},{"pk":28444,"title":"Rapid Trial-and-Error Learning in Physical Problem Solving","subtitle":null,"abstract":"We introduce a new problem solving paradigm: solving physical puzzles by placing tool-like objects in a scene. Thepuzzles are designed to explicitly evoke different physical concepts such as support, blocking, tipping, and launching, andare typically solved in a handful of trials. We study human participants’ problem solving strategies, including what theytry first, how they update their actions based on failed attempts, and how many attempts they eventually take to solvethe puzzles. We introduce the ‘Sample, Simulate, Remember’ model that incorporates object-based priors to generatehypotheses, mental simulation to test hypotheses, and a memory and generalization system to update across simulationsand real-world trials, and show that all three components are needed to explain human performance. Further results canbe found at https://k-r-allen.github.io/tool-games/","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7gg6566t","frozenauthors":[{"first_name":"Kelsey","middle_name":"","last_name":"Allen","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Massachusetts Institute of Technology","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":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28444/galley/18315/download/"}]},{"pk":28739,"title":"Rapid Unsupervised Encoding of Object Files for Visual Reasoning","subtitle":null,"abstract":"Visual thinking plays a central role in human cognition, yet weknow little about the algorithmic operations that make itpossible. Starting with outputs of a JIM-like model of shapeperception, we present a model that generates object file-likerepresentations that can be stored in memory for futurerecognition, and can be used by a LISA-like inference engineto reason about those objects. The model encodes structuralrepresentations of objects on the fly, stores them in long termmemory, and simultaneously compares them to previouslystored representations in order to identify candidate sourceanalogs for inference. Preliminary simulation results suggestthat the representations afford the flexibility necessary forvisual thinking. The model provides a starting point forsimulating not only object recognition, but also reasoningabout the form and function of objects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual reasoning; shape perception; object files;structural description; type-token problem"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2bt5b5mf","frozenauthors":[{"first_name":"Rachel","middle_name":"Flood","last_name":"Heaton","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"John","middle_name":"E.","last_name":"Hummel","name_suffix":"","institution":"University of Illinois","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28739/galley/18610/download/"}]},{"pk":29072,"title":"Real-time inference of physical properties in dynamic scenes","subtitle":null,"abstract":"Human scene understanding involves not just localizing objects, but also inferring the latent causal properties that giverise to the scene for instance, how heavy those objects are. These properties can be guessed based on visual features(e.g., material texture), but we can also infer them from how they impact the dynamics of the scene. Furthermore, theseinferences are performed rapidly in response to dynamic, ongoing information. Here we propose a computational frame-work for understanding these inferences, and three models that instantiate this framework. We compare these models tothe evolution of human beliefs about object masses. We find that while peoples judgments are generally consistent withBayesian inference over these latent parameters, the models that best explain human judgments are approximations to thisinference that hold and dynamically update beliefs. An earlier version of this work was published in the proceedings ofCCN 2018 at https://ccneuro.org/2018/proceedings/1091.pdf.","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/0xc8x7xs","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Mario","middle_name":"","last_name":"Belledonne","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Ilker","middle_name":"","last_name":"Yildirim","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Jiajun","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Massachusetts Institute of Technology","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":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29072/galley/18943/download/"}]},{"pk":28792,"title":"Reasoning about dissent: Expert disagreement and shared backgrounds","subtitle":null,"abstract":"Sequential testimonies where more or less reliable sourcesargue about an issue are central to public debates. Often, themajority of sources may argue that a hypothesis is true whilea minority dissenter may claim the opposite (e.g. scientistsand lobbyists in the climate change debate).In this paper, we show that people are sensitive to sourcereliability as well as the structural relationship between thesources. Participants follow Bayesian predictions for revisingbelief in the hypothesis and the reliability of the competingsources given majority consent, minority dissent, and sharedreliability between sources. Shared reliability and dissent is akey issue for public debate and belief revision. The paperprovides novel insight into the workings of these aspects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Source reliability; Shared reliability; Sourcedependency; Bayesian modelling; Belief revision"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5z91p1c9","frozenauthors":[{"first_name":"Jens","middle_name":"Koed","last_name":"Madsen","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Birkbeck, University of London","department":""},{"first_name":"Toby","middle_name":"","last_name":"Pilditch","name_suffix":"","institution":"University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28792/galley/18663/download/"}]},{"pk":29070,"title":"Recombinant building: the ability to generate and recombine navigationstructures is difficult to acquire through just reinforcement learning","subtitle":null,"abstract":"Humans build novel tools, external knowledge structures (markers, maps etc.), and internal structures (analogies, mentalmodels etc.) to facilitate cognition. Humans also recombine these building strategies to suit any task. Other organismsgenerate such structures as well, but they use them to optimize single tasks. This suggests that the human species’ cognitiveadvantage stems from the capability to recombine built structures, and the resulting extended mind. Chandrasekharan& Stewart (2007) hypothesized that this capacity could emerge from reinforcement learning. We tested this proposal,by studying three foraging models, which examined whether novel recombinations of building (external and internalnavigation structures) emerged in reactive agents, from just reinforcement learning. Results showed that recombinationdoes not emerge with just reinforcement. This was because the building of external structures provided a very high rewardprofile, including free riding, thus acting as an attractor, blocking the recombination strategy. We discuss the implicationsof these results.","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/0p56b05g","frozenauthors":[{"first_name":"Ganesh","middle_name":"","last_name":"Shinde","name_suffix":"","institution":"Savitribai Phule Pune University","department":""},{"first_name":"Harshit","middle_name":"","last_name":"Agrawal","name_suffix":"","institution":"Homi Bhabha Centre for Science Education","department":""},{"first_name":"Sanjay","middle_name":"","last_name":"Chandrasekharan","name_suffix":"","institution":"Homi Bhabha Centre for Science Education","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29070/galley/18941/download/"}]},{"pk":29274,"title":"Reducing Smartphone Overuse through Behavioural Nudges","subtitle":null,"abstract":"We identified smartphone usage patterns predicting overuse and developed an intervention to reduce these effects. In Study1, 54 undergraduate students reported their daily screen time and the reasons for their smartphone use. A cluster analysisrevealed two usage patterns: as a tool (e.g., for directions), and to socialize or pass time. Only the latter pattern correlatedwith daily phone use (r=.35). In Study 2, 28 pilot participants underwent a two-week-long behavioural interventioninvolving disabling non-essential notifications and keeping their phone out of reach when not in use. All participantscomplied with these guidelines, leading to a 1.2 hours/day reduction in usage (4h to 2.8h), a decrease in smartphoneaddiction scores to normal levels, and a 30% decrease of scores on the Beck Depression Inventory-II (10.1 to 7). Weexplore potential cognitive benefits of the intervention on memory and attention (measured by Operational Span andSustained Attention to Response tasks).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2461z3dd","frozenauthors":[{"first_name":"Dasha","middle_name":"","last_name":"Sandra","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Jay","middle_name":"A.","last_name":"Olson","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Denis","middle_name":"","last_name":"Chmoulevitch","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Signy","middle_name":"","last_name":"Sheldon","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Amir","middle_name":"","last_name":"Raz","name_suffix":"","institution":"Chapman University","department":""},{"first_name":"Samuel","middle_name":"","last_name":"Veissire","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29274/galley/19145/download/"}]},{"pk":28721,"title":"Reframing Convergent and Divergent Thought for the 21 st Century","subtitle":null,"abstract":"Convergent and divergent thought are promoted as keyconstructs of creativity. Convergent thought is defined andmeasured in terms of the ability to perform on tasks wherethere is one correct solution, and divergent thought is definedand measured in terms of the ability to generate multiplesolutions. However, these characterizations of convergent anddivergent thought presents inconsistencies, and do not capturethe reiterative processing, or ‘honing’ of an idea thatcharacterizes creative cognition. Research on formal modelsof concepts and their interactions suggests that differentcreative outputs may be projections of the same underlyingidea at different phases of a honing process. This leads us toredefine convergent thought as thought in which the relevantconcepts are considered from conventional contexts, anddivergent thought as thought in which they are consideredfrom unconventional contexts. Implications for the assessmentof creativity are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Alternate Uses Task; concepts; context;convergent thinking; divergent thinking; potentiality;quantum model; Remote Associates test"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5810816n","frozenauthors":[{"first_name":"Liane","middle_name":"","last_name":"Gabora","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28721/galley/18592/download/"}]},{"pk":28680,"title":"Reinforcement Learning and Insight in the Artificial Pigeon","subtitle":null,"abstract":"The phenomenon of insight (also called “Aha!” or “Eureka!”moments) is considered a core component of creative cogni-tion. It is also a puzzle and a challenge for statistics-basedapproaches to behavior such as associative learning and rein-forcement learning. We simulate a classic experiment on in-sight in pigeons using deep Reinforcement Learning. We showthat prior experience may produce large and rapid performanceimprovements reminiscent of insights, and we suggest theo-retical connections between concepts from machine learning(such as the value function or overfitting) and concepts frompsychology (such as feelings-of-warmth and the einstellung ef-fect). However, the simulated pigeons were slower than thereal pigeons at solving the test problem, requiring a greateramount of trial and error: their “insightful” behavior was sud-den by comparison with learning from scratch, but slow bycomparison with real pigeons. This leaves open the questionof whether incremental improvements to reinforcement learn-ing algorithms will be sufficient to produce insightful behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"reinforcement learning; insight; creativity"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/18w9n1gf","frozenauthors":[{"first_name":"Thomas","middle_name":"R.","last_name":"Colin","name_suffix":"","institution":"University of Plymouth","department":""},{"first_name":"Tony","middle_name":"","last_name":"Belpaeme","name_suffix":"","institution":"University of Plymouth","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28680/galley/18551/download/"}]},{"pk":28701,"title":"Reinforcing Rational Decision Making in a Risk Elicitation task through Visual\nReasoning","subtitle":null,"abstract":"Metrics seeking to predict financial risk-taking behaviors typically\nexhibit limited validity. This is due to the fluid nature of an\nindividual’s risk taking, and the influence of the mode and medium,\nwhich presents a decision. This paper presents two experiments that\ninvestigate how an existing risk elicitation task’s predictive capacity\nmay be enhanced through the application of an interactive model of\nvisual reasoning in a digitized version. In the first experiment, 60\nparticipants demonstrated their reasoning process. In the second\nexperiment, 225 participants were randomly assigned into three\ngroups, with the validated risk elicitation task compared as a control\nto interactive digital and non-interactive digital stimuli with pie\ncharts. The experiments yielded significant results, highlighting that\nwhen participants interact with a graph to reason their choices, it\nleads to consistent choices. The findings have implications for\nimprovement of the risk task's validity and the deployment of digital\ninteractive assessments beyond laboratory settings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visualization"},{"word":"decision-making"},{"word":"risk-taking"},{"word":"external representations"},{"word":"Reasoning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4qw3n3n8","frozenauthors":[{"first_name":"Stella","middle_name":"","last_name":"Doukianou","name_suffix":"","institution":"University of Greenwich","department":""},{"first_name":"Damon","middle_name":"","last_name":"Daylamani-Zad","name_suffix":"","institution":"University of Greenwich","department":""},{"first_name":"Petros","middle_name":"","last_name":"Lameras","name_suffix":"","institution":"Coventry University","department":""},{"first_name":"Ian","middle_name":"","last_name":"Dunwell","name_suffix":"","institution":"Coventry University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28701/galley/18572/download/"}]},{"pk":28983,"title":"Reinstatement of Old Memories and Integration with New Memories","subtitle":null,"abstract":"The acquisition of new knowledge relies on our ability to connect old information to new information using semanticnetworks. This process can be referred to as memory integration. In this study, we investigated how such integrationmay aid memory reactivation, defined as the retrieval of previously encoded information. In addition, we were interestedin whether congruency (or semantic similarity) between two separately learned associations (AB-AC) enhances memoryintegration. University students learned congruent and incongruent AB-AC associations in an fMRI scanner and reportedsubjective reactivation. In addition to a behavioral score, we measured the degree of neural activity in the PPA to test forpotential effects of reinstatement (neural reactivation) using the multivoxel pattern analysis (MVPA) technique. Our anal-yses revealed a robust effect of memory reactivation (behaviorally) and reinstatement (neurally). An effect of congruencywas also found behaviorally, but was not evident in the PPA.","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/45t0m2kb","frozenauthors":[{"first_name":"Pierre","middle_name":"","last_name":"Gianferrara","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Marlieke","middle_name":"","last_name":"van Kesteren","name_suffix":"","institution":"Vrije Universiteit","department":""},{"first_name":"Martijn","middle_name":"","last_name":"Meeter","name_suffix":"","institution":"Vrije Universiteit","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28983/galley/18854/download/"}]},{"pk":28805,"title":"Relationship Between Creative Experience, Recognition of Creative Process andAesthetic Impression in Art-Viewing","subtitle":null,"abstract":"This study examined the roles recognition of the creative process behind artworks plays in cognitive processes of art-viewing. To this end, we conducted an experiment (N = 45) in which prior experience of participants was manipulatedand investigated whether and how creative experience influences subsequent cognitive processes while viewing artworks.We revealed that having creative experience before art viewing changes viewers recognition of the creative process behindartworks and causes them to have a more positive impression of the artworks. It was also revealed that these two changesare correlated. In particular, the emotion of admiration, which is considered a kind of social emotion, was found to behighly correlated with the recognition of assessed difficulty of the creative process. These results suggest the importance ofrecognition of the creative process behind artworks and contribute to understanding the cognitive process of art-viewing.","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/3cp2f59h","frozenauthors":[{"first_name":"Kazuki","middle_name":"","last_name":"Matsumoto","name_suffix":"","institution":"University of Tokyo","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28805/galley/18676/download/"}]},{"pk":28451,"title":"Relative Evaluation of Location:How Spatial Frames of Reference Affect What We Value","subtitle":null,"abstract":"How we mentally represent spatial relations is known to haveeffects on cognitive processes such as inferences, co-speechgesture, or memorizing. In addition, spatial positions oftenserve as metaphors that carry valence. For instance, “movingup the social ladder, “getting it right”, or being “in front” feelscertainly better than “moving down”, “having two left feet”,or “lagging behind”. Spatial position, however, depends onperspective, more concretely on which frame of reference(FoR) one adopts—and hence on cross-linguisticallydiverging preferences. What is conceptualized as “in front” inone variant of the relative FoR (e.g., translation) is “behind”under another variant (reflection), and vice versa. Do suchdiverging conceptualizations of an object’s location also leadto diverging evaluations? We tested this with speakers ofGerman, Chinese, and Japanese using an Implicit AssociationTest (IAT). Data from two studies suggest that acrosslanguages the object “in front of” another object is evaluatedmore positively than the one “behind”, and that both locationand evaluation depend on the adopted FoR. In other words:linguistically imparted FoR preferences appear to impact onevaluative processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Spatial Cognition"},{"word":"frames of reference"},{"word":"valence"},{"word":"IAT"},{"word":"cross-linguistic comparison"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7dq5g8zv","frozenauthors":[{"first_name":"Andrea","middle_name":"","last_name":"Bender","name_suffix":"","institution":"University of Bergen","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Teige-Mocigemba","name_suffix":"","institution":"Philipps University Marburg","department":""},{"first_name":"Annelie","middle_name":"","last_name":"Rothe-Wulf","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Miriam","middle_name":"","last_name":"Seel","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Sieghard","middle_name":"","last_name":"Beller","name_suffix":"","institution":"University of Bergen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28451/galley/18322/download/"}]},{"pk":28654,"title":"Representing lexical ambiguity in prototype models of lexical semantics","subtitle":null,"abstract":"We show, contrary to some recent claims in the literature, thatprototype distributional semantic models (DSMs) are capa-ble of representing multiple senses of ambiguous words, in-cluding infrequent meanings. We propose that word2vec con-tains a natural, model-internal way of operationalizing the dis-ambiguation process by leveraging the two sets of represen-tations word2vec learns, instead of just one as most workon this model does. We evaluate our approach on artifi-cial language simulations where other prototype DSMs havebeen shown to fail. We furthermore assess whether these re-sults scale to the disambiguation of naturalistic corpus exam-ples. We do so by replacing all instances of sampled pairsof words in a corpus with pseudo-homonym tokens, and test-ing whether models, after being trained on one half of the cor-pus, were able to disambiguate pseudo-homonyms on the ba-sis of their linguistic contexts in the second half of the cor-pus. We observe that word2vec well surpasses the baselineof always guessing the most frequent meaning to be the rightone. Moreover, it degrades gracefully: As words are moreunbalanced, the baseline is higher, and it is harder to surpassit; nonetheless, Word2vec succeeds at surpassing the baseline,even for pseudo-homonyms whose most frequent meaning ismuch more frequent than the other.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"distributed semantic models; word meaning; am-biguity; prototype models; exemplar models; word2vec"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3v88f307","frozenauthors":[{"first_name":"Barend","middle_name":"","last_name":"Beekhuizen","name_suffix":"","institution":"University of Toronto, Mississauga","department":""},{"first_name":"Chen","middle_name":"Xuan","last_name":"Cui","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28654/galley/18525/download/"}]}]}