{"count":38493,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15800","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=15600","results":[{"pk":28790,"title":"Representing spatial relations with fractional binding","subtitle":null,"abstract":"We propose a cognitively plausible method for representingand querying spatial relationships in a neural architecture. Thistechnique employs a fractional binding operator that capturescontinuous spatial information in spatial semantic pointers(SSPs). We propose a model that takes an image with severalobjects, parses the image into an SSP memory representation,and answers queries about the objects. We demonstrate thatour model allows us to not only store and extract objects andtheir spatial information, but also perform queries based on lo-cation and in relation to other objects. We show that we canquery images with 2, 3, and 4 objects with relative spatial lo-cations. We also show that the model qualitatively reproducesKosslyn’s famous map experiment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Semantic Pointer Architecture; spatial represen-tation; spatial memory; spatial relations; fractional binding;continuous spaces; cognitively plausible representation"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3m52p2nx","frozenauthors":[{"first_name":"Thomas","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Aaron","middle_name":"R.","last_name":"Voelker","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Brent","middle_name":"","last_name":"Komer","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Chris","middle_name":"","last_name":"Eliasmith","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28790/galley/18661/download/"}]},{"pk":28735,"title":"Resource-Rich versus Resource-Poor Assessment in Introductory Computer Science\nand its Implications on Models of Cognition: An in-Class Experimental Study","subtitle":null,"abstract":"Outside university, students encounter disciplinary practices\nmediated by technological resources. In this sense, the real\nworld is decidedly resource-rich. In contrast, most educational\nassessments remain decidedly resource-poor. Situated versus\nmindbased perspectives of cognition fundamentally differ in\nthe role they ascribe to such resources in cognition and\nlearning. To mindbased perspectives, they are a source of input,\nto situated perspectives they are constitutive to cognition itself.\nWe assessed the validity of resource-rich versus resource-poor\nassessments of learning outcomes from resource-rich versus\nresource-poor learning activities. The study implemented an\nin-class 2x2 between-subjects experimental design in an\nintroductory programming course with 192 first semester BSc\nengineering students. Both types of assessment were sensitive\nto differences in learning outcomes, indicating validity for\nboth. Results indicate resource-rich assessments may be more\necologically valid, while – intriguingly – the resource-poor\nassessments were more sensitive to transfer of learning.\nFurthermore, the resource-rich learning activities better\nfacilitated learning for transfer.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"assessment; examinations; resource-rich\nassessment; resource-affordances; higher education; learning\nscience; computer science education; e-assessment;\neducational technology; situated cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8s28n505","frozenauthors":[{"first_name":"Tobias","middle_name":"","last_name":"Halbherr","name_suffix":"","institution":"ETH Zurich","department":""},{"first_name":"Hermann","middle_name":"","last_name":"Lehner","name_suffix":"","institution":"ETH Zurich","department":""},{"first_name":"Manu","middle_name":"","last_name":"Kapur","name_suffix":"","institution":"ETH Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28735/galley/18606/download/"}]},{"pk":29097,"title":"Revealing Long-term Language Change with Subword-incorporated WordEmbedding Models","subtitle":null,"abstract":"We propose an augmented word embedding model that better incorporates subword information with additional parametersthat characterize the semantic weights of characters in composing words. Our model can reveal some interesting patternsof long-term change in Chinese language, which provides novel evidence and methodology that enriches existing theoriesin evolutionary linguistics. The resulting word vectors also has decent performance in NLP-related tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1818j7tg","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"San Diego State University","department":""},{"first_name":"Jiasheng","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"David","middle_name":"","last_name":"Reitter","name_suffix":"","institution":"Penn State","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29097/galley/18968/download/"}]},{"pk":28817,"title":"Reward Function Complexity and Goals in Exploration-Exploitation Tasks","subtitle":null,"abstract":"People are often faced with choices where there is a conflictbetween seeking reward and gathering information. In manyof these cases there exists a functional relationship betweenthe features associated with actions and their correspondingrewards. Accounts of how people make decisions in thesecircumstances have not considered how peoples’ strategiesdepend on the complexity of this function, as well as theperson’s goal. In a sequential decision making task we foundthat people chose between a number of different explorationstrategies, but that strategy selection did not necessarily alignwith goal or account for function complexity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Decision Making; Exploration-Exploitation;Contextual Multi-Armed Bandits"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6tb6g436","frozenauthors":[{"first_name":"Brian","middle_name":"","last_name":"Montambault","name_suffix":"","institution":"Tufts University","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Lucas","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28817/galley/18688/download/"}]},{"pk":28575,"title":"Risk is Preferred at Lower Causal Depth","subtitle":null,"abstract":"Risk and uncertainty are inherent in life, and how people perceive, respond to, and manage both are topics of great aca-demic interest. One critical insight is that people distinguish between types of uncertainty (see, e.g., Fox & lkmen, 2011)and, consequently, may respond to objectively equally probabilistic events differently (e.g., with more polarized predic-tions of those events outcomes). The current work identifies another way in which risk (a specific form of uncertainty)is differentiated: on the basis of causal depth (Sloman, Love, & Ahn, 1998). Specifically, in contexts where an uncertainoutcome (e.g., win/lose) is determined by a causal chain, people tend to prefer for the uncertainty to arise at lower causaldepth within the chain (i.e., at later causal stages). This occurs even though the causal depth at which the uncertainty arisesmakes no difference in the overall probability that the causal chain will generate one outcome or another.","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/76s461qt","frozenauthors":[{"first_name":"Jeffrey","middle_name":"","last_name":"Parker","name_suffix":"","institution":"University of Illinois at Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28575/galley/18446/download/"}]},{"pk":28941,"title":"Robustness of Object Recognition under Extreme Occlusionin Humans and Computational Models","subtitle":null,"abstract":"Most objects in the visual world are partially occluded, buthumans can recognize them without difficulty. However, it re-mains unknown whether object recognition models like convo-lutional neural networks (CNNs) can handle real-world occlu-sion. It is also a question whether efforts to make these modelsrobust to constant mask occlusion are effective for real-worldocclusion. We test both humans and the above-mentionedcomputational models in a challenging task of object recogni-tion under extreme occlusion, where target objects are heavilyoccluded by irrelevant real objects in real backgrounds. Ourresults show that human vision is very robust to extreme oc-clusion while CNNs are not, even with modifications to han-dle constant mask occlusion. This implies that the ability tohandle constant mask occlusion does not entail robustness toreal-world occlusion. As a comparison, we propose anothercomputational model that utilizes object parts/subparts in acompositional manner to build robustness to occlusion. Thisperforms significantly better than CNN-based models on ourtask with error patterns similar to humans. These findings sug-gest that testing under extreme occlusion can better reveal therobustness of visual recognition, and that the principle of com-position can encourage such robustness.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual recognition; occlusion; computationalmodel; neural network; psychophysics"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0d5666gw","frozenauthors":[{"first_name":"Hongru","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"The Johns Hopkins University, Baltimore","department":""},{"first_name":"Peng","middle_name":"","last_name":"Tang","name_suffix":"","institution":"The Johns Hopkins University, Baltimore","department":""},{"first_name":"Jeongho","middle_name":"","last_name":"Park","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Soojin","middle_name":"","last_name":"Park","name_suffix":"","institution":"Yonsei University","department":""},{"first_name":"Alan","middle_name":"","last_name":"Yuille","name_suffix":"","institution":"The Johns Hopkins University, Baltimore","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28941/galley/18812/download/"}]},{"pk":29114,"title":"Role of Variety in Cognitive Improvement From Action Video Games","subtitle":null,"abstract":"Participants were divided into three groups. One group played Call of Duty: Black Ops Multiplayer in a variety of mapsfor 9 hours over 2 weeks, another played in the just one map for 9 hours over 2 weeks, and the last did not play any videogames for the duration of the study. All groups took three measures of visual attention skill at the start and close of thestudy: Useful Field of View (UFOV), Multiple Object Tracking (MOT) and Attentional Blink (AB). Results indicate thatthose who played Call of Duty did not improve more than those who did not from pretest to posttest, regardless of group.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6q5920zp","frozenauthors":[{"first_name":"Katie","middle_name":"","last_name":"Bainbridge","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Richard","middle_name":"","last_name":"Mayer","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29114/galley/18985/download/"}]},{"pk":28546,"title":"Role of Working Memory on Strategy Use in the Probability Learning Task","subtitle":null,"abstract":"Extensive research on probability learning has reported on the\nubiquity of the probability matching strategy—choosing\noptions in proportion to their probability of being correct. The\ncurrent paper explores why the optimal strategy in this task\n(always choosing the higher probability option) is not\nintuitive for participants, by examining their decisions in\nrelation to their working memory capacities. We hypothesize\nthat probability matching is a by-product of an automatic\nrecency-based strategy produced by limits in working\nmemory storage and that deliberate strategizing mediated by\nworking memory processing can override recency in favor of\noptimal responding. A variant of the Expectancy-Valence\nLearning Model is fit to participant data from a two-choice\nprobability learning task using hierarchical Bayesian\nmodelling. Point estimates of the best-fitting parameter values\nare then correlated with working memory measures. Results\nindicate close relations between them, providing support for\nour hypothesis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"working memory; probability learning; recency"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/70x5r6sb","frozenauthors":[{"first_name":"Mahi","middle_name":"","last_name":"Luthra","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Peter","middle_name":"M.","last_name":"Todd","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28546/galley/18417/download/"}]},{"pk":29013,"title":"Rudimentary modeling of acceptability judgement from a large scale, unbiaseddata","subtitle":null,"abstract":"Acceptability Rating Data for Japanese (ARDJ) is a project that explores the true nature of acceptability judgement basedon a large-scale survey using theoretically unbiased stimuli. Its main survey was carried out in 2018 in two phases withcarefully constructed 300 stimulus sentences: Phrase 1 was a smaller scale experiment with roughly 300 college students;Phase 2 was a large scale web survey with over 1,600 participants.This paper reports on phase 2 and provides two results: Analysis 1 brought us a good typology of 300 sentences; Analysis2 implements explicit modeling of acceptability judgement using Semi-supervised local Fisher discriminant analysis.The results, if combined, suggest that i) acceptability is not a simple dichotomous partitioning of stimuli; ii) acceptabilityis a complex property that emerges through an interplay among the three factors: 1) degree or strength of deviance, 2)syntactic and/or semantic complexity of stimulus, and 3) localizability of deviance.","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/22h5686k","frozenauthors":[{"first_name":"Kow","middle_name":"","last_name":"Kuroda","name_suffix":"","institution":"Kyorin University","department":""},{"first_name":"Hikaru","middle_name":"","last_name":"Yokono","name_suffix":"","institution":"Fujitsu Laboratories, Ltd.","department":""},{"first_name":"Keiga","middle_name":"","last_name":"Abe","name_suffix":"","institution":"Gifu Shotoku Colledge","department":""},{"first_name":"Tomoyuki","middle_name":"","last_name":"Tsuchida","name_suffix":"","institution":"Kyushu University","department":""},{"first_name":"Yoshihiko","middle_name":"","last_name":"Asao","name_suffix":"","institution":"National Institute of Communications Technology","department":""},{"first_name":"Yuichiro","middle_name":"","last_name":"Kobayashi","name_suffix":"","institution":"Nihon University","department":""},{"first_name":"Toshiyuki","middle_name":"","last_name":"Kanamaru","name_suffix":"","institution":"Kyoto University","department":""},{"first_name":"Takumi","middle_name":"","last_name":"Tagawa","name_suffix":"","institution":"University of Tsukuba","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29013/galley/18884/download/"}]},{"pk":28966,"title":"Rule-following, Lexical Competence and Categorization Processes","subtitle":null,"abstract":"The article addresses the issues of extending a category and updating a lexical concept, and determining its reference. Wetry to answer the questions: how can an object seen for the first time extend a category or update a concept? How is itpossible to determine the reference of a concept that represents a behaviour? Firstly, we discuss the learning of inferentiallinguistic competence used to update a concept through an approach based on prototype theory. Secondly, we discuss thelearning of referential linguistic competence used to determine the reference of a concept through an approach based onembodied cognition. Finally, on the basis of the dual dimension of the praxis of rule-following, we show how it is possibleto combine the two approaches into a single model that deals with both the extension of a category and the updating of aconcept, and the determination of the reference.","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/27d099fn","frozenauthors":[{"first_name":"Marco","middle_name":"","last_name":"Cruciani","name_suffix":"","institution":"University of Trento","department":""},{"first_name":"Francesco","middle_name":"","last_name":"Gagliardi","name_suffix":"","institution":"Ministry of University and Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28966/galley/18837/download/"}]},{"pk":29303,"title":"RunTheLine: An infinite runner serious game to train comprehension of societallyrelevant large numbers","subtitle":null,"abstract":"Large numbers play a significant role in personal and political financial choices and the understanding of exponentialgrowth. Large numbers are also often misjudged, showing a logarithmic number understanding. Small numbers are how-ever represented in a linear fashion, due to direct experience on for example number lines. Earlier, it was shown that largenumber comprehension can be trained, influencing societally relevant choices. We trained large number comprehensionusing a serious game (RunTheLine): an infinite runner game where an avatar runs on a number line ranging till one billion.Due to the game mechanics, the players walk the number line at both small and large numbers in small steps, making themaware of the continuity of the number line. Pre-post test differences show a change in economic judgments compared toa control group. This offers a scientific manipulation of behavioral and cortical number line representations and potentialeducational applications.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79x4c6md","frozenauthors":[{"first_name":"Thijs","middle_name":"","last_name":"van Den Hout","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Hanna","middle_name":"","last_name":"Schraffenberger","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Florian","middle_name":"","last_name":"Krauze","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Tibor","middle_name":"","last_name":"Bosse","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Frank","middle_name":"","last_name":"Leone","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29303/galley/19174/download/"}]},{"pk":28802,"title":"Same Words, Same Context, Different Meanings:People are unaware that their own concepts are not always shared","subtitle":null,"abstract":"A long-standing assumption in cognitive science has been thatconcepts are shared among individuals for common words.However, given that concepts are formed by the data we ob-serve, and observations vary wildly across individual experi-ences, our concepts are not likely identical. Here, we presentdata in which 104 participants answer questions regarding theirbeliefs about the definitions of common everyday words, andthe degree to which they think others agree. Our results sug-gest that even for common words, there exist many distinctextensions of ordinary and political concepts across individu-als. There is also a pervasive bias which leads individuals tooverestimate the degree to which others agree, which may ex-plain why “talking past each other” is an anecdotally commonexperience when discussing important topics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Concepts; Metacognition; Individual Differences;Miscommunication"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6f00w1ct","frozenauthors":[{"first_name":"Louis","middle_name":"","last_name":"Mart ́","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Steven","middle_name":"","last_name":"Piantadosi","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28802/galley/18673/download/"}]},{"pk":28687,"title":"Sample-based Variant of Expected Utility Explains Effects of Time Pressure andIndividual Differences in Processing Speed on Risk Preferences","subtitle":null,"abstract":"While previous models of economic decision-making offer de-scriptive accounts of behavior, they often overlook the com-putational complexity of estimating expected utility. Here,we seek to understand how both environmental and individualconstraints on cognition shape our daily decision. Informedby the predictions of a recently-proposed resource-rationalprocess model of risky choice, sample-based expected utility(SbEU; Nobandegani, da Silva Castanheira, Otto, & Shultz,2018), we reveal that both time pressure and individual dif-ferences in processing speed have a convergent effect on riskpreferences during a risky decision-making task. Under severetime constraints, participants’ risk preferences manifested astrong framing effect compared to little time pressure in whichchoice adhered to the classic fourfold pattern of risk prefer-ences. Similarly, individual differences in processing speed,measured using an established task, predicted similar effectsupon risk attitudes as extrinsic time pressure. These findingsreveal a converging contribution of environmental and individ-ual limitations on risky choice, and provide empirical supportfor SbEU as a resource-rational process model of risky deci-sion making. Notably, SbEU serves as a single-process modelof two well-established biases, and the transition between thetwo, in risky choice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Behavioral economics; Risky decision-making;Time pressure; Processing speed; resource-rational processmodels"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4tf7b6bw","frozenauthors":[{"first_name":"Kevin","middle_name":"da Silva","last_name":"Castanheira","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Ardavan","middle_name":"S.","last_name":"Nobandegani","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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28687/galley/18558/download/"}]},{"pk":28634,"title":"Sampling to learn words:Adults and children sample words that reduce referential ambiguity","subtitle":null,"abstract":"How do learners gather new information during wordlearning? We present evidence that adult learners will chooseto receive additional training on object-label associations thatreduce ambiguity about reference during cross-situationalword learning. This ambiguity-reduction strategy is related toimproved test performance. We find mixed evidence thatchildren (4-8 years of age) show a similar preference to seekinformation about words experienced in ambiguous wordlearning situations. In an initial experiment, children did notpreferentially select object-label associations that remainedambiguous during cross-situational word learning. However,this may be explained by some children having relatively highcertainty about object-label associations for which they didnot see evidence disconfirming their initial hypothesis. In asecond experiment that increased the relative ambiguity oftwo sets of novel object-label associations, we found evidencethat children preferentially make selections that reduceambiguity about novel word meanings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cross-situational word learning; mutualexclusivity; active learning; self-directed learning; sampling"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gc06634","frozenauthors":[{"first_name":"Martin","middle_name":"","last_name":"Zettersten","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Jenny","middle_name":"","last_name":"Saffran","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28634/galley/18505/download/"}]},{"pk":29257,"title":"Scheduling an Information Search: Heuristics and Meaningful Metrics","subtitle":null,"abstract":"Many domains involve gathering evidence, from forensic investigations and medical diagnosis, to everyday life. Howshould one order this collection, given the costs involved (e.g. time, financial, information)? Scheduling theory offersoptimal solutions, but requires clear metrics. Evidence can have many influences on it, which affect prioritization, e.g.degradation, contamination, etc. However, to date there has been no clear way to bring this into a unified metric, andthus optimal scheduling has remained out of reach. We propose a new information-based measure, KL, as a way ofencapsulating these information costs, and present maximum KL preservation as a clear rule & metric for scheduling. Wego on to test several heuristic rules for scheduling evidence collection, based on optimally derived algorithms, providingnovel formal backing for a dominant heuristic strategy for scheduling information gathering.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21d6126f","frozenauthors":[{"first_name":"Toby","middle_name":"","last_name":"Pilditch","name_suffix":"","institution":"University College London","department":""},{"first_name":"Alice","middle_name":"","last_name":"Liefgreen","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29257/galley/19128/download/"}]},{"pk":29223,"title":"Scientific knowledge organized through question network","subtitle":null,"abstract":"Research in science is usually built uponcomplex background knowledge and assumptions, making it difficult to organizeand overview. We propose using question network to dynamically maintain scientific knowledge, with each nodes beingeither a question or an answer, linked with relations such as specification, contrast and so on. Publications can then be fittedinto nodes of the network. By constructing example networks around cognitive concepts, we observed a big question (e.g.What is curiosity?) being answered with theoretical speculation initially, then specified into the operationalized definition(How to measure curiosity as a personality?) and computational algorithms. Similar patterns are repeated in differentbranches of the network. We also compare research topics starting with similar questions yet develop differently.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44c5b1t5","frozenauthors":[{"first_name":"Zhiwei","middle_name":"","last_name":"Li","name_suffix":"","institution":"New York University","department":""},{"first_name":"Kai","middle_name":"","last_name":"Kai Ren","name_suffix":"","institution":"National University of Singapore","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29223/galley/19094/download/"}]},{"pk":29147,"title":"Scrape, rub, and roll: causal inference in the perception of sustained contactsounds","subtitle":null,"abstract":"We experience our soundscape in terms of physical events; for instance, a friend sweeping up after a plate crashed onthe floor. The underlying perceptual inferences are typically ill-posed: without constraints, there are infinite possiblecauses of the observed sound. Thus, a core task for cognitive science is specifying the variables we perceive along withthe constraints that allow them to be estimated. We identified sustained contact sounds (e.g., hands rubbing together,scraping a pan) as a rich domain with which to explore perceptual constraints. We developed a simple physics-basedsound-synthesis model that can generate a diverse set of realistic scraping sounds. We find that listeners perceive thegenerative physical variables from scraping sounds, including velocity, motion trajectory, and surface roughness. Furtherexperiments and acoustic analyses will address whether perception is constrained by a holistic generative model of soundor by invariant features that specify each perceived variable.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4rw2k51g","frozenauthors":[{"first_name":"Maddie","middle_name":"","last_name":"Cusimano","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Josh","middle_name":"","last_name":"McDermott","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29147/galley/19018/download/"}]},{"pk":28516,"title":"Season naming and the local environment","subtitle":null,"abstract":"Seasonal patterns vary dramatically around the world, andwe explore the extent to which systems of season categoriessupport efficient communication about the local environment.Our analyses build on a domain-general information-theoreticmodel of categorization across languages, and we identify sev-eral qualitative predictions that emerge when this model is ap-plied to season naming, including the prediction that systemswith even numbers of categories should be more common thansystems with odd sizes. We test the model quantitatively usinga collection of season systems drawn from the linguistic andanthropological literature and data specifying temperature andprecipitation in locations associated with these systems. Ourresults support the predicted even-odd asymmetry, and we alsofind that the model makes a number of successful predictionsabout the locations of boundaries between seasons.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"categorization; efficient communication; informa-tion theory"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6z0453jg","frozenauthors":[{"first_name":"Charles","middle_name":"","last_name":"Kemp","name_suffix":"","institution":"University of Melbourne","department":""},{"first_name":"Alice","middle_name":"","last_name":"Gaby","name_suffix":"","institution":"Monash University","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28516/galley/18387/download/"}]},{"pk":28600,"title":"Seeing the big picture: Do some cultures think more abstractly than others?","subtitle":null,"abstract":"Do some cultures think more abstractly than others? According to tests of formal logic and rule-based reasoning, Western-ers tend to think more abstractly than East Asians. Yet, rule-based reasoning is only one type of abstract thinking. Moregenerally, thinking abstractly involves discerning relationships and seeing the big picture. Here we argue that previous testsof attention, perception, and memory can be interpreted as showing that East Asians tend to think more abstractly thanWesterners. To test this hypothesis directly we gave a validated measure of abstract thinking (Vallacher & Wegner, 1989)to Chinese and US individuals. Participants chose either abstract or concrete definitions of events. Across six indepen-dent national samples (total N=1,798), Chinese participants tended to construe events more abstractly, and US participantsmore concretely. Within China, more independent (Western-like) groups chose more concrete definitions. Together, theseresults challenge the generalization that Westerners have a greater propensity for abstract thought.","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/4st3c923","frozenauthors":[{"first_name":"Amritpal","middle_name":"","last_name":"Singh","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Qi","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Casasanto","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28600/galley/18471/download/"}]},{"pk":28788,"title":"Seeing the Meaning: Vision Meets Semanticsin Solving Pictorial Analogy Problems","subtitle":null,"abstract":"We report a first effort to model the solution of meaningful four-termvisual analogies, by combining a machine-vision model (ResNet50-A) that can classify pixel-level images into object categories, with acognitive model (BART) that takes semantic representations of wordsas input and identifies semantic relations instantiated by a word pair.Each model achieves above-chance performance in selecting the bestanalogical option from a set of four. However, combining the visualand the semantic models increases analogical performance above thelevel achieved by either model alone. The contribution of vision toreasoning thus may extend beyond simply generating verbalrepresentations from images. These findings provide a proof ofconcept that a comprehensive model can solve semantically-richanalogies from pixel-level inputs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy; relations; learning; machine vision; wordembeddings"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gv2n7w3","frozenauthors":[{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California, Los Angeles, Los Angeles","department":""},{"first_name":"Qing","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Nicholas","middle_name":"","last_name":"Ichien","name_suffix":"","institution":"University of California, Los Angeles, Los Angeles","department":""},{"first_name":"Alan","middle_name":"L.","last_name":"Yuille","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Keith","middle_name":"J.","last_name":"Holyoak","name_suffix":"","institution":"University of California, Los Angeles, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28788/galley/18659/download/"}]},{"pk":28728,"title":"Seeking evidence and explanation signals religious and scientific commitments","subtitle":null,"abstract":"Scientific norms value skepticism; many religious traditionsvalue faith. We test the hypothesis that these differentattitudes towards inquiry and belief result in differentinferences from epistemic behavior: Whereas the pursuit ofevidence or explanations is taken as a signal of commitmentto science, forgoing further evidence and explanation is takenas a signal of commitment to religion. Two studies (N = 401)support these predictions. We also find that deciding topursue inquiry is judged more moral and trustworthy, withmoderating effects of participant religiosity and scientism.These findings suggest that epistemic behavior can be a socialsignal and shed light on the epistemic and social functions ofscientific vs. religious belief.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation; evidence; information search;science; religion; moral cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9h83g4vx","frozenauthors":[{"first_name":"Maureen","middle_name":"","last_name":"Gill","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28728/galley/18599/download/"}]},{"pk":29016,"title":"Selecting and evaluating evidence: The garden of forking information paths","subtitle":null,"abstract":"In order to make accurate inferences and judgments, one needs to not only be able to aptly evaluate and integrate informa-tion, but be able to seek and acquire the right information in the first place. The present work explored human informationacquisition and evaluation in a novel probability context and utilising a more naturalistic criminal investigation scenario.Focus was placed on exploring the relationship between searching for information, evaluating it and integrating it withinones belief model in order to make a causal judgement. Results indicated that although participants search choices ap-proximated those of informed Bayesian OED models, belief updating accuracy systematically decreased throughout thetask. Findings suggested a dichotomy between information evaluation and belief integration, questioning the descriptiveabilities of OED principles to account for these processes. The implications of these finding in relation to the psychologicalliterature of human inquiry are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9bc0175j","frozenauthors":[{"first_name":"Alice","middle_name":"","last_name":"Liefgreen","name_suffix":"","institution":"University College London","department":""},{"first_name":"Toby","middle_name":"","last_name":"Pilditch","name_suffix":"","institution":"University College London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29016/galley/18887/download/"}]},{"pk":28723,"title":"Selectivity metrics provide misleading estimates of the selectivity of single units inneural networks","subtitle":null,"abstract":"To understand the representations learned by neural networks(NNs), various methods of measuring unit selectivity havebeen developed. Here we undertake a comparison of four suchmeasures on AlexNet: localist selectivity (Bowers et al., 2014);precision (Zhou et al., 2015); class-conditional mean activityselectivity CCMAS (Morcos et al., 2018); and top-class se-lectivity. In contrast with previous work on recurrent neuralnetworks (RNNs), we fail to find any 100% selective ‘local-ist units’ in AlexNet, and demonstrate that the precision andCCMAS measures are misleading and suggest a much higherlevel of selectivity than is warranted. We also generated ac-tivation maximization (AM) images that maximally activatedindividual units and found that under (5%) of units in fc6 andconv5 produced interpretable images of objects, whereas fc8produced over 50% interpretable images. Furthermore, theinterpretable images in the hidden layers were not associatedwith highly selective units. We also consider why localist rep-resentations are learned in RNNs and not AlexNet.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"localist representation; grandmother cells; dis-tributed representations."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6p15m57n","frozenauthors":[{"first_name":"Ella","middle_name":"M.","last_name":"Gale","name_suffix":"","institution":"University of Bristol","department":""},{"first_name":"Ryan","middle_name":"","last_name":"Blything","name_suffix":"","institution":"University of Bristol","department":""},{"first_name":"Nicholas","middle_name":"","last_name":"Martin","name_suffix":"","institution":"University of Bristol","department":""},{"first_name":"Jeffrey","middle_name":"S.","last_name":"Bowers","name_suffix":"","institution":"University of Bristol","department":""},{"first_name":"Anh","middle_name":"","last_name":"Nguyen","name_suffix":"","institution":"Auburn University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28723/galley/18594/download/"}]},{"pk":28445,"title":"Self-Organized Division of Cognitive Labor","subtitle":null,"abstract":"The division of labor phenomenon has been observed with re-spect to both manual and cognitive labor, but there is no clearunderstanding of the intra- and inter-individual mechanismsthat allow for its emergence, especially when there are multipledivisions possible and communication is limited. Situationsfitting this description include individuals in a group splittinga geographical region for resource harvesting without explicitnegotiation, or a couple tacitly negotiating the hour of the dayfor each to shower so that there is sufficient hot water. We stud-ied this phenomenon by means of an iterative two-person gamewhere multiple divisions are possible, but no explicit commu-nication is allowed. Our results suggest that there are a lim-ited number of biases toward divisions of labor, which serveas attractors in the dynamics of dyadic coordination. How-ever, unlike Schelling’s focal points, these biases do not attractplayers’ attention at the onset of the interaction, but are onlyrevealed and consolidated by the in-game dynamics of dyadicinteraction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Group cognition; Divergent behavioral norms; Fo-cal points; Cooperation."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3zg3586c","frozenauthors":[{"first_name":"Edgar","middle_name":"","last_name":"Andrade-Lotero","name_suffix":"","institution":"Universidad del Rosario","department":""},{"first_name":"Robert","middle_name":"L.","last_name":"Goldstone","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28445/galley/18316/download/"}]},{"pk":28925,"title":"Semantic and Visual Interference in Solving Pictorial Analogies","subtitle":null,"abstract":"Neuropsychological investigations with frontal patientshave revealed selective deficits in selecting the relationalanswer to pictorial analogy problems when the correctoption is embedded among foils that exhibit highsemantic or visual similarity. In contrast, normal age-matched controls solve the same problems with near-perfect accuracy regardless of whether high-similarityfoils are present (in the absence of speed pressure).Using more sensitive measures, the present study soughtto determine whether or not normal young adults aresubject to such interference. Experiment 1 used eye-tracking while participants answered multiple-choice 4-term pictorial analogies. Total looking time was longerfor semantically similar foils relative to an irrelevantfoil. Experiment 2 presented the same problems in atrue/false format with emphasis on rapid responding andfound that reaction time to correctly reject falseanalogies was greater (and errors rates higher) for thosebased on semantically or visually similar foils. Thesefindings demonstrate that healthy young adults aresensitive to both semantic and visual similarity whensolving pictorial analogy problems. Results areinterpreted in relation to neurocomputational models ofrelational processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy"},{"word":"Semantics"},{"word":"perception"},{"word":"Interference"},{"word":"eye-tracking"},{"word":"reaction time"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5b97f8vb","frozenauthors":[{"first_name":"Emily","middle_name":"F.","last_name":"Wong","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Guido","middle_name":"F.","last_name":"Schauer","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Peter","middle_name":"C.","last_name":"Gordon","name_suffix":"","institution":"University of North Carolina at Chapel Hill","department":""},{"first_name":"Keith","middle_name":"J.","last_name":"Holyoak","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28925/galley/18796/download/"}]},{"pk":28633,"title":"Semantic categories of artifacts and animals reflect efficient coding","subtitle":null,"abstract":"It has been argued that semantic categories across languagesreflect pressure for efficient communication. Recently, thisidea has been cast in terms of a general information-theoreticprinciple of efficiency, the Information Bottleneck (IB) prin-ciple, and it has been shown that this principle accounts forthe emergence and evolution of named color categories acrosslanguages, including soft structure and patterns of inconsistentnaming. However, it is not yet clear to what extent this ac-count generalizes to semantic domains other than color. Herewe show that it generalizes to two qualitatively different se-mantic domains: names for containers, and for animals. First,we show that container naming in Dutch and French is near-optimal in the IB sense, and that IB broadly accounts for softcategories and inconsistent naming patterns in both languages.Second, we show that a hierarchy of animal categories derivedfrom IB captures cross-linguistic tendencies in the growth ofanimal taxonomies. Taken together, these findings suggest thatfundamental information-theoretic principles of efficient cod-ing may shape semantic categories across languages and acrossdomains.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"information theory; language evolution; semantictypology; categories"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7hv2c0xb","frozenauthors":[{"first_name":"Noga","middle_name":"","last_name":"Zaslavsky","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Naftali","middle_name":"","last_name":"Tishby","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Charles","middle_name":"","last_name":"Kemp","name_suffix":"","institution":"University of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28633/galley/18504/download/"}]},{"pk":28944,"title":"Semantic coordination of speech and gesture in young children","subtitle":null,"abstract":"People use speech and gesture together when describing an event or action, where both modalities have different expressiveopportunities (Kendon, 2004). One question is how the two modalities are semantically coordinated, i.e. how meaning isdistributed across speech and accompanying gestures. While this has been studied only for adult speakers so far, here, wepresent a study on how young children (4 years of age) semantically coordinate speech and gesture, and how this relatesto their cognitive and (indirectly) their verbal skills. Results indicate significant positive correlations between cognitiveskills of the children and gesture-speech coordination. In addition, high cognitive skills correlate with the number ofsemantically relevant child descriptions revealing a link between verbal and cognitive skills.","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/9dq7h1mj","frozenauthors":[{"first_name":"Olga","middle_name":"","last_name":"Abramov","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Stefan","middle_name":"","last_name":"Kopp","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Katharina","middle_name":"","last_name":"Rohlfing","name_suffix":"","institution":"Paderborn University","department":""},{"first_name":"Friederike","middle_name":"","last_name":"Kern","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Ulrich","middle_name":"","last_name":"Mertens","name_suffix":"","institution":"Paderborn University","department":""},{"first_name":"Anne","middle_name":"","last_name":"Nmeth","name_suffix":"","institution":"Bielefeld University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28944/galley/18815/download/"}]},{"pk":28611,"title":"Semantic influences on episodic memory distortions","subtitle":null,"abstract":"Semantic knowledge can facilitate or distort new memories,depending on their alignment. We aimed to quantifydistortions in memory by examining how categorymembership biases new encoding. Across two experiments,participants encoded and retrieved image-locationassociations on a 2D grid. The locations of images weremanipulated so that most members of a category (e.g. birds)were clustered near each other, but some were in randomlocations. Memory for an item’s location was more precisewhen it was near members of the same category.Furthermore, typical category members’ retrieved locationswere more biased towards their semantic neighbors, relativeto atypical members. This demonstrates that the organizationof semantic knowledge can explain bias in new memories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"episodic memory; semantic memory; categorymembership; typicality; distortion"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2430m6d9","frozenauthors":[{"first_name":"Alexa","middle_name":"","last_name":"Tompary","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Sharon","middle_name":"L.","last_name":"Thompson-Schill","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28611/galley/18482/download/"}]},{"pk":29314,"title":"Semantic structure of infant first-person scenes changes with development","subtitle":null,"abstract":"The co-occurrence of objects in visual scenes reflects the semantic structure of the world: cups are more likely to appearin scenes with tables than airplanes, for example. Both human and machine vision use these co-occurrences to supportrecognition of individual objects. A reasonable assumption is that these co-occurrences are ubiquitous and present forall perceivers. However, the scenes observed by infants are highly dependent on their body postures and locations, bothof which change dramatically over the first year of post-natal life. To measure these changing co-occurrences in infant-perspective scenes, we collected images from infants wearing head cameras in everyday home environments comparingthree age groups: 1-3, 6-8 and 11-12 months. Using graph theoretical analysis, we conclude that the semantic structure ofscenes in 6-8 months differs from whats in younger and older infants.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/45k9p3bw","frozenauthors":[{"first_name":"Ziyu","middle_name":"","last_name":"Xiang","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Linda","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"David","middle_name":"","last_name":"Crandall","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29314/galley/19185/download/"}]},{"pk":29255,"title":"Semi-supervised Learning with 2D Categories","subtitle":null,"abstract":"Research has shown that 1D category representations acquired through supervision change after unsupervised exposuresthat suggest a different boundary. However, it is unclear whether this effect generalizes to categories in which multipledimensions are relevant. To address this question, we trained participants on a 2D information integration structure (adiagonal boundary) under supervision. Participants then classified unsupervised items that implied either a steeper orflatter boundary than that established by supervision creating a conflict region where items should switch membership.Participants classified a grid of the stimulus space both immediately before (pretest) and after (posttest) unsupervisedlearning to assess for differences. We found that conflict-region items were more likely to be classified as members ofthe opposite class on the posttest, relative to pretest in a manner consistent with the unsupervised learning condition.Implications of these findings for semi-supervised learning research and theories of category learning are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/938845vn","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Patterson","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29255/galley/19126/download/"}]},{"pk":28766,"title":"Sensitivity to Temporal Community Structure in the Language Domain","subtitle":null,"abstract":"The interrelatedness of lexical items, typically defined in termsof semantic or phonological overlap, has been shown toinfluence language learning. Given that language also containssequential structure, we investigate here whether temporaloverlap among words, formalized in graph theoretical terms asdisplaying the property of community structure, might alsohave consequences for learning. We create a graph organizedinto clusters of densely interconnected nodes with relativelysparse external connections. After assigning a novelpseudoword to each node in the graph, we generate acontinuous sequence of visually-presented items by walkingalong its edges. Word-by-word reading times suggest thatlearners are indeed sensitive to temporal overlap.Compellingly, we also demonstrate that prior exposure tosequences organized into temporal communities influencesperformance on a subsequent word recognition task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"network science; statistical learning; languageacquisition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xk1m3m5","frozenauthors":[{"first_name":"Kendra","middle_name":"V.","last_name":"Lange","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"Carol","middle_name":"A.","last_name":"Miller","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"Daniel","middle_name":"J.","last_name":"Weiss","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"Elisabeth","middle_name":"A.","last_name":"Karuza","name_suffix":"","institution":"The Pennsylvania State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28766/galley/18637/download/"}]},{"pk":28547,"title":"Sensorimotor Norms: Perception and Action Strength norms for 40,000 words","subtitle":null,"abstract":"Sensorimotor information plays a fundamental role incognition. However, datasets of ratings of sensorimotorexperience have generally been restricted to several hundredwords, leading to limited linguistic coverage and reducedstatistical power for more complex analyses. Here, we presentmodality-specific and effector-specific norms for 39,954concepts across six sensory modalities (touch, hearing, smell,taste, vision, and interoception) and five action effectors(mouth/throat, hand/arm, foot/leg, head excluding mouth, andtorso), which were gathered from 4,557 participants whocompleted a total of 32,456 surveys using Amazon'sMechanical Turk platform. The dataset therefore representsone of the largest set of semantic norms currently available.We describe the data collection procedures, provide summarydescriptives of the data set, demonstrate the utility of thenorms in predicting lexical decision times and accuracy, aswell as offering new insights and outlining avenues for futureresearch. Our findings will be of interest to researchers inembodied cognition, cognitive semantics, sensorimotorprocessing, and the psychology of language generally. Thescale of this dataset will also facilitate computationalmodelling and big data approaches to the analysis of languageand conceptual representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"embodied cognition; semantics; norms"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wj2b4w4","frozenauthors":[{"first_name":"Dermot","middle_name":"","last_name":"Lynott","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Louise","middle_name":"","last_name":"Connell","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Marc","middle_name":"","last_name":"Brysbaert","name_suffix":"","institution":"Ghent University","department":""},{"first_name":"James","middle_name":"","last_name":"Brand","name_suffix":"","institution":"University of Canterbury","department":""},{"first_name":"James","middle_name":"","last_name":"Carney","name_suffix":"","institution":"Brunel University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28547/galley/18418/download/"}]},{"pk":28501,"title":"Separating object resonance and room reverberation in impact sounds","subtitle":null,"abstract":"Everyday hearing requires inferring the causal factors that produce a sound, as when we separate the acoustic effectsof the environment (reverberation) from those of sound sources. Here we consider perceptual inferences from impactsounds, in which the resonance of a struck object provides cues to its material, but via acoustic effects that might benontrivial to disentangle from reverberation. We investigated whether and how humans separate the effects of objectresonance and reverberation in a material classification task. For comparison, we implemented a Bayesian observer thatinferred material from a generative model of object sounds without reverberation. Humans were robust to reverberation,whereas the model was not. However, human robustness was specific to reverberation consistent with the statistics ofnatural environments. The results suggest that humans use internal models of room and object acoustics to determine theirrespective contributions to sound, providing an example of causal inference in audition.","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/00h8w7q9","frozenauthors":[{"first_name":"Jennifer","middle_name":"","last_name":"Hu","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"James","middle_name":"","last_name":"Traer","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Josh","middle_name":"","last_name":"McDermott","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28501/galley/18372/download/"}]},{"pk":28899,"title":"Sequential diagnostic reasoning with independent causes","subtitle":null,"abstract":"In real world contexts of reasoning about evidence, that evi-dence frequently arrives sequentially. Moreover, we often can-not anticipate in advance what kinds of evidence we will even-tually encounter. This raises the question of what we do to ourexisting models when we encounter new variables to consider.The standard normative framework for probabilistic reasoningyields the same ultimate outcome whether multiple pieces ofevidence are acquired in sequence or all at once, and it is in-sensitive to the order in which that evidence is acquired. Thisequivalence, however, holds only if all potential evidence isincorporated in a single model from the outset. Hence little isknown about what happens when evidence sets are expandedincrementally. Here, we examine this contrast formally and re-port the results of the first study, to date, that examines howpeople navigate such expansions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sequential diagnostic reasoning; sequential causalstructure learning; causal Bayesian networks; order effects"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5t09h3pb","frozenauthors":[{"first_name":"Marko","middle_name":"","last_name":"Tesic","name_suffix":"","institution":"University of London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28899/galley/18770/download/"}]},{"pk":29295,"title":"Shame on you! A computational linguistic analysis of shame expressions","subtitle":null,"abstract":"The current study explored the unique linguistic characteristics\nof the self-conscious emotion shame. The data used for the\nanalyses were part of two larger studies in which semi-\nstructured interview techniques were used that had learners\ndescribe shameful or frustrating experiences in the context of\npsychology and engineering courses. Results revealed when\ndescribing an experience of shame, learners use significantly\nmore positive emotional words, significantly more words\nassociated with anxiety, and significantly fewer words\nassociated with anger. Additionally, learners use simpler\nsyntax, more abstract words, and have less cohesive speech.\nEducational implications are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"emotions; shame; learning centered emotions;\ncognition; computational linguistic analysis"}],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80v4m3jd","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29295/galley/19166/download/"}]},{"pk":28846,"title":"Shared Evidence: It all depends…","subtitle":null,"abstract":"When reasoning about evidence, we must carefully consider\nthe impact of different structures. For instance, if in the\nprocess of evaluating multiple reports, we find they rely on\nthe same, shared evidence, then the support proffered by\nthose reports is dependent on that evidence. Critically,\nnormative accounts suggest that such a dependency results in\nredundant information across reports (reducing evidential\nsupport), relative to reports based on distinct items of\nevidence. In the present work we disentangle the structural\nand observation-based indicators of this form of dependency.\nIn so doing, we present novel findings that lay reasoners are\nnot only insensitive to shared evidence structures when\nupdating their beliefs, but also that reasoners do not\nnecessarily prefer more diverse sources of evidence. Finally,\nwe replicate prior effects in reasoning under uncertainty,\nincluding conservative sequential updating, and difficulty in\nintegrating contradictory reports.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"evidential reasoning; probabilistic reasoning;\ndependence; Bayesian Networks; belief updating"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5008d3h5","frozenauthors":[{"first_name":"Toby","middle_name":"D.","last_name":"Pilditch","name_suffix":"","institution":"University College London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28846/galley/18717/download/"}]},{"pk":28939,"title":"She Helped Even Though She Wanted to Play: Children Consider PsychologicalCost in Social Evaluations","subtitle":null,"abstract":"Sometimes we incur a high psychological cost (for example,forgo something we really like) in order to fulfill social ormoral obligations. How would the information of incurringpsychological costs influence children’s social evaluations?Prior work suggests that children do not recognize the virtueof resolving inner conflicts until age 8. In two studies, we de-confounded costs from inner conflicts and found that whenthe difficulty was not explicitly stated as having conflictingdesires (a self-interested desire and a moral desire) at once,most 8- to 9-year-olds and some 6 to 7-year-olds gave adult-like favorable evaluations of the character who overcamepsychological or physical difficulty to act morally. Moreover,neither adults nor children inferred conflicting moral andpersonal desires spontaneously. These together suggest thatchildren’s evaluation of moral virtue depends onunderstanding of cost rather than conflict: Physical cost isincorporated early in development, and psychological costlater.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Development"},{"word":"social cognition"},{"word":"moraldevelopment"},{"word":"Moral cognition"},{"word":"costs"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7c90s1vc","frozenauthors":[{"first_name":"Xin","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Tamar","middle_name":"","last_name":"Kushnir","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28939/galley/18810/download/"}]},{"pk":28836,"title":"Shift of probability weighting by joint and separate evaluations:Analyses of cognitive processesbased on behavioral experiment and cognitive modeling","subtitle":null,"abstract":"We examined whether probability weighting in decisions madeunder risk changed depending on the difference in evaluationmethods. In particular, we focused on two methods, joint eval-uation (JE) and separate evaluation (SE). We conducted a be-havioral experiment and found that participants put more prob-ability weight on small probability when using the SE methodthan when using JE, and that for large probabilities, the inversewas observed (i.e., participants put more weight in JE). We an-alyzed these results using a cognitive model and found that par-ticipants’ subjective value of money does not change owing todifferences in evaluation methods. However, beliefs concern-ing uncertain events shifted depending on evaluation methods,which led to the differences in probability weight. In this paper,we also discuss psychological mechanisms that produce differ-ent judgments or evaluations between SE and JE.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"probability weight; separate evaluation; joint eval-uation; computer simulation; cognitive model of decision mak-ing"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fb4d74p","frozenauthors":[{"first_name":"Yutaro","middle_name":"","last_name":"Onuki","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Hidehito","middle_name":"","last_name":"Honda","name_suffix":"","institution":"Yasuda Women’s University","department":""},{"first_name":"Toshihiko","middle_name":"","last_name":"Matsuka","name_suffix":"","institution":"Chiba University","department":""},{"first_name":"Kazuhiro","middle_name":"","last_name":"Ueda","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28836/galley/18707/download/"}]},{"pk":28949,"title":"Showing without telling: Indirect identification of psychosocial risks during andafter pregnancy","subtitle":null,"abstract":"During the perinatal period, psychosocial health risks, including depression and intimate partner violence, are associatedwith serious adverse health outcomes for both parent and child. To appropriately intervene, healthcare professionals mustfirst identify those at risk, yet stigma often prevents people from disclosing the information needed to prompt an assess-ment. We use techniques from natural language processing to indirectly identify psychosocial risks in the perinatal period.We apply latent Dirichlet allocation (LDA) and latent semantic indexing (LSI) to categorize themes from brief diary entriesby pregnant and postpartum women and apply sentiment analysis to characterize affect, then perform regularized regres-sion to predict diagnostic measures of depression and emotional intimate partner violence. Journal text entries quantifiedthrough sentiment analysis and topic models show promise for improved identification of depression and intimate partnerviolence, both stigmatized risks. Such methods may serve as an initial or complementary screening approach.","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/6bb643k4","frozenauthors":[{"first_name":"Kristen","middle_name":"","last_name":"Allen","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Alex","middle_name":"","last_name":"Davis","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Tamar","middle_name":"","last_name":"Krishnamurti","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28949/galley/18820/download/"}]},{"pk":28666,"title":"Simplicity and Probability in Human Judgment","subtitle":null,"abstract":"Children and adults prefer simpler to more complex explanations, a penchant they share with scientists and philoso-phers. While the preference has been widely remarked, its mechanisms and justification remain contested (Kitcher1987,Lombrozo 2007, Lombrozo2015). Explanations for the simplicity preference have included over-hypotheses, resourcerationality, pragmatic justifications, and quirks of the hypothesis generation process. We present a model of key resultsfrom Pacer and Lombrozo (Pacer2017) and show that one form of the simplicity bias can be explained on probabilisticgrounds alone. This modeling work provides an explanation for one manifestation of the simplicity bias, and allows usto formalize questions within the ’Explanation for Best Inference’ Framework (Lombrozo2015), asking explicitly whatmakes the best explanation ’best.’","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/65t4179b","frozenauthors":[{"first_name":"Tyler","middle_name":"","last_name":"Brooke-Wilson","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Jonathan","middle_name":"S.","last_name":"Rosenfeld","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Matthias","middle_name":"","last_name":"Hofer","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Junyi","middle_name":"","last_name":"Chu","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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28666/galley/18537/download/"}]},{"pk":28959,"title":"Simplicity preferences in young childrens decision-making","subtitle":null,"abstract":"Classic theories of multi-attribute choice typically assume that preferences are an additive function of attribute values.However recent work (Evers et al.) demonstrates a preference for simplicity that can violate the most basic assumptionsand predictions of conventional models. For example, a set of 7 colored pencils that are all unique colors are preferred overa set of 8 colored pencils with one redundant color. This preferential choice, however, cannot be explained by the utilityof consumption itself. Does this preference emerge as a result of adults substantial experience with such sets in the world(e.g., through shopping or organizing ones possessions), or is this preference present much earlier? Does the preference forsimplicity, in fact, facilitate cognitive encoding? We investigate these questions through a series of experiments conductedwith children in an effort to understand the emergence of this simplicity bias, and its connection to the development ofworking memory.","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/6hd2m4vf","frozenauthors":[{"first_name":"Rebecca","middle_name":"","last_name":"Canale","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"George","middle_name":"","last_name":"Loewenstein","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28959/galley/18830/download/"}]},{"pk":28670,"title":"Simulating Bilingual Word Learning: Monolingual and Bilingual Adults’ Use ofCross-Situational Statistics","subtitle":null,"abstract":"Children learning language in multilingual settings have tolearn that objects take different labels within each differentlanguage to which they are exposed. Previous research hasshown that adults can learn one-to-one and two-to-one word-object mappings via cross-situational statistical learning(CSSL), and that socio-pragmatic cues may differentiallyinfluence monolingual and bilingual adults’ learning of suchmappings. However, the extent to which monolingual andbilingual learners can keep track of multiple labels frommultiple speakers has not yet been investigated. Wemanipulated the number of speakers in a CSSL task thatinvolved learning both mapping types. We successfullyreplicated previous studies that found that both monolingualsand bilinguals could learn both types of mappings via CSSL.In addition, we found that bilinguals showed a steeper learningrate for two-to-one mappings than monolinguals, andbilinguals were more likely to accept two words for the sameobject than monolinguals. These results show that the effect ofspeaker identity on tracking word-object mappings variesaccording to language experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; bilingualism; mutualexclusivity; cross-situational learning; word learning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/83k2z2bx","frozenauthors":[{"first_name":"Kin","middle_name":"Chung Jacky","last_name":"Chan","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Lancaster University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28670/galley/18541/download/"}]},{"pk":28484,"title":"Simulating Explanatory Coexistence:Integrated, Synthetic, and Target-Dependent Reasoning","subtitle":null,"abstract":"Understanding the cognitive structure of explanations— andthe cognitive processes that assemble them— is a milestonefor understanding how people learn and communicate. Re-cent research on explanatory coexistence suggests that peo-ple’s causal beliefs are less globally coherent than previouslythought: people use seemingly-competing supernatural and bi-ological causes to explain different aspects of the same phe-nomenon, or they assemble supernatural and biological causesinto single, coherent explanations (Legare & Gelman, 2008;Legare & Shtulman, 2018; Shtulman & Lombrozo, 2016).This coexistence— and unexpected coherence— of diversecausal mechanisms poses interesting questions about the roleof coherence and fragmentation in people’s mental models andexplanations. This paper presents a computational model ofexplanatory coherence in the well-characterized domain of dis-ease transmission, extending a previous cognitive model ofexplanation-based conceptual change (Friedman, Forbus, &Sherin, 2018). Our approach (1) retrieves diverse causal modelfragments based on the phenomenon to explain, (2) assem-bles coherent causal models using relevance-directed abduc-tive reasoning, and (3) selects explanatory paths that supportwithin-explanation and within-scenario coherence. Our modelsimulates the three different types of explanatory coexistencedetailed in the literature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive modeling; explanatory coexistence; AI;abductive reasoning; explanation"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7k97m6jd","frozenauthors":[{"first_name":"Scott","middle_name":"E.","last_name":"Friedman","name_suffix":"","institution":"Smart Information Flow Technologies","department":""},{"first_name":"Micah","middle_name":"B.","last_name":"Goldwater","name_suffix":"","institution":"The University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28484/galley/18355/download/"}]},{"pk":29001,"title":"Single Template vs. Multiple Templates: Examining the Effects of ProblemFormat on Performance","subtitle":null,"abstract":"Classroom and lab-based research have shown the advantages of exposing students to a variety of problems with formatdifferences between them, compared to giving students problem sets with a single problem format. The rapid developmentof technologies such as intelligent tutoring systems (ITS) in education affords the opportunity to automatically generateand adapt problem content for practice and assessment purposes. In this paper, we investigate whether this approach canbe effectively deployed to an ITS, conducting a randomized controlled trial to compare students who practiced problemsbased on a single template and those who were exposed to problems based on multiple templates, both in the same ITS.Results show no statistically significant difference in the two conditions on students post-test performance and hint requestbehavior. However, students who saw multiple templates spent more time to answer the practice items compared tostudents who solved problems of a single structure.","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/0rm0s8p8","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Jiang","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Victoria","middle_name":"","last_name":"Almeda","name_suffix":"","institution":"Cambridge","department":""},{"first_name":"Shimin","middle_name":"","last_name":"Kai","name_suffix":"","institution":"Teachers College Columbia University","department":""},{"first_name":"Ryan","middle_name":"","last_name":"Baker","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Korinn","middle_name":"","last_name":"Ostrow","name_suffix":"","institution":"Worcester Polytechnic Institute","department":""},{"first_name":"Paul","middle_name":"Salvador","last_name":"Inventado","name_suffix":"","institution":"California State University Fullerton","department":""},{"first_name":"Peter","middle_name":"","last_name":"Scupelli","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29001/galley/18872/download/"}]},{"pk":29209,"title":"Sizing Up Relations: Dimensions on Which Stimuli Vary Affect Likelihood ofAdults’ Relational Processing","subtitle":null,"abstract":"Relational reasoning is central to much of human-unique cognition including artistic metaphor, scientific analogy. Whilemuch research has addressed the process of relational reasoning, the conditions under which relational reasoning is en-gaged in at all remains under-explored.This work examines the relationship between dimensions on which stimuli vary and the likelihood that these stimuli willbe processed relationally by adults. We use a modified relational-match-to-sample paradigm: One of the two choicescontains a relational match with the target, the other contains a partial object match. Changing dimensions on which thestimuli vary dramatically effects the likelihood that adults process them relationally (i.e. make relational matches) - from56% when stimuli vary on shape and color to 98% when stimuli vary on size alone. This is despite the relational contentof the task remaining identical throughout.We discuss implications of these results for designing stimuli, and for theories of relational reasoning generally.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21b389zm","frozenauthors":[{"first_name":"Ivan","middle_name":"","last_name":"Kroupin","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29209/galley/19080/download/"}]},{"pk":28973,"title":"Skill Acquisition in a Dynamic Collaborative Task","subtitle":null,"abstract":"Skill acquisition studies have generally focused on individual tasks, such as language learning, learning how to use a texteditor or how to play video games. Here we present a study that investigates how subjects learn to work in a team in adynamic collaborative task. The task - Coop Space Fortress - is a modification of a computer game used extensively inresearch, in which subjects fly space ships in a frictionless environment and coordinate to destroy a space fortress. Whenlearning to play this computer game, subjects not only master the game controls, but also typically settle on team roles tomore efficiently achieve their goal, despite not being allowed to communicate.","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/6p70k44t","frozenauthors":[{"first_name":"Cvetomir","middle_name":"","last_name":"Dimov","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Shawn","middle_name":"","last_name":"Betts","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Dan","middle_name":"","last_name":"Bothell","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28973/galley/18844/download/"}]},{"pk":28893,"title":"Slang Generation as Categorization","subtitle":null,"abstract":"Slang is a common device for expressivity in natural lan-guage. While slang has been studied extensively as a socialphenomenon, its cognitive bases are not well understood. Weformulate the processes of slang generation as a categoriza-tion problem. We explore a set of cognitive models of catego-rization that recommend slang words based on intended refer-ents of the speaker beyond the existing senses of words. Wetest these models against a large repertoire of slang sense def-initions from the Online Slang Dictionary and show that thecategorization models predict slang word choices substantiallybetter than chance, without explicit consideration of externalsocial factors. We also show that words similar in existingsenses tend to extend to similar novel slang senses, reflecting aprocess of parallel semantic change. Our work helps to groundtheories of slang in cognitive models of categorization and pro-vides the potential for machine processing of informal naturallanguage.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"informal language; slang; generative model; cate-gorization; language and cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4dv6n703","frozenauthors":[{"first_name":"Zhewei","middle_name":"","last_name":"Sun","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Richard","middle_name":"","last_name":"Zemel","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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28893/galley/18764/download/"}]},{"pk":28487,"title":"Sleep Does not Help Relearning Declarative Memories in Older Adults","subtitle":null,"abstract":"How sleep affects memory in older adults is a critical topic,since age significantly impacts both sleep and memory. Fordeclarative memory, previous research reports contradictoryresults, with some studies showing sleep-dependent memoryconsolidation and some other not. We hypothesize that thisdiscrepancy may be due to the use of recall as the memorymeasure, a demanding task for older adults. The present paperfocuses on the effect of sleep on relearning, a measure thatproved useful to reveal subtle, implicit memory effects.Previous research in young adults showed that sleeping afterlearning was more beneficial to relearning the same Swahili-French word pairs 12 hours later, compared with the sameinterval spent awake. In particular, those words that could notbe recalled were relearned faster when participants previouslyslept. The effect of sleep was also beneficial for retention aftera one-week and a 6-month delay. The present study used thesame experimental design in older adults aged 71 on averagebut showed no significant effect of sleep on consolidation, onrelearning, or on long-term retention. Thus, even when usingrelearning speed as the memory measure, the consolidatingeffect of sleep in older adults was not demonstrated, inalignment with some previous findings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sleep-dependent memory consolidation; ageing;learning; relearning; repeated practice"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8d08w6dd","frozenauthors":[{"first_name":"Emilie","middle_name":"","last_name":"Gerbier","name_suffix":"","institution":"Université Côte d’Azur","department":""},{"first_name":"Guillaume","middle_name":"T.","last_name":"Vallet","name_suffix":"","institution":"Université Clermont Auvergne","department":""},{"first_name":"Thomas","middle_name":"C.","last_name":"Toppino","name_suffix":"","institution":"Villanova University","department":""},{"first_name":"Stéphanie","middle_name":"","last_name":"Mazza","name_suffix":"","institution":"Université Lyon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28487/galley/18358/download/"}]},{"pk":35945,"title":"Social Justice Literacies in the English Classroom: Teaching Practice in Action by Ashley S. Boyd","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hm4x3c1","frozenauthors":[{"first_name":"Xiatinghan","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35945/galley/26799/download/"}]},{"pk":29089,"title":"Social Learning and Decisional Constraints in Uncertain Environments","subtitle":null,"abstract":"The ability to learn from others is central to our species. At the same time, we are more than able to independently learnfrom our own experience. Investigating how these pathways function in concert, past research has looked at how we inte-grate what can be learned from others with our own observations. To do so, social information is typically operationalizedas observed behavior. However, social information often comes in the form of normative advice. Humans have been shownto value decisional freedom and reject constraints to it. Some forms of social information, such as normative advice, plau-sibly comprise potential for both social learning and perceived constraint. Past research on decisional constraints posed bysocial information has been of limited granularity. We present an experimental framework to study behavior in the face ofnormative social information and explore data from two experiments using computational modeling.","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/5260g6g6","frozenauthors":[{"first_name":"Marius","middle_name":"","last_name":"Vollberg","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Matthias","middle_name":"","last_name":"Hofer","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Mina","middle_name":"","last_name":"Cikara","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29089/galley/18960/download/"}]},{"pk":29270,"title":"Socio-economic related differences in the use of variation sets in naturalistic childdirected speech. A study with Argentinian population","subtitle":null,"abstract":"Child-directed speech (CDS), compared to speech between adults, shows a higher amount of repetitiveness, particularlyof sequences of utterances with self-repetitions. This phenomena, known as variation sets, has been found to be beneficialfor learning. Although previous findings indicated socio-economic status (SES) effects on the quantity of variation sets,they were based on data from child-parent dyadic interactions in play situations. Given that SES comprises interrelatedfactors affecting childrens quotidianity, here we examine SES effects on the use of variation sets in long recordings ofthe family naturalistic environment of 30 low and middle SES Argentinian children (8 to 20 months). Variation sets wereautomatically extracted from CDS provided by all the participants. Results demonstrated the effects of two factors relatedto SES-differences: while parents education showed a positive relation to the quantity and extension of variation sets, thenumber of people living in the household influenced it negatively.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5p29c1j7","frozenauthors":[{"first_name":"Celia","middle_name":"Rosemberg","last_name":"Rosemberg","name_suffix":"","institution":"National Council of ScientificResearch, Argentina","department":""},{"first_name":"Florencia","middle_name":"Alam","last_name":"Alam","name_suffix":"","institution":"National Council of Scientific and Technical Research","department":""},{"first_name":"Leandro","middle_name":"","last_name":"Garber","name_suffix":"","institution":"CONICET","department":""},{"first_name":"Alejandra","middle_name":"","last_name":"Stein","name_suffix":"","institution":"CONICET","department":""},{"first_name":"Maia","middle_name":"Julieta","last_name":"Migdalek","name_suffix":"","institution":"National Council of ScientificResearch, Argentina","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29270/galley/19141/download/"}]},{"pk":28551,"title":"Something about us: Learning first person pronoun systems","subtitle":null,"abstract":"Languages partition semantic space into linguistic cate-gories in systematic ways. In this study, we investigatea semantic space which has received sustained attentionin theoretical linguistics: person. Person systems con-vey the roles entities play in the conversational context(i.e., speaker(s), addressee(s), other(s)). Like other lin-guistic category systems (e.g. color and kinship terms),not all ways of partitioning the person space are equallylikely. We use an artificial language learning paradigm totest whether typological frequency correlates with learn-ability of person paradigms. We focus on first personsystems (e.g., ‘I’ and ‘we’ in English), and test the predic-tions of a set of theories which posit a universal set of fea-tures (±exclusive, and ±minimal) to capture this space.Our results provide the first experimental evidence forfeature-based theories of person systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"artificial language learning; categorization;person systems; extrapolation; typology; linguistic uni-versals"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nh3s85p","frozenauthors":[{"first_name":"Mora","middle_name":"","last_name":"Maldonado","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Culbertson","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28551/galley/18422/download/"}]},{"pk":28793,"title":"Source reliability and the continued influence effect of misinformation: A Bayesiannetwork approach","subtitle":null,"abstract":"Misinformation, and its impact on society, has become anincreasingly topical field of study of late. A body of literatureexists that suggests misinformation can retain an influenceover beliefs despite subsequent retraction, known as theContinued Influence Effect (CIE). Researchers have arguedthis to be irrational. However, we show using a Bayesianformalism why this argument is overly assumptive, pointingto (previously overlooked) considerations of reliability of, anddependence between, misinforming and retracting sources.We demonstrate that lay reasoners intuitively endorseassumptions that demarcate CIE as a rational process, basedon the fact misinformation precedes its retraction. Moreover,despite using established CIE materials, we further upturn theapplecart by finding participants show CIE, and appropriatelypenalize the reliabilities of contradicting sources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Continued Influence Effect; Negation;Reliability; Dependency; Reasoning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/15p7s3kb","frozenauthors":[{"first_name":"Jens","middle_name":"Koed","last_name":"Madsen","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Saoirse","middle_name":"Connor","last_name":"Desai","name_suffix":"","institution":"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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28793/galley/18664/download/"}]},{"pk":28593,"title":"Sources of knowledge in children’s acquisition of the successor function","subtitle":null,"abstract":"The successor function a recursive function S which states that for every natural number n, S(n) = n+1 underlies ourunderstanding of the natural numbers as an infinite class. Recent work has found that acquisition of this logical propertyis surprisingly protracted, completed several years after children master the counting procedure. While such work linkssuccessor knowledge with counting mastery, the exact processes underlying this developmental transition remain unclear.Here, we examined two possible mechanisms: (1) recursive counting knowledge, and (2) formal training with the +1 rulein arithmetic. We find that while both recursive counting and arithmetic mastery predict successor knowledge, arithmeticperformance is significantly lower than measures of recursive counting for all children. This dissociation suggests childrendo not generalize the successor function from trained mathematics; rather, we find evidence consistent with the hypothesisthat successor knowledge is supported by the extraction of recursive counting rules.","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/75c9n60v","frozenauthors":[{"first_name":"Rose","middle_name":"","last_name":"Schneider","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Kaiqi","middle_name":"","last_name":"Guo","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28593/galley/18464/download/"}]},{"pk":29166,"title":"Space Matters: Investigating the influence of spatial information on subjectivetime perception","subtitle":null,"abstract":"Although understood that time perception is subjective, the underlying cognitive mechanisms are not well described. Eventsegmentation theories propose that spatial information serves to segment experienced information in discrete units whichthen can be used to estimate time. Based on this theory, we explored whether subjective time perception is influenced bythe amount of perceived spatial information. A group of young participants viewed short videos of episodes that includeda spatial change (e.g., moving through doorways) or no spatial change. In one experiment, participants were asked toestimate a given time duration while viewing the video and in a second experiment, participants estimated the time of thevideo after viewing. Across experiments, videos with spatial change were associated with more accurate time perceptionestimates than those without spatial changes. These results highlight the important role of spatial processing in directingthe experience of time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0s91n2x5","frozenauthors":[{"first_name":"Can","middle_name":"","last_name":"Fenerci","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Myles","middle_name":"","last_name":"LoParco","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Kevin","middle_name":"","last_name":"da Silva-Castanheira","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Signy","middle_name":"","last_name":"Sheldon","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29166/galley/19037/download/"}]},{"pk":29238,"title":"Spatial Alignment Enhances Comparison of Complex Educational Visuals","subtitle":null,"abstract":"Grasping relational concepts is facilitated by comparing their representations. Previously, Matlen et al (2014; underreview) found that for simple visual figures, the comparison process was optimized when the visuals were placed in directspatial alignment, such that the main axes of the visuals run perpendicular to their placement (e.g., horizontal figures placedvertically), relative to impeded spatial alignment, when the axes run parallel to their placement. In the present work,we tested this spatial alignment effect using complex naturalistic stimuli, consisting of skeletal structures. Participantsidentified anomalous bones by comparing a correct skeleton with a skeleton that had an incorrect bone. Participants weremore accurate when skeletal structures were placed in direct (M=.90) relative to impeded (M=.84) alignment (p¡.01).Given the relevance of these findings to education, we are formally coding visuals in middle-school science textbooksbased on their spatial alignment and will present these results at the conference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bk7f014","frozenauthors":[{"first_name":"Bryan","middle_name":"","last_name":"Matlen","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Jee","name_suffix":"","institution":"Worcester State University","department":""},{"first_name":"Nina","middle_name":"","last_name":"Simms","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29238/galley/19109/download/"}]},{"pk":28595,"title":"Spatial Memory of Immediate Environments","subtitle":null,"abstract":"Memorizing and retrieving information about the spatial layoutof one’s surrounding is of crucial importance for humans. Wepropose a new theory of spatial memory of immediate envi-ronments and develop a corresponding computational realiza-tion. We detail how the theory explains key findings on humanspatial memory (use) and show that the computational real-ization accounts well for human behavior from three pertinentexperiments. One implication of the theory’s success is thatenduring spatial memory representations may best be concep-tualized as flexible combinations of representation structuresand reference frames.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"spatial memory; spatial reference frames; interfer-ence; perspective taking; computational modeling"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9k30f8d1","frozenauthors":[{"first_name":"Holger","middle_name":"","last_name":"Schultheis","name_suffix":"","institution":"University of Bremen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28595/galley/18466/download/"}]},{"pk":29173,"title":"Spatial-Numeric Associations Distort Estimates of Causal Strength","subtitle":null,"abstract":"When individuals provide magnitude estimates using numeric scales, they may be influenced by spatio-numeric biases.In Western, English-speaking cultures smaller magnitudes are associated with the left side of space and larger with theright. We demonstrated the impact of spatial-numeric associations on judgments of causal strength in two trial-by-trialcausal learning experiments. Causes appeared on either the left or right side of a computer screen. In Experiment 1,participants made casual judgments using a number line either increasing in magnitude from left to right or decreasingin magnitude from left to right. In Experiment 2, participants made judgments using a non-linear circular target with thedepth of hue saturation representing causal strength. In Experiment 1, participants gave higher causal ratings to causesappearing in the space associated with larger numbers on the number line. These influences disappeared when the linearityof spatial-numeric associations was removed in 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/1pp3r80r","frozenauthors":[{"first_name":"Kelly","middle_name":"","last_name":"Goedert","name_suffix":"","institution":"Seton Hall University","department":""},{"first_name":"Daniel","middle_name":"W.","last_name":"Czarnowski","name_suffix":"","institution":"Seton Hall University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29173/galley/19044/download/"}]},{"pk":29278,"title":"Spatial Preferences in Everyday Activities","subtitle":null,"abstract":"Many everyday activities pose only weak constraints on the order, in which certain actions have to be performed. Whensetting the table, for example, any order of putting the required items on the table will be fine as long as all necessary itemsare on the table eventually. Despite the commonality of weakly constrained sequences in everyday activities, little is knownabout how humans deal with such sequences. In this contribution, we argue that humans do not order weakly constrainedactions arbitrarily, but exhibit systematic patterns of orderings, which we term ordering preferences. Moreover, we arguethat the task environment’s spatial layout and its mental representation are key factors in determining such preferences.An initial empirical study on table setting corroborates this reasoning by revealing ordering preferences that seem to bebased on a regionalization of space and the distances between the regions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ws8z0q2","frozenauthors":[{"first_name":"Holger","middle_name":"","last_name":"Schultheis","name_suffix":"","institution":"University of Bremen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29278/galley/19149/download/"}]},{"pk":29023,"title":"Spatial Representations of Symbolic Fractions and Nonsymbolic Ratios: SNARCEffect and Number Line Estimation","subtitle":null,"abstract":"Recent research on numerical cognition has begun to systematically detail the ability to perceive the magnitudes of sym-bolic fractions and non-symbolic ratios. The current study extended this line of research by investigating spatial represen-tations of symbolic fractions and nonsymbolic ratios with two behavioral measures: the Spatial-Numerical Associationof Response Codes (SNARC) effect and number line estimation. The two research questions were: 1) what are the simi-larities and differences of spatial representations between symbolic fractions and nonsymbolic ratios? 2) do mechanismsdriving the SNARC effect and performance on number line estimation rely on a shared cognitive mechanism? Participantscompleted four tasks: magnitude comparison with symbolic fractions, magnitude comparison with nonsymbolic ratios,number line estimation with symbolic fractions, and number line estimation with nonsymbolic ratios. Results suggestedthe existence of both shared and specific spatial representations of symbolic fractions and nonsymbolic ratios. Moreover,individual participants SNARC effects and number line estimation performances were not correlated with each other.Findings further elucidate the relations between different spatial representations for symbolic fractions and nonsymbolicratios and cast doubt on the prospect of their sharing common cognitive mechanisms.","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/6nw3170p","frozenauthors":[{"first_name":"Rui","middle_name":"","last_name":"Meng","name_suffix":"","institution":"University of Wisconsin Madison","department":""},{"first_name":"Percival","middle_name":"","last_name":"Matthews","name_suffix":"","institution":"University of Wisconsin Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29023/galley/18894/download/"}]},{"pk":28998,"title":"Spatial Updating Based on Visually Signaled Self-motion in Virtual Reality","subtitle":null,"abstract":"Spatial updating during self-motion can be effortless, however, in virtual reality if there are inconsistent cues about self-motion, spatial updating of egocentric representations of object locations usually relies on perceived scene motion orimagery of a spatial situation model. Strong presence and illusory self-motion with a quick onset are presumed necessaryfor effortless spatial updating if self-motion is signaled visually only. In the reported experiment, participants performedspatial updating compensating for visually signaled forward self-motion in a virtual scene presented in a head-mounteddisplay. Higher visual detail in the scene improved performance only slightly. Overall, the result pattern suggests thatparticipants did not experience illusory self-motion that could support effortless updating despite more favorable conditionsthan in a previous study. Several modifications to the experiment are discussed as further tests of conditions fosteringeffortless updating in virtual reality.","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/2mg194rb","frozenauthors":[{"first_name":"Georg","middle_name":"","last_name":"Jahn","name_suffix":"","institution":"Chemnitz University of Technology","department":""},{"first_name":"Manuel","middle_name":"","last_name":"Dudczig","name_suffix":"","institution":"Institute for Machine Tools and Production Processes","department":""},{"first_name":"Philipp","middle_name":"","last_name":"Klimant","name_suffix":"","institution":"Institute for Machine Tools and Production Processes","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28998/galley/18869/download/"}]},{"pk":28874,"title":"Speaker-specific adaptationto variable use of uncertainty expressions","subtitle":null,"abstract":"Speakers exhibit variability in their choice between uncertaintyexpressions such as might and probably. Recent work hasfound that listeners cope with such variability by updating theirexpectations about how a specific speaker uses uncertainty ex-pressions when interacting with a single speaker. However, itis still unclear to what extent listeners form speaker-specificexpectations for multiple speakers and to what extent listenersare adapting to a situation independent of the speakers. Here,we take a first step towards answering these questions. In Ex-periment 1, listeners formed speaker-specific expectations af-ter being exposed to two speakers whose use of uncertaintyexpressions differed. In Experiment 2, listeners who were ex-posed to two speakers with identical use of uncertainty expres-sions formed considerably stronger expectations than in Exper-iment 1. This suggests that listeners form both speaker-specificand situation-specific expectations. We discuss the implica-tions of these results for theories of adaptation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"psycholinguistics; semantics; pragmatics; adapta-tion; uncertainty expressions"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2bz715sm","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Schuster","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Judith","middle_name":"","last_name":"Degen","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28874/galley/18745/download/"}]},{"pk":28898,"title":"Speaking but not Gesturing Predicts Motion Event Memory\nWithin and Across Languages","subtitle":null,"abstract":"In everyday life, people see, describe and remember motion\nevents. We tested whether the type of motion event\ninformation (path or manner) encoded in speech and gesture\npredicts which information is remembered and if this varies\nacross speakers of typologically different languages. We focus\non intransitive motion events (e.g., a woman running to a tree)\nthat are described differently in speech and co-speech gesture\nacross languages, based on how these languages typologically\nencode manner and path information (Kita & Özyürek, 2003;\nTalmy, 1985). Speakers of Dutch (n = 19) and Turkish (n = 22)\nwatched and described motion events. With a surprise (i.e.\nunexpected) recognition memory task, memory for manner and\npath components of these events was measured. Neither Dutch\nnor Turkish speakers’ memory for manner went above chance\nlevels. However, we found a positive relation between path\nspeech and path change detection: participants who described\nthe path during encoding were more accurate at detecting\nchanges to the path of an event during the memory task. In\naddition, the relation between path speech and path memory\nchanged with native language: for Dutch speakers encoding\npath in speech was related to improved path memory, but for\nTurkish speakers no such relation existed. For both languages,\nco-speech gesture did not predict memory speakers. We\ndiscuss the implications of these findings for our understanding\nof the relations between speech, gesture, type of encoding in\nlanguage and memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Motion events; Memory; Cross-linguistic\ndifferences; Co-speech gesture"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6pv7w93q","frozenauthors":[{"first_name":"Marlijn","middle_name":"","last_name":"ter Bekke","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Aslı","middle_name":"","last_name":"Özyürek","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Ercenur","middle_name":"","last_name":"Ünal","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28898/galley/18769/download/"}]},{"pk":28460,"title":"Speech Processing does not Involve Acoustic Maintenance","subtitle":null,"abstract":"What happens to the acoustic signal after it enters the mind of a listener during real-time speech processing? Sinceprocessing involves extracting linguistic evidence from multiple, temporally distinct sources of information, successfulcommunication relies on a listeners ability to combine these potentially disparate signals. Previous work has shown thatlisteners are able to maintain, and rationally update, some type of intermediate representations over time. However, exactlywhat type of information is being maintainedbe it acoustic-phonetic or rather a probability distribution over phonemeshasbeen underspecified. In this paper we present a perception experiment aimed at identifying the internal contents of in-termediate representations in speech processing. Using an accent-adaptation paradigm, we find that listeners adapt tomodulated acoustic signal when the corresponding orthography is provided before the audio, but not when audio followsthe orthography. This supports the position that intermediate representations are uncertainty-distributions over discreteunits (e.g. phonemes) and that, by default, speech processing involves no maintenance of the acoustic-phonetic signal.","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/83n614k5","frozenauthors":[{"first_name":"Spencer","middle_name":"","last_name":"Caplan","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Alon","middle_name":"","last_name":"Hafri","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"John","middle_name":"","last_name":"Trueswell","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28460/galley/18331/download/"}]},{"pk":29051,"title":"SpotLight on Dynamics of Individual Learning","subtitle":null,"abstract":"How do individuals learn a complex task? Averaging performance over a group of individuals implicitly assumes that onlyone set of methods exists for accomplishing the task and that all learners acquire those methods in the same sequence.Rather than profiling a mythical “average subject”, we focus on individuals using SpotLight – a tool for analyzing changesin individual performance as a complex task is learned. Specifically, we investigate 9 individuals who spent 31 hourslearning the task of Space Fortress (SF). The SpotLight enables us to uncover the evolution of strategies and the iterativeefforts of individuals to explore and devise new ways to improve performance. To our surprise, these players seem tohave followed a common ‘design for the weakest link’ rule, in which after the current weakest link of performance isstrengthened, an individual’s attention turns to the next weakest link.","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/3dd08053","frozenauthors":[{"first_name":"Roussel","middle_name":"","last_name":"Rahman","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Wayne","middle_name":"","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29051/galley/18922/download/"}]},{"pk":28822,"title":"Stability-Flexibility Dilemma in Cognitive Control:A Dynamical System Perspective","subtitle":null,"abstract":"Constraints on control-dependent processing have become afundamental concept in general theories of cognition that ex-plain human behavior in terms of rational adaptations to theseconstraints. However, theories miss a rationale for why suchconstraints would exist in the first place. Recent work suggeststhat constraints on the allocation of control facilitate flexibletask switching at the expense of the stability needed to supportgoal-directed behavior in face of distraction. Here, we formu-late this problem in a dynamical system, in which control sig-nals are represented as attractors and in which constraints oncontrol allocation limit the depth of these attractors. We deriveformal expressions of the stability-flexibility tradeoff, showingthat constraints on control allocation improve cognitive flexi-bility but impair cognitive stability. Finally, we provide evi-dence that human participants adapt higher constraints on theallocation of control as the demand for flexibility increases butthat participants deviate from optimal constraints.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive control; task switching; stability-flexibility tradeoff; bounded rationality; capacity constraints"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3342x11v","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Musslick","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Anastasia","middle_name":"","last_name":"Bizyaeva","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Shamay","middle_name":"","last_name":"Agaron","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Naomi","middle_name":"","last_name":"Leonard","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Jonathan","middle_name":"D.","last_name":"Cohen","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28822/galley/18693/download/"}]},{"pk":29125,"title":"Stability of Core Language Skill from Infancy to Adolescence in Typical andAtypical Development","subtitle":null,"abstract":"Individual differences are a central characteristic of child language, and a conceptual issue in language and developmentalscience is stability. Language was evaluated at 6 months and annually through 15 years in 5167 (50.2% girls) white,monolingual singletons: 4111 typically developing children; 435 moderate-late and 51 very preterm children; 322 childrenwith dyslexia; 89 children with autism; and 221 children who had mild and/or moderate hearing impairment. Structuralequation modelling showed both typical and atypically developing childrens language skills had medium to large averagestabilities between successive waves over the span of 15 years, even accounting for child nonverbal intelligence andsociability and maternal age and education. The strong stability of child language skill from early in development acrosstypical and at-risk groups points to a highly conserved and robust individual-differences characteristic and underscoresthe importance of identifying lagging language skills and promoting childrens language environment well before formalschooling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zn7m5j1","frozenauthors":[{"first_name":"Marc","middle_name":"","last_name":"Bornstein","name_suffix":"","institution":"NICHD & IFS, Bethesda","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29125/galley/18996/download/"}]},{"pk":28990,"title":"Statistical Learning Ability as a Measure of Cognitive Function","subtitle":null,"abstract":"Statistical Learning (SL), the ability to extract probabilistic information from the environment, is a subject of much debate.It appears intuitive that such a profound mechanism of learning should carry predictive power towards general cognitiveability. Yet, previous attempts have struggled to link SL ability to measures of general cognitive function, suffering fromlow correlations and mediocre test-retest reliability. Here, we deploy a new continuous auditory SL task that achieves hightest-retest reliability ( r = .8) and shows that SL ability does significantly correlate with general cognitive function (up tor =. 56). Results are discussed in light of i) the theoretical implications of the high test-retest reliability of our novel SLtask, ii) SL ability as a marker of general cognitive function, and iii) future methodological considerations.","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/77c0w2q7","frozenauthors":[{"first_name":"Steffen","middle_name":"","last_name":"Herff","name_suffix":"","institution":"Technology and Research (A*STAR)","department":""},{"first_name":"Nur","middle_name":"Amirah Abdul","last_name":"Rashid","name_suffix":"","institution":"Institute of Mental Health","department":""},{"first_name":"Jimmy","middle_name":"","last_name":"Lee","name_suffix":"","institution":"Institute of Mental Health","department":""},{"first_name":"Tih","middle_name":"Shih","last_name":"Lee","name_suffix":"","institution":"Duke-NUS Medical School","department":""},{"first_name":"Kat","middle_name":"","last_name":"Agres","name_suffix":"","institution":"Institute of High Performance Computing, A*STAR","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28990/galley/18861/download/"}]},{"pk":28791,"title":"Statistical learning creates implicit subadditive predictions","subtitle":null,"abstract":"The cognitive system readily learns when multiple cues\njointly predict a specific outcome. What is less known is how\nthe mind generates predictions when only a single cue is\npresent. In four experiments, participants were first exposed\nto two objects followed by a circle with a specific size or a\nspecific numeric value. Afterwards, participants viewed a\nsingle object and estimated the associated size or value.\nFinally, participants recalled the size or value that followed\nthe initial two objects. We found that the estimated size\nassociated with the single object was significantly smaller\nthan 100% but significantly larger than 50% of the recalled\nsize associated with the two objects. No participants were\nconsciously aware of the associations. The results reveal a\nnew consequence of statistical learning on automatic\ninferences: When multiple objects were previously associated\nwith an outcome, the single object is implicitly expected to\npredict a subadditive outcome.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Implicit learning; support theory; subadditive\ninferences; regularities; predictions"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4kr5c0sf","frozenauthors":[{"first_name":"Yu","middle_name":"","last_name":"Luo","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Jiaying","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28791/galley/18662/download/"}]},{"pk":28632,"title":"Statistical learning generates implicit conjunctive predictions","subtitle":null,"abstract":"The cognitive system readily detects statistical relationships\nwhere the presence of an object predicts a specific outcome.\nWhat is less known is how the mind generates predictions\nwhen multiple objects predicting different outcomes are\npresent simultaneously. Here we examine the rules with which\npredictions are made in the presence of two objects that are\nassociated with two distinct outcomes. In three experiments,\nparticipants first implicitly learned that an object predicted a\nspecific target location in a visual search task. When two\nobjects predicting two different target locations were present\nsimultaneously, participants were reliably faster to find the\ntarget when it appeared in the conjunctive location than in\ndisjunctive locations. This was true even if participants were\nnot consciously aware of the association between the objects\nand target locations. The results suggest that in the presence of\nmultiple predictors, statistical learning generates implicit\nexpectations about the outcomes in a conjunctive fashion.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"implicit learning"},{"word":"regularities"},{"word":"conjunctive\ninference"},{"word":"visual search"},{"word":"attention"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0z60r185","frozenauthors":[{"first_name":"Ru","middle_name":"Qi","last_name":"Yu","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Jiaying","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28632/galley/18503/download/"}]},{"pk":28815,"title":"Statistical Learning of Conjunctive Probabilities","subtitle":null,"abstract":"Most statistical learning studies focus on the learning oftransitional probabilities between adjacent elements in asequence, however, other statistical regularities may un-derpin different aspects of processing language and regu-larities in other domains. Here, we investigate how con-junctive statistical regularities (of the form A and B to-gether predict C) can be learned, and how this learningis impacted by similarity in representations analogousto that in unambiguous words, homonyms with mul-tiple unrelated meanings, and polysemes with multiplerelated meanings. We observed that provided the stimu-lus structure is relatively simple, participants are readilyable to learn conjunctive probabilities and display sen-sitivity to relatedness among representations. These re-sults open new theoretical possibilities for exploring thedomain-generality of how the learning and processingsystems merge conjunctive information in simple labo-ratory tasks and in natural language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Statistical Learning; Lexical Ambiguity;Transitional Probability; Conjunctive Probability"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nf5q4gd","frozenauthors":[{"first_name":"Di","middle_name":"","last_name":"Mo","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Blair","middle_name":"C.","last_name":"Armstrong","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28815/galley/18686/download/"}]},{"pk":28512,"title":"Statistical Learning Supports Word Learning and Memory","subtitle":null,"abstract":"Learning new words does not only require infants to find words in continuous speech, but also be remember recentlysegmented words and link them to meaning. Prior research has shown that statistical learning supports word learning.However, as infant statistical learning was typically tested immediately after familiarization with a speech stream, weknow very little about whether infants experience with statistical regularities supports long-term memory and future wordlearning. The current study was designed to shed light on the relationship between statistical learning, word learning, andmemory. We found that while both co-occurrence statistics and syllable frequency information support word learning inthe moment, co-occurrence information alone supports long-term memory for recently segmented candidate object labels.","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/32r9q9pf","frozenauthors":[{"first_name":"Ferhat","middle_name":"","last_name":"Karaman","name_suffix":"","institution":"Usak University","department":""},{"first_name":"Jill","middle_name":"","last_name":"Lany","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Hay","name_suffix":"","institution":"University of Tennessee","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28512/galley/18383/download/"}]},{"pk":28485,"title":"Stereotypes of Transgender Categories: Attributes and Lay Theories","subtitle":null,"abstract":"What is the descriptive content and guiding lay theory of transgender stereotypes? The recent rise in public visibilityand the numeric minority of this gender group make this an opportunity to understand not only the content of stereotypesapplied to transgender individuals today, but also the ontology of gender guiding the content of these stereotypes. Usingconvergent methods, we measure the descriptive content of transgender stereotypes and assess the role of essentialistbeliefs in guiding that content. We show that transgender categories are perceived less positively than cisgender categories,and that while perceptions of cisgender men and women differ sharply, those of transgender men and women show strikingsimilarity. Essentialist beliefs about gender exaggerate these patterns.","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/9nz4x8b1","frozenauthors":[{"first_name":"Natalie","middle_name":"","last_name":"Gallagher","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"GALEN","middle_name":"","last_name":"BODENHAUSEN","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28485/galley/18356/download/"}]},{"pk":28734,"title":"Stopping Rules In Information Acquisition At Varying Probabilities AndConsequences: An Integrated Psychophysiological Measures Approach","subtitle":null,"abstract":"An experiment aiming to assess the use of stopping rules in information acquisition was performed. An exploratoryexperimental paradigm was used. Participants (47 healthy individuals) were requested to make a decision in 24 financialscenarios with the possibility of buying information pieces. Participants were able to accept, reject or choose not todecide. Behavioral, EEG, ECG and Eyetracker data were recorded and integrated offline for analysis. Results showedthat participants followed primarily Bayesian calculations in order to determine when to cease information acquisition anddecide. Participants would tend to rely more on the valences (BAL) of the information acquired (positive or negative)than on sheer quantity. Acceptance tended to be made with mean positive BAL, rejection with mean negative BAL andprocrastination with mean zero BAL. Uncertainty was seen to affect the information acquisition and decision process;EEG data suggest Slow Cortical Potentials at fronto-central electrodes for risk with low consequences and uncertaintywith high consequences. Eyetracker data shows greater mean fixation time for decisions and information areas of interest(AOI). Heart rate data shows no difference in scenarios and/or information acquisition behavior, meaning that the decisionscenarios did not elicit significant emotional engagement. Integrated psychophysiological measures were of importantassistance to the conclusions given that they provided information as to what happened or not both behaviorally andphysiologically.","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/1zc587np","frozenauthors":[{"first_name":"Roberto","middle_name":"","last_name":"Guedes de Nonohay","name_suffix":"","institution":"UFRGS","department":""},{"first_name":"Gustavo","middle_name":"","last_name":"Gauer","name_suffix":"","institution":"UFRGS","department":""},{"first_name":"Richard","middle_name":"","last_name":"Gonzalez","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Guilherme","middle_name":"","last_name":"Lannig","name_suffix":"","institution":"UFRGS","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28734/galley/18605/download/"}]},{"pk":29183,"title":"Strategy shifting in navigation: Insights from trial-level effects in a virtualnavigation task","subtitle":null,"abstract":"In the dual-solution paradigm (DSP), people learn a route through a virtual environment. After learning, people are asked tonavigate to locations in the environment. Individuals vary in the degree to which they rely on the learned route (responsestrategy) versus a shortcut (place strategy). The present study characterizes trial-level features such as relative targetlocations, Euclidean distance and number of turns or intersections between locations, and uses a Rasch Model to investigatehow spatial attributes of these trials influence participants strategy-choice. Additionally, a post-task questionnaire shows apartial disassociation between navigation behaviors in the virtual environment and navigation in daily life. It is proposedthat this dissociation can be explained by differences in environment features. This study has unique potential to advanceunderstanding of factors that affect navigation strategy choice, and to inform ecological validity of the Dual SolutionParadigm and other navigation paradigms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3135k6b5","frozenauthors":[{"first_name":"Chuanxiuyue","middle_name":"","last_name":"He","name_suffix":"","institution":"University of California","department":""},{"first_name":"Alexander","middle_name":"","last_name":"Boone","name_suffix":"","institution":"University of California","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hegarty","name_suffix":"","institution":"University of California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29183/galley/19054/download/"}]},{"pk":28618,"title":"Structural Thinking about Social Categories:Evidence from Formal Explanations, Generics, and Generalization","subtitle":null,"abstract":"Most theories of kind representation suggest that people positinternal, essence-like factors believed to underlie kindmembership and the observable properties of members.Across two studies (N = 234), we show that adults canconstrue properties of social kinds as products of both internaland structural (stable external) factors. Internalist andstructural construals are similar in that both support formalexplanations (i.e., “category member has property P due tocategory membership C”), generic claims (“Cs have P”), anda particular pattern of generalization to individuals when theindividuals’ category membership and structural position arepreserved. Our findings thus challenge these phenomena assignatures of essentialist thinking. However, once categorymembership and structural position are unconfounded,different patterns of generalization emerge across internalistand structural construals, as do different judgmentsconcerning category definitions and property mutability.These findings have important implications for reasoningabout social kinds.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"structural explanation; kind representation;generalization; essentialism; inherence; social categorization"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9s79q8kx","frozenauthors":[{"first_name":"Nadya","middle_name":"","last_name":"Vasilyeva","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28618/galley/18489/download/"}]},{"pk":28842,"title":"Subjective Randomness in a Non-cooperative Game","subtitle":null,"abstract":"Rock, Paper, Scissors (RPS) is a competitive game. There arethree actions: rock, paper, and scissors. The game’s rules aresimple: scissors beats paper, rock beats scissors and paper beatsrock (all signs stalemate against themselves). Over multiplegames with the same opponent, optimal play according to aNash Equilibrium requires subjects to play with genuinerandomness. To examine randomness judgments in the contextof competition, we tested subjects with identical sequences intwo conditions: one produced from a dice roll, one fromsomeone playing rock, paper, scissors. We compared thesefindings to models of subjective randomness from Falk andKonold (1997) and from Griffiths and Tenenbaum (2001),which explain assessments of randomness as a function ofalgorithmic complexity and statistical inference, respectively.In both conditions the models fail to adequately describesubjective randomness judgements of ternary outcomes. Wealso observe that context influences perceptions of randomnesssuch that some isomorphic sequences produced fromintentional play are perceived as less random than dice rolls.We discuss this finding in terms of the relation betweenpatterns and opponent modeling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Randomness"},{"word":"Pattern recognition"},{"word":"opponentmodeling"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hw3k32v","frozenauthors":[{"first_name":"Michael","middle_name":"P.","last_name":"Payton","name_suffix":"","institution":"University of Wisconsin Madison","department":""},{"first_name":"Jeffrey","middle_name":"C.","last_name":"Zemla","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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28842/galley/18713/download/"}]},{"pk":28483,"title":"Subjectivity-based adjective ordering maximizes communicative success","subtitle":null,"abstract":"Adjective ordering preferences (e.g., big brown bag vs. brownbig bag) are robustly attested in English and many unrelatedlanguages (Dixon, 1982). Scontras, Degen, and Goodman(2017) showed that adjective subjectivity is a robust predictorof ordering preferences in English: less subjective adjectivesare preferred closer to the modified noun. In a follow-up tothis empirical finding, Simoniˇc (2018) and Scontras, Degen,and Goodman (to appear) claim that pressures from success-ful reference resolution and the hierarchical structure of mod-ification explain subjectivity-based ordering preferences. Weprovide further support for this claim using large-scale sim-ulations of reference scenarios, together with an empirically-motivated adjective semantics. In the vast majority of cases,subjectivity-based adjective orderings yield a higher probabil-ity of successful reference resolution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"adjective ordering"},{"word":"subjectivity"},{"word":"reference resolu-tion"},{"word":"hierarchical modification"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1kh6t6ch","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Franke","name_suffix":"","institution":"University of Osnabr ̈uck","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Scontras","name_suffix":"","institution":"University of Californa, Irvine","department":""},{"first_name":"Mihael","middle_name":"","last_name":"Simoniˇc","name_suffix":"","institution":"Joˇzef Stefan Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28483/galley/18354/download/"}]},{"pk":29083,"title":"Sub-morphemic form-meaning systematicity: the impact of onset phones on wordconcreteness","subtitle":null,"abstract":"Do individual sounds carry meaning? The relationship between sound and meaning in human languages is typicallyassumed to be arbitrary, though recent research provides evidence for the existence of both iconicity and systematicitybetween word forms and their meaning. However, this research has not asked whether individual sounds in a languagecovary in systematic ways with aspects of meaning. In two analyses, we find evidence for more systematicity betweenthe initial phones of words and those words concreteness ratings than one would expect in a truly arbitrary lexicon. Thissuggests that initial phones may act as cues to aspects of word meaning, and raises questions about whether languagelearners detect and exploit these cues.","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/2bv1b3cx","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Trott","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Arturs","middle_name":"","last_name":"Semenuks","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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29083/galley/18954/download/"}]},{"pk":28684,"title":"Subtle differences in language experience moderate performance onlanguage-based cognitive tests","subtitle":null,"abstract":"Cognitive tests used to measure individual differences are gen-erally designed with equality in mind: the same “broadly ac-ceptable” items are used for all participants. This has unknownconsequences for equity, particularly when a single set of lin-guistic stimuli are used for a diverse population of languageusers. We hypothesized that differences in language varietywould result in disparities in psycholinguistically meaningfulproperties of test items in two widely-used cognitive tasks, re-sulting in large differences in performance. As a proxy for in-dividuals’ language use, we administered a self-report surveyof media consumption. We identified two substantial clustersfrom the survey data, roughly orthogonal to a priori groups re-cruited into the study (university students and members of thesurrounding community). We found effects of both populationand cluster membership. Comparing item-wise differences be-tween the clusters’ language models did not identify specificitems driving performance differences.","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/8vn5s77f","frozenauthors":[{"first_name":"Maury","middle_name":"","last_name":"Courtland","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Aida","middle_name":"","last_name":"Davani","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Melissa","middle_name":"","last_name":"Reyes","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Leigh","middle_name":"","last_name":"Yeh","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Jun","middle_name":"","last_name":"Leung","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Brendan","middle_name":"","last_name":"Kennedy","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Jason","middle_name":"","last_name":"Zevin","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28684/galley/18555/download/"}]},{"pk":29092,"title":"Successes of the Intuitive Psychologist: Observers make reasonable judgments inthe role conferred advantage paradigm","subtitle":null,"abstract":"In a now classic experiment Ross, Amabile & Steinmetz (1977) showed that observers think that a participant who israndomly assigned to invent questions has more general knowledge than a participant assigned to answer these questions.This is taken to be an error arising from a reasoning process in which observers ignore social roles, and instead rely onsurface behavior to make social judgments. Here we test two potential explanations for this observation: (1) observers areusing a flawed reasoning process in which they do not consider the advantages and disadvantages that different social rolesmay confer, or (2) observers are using an unbiased reasoning process in which they do consider the influence of socialrole, but they are simply operating with an imperfect estimate of the advantage afforded the questioner. In a series of fivestudies, we show that not only is reasoning in this task consistent with an unbiased inference account, but, that observersare also surprisingly well calibrated to the influence of the social roles used in this paradigm.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mh1b70w","frozenauthors":[{"first_name":"Drew","middle_name":"","last_name":"Walker","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Nicholas","middle_name":"","last_name":"Christenfeld","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Ed","middle_name":"","last_name":"Vul","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29092/galley/18963/download/"}]},{"pk":35941,"title":"Supporting Community Leadership Development Through ESL Classes: A Changemaking Initiative","subtitle":null,"abstract":"This article describes the process of teaching English as a second language to members of an underprivileged local community. This initiative was developed as a result of a collaboration between a community center and a university. Three 1st-year TESOL master’s candidates volunteered to design and teach curriculum to immigrant community members on a weekly basis to meet their needs in ESL and in areas such as health, education, community, housing, leadership, and autonomy. The class consisted of Spanish- and Vietnamese-speaking senior citizens who were community leaders, and who needed the language, skills, and knowledge to be more effective in their leadership roles. A key goal\nwas to create empowerment opportunities for these students to become changemakers and to advocate for themselves, their families, and their communities. In addition to improving their English, student outcomes included finding their voices in their 2nd language through discussions\nand through oral and written work, developing a sense of unity among class members, and gaining confidence to take action for the common good.","language":"eng","license":null,"keywords":[{"word":"TESOL"},{"word":"ESL"},{"word":"adult education"},{"word":"leadership"},{"word":"community\nengagement"},{"word":"changemaking"}],"section":"Theme Section - Advocacy Leadership and Teacher Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vd7107f","frozenauthors":[{"first_name":"Viviana Alexandrowicz","middle_name":"","last_name":"Alexandrowicz","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Aureen","middle_name":"","last_name":"Andres","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Carli","middle_name":"","last_name":"Danaher","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Paz","middle_name":"","last_name":"Valdivia","name_suffix":"","institution":"Grossmont College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35941/galley/26795/download/"}]},{"pk":29108,"title":"Surprise-Based Learning with Non-Solid Substances","subtitle":null,"abstract":"Violating infants expectations about solid objects (e.g., a ball passing through a wall) leads to increased exploration andlearning about the objects properties (Stahl & Feigenson, 2015). How limited is this type of learning? Infants can anticipatehow non-solid substances behave and interact (Hespos et al., 2009; 2016), but the non-cohesive nature of substances meansthat they have less predictable shapes and boundaries. Across four trials, we presented 12- to 14-month-olds with itemsthat looked solid or liquid. For half the trials, the items behavior was consistent with its appearance, so, for example, itlooked solid and remained cohesive. For the other half, the behavior was inconsistent. Infants spent significantly moretime exploring the inconsistent items, whether solid or non-solid, F(1, 57) = 24.00, p = .001, p =.29. These results suggestthat infants preference for learning from violations might be a general mechanism responsible for new knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8x35887z","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Natasha","middle_name":"","last_name":"Zeigler","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Susan","middle_name":"","last_name":"Hespos","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lance","middle_name":"","last_name":"Rips","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29108/galley/18979/download/"}]},{"pk":29096,"title":"Surprisingly unsurprising! Infants looks to probable vs. improbable events ismodulated by others expressions of surprise","subtitle":null,"abstract":"Research in diverse disciplines suggests that agents own prediction errors enhance their learning. Yet, human learners alsopossess powerful capacities to learn from others. Here we ask whether infants can use others expressions of surprise asvicarious prediction error signals to infer hidden states of the world. First, we conceptually replicated Xu & Garcia (2008),showing that infants (12.0-17.9 months) looked longer at improbable than probable sampling outcomes (Experiment 1).Then we added emotional cues to the design (Experiment 2). Before revealing an outcome to an infant, the experimenterlooked at the outcome and expressed either happiness or surprise. While infants still looked longer at the improbable thanthe probable outcome following the experimenters happy expression, this trend was reversed when the experimenter hadexpressed surprise at the outcome. Such early-emerging ability to use others surprise as vicarious prediction error mayguide infants own learning about the world. Preprint:https://psyarxiv.com/8whuv","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/5bm2m4pd","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":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29096/galley/18967/download/"}]},{"pk":29194,"title":"Symbol grounding boosts transfer in addition learning","subtitle":null,"abstract":"Early math instruction often prioritizes rapid retrieval of mathematical facts, (e.g. 4 + 6 = ; 10), an approach thatpromotes quick recall of sums but with limited transfer to unstudied problems. We consider how this pattern changeswhen the learning scenario highlights the quantities that underlie symbols. Adult participants learned a novel base 8addition task using alphabetic symbols to indicate quantities (e.g. AG + AF = ). They practiced with symbols onlyor with symbols grounded in quantitative representations. When tested in the same format as participants were trained,studied problems were learned equally well but symbol-only learners transferred only to identical-elements problems (e.g.AG + AF transferred to AF + AG). Grounded learners showed better transfer to problems involving novel quantities.The results suggest, in contradiction to some other recent findings, that arithmetic transfer is boosted when the learningscenario highlights quantitative meaning denoted by number symbols.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/957031rn","frozenauthors":[{"first_name":"Clint","middle_name":"","last_name":"Jensen","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"April","middle_name":"D.","last_name":"Murphy","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Young","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Martha","middle_name":"","last_name":"Alibali","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Timothy","middle_name":"","last_name":"Rogers","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Chuck","middle_name":"","last_name":"Kalish","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29194/galley/19065/download/"}]},{"pk":28877,"title":"Symmetry: Low-level visual feature or abstract relation?","subtitle":null,"abstract":"We traced the development of sensitivity to symmetric\nrelational patterns by creating a symmetry match-to-sample\ntask. Children saw a symmetric standard made up of two\nshapes and choose between two novel alternatives: a\nsymmetric pair and an asymmetric pair. We found that young\nchildren chose randomly between the two alternatives.\nChildren were not reliably above chance until 8-to 9 years of\nage. In a second study, we found that young children could\nsucceed in making symmetric relational matches if the triads\nwere designed to invite informative comparisons. These\nfindings show that relational insight of symmetry develops\nrelatively late. However, as with other relations, comparison\nprocesses can promote sensitivity to the symmetry relation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"symmetry; relational processing; comparison and\ncontrast"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4bb316x7","frozenauthors":[{"first_name":"Ruxue","middle_name":"","last_name":"Shao","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28877/galley/18748/download/"}]},{"pk":28424,"title":"Symposium in Memory of Jeff Elman: Language Learning, Prediction, andTemporal Dynamics","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Jeff Elman"},{"word":"simple recurrent networks"},{"word":"prediction"},{"word":"TRACE"},{"word":"language development"},{"word":"event knowledge"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5k61f6rn","frozenauthors":[{"first_name":"James","middle_name":"L.","last_name":"McClelland","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Ken","middle_name":"","last_name":"McRae","name_suffix":"","institution":"University of Western","department":""},{"first_name":"Arielle","middle_name":"","last_name":"Borovsky","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Gina","middle_name":"R.","last_name":"Kuperberg","name_suffix":"","institution":"Tufts University","department":""},{"first_name":"James","middle_name":"S.","last_name":"Magnuson","name_suffix":"","institution":"University of Connecticut","department":""},{"first_name":"Felix","middle_name":"","last_name":"Hill","name_suffix":"","institution":"DeepMind","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28424/galley/18295/download/"}]},{"pk":29118,"title":"Systematic ambiguity: the effect of creativity and fractal dimension on pareidolia","subtitle":null,"abstract":"Pareidolia refers to the perception of recognizable forms in noisy or ambiguous stimuli. It has mostly been studied in thecontext of pathologies such as schizophrenia and dementia. However, pareidolic perception occurs in general populationwithout associated psychotic symptoms. This phenomenon is conceived as a compensatory perceptual mechanism thatenables the brain to deal with ambiguous information. It has been hypothesized that pareidolia would be related to theemergence of creative ideation. In this study, we investigated the effect of fractal dimension on pareidolic perception byasking participants to perceive as many recognizable forms as possible in a set of Fractional Brownian Motion imageswith varying fractal dimensions. In addition, we further investigated, using questionnaires, whether creativity, opennesspersonality trait and schizotypy are linked to pareidolic perception. Results show that creativity facilitates pareidolicperceptions and that this effect interacts significantly with the state of flow.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3102w827","frozenauthors":[{"first_name":"Antoine","middle_name":"","last_name":"Bellemare","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Yann","middle_name":"","last_name":"Harel","name_suffix":"","institution":"Universit de Montral","department":""},{"first_name":"Julien","middle_name":"","last_name":"Besle","name_suffix":"","institution":"American University of Beirut","department":""},{"first_name":"Arne","middle_name":"","last_name":"Dietrich","name_suffix":"","institution":"American University of Beirut","department":""},{"first_name":"Karim","middle_name":"","last_name":"Jerbi","name_suffix":"","institution":"Universit de Montral","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29118/galley/18989/download/"}]},{"pk":28508,"title":"Targeted Mathematical Equivalence Training Lessens the Effects of EarlyMisconceptions on Equation Encoding and Solving","subtitle":null,"abstract":"Many students fail to develop adequate understanding ofmathematical equivalence in early grades, with detrimentalconsequences for later algebra learning. The changeresistance account (McNeil, 2014) proposes that studentsstruggle with equivalence because traditional arithmeticpractice overexposes students to mathematical expressionswhere all the operators are on the left of the equal sign.Students erroneously believe the equal sign means to “dosomething” or “give the answer” – and fail to see equations asrelations between two expressions. These operations-basedmisconceptions affect how they perceive, conceptualize, andapproach math problems and interfere with developingcorrect understandings of equivalence. The current paperexplores 1) are these misconceptions evident as encodingerrors in second graders? 2) do item properties make specificerror types more or less likely? 3) do misconceptions inencoding impact solving performance? and 4) can targetedtraining mitigate the effects of prior misconceptions on bothequation encoding and solving? We identify a category ofmisconception-based encoding errors that negatively impactsequation solving and replicate findings that a conceptuallyrich research-based intervention program is maximallyeffective in training students to overcome problematicmisconceptions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mathematical representations; relationalreasoning; mathematics education; randomized control trial"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4tz5q6b0","frozenauthors":[{"first_name":"Kristen","middle_name":"","last_name":"Johannes","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Jodi","middle_name":"","last_name":"Davenport","name_suffix":"","institution":"WestEd","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28508/galley/18379/download/"}]},{"pk":29131,"title":"Task Characteristics and Individual Differences in Judgments of RelativeDirection","subtitle":null,"abstract":"Judgments of relative direction (JRD) have been frequently used to understand peoples mental representation of outdoorand indoor spaces. In JRD experiments, experimenters need to identify a signal within the trial-by-trial and participant-by-participant variability. However, it is not well understood how characteristics of the task and differences betweenindividuals contributes to performance variability. In this paper, I investigated task characteristics (i.e., reference framesused in instructions, orienting and target headings, and distances between headings) and individual differences (i.e., gen-der, sense-of-direction, familiarity, and strategy use) to provide insights into the factors that influence JRD accuracy andvariability. Using the findings of this study, I make recommendations for best-practices in JRD methods and analyses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1762h8j2","frozenauthors":[{"first_name":"Heather","middle_name":"","last_name":"Burte","name_suffix":"","institution":"University of Texas at Arlington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29131/galley/19002/download/"}]},{"pk":28465,"title":"Task Goals Structure Conceptual Acquisition","subtitle":null,"abstract":"The purpose of this study is to explore the role goals play inconcept acquisition. Goals motivate and shape ourinteractions with items, so it stands to reason that they alsoimpact the learning that occurs as a result of thoseinteractions. There is abundant evidence that goals orient usto particular information about the items we encounter. Amore speculative claim is that goals play a more integral rolein the acquired concept in that they also help to structure andcohere the acquired conceptual knowledge. Using a novelconcept learning paradigm, we examined participantknowledge of attributes of the items they interacted with inan experimental task. We found evidence that the interactionof the goal with the learning situation impacted the centralityof the attribute information within their conceptualknowledge. These results support the idea that conceptualknowledge is organized in terms of goals active duringlearning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"categories; concepts; goals; conceptualacquisition"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/60w3h4g1","frozenauthors":[{"first_name":"Seth","middle_name":"","last_name":"Chin-Parker","name_suffix":"","institution":"Denison University","department":""},{"first_name":"Eric","middle_name":"","last_name":"Brown","name_suffix":"","institution":"Denison University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28465/galley/18336/download/"}]},{"pk":28669,"title":"Taxonomic and Whole Object Constraints: A Deep Architecture","subtitle":null,"abstract":"We propose a neural network model that accounts for the emer-gence of the taxonomic constraint and for the whole objectconstraint in early word learning. Our proposal is based onMayor and Plunkett (2010)’s neurocomputational model of thetaxonomic constraint and extends it in two directions. Firstly,we deal with realistic visual and acoustic stimuli. Secondly,we model the well-known whole object constraint in the visualcomponent. We show that, despite the augmented input com-plexity, the proposed model compares favorably with respectto previous systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Neural Networks; Children; Language acquisi-tion."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5g07b547","frozenauthors":[{"first_name":"Mattia","middle_name":"","last_name":"Cerrato","name_suffix":"","institution":"University of Torino","department":""},{"first_name":"Edoardo","middle_name":"","last_name":"Arnaudo","name_suffix":"","institution":"University of Torino","department":""},{"first_name":"Roberto","middle_name":"","last_name":"Esposito","name_suffix":"","institution":"University of Torino","department":""},{"first_name":"Valentina","middle_name":"","last_name":"Gliozzi","name_suffix":"","institution":"University of Torino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28669/galley/18540/download/"}]},{"pk":28870,"title":"Technology-Based Cognitive Enrichment for Animals in Zoos:A Case Study and Lessons Learned","subtitle":null,"abstract":"Cognitive enrichment for captive animals is the idea that cog-nitive stimulation can improve animal welfare. In zoos, cog-nitive enrichment not only helps the animals themselves butalso contributes to zoo missions of educating the public, sup-porting research, and more. Technology-based cognitive en-richment tools are increasingly popular for a variety of rea-sons, though they also present unique challenges for designand deployment. In this paper, we present a short review oftechnology-based cognitive enrichment programs in zoo set-tings, and then describe the design and development processwe used to create a new, touchscreen-based enrichment appfor a group of orangutans at Zoo Atlanta. We discuss initialobservations about the orangutans’ use of this app, as well aslessons learned by our research team.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"animal-computer interaction (ACI); comparativecognition; interactive technology; user-centered design"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xq790f1","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Scheer","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Fidel","middle_name":"Cano","last_name":"Renteria","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Maithilee","middle_name":"","last_name":"Kunda","name_suffix":"","institution":"Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28870/galley/18741/download/"}]},{"pk":29277,"title":"Temporal dynamics of preschoolers novel word learning and categorization","subtitle":null,"abstract":"Word learning paradigms often teach children the name of a novel object and then immediately ask them to generalize thelabel to another object. This study uses a new paradigm that affords the ability to determine how childrens generalizationchanges over time. Participants (N=22, Mage=3.8 years) saw a novel object labeled by the experimenter (e.g., wug) andthen were shown five novel objects that each had an additional feature changed from the exemplar (i.e., the fifth objecthad five changed features), either immediately after the exemplar or after a five minute delay. Category membershipendorsement of the five test objects was higher at immediate test than delayed test, suggesting that children representnovel categories broadly at first but more narrowly over time. We propose that childrens forgetting of exemplars acrosstime leads to shifts in childrens generalization; as children forget exemplar features, category membership becomes morespecific.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4382m1d9","frozenauthors":[{"first_name":"Christina","middle_name":"","last_name":"Schonberg","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Haley","middle_name":"","last_name":"Vlach","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29277/galley/19148/download/"}]},{"pk":29012,"title":"Temporal Structure in Reaction Time Data is sensitive to exercised control","subtitle":null,"abstract":"Hierarchical control theories of perception-action conceptualize action as control of input, occurring simultaneously atmultiple levels. These levels differ in terms spatio-temporal proximity of the perception controlled. However, it is not clearhow this interaction between different levels in a control hierarchy can be measured from the behavior of the organism.We propose that Long Range Temporal Correlations (LRTC) in RT data can be used as a measure of coupling betweendifferent control levels within such complex system. Participants perform the task of controlling a hierarchical stimuluseither at global level or at local level in a noisy presentation, while the level of control and noise are manipulated. Theresults suggest that LRTC in control task is higher for global level of control compared to local level of control in the nonoise condition. We discuss implications of the results for understanding of perception-action interactions as a complexdynamic system.","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/7827d6h8","frozenauthors":[{"first_name":"Devpriya","middle_name":"","last_name":"Kumar","name_suffix":"","institution":"Indian Institute of Technology","department":""},{"first_name":"Narayanan","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"University of Allahabad","department":""},{"first_name":"Akanksha","middle_name":"","last_name":"Malik","name_suffix":"","institution":"Indian Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29012/galley/18883/download/"}]},{"pk":28630,"title":"Tensions Between Science and Intuition in School-Age Children","subtitle":null,"abstract":"Adults with extensive science education exhibit cognitiveconflict when reasoning about counterintuitive scientificideas, such as whether clouds have weight or whether bacterianeed nutrients. Here, we investigated whether elementary-school-aged children show the same conflict and whether thatconflict can be reduced by targeted instruction. Seventy-eight5- to 12-year-olds verified, as quickly as possible, statementsabout life and matter before and after a tutorial on thescientific properties of life or matter. Half the statements wereconsistent with intuitive theories of the domain (e.g., “frogsreproduce”) and half were inconsistent (e.g., “cactusesreproduce”). Participants verified the latter less accurately andmore slowly than the former, both before instruction andafter. Instruction increased the accuracy of participants’verifications for counterintuitive statements within thedomain of instruction but not their speed. These resultsindicate that children experience conflict between scientificand intuitive conceptions of a domain in the earliest stages ofacquiring scientific knowledge but can learn to resolve thatconflict in favor of scientific conceptions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conceptual development"},{"word":"scientific reasoning"},{"word":"explanatory coexistence"},{"word":"intuitive theories"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4f41385g","frozenauthors":[{"first_name":"Andrew","middle_name":"G.","last_name":"Young","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Isabel","middle_name":"","last_name":"Geddes","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Claire","middle_name":"","last_name":"Weider","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Shtulman","name_suffix":"","institution":"Occidental College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28630/galley/18501/download/"}]},{"pk":29043,"title":"Testing Accuracy, Additivity, and Sufficiency of Human Use of Probability DensityInformation in a Visuo-Cognitive Task","subtitle":null,"abstract":"We tested three fundamental properties of Bayesian Decision Theoryaccuracy, additivity, and sufficiency. In Experiment1, observers were shown a sample of dots from a bivariate Gaussian and estimate the probability that an additional samplewould fall into specified regions. There were three types of regions: symmetric around the mean (S), the upper andlower halves of the symmetric region (SU and SL). In Experiment 2, the same observers were asked to maximize theexpected rewards based on jointly sufficient statistics for given the sample (herein, mean and covariance of a Gaussian).In Experiment 1, We found that the observers estimates of symmetric region P[S] were close to accurate. However, theyshowed a highly patterned super-additivity: the sum of P[SU] + P[SL] ¿ P[S]. In Experiment 2, the observers violatedsufficiency by assigning too much weight to a feature of the sample rather than jointly sufficient statistics.","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/5f48x9tx","frozenauthors":[{"first_name":"Keiji","middle_name":"","last_name":"Ota","name_suffix":"","institution":"New York University","department":""},{"first_name":"Jakob","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"New York University","department":""},{"first_name":"Laurence","middle_name":"","last_name":"Maloney","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29043/galley/18914/download/"}]},{"pk":29094,"title":"Testing Gender Markedness of Nouns with Self a Paced Reading Study","subtitle":null,"abstract":"Some English nouns occur in gender-marked pairs, which fall into two classes: In the Superordinate class, the unmarked(masculine) form is available to refer to female referents (”Allison Janey is a good actor”), whereas in the specific classit is not (*”Diana is a good prince”). Two theories account for this alternation: The Featural Theory proposes that theunmarked are unspecified for gender features. The second, Frequency Theory proposes relative frequency of the markedvs. unmarked forms are responsible (Haspelmath, 2006). This work provides evidence against the frequency theory byemploying a self-paced reading study that tests relative processing times of anaphoric pronouns referring to genderednouns. If noun pairs are split along Specific/Superordinate class lines, a processing slowdown is found for processingprocessing pronoun gender mismatches, except for nouns like ’actor’, as expected. However, when the noun pairs are splitby relative frequency the effect disappears.","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/3xf7k9vp","frozenauthors":[{"first_name":"Ethan","middle_name":"","last_name":"Wilcox","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29094/galley/18965/download/"}]},{"pk":29233,"title":"Testing human use of probability in a visuo-motor conjunction task","subtitle":null,"abstract":"People overestimate the conjunctive probability of independent events (Bar Hillel, 1973). We examined conjunctive per-formance in a task involving motor uncertainty and binomial sampling. Human probabilistic judgment is typically near-optimal with either of these sources of uncertainty alone. Four subjects attempted to earn rewards by reaching to circulartargets. They chose between a single smaller target and one of N larger targets. Hitting the single target always earned areward but only one on the N larger targets was rewarded: they chose between P[Smaller] and the conjunctive probability(1/N)*P[Larger] as we varied N and the sizes of the targets. The ideal observer should be indifferent when P[Smaller] =(1/N)*P[Larger]. We also asked observers to estimate the probability of hitting targets of different sizes to verify that theycould do so accurately. Remarkably, three out of four observers ignored numerosity N in their preferences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40f5c4vc","frozenauthors":[{"first_name":"Laurence","middle_name":"","last_name":"Maloney","name_suffix":"","institution":"New York University","department":""},{"first_name":"Jinsoo","middle_name":"","last_name":"Kim","name_suffix":"","institution":"New York University","department":""},{"first_name":"Keiji","middle_name":"","last_name":"Ota","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29233/galley/19104/download/"}]},{"pk":28720,"title":"Testing the limits of non-adjacent dependency learning:\nStatistical segmentation and generalization across domains","subtitle":null,"abstract":"Achieving linguistic proficiency requires identifying words\nfrom speech, and discovering the constraints that govern the\nway those words are used. In a recent study of non-adjacent\ndependency learning, Frost and Monaghan (2016)\ndemonstrated that learners may perform these tasks together,\nusing similar statistical processes — contrary to prior\nsuggestions. However, in their study, non-adjacent\ndependencies were marked by phonological cues (plosive-\ncontinuant-plosive structure), which may have influenced\nlearning. Here, we test the necessity of these cues by\ncomparing learning across three conditions; fixed phonology,\nwhich contains these cues, varied phonology, which omits\nthem, and shapes, which uses visual shape sequences to\nassess the generality of statistical processing for these tasks.\nParticipants segmented the sequences and generalized the\nstructure in both auditory conditions, but learning was best\nwhen phonological cues were present. Learning was around\nchance on both tasks for the visual shapes group, indicating\nstatistical processing may critically differ across domains","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; speech segmentation;\ngeneralization"},{"word":"language learning; non-adjacent dependencies;\nimplicit learning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8050j9v9","frozenauthors":[{"first_name":"Rebecca","middle_name":"L. A.","last_name":"Frost","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Erin","middle_name":"S.","last_name":"Isbilen","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Morten","middle_name":"H.","last_name":"Christiansen","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"University of Amsterdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28720/galley/18591/download/"}]}]}