{"count":39508,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=16300","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=16100","results":[{"pk":29302,"title":"Exploring the role of visuospatial processes in surgical skill acquisition: Alongitudinal study","subtitle":null,"abstract":"Surgical error is the most frequent and costly type of medical error, posing a direct threat to patient safety. Surgical errorshave been described as a ’cognitive phenomenon’, as it is largely the shortcomings of the surgeons cognitive processingthat leads to error. In laparoscopic surgery, visuospatial processes are known to be crucial for skill acquisition, although itremains unclear as to which exact processes are important, how these develop over time and intraoperatively, and how theyinfluence competency development. We will report interim spatial cognitive baseline results of 35 surgeons, 17 residentsand 18 specialists, taking part in an on-going longitudinal study at two major hospitals in Germany. Our results offernew insight into the role of visuospatial cognition in domain-specific expertise, and shed new light on the malleability ofvisuospatial processes in the skill acquisition process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6t68k0cr","frozenauthors":[{"first_name":"Tina","middle_name":"","last_name":"Vajsbaher","name_suffix":"","institution":"University of Bremen","department":""},{"first_name":"Holger","middle_name":"","last_name":"Schultheis","name_suffix":"","institution":"University of Bremen","department":""},{"first_name":"Verena","middle_name":"","last_name":"Uslar","name_suffix":"","institution":"University of Oldenburg","department":""},{"first_name":"Dirk","middle_name":"","last_name":"Weyhe","name_suffix":"","institution":"Pius-Hospital Oldenburg","department":""},{"first_name":"Hseyin","middle_name":"","last_name":"Bektas","name_suffix":"","institution":"Klinikum Bremen-Mitte","department":""},{"first_name":"Nader","middle_name":"","last_name":"Francis","name_suffix":"","institution":"Yeovil District Hospital","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29302/galley/19173/download/"}]},{"pk":28583,"title":"Exploring the role that encoding and retrieval play in sampling effects","subtitle":null,"abstract":"A growing body of literature suggests that making differentsampling assumptions about how data are generated can leadto qualitatively different patterns of inference based on thatdata. However, relatively little is known about how samplingassumptions are represented or when they are incorporated.We report the results of a single category generalisation exper-iment aimed at exploring these issues. By systematically vary-ing both the sampling cover story and whether it is given beforeor after the training stimuli we are able to determine whetherencoding or retrieval issues drive the impact of sampling as-sumptions. We find that the sampling cover story affects gen-eralisation when it is presented before the training stimuli, butnot after, which we interpret in favour of an encoding account.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"categorisation; generalisation; memory; samplingassumptions;"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1gs9h23v","frozenauthors":[{"first_name":"Keith","middle_name":"","last_name":"Ransom","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Amy","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"University of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28583/galley/18454/download/"}]},{"pk":28873,"title":"Exploring the space of human exploration using Entropy Mastermind","subtitle":null,"abstract":"What drives people’s exploration in complex scenarios wherethey have to actively acquire information? How do peopleadapt their selection of queries to the environment? We explorethese questions using Entropy Mastermind, a novel variantof the Mastermind code-breaking game, in which participantshave to guess a secret code by making useful queries. Partici-pants solved games more efficiently if the entropy of the gameenvironment was low; moreover, people adapted their initialqueries to the scenario they were in. We also investigatedwhether it would be possible to predict participants’ querieswithin the generalized Sharma-Mittal information-theoreticframework. Although predicting individual queries was dif-ficult, the modeling framework offered important insights onhuman behavior. Entropy Mastermind opens up rich possibili-ties for modeling and behavioral research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Curiosity; Active Learning; Exploration; Entropy"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bb972t5","frozenauthors":[{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Lara","middle_name":"","last_name":"Bertram","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Matthias","middle_name":"","last_name":"Hofer","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Jonathan","middle_name":"D.","last_name":"Nelson","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28873/galley/18744/download/"}]},{"pk":28711,"title":"Exploring the use of overhypotheses by children and capuchin monkeys","subtitle":null,"abstract":"The use of abstract higher-level knowledge (overhypotheses)\nallows humans to learn quickly from sparse data, and make\npredictions in new situations. Previous research has suggested\nthat humans may be the only species capable of abstract\nknowledge formation, but this remains controversial, and there\nis also mixed evidence for when this ability emerges over human\ndevelopment. Kemp et al. (2007) proposed a computational\nmodel of overhypothesis formation from sparse data. We\nprovide the first direct test of this model: an ecologically valid\nparadigm for testing two species, capuchin monkeys (Sapajus\nspp.) and 4-5-year-old human children. We compared\nperformance to predictions made by models with and without\nthe capacity to learn overhypotheses. Children’s choices were\nconsistent with the overhypothesis model predictions, whereas\nmonkeys performed at chance level.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"overhypotheses"},{"word":"abstraction"},{"word":"Generalization"},{"word":"animal\ncognition"},{"word":"Computational Modeling"},{"word":"Cognitive Development"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xd6c9qx","frozenauthors":[{"first_name":"Elisa","middle_name":"","last_name":"Felsche","name_suffix":"","institution":"University of St Andrews","department":""},{"first_name":"Patience","middle_name":"","last_name":"Stevens","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Christoph","middle_name":"","last_name":"Völter","name_suffix":"","institution":"University of Veterinary Medicine Vienna","department":""},{"first_name":"Daphna","middle_name":"","last_name":"Buchsbaum","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Seed","name_suffix":"","institution":"University of St Andrews","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28711/galley/18582/download/"}]},{"pk":28427,"title":"Extending Rationality","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Rationality"},{"word":"bounded rationality"},{"word":"fallacies"},{"word":"Heuristics"},{"word":"resource-rational"},{"word":"probabilistic programminglanguage"},{"word":"classical and quantum probability theory"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80z566tk","frozenauthors":[{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"University of London","department":""},{"first_name":"Jerome","middle_name":"R.","last_name":"Busemeyer","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Tim","middle_name":"","last_name":"Pleskac","name_suffix":"","institution":"University of Kansas","department":""},{"first_name":"James","middle_name":"M.","last_name":"Yearsley","name_suffix":"","institution":"University of London","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"Max Planck Institute for Intelligent Systems","department":""},{"first_name":"Ralph","middle_name":"","last_name":"Hertwig","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Thorsten","middle_name":"","last_name":"Pachur","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Christina","middle_name":"","last_name":"Leuker","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Richard","middle_name":"M.","last_name":"Shiffrin","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28427/galley/18298/download/"}]},{"pk":28717,"title":"Extracting and Utilizing Abstract, Structured Representations for Analogy","subtitle":null,"abstract":"Human analogical ability involves the re-use of abstract, struc-tured representations within and across domains. Here, wepresent a generative neural network that completes analogiesin a 1D metric space, without explicit training on analogy.Our model integrates two key ideas. First, it operates overrepresentations inspired by properties of the mammalian En-torhinal Cortex (EC), believed to extract low-dimensional rep-resentations of the environment from the transition probabil-ities between states. Second, we show that a neural networkequipped with a simple predictive objective and highly generalinductive bias can learn to utilize these EC-like codes to com-pute explicit, abstract relations between pairs of objects. Theproposed inductive bias favors a latent code that consists ofanti-correlated representations. The relational representationslearned by the model can then be used to complete analogiesinvolving the signed distance between novel input pairs (1:3:: 5:? (7)), and extrapolate outside of the network’s trainingdomain. As a proof of principle, we extend the same architec-ture to more richly structured tree representations. We suggestthat this combination of predictive, error-driven learning andsimple inductive biases offers promise for deriving and utiliz-ing the representations necessary for high-level cognitive func-tions, such as analogy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"abstract structured representations; analogy; neu-ral networks; predictive learning; relational reasoning;"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2c79n8v2","frozenauthors":[{"first_name":"Steven","middle_name":"M.","last_name":"Frankland","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Taylor","middle_name":"W.","last_name":"Webb","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Alexander","middle_name":"A.","last_name":"Petrov","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Randall","middle_name":"C.","last_name":"O’Reilly","name_suffix":"","institution":"University of California, Davis","department":""},{"first_name":"Jonathan","middle_name":"D.","last_name":"Cohen","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28717/galley/18588/download/"}]},{"pk":28691,"title":"Eye Blink Rate Predicts and Dissociates the Effective Execution of Early and Late\nStage Creative Idea Generation","subtitle":null,"abstract":"In the present study, the correlations of eye blink rate (EBR)\nwith the effective execution of early and late creative idea\ngeneration were explored. Participants engaged in a real-\nworld idea generation task. Resting state EBR (before the\ntask) and task-evoked EBR (during the task) were measured\nusing eye-tracking. The results showed that resting state EBR\nnegatively correlated with the amount of generated ideas\nduring early stage, but not late stage idea generation. Task-\nevoked EBR did not correlate with the amount of generated\nideas during early nor late stage idea generation. However,\nthe change in EBR (from resting state to during early or late\nstage idea generation) positively correlated with the amount\nof ideas generated during early, but not during late stage idea\ngeneration. The contribution of this study is that it shows that\nEBR predicts and dissociates the effective execution of early\nand late stage creative idea generation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Creativity; Eye Blink Rate; Idea Generation."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1kx1m9jk","frozenauthors":[{"first_name":"Alwin","middle_name":"","last_name":"de Rooij","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Ruben","middle_name":"D.","last_name":"Vromans","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Matthijs","middle_name":"","last_name":"Dekker","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28691/galley/18562/download/"}]},{"pk":29292,"title":"Eye Movement Assessment in High and Low Social Anxiety Individuals: AnEye-Tracker Study","subtitle":null,"abstract":"Previous studies have suggested that, socially anxious individuals tend to avoid eye contact while looking toward faces.The study designed an emotional faces task consisted of human and comic face stimuli with 6 different emotions (happy,angry, sad, scared, stunned, confused), and recorded the eye movements to examine the hypotheses above. The resultsrevealed that high social anxiety (HSA), medium social anxiety (MSA) and low social anxiety (LSA) individuals have nosignificant difference on total fixation duration of the eyes, nose, and mouth among 6 different emotions. However, whilefocusing on the angry expression, LSA have significantly higher total fixation duration, visit count and area normalizedscore on the nose. It shows that LSA tend to focus on the nose intentionally when a person shows an angry face. Further-more, HSA show lower proportion of eyes to eyes, nose and mouth fixation duration than MSA in happy, sad and stunfaces.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"eye tracking"},{"word":"social anxiety"},{"word":"emotional faces"}],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rt116tr","frozenauthors":[{"first_name":"Wei-Ling","middle_name":"","last_name":"Su","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Min-Hsien","middle_name":"","last_name":"Wu","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Po-Yi","middle_name":"","last_name":"Chi","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Hua","middle_name":"","last_name":"Feng","name_suffix":"","institution":"Graduate Institute of Rehabilitation Counseling","department":""},{"first_name":"TSE-MING","middle_name":"","last_name":"CHEN","name_suffix":"","institution":"Graduate Institute of Rehabilitation Counseling","department":""},{"first_name":"Chia-Hua","middle_name":"","last_name":"Chang","name_suffix":"","institution":"National Changhua University of Education","department":""},{"first_name":"Ting-Hsuan","middle_name":"","last_name":"Chang","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Te-En","middle_name":"","last_name":"Huang","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29292/galley/19163/download/"}]},{"pk":28565,"title":"Eye See What You’re Saying: Beat Gesture Facilitates Online Resolution ofContrastive Referring Expressions in Spoken Discourse","subtitle":null,"abstract":"This study investigated how beat gesture and contrastive pitchaccenting affect online contrastive reference resolution duringspoken discourse comprehension. Evidence from gazefixations indicated that beat gesture encouraged fixations totarget referents of contrastive referring expressions and thatcontrastive accenting encouraged fixations to competitorreferents of non-contrastive referring expressions. Notably,beat gesture and contrastive accenting acted independently,indicating that their effects are additive rather than interactive.Moreover, neither beat gesture nor contrastive accentingaffected an observed tendency to anticipate contrastivereferring expressions. Together, these results provide the firstevidence that beat gesture, like contrastive accenting, isinterpreted as a cue to contrast during online referenceresolution in spoken discourse comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"beat gesture; pitch accent; reference resolution;discourse processing; visual world; eye tracking"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vk6w9bg","frozenauthors":[{"first_name":"Laura","middle_name":"M.","last_name":"Morett","name_suffix":"","institution":"University of Alabama","department":""},{"first_name":"Scott","middle_name":"H.","last_name":"Fraundorf","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"James","middle_name":"C.","last_name":"McPartland","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28565/galley/18436/download/"}]},{"pk":29136,"title":"Eye-tracking as a Measure of Table Tennis Expert-Novice Differences in Theory ofMind","subtitle":null,"abstract":"Theory of Mind (ToM) refers to the ability of individuals to understand beliefs, desires, and emotions of others. Ourstudy is based on the expert-novice paradigm and aims to investigate the operations of ToM of table tennis novices andexperts by the patterns of eye movement. Stimuli integrated cognitive and affective ToM dimensions analogical to thetable tennis situations and recorded response by eye-tracking technique. Reaction time, accuracy and eye movement datawere analysis indexes. Study results revealed that experts could predict the shot actions and emotional states of opponentsmore quickly and accurately than novices, also there were differences in eye trajectory traces. The findings clearly showthat eye-tracking technique can be used to illustrate table tennis expert-novice differences in ToM and provide suggestionsfor the development of table tennis training programs in use of eye tracker facilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8g79q55d","frozenauthors":[{"first_name":"Ting-Hsuan","middle_name":"","last_name":"Chang","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Fu-Zen","middle_name":"","last_name":"Shaw","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Sheng-Fu","middle_name":"","last_name":"Liang","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Hung-Ta","middle_name":"","last_name":"Chiu","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Wei-En","middle_name":"","last_name":"Chang","name_suffix":"","institution":"National Cheng Kung University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29136/galley/19007/download/"}]},{"pk":28987,"title":"Failing to see what you are a part of: Wisdom among crowd members","subtitle":null,"abstract":"One of the key features that make human cognition so successful is its social basis. The fact that we can exchangeinformation with others is integral to the knowledge humans have collectively built up over centuries. One place wherethis can readily be seen is in the aggregation of judgments. As is well documented, aggregates of individual judgmentsare often considerably more accurate than the individual judgments themselves, giving rise to so-called wisdom of thecrowd effects. A key determinant of the benefits of aggregation is the degree of dependency between judgments. Here, weprobed experimentally lay peoples understanding both of the value of aggregation and informational dependency, using anumerical prediction task. We found only an equivocal trend in people’s understanding of the value of aggregation, andno clear evidence of people’s understanding of the accuracy benefit of diversity.","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/9xc616s7","frozenauthors":[{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Birkbeck, University of London","department":""},{"first_name":"Toby","middle_name":"","last_name":"Pilditch","name_suffix":"","institution":"University College London","department":""},{"first_name":"Nicole","middle_name":"","last_name":"Cruz","name_suffix":"","institution":"Birkbeck, University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28987/galley/18858/download/"}]},{"pk":28841,"title":"Family Resemblance in Unsupervised Categorization: A Dissociation Between\nProduction and Evaluation","subtitle":null,"abstract":"A plurality of the categories we hold exhibit family\nresemblance (FR; i.e., many characteristic but few defining\nfeatures), suggesting FR may occupy a central role in human\ncategory formation. However, research in unsupervised\nlearning has shown that when people are asked to sort an\narray of novel items into categories, they ubiquitously use a\nunidimensional (UNI) rule – despite the availability of a FR\nsolution. This work suggests that, perhaps, FR similarity is\nnot a core tendency in category formation. Here, we question\nwhether the UNI bias is a result of the sorting paradigm.\nSpecifically, we speculate the paradigm conflates two\ncomponents vital for category formation: production and\nevaluation. Across three experiments we show that when\nevaluation is separated from generation – by using a novel\nforced-choice task that pits different category organizational\nschemes against one another – people exhibit a FR over UNI\npreference. The implications of these results are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"unsupervised categorization; similarity; family\nresemblance; unidimensional bias; category construction"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4909d75j","frozenauthors":[{"first_name":"John","middle_name":"D.","last_name":"Patterson","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Sean","middle_name":"","last_name":"Snoddy","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"J.","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28841/galley/18712/download/"}]},{"pk":28450,"title":"Fanning Creative Thought: Semantic Richness Impacts Divergent Thinking","subtitle":null,"abstract":"Creative thinking has long been associated with spreading ofactivation through concepts within semantic networks. Herewe examine one potential influence on spreading activationknown as the fan effect: increasing concept knowledge leads toincreasing interference from related concepts. We testedwhether cue association size—an index of semantic richnessreflecting the average number of elements associated with aconcept—impacts the quantity and quality of responsesgenerated during the alternate uses task (AUT). Wehypothesized that low-association AUT cues should benefitquality at the cost of quantity because such cues are embeddedwithin a semantic network with fewer conceptual elements,thus yielding lesser interference from closely-related concepts.This hypothesis was confirmed in Study 1. Study 2 replicatedthe effect and found an interaction with fluid intelligence,indicating that cognitive control can overcome constraints ofsemantic knowledge. The findings thus highlight costs andbenefits of semantic knowledge for creative cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Divergent Thinking; Fan Effect; FluidIntelligence; Semantic Memory"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40p1s98s","frozenauthors":[{"first_name":"Roger","middle_name":"E.","last_name":"Beaty","name_suffix":"","institution":"Pennsylvania State University","department":""},{"first_name":"Yoed","middle_name":"N.","last_name":"Kenett","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Richard","middle_name":"W.","last_name":"Hass","name_suffix":"","institution":"Thomas Jefferson University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28450/galley/18321/download/"}]},{"pk":28678,"title":"Female advantage in visual working memory capacity\nfor familiar shapes but not for abstract symbols","subtitle":null,"abstract":"Both behavioral studies and the neurophysiological data\nmodelling suggested female advantage in memory for objects,\nhowever, most research pertained to long-term memory,\nwhereas data from visual working memory (VWM) are\nscanty. In a large sample of 2044 people, the number of\nobjects supposedly encoded in VWM was measured during\nthe change detection task. The stimuli were either relatively\nfamiliar geometric shapes or less familiar Greek symbols.\nControlling for the general ability level, a small but\nsignificant advantage for memorizing shapes in VWM was\nfound in females over males, but no effect was observed for\nmemorizing abstract symbols. The present results support\nneuroimaging models of human cognitive architecture,\nsuggesting that female VWM relies on a more complex\nnetwork of domain-specific brain modules, as compared to\nmales. Consequently, formal models of VWM and related\ncognitive processes should account for sex and material type.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual working memory"},{"word":"sex differences"},{"word":"change\ndetection task"},{"word":"neural architecture of memory"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0f32s20f","frozenauthors":[{"first_name":"Adam","middle_name":"","last_name":"Chuderski","name_suffix":"","institution":"Jagiellonian University in Krakow","department":""},{"first_name":"Jan","middle_name":"","last_name":"Jastrzębski","name_suffix":"","institution":"Jagiellonian University in Krakow","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28678/galley/18549/download/"}]},{"pk":29256,"title":"Five aspects of compositionality and a universal principle","subtitle":null,"abstract":"Compositionality supposedly explains structure-sensitive features of cognition, such as productivity and systematicity.However, the nature of compositionality is still controversial: e.g., symbolic versus subsymbolic. Category theory—a formal theory of structure—provides an explanation for systematicity in terms of universal morphisms: the optimalfactorization of cognitive components (Phillips & Wilson, 2010). We survey five aspects of compositionality as they relateto formal properties of universal morphisms. The emerging view is a unified (universal) principle for compositionality.This category theoretical view affords a novel perspective on the emergence of symbol systems, i.e. as the construction ofuniversal morphisms, which is illustrated in regard to some empirical data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7t10p9q3","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"National Institute of Advanced Industrial Science and Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29256/galley/19127/download/"}]},{"pk":29284,"title":"Flexible Strategy Use in ACT-R’s Tic-Tac-Toe","subtitle":null,"abstract":"Modeling cognitive processes is one of the major tasks of cognitive science. This work presents a computer modelof a study described in ”Flexible Strategy Use in Young Children’s Tic-Tac-Toe” (Crowley & Siegler, 1993) in whichauthors made an attempt to characterize decision-making in a conflict-of-interests-like environment. In the experiments,kindergarten/primary school children and an algorithm-based opponent played a series of games in Tic-Tac-Toe. Theoutcomes seemed to indicate existence of a hierarchy of rules that is constructed with experience. Although already testedalgorithmically, the simulation detailed in the paper was applicable to a narrow class of problems only. The model shownin this work was built using a cognitive architecture, i.e. computer-based structure mimicking general functioning of thehuman mind. We used a rule-based system ACT-R that operates in mental rules paradigm and successfully replicatedresults of the mentioned study.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6m0782qq","frozenauthors":[{"first_name":"Julian","middle_name":"","last_name":"Skirzyski","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Piotr","middle_name":"","last_name":"Wasilewski","name_suffix":"","institution":"University of Warsaw","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29284/galley/19155/download/"}]},{"pk":29235,"title":"Forming Action-Effect Contingencies through Observation of a Dot-Control Task","subtitle":null,"abstract":"Previous research suggests the possibility that observers have access to action plans of others (Jordan & Hommel, 2008).To examine this we design three experiments. The first examines action-plan coding in participants performing the task(controllers) using a Hommel-like ’compatibility’ test measuring reaction times (Hommel, 1996). We manipulated theinclusion of task irrelevant auditory tones during the dot-control game. The second experiment utilized the same designto examine observer’s action-plans after watching the experimenter play the dot control game. Experiment 3 allows us toexamine the additional effects of the controller’s skill level and observer’s level of access to the task. So far the resultssupport the hypothesis that participants can learn action plans by observing the distal effects of another’s actions. Furtherresearch will help unearth the factors mediating observer’s action plan coding and the differences between how controllersand observer’s encode actions and their different effects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fh0k0g6","frozenauthors":[{"first_name":"Jasmine","middle_name":"","last_name":"Mason","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"J. Scott","middle_name":"","last_name":"Jordan","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29235/galley/19106/download/"}]},{"pk":29091,"title":"Foundations of search behavior, beyond the exploration-exploitation trade-off","subtitle":null,"abstract":"We investigate the cognitive micro-foundations of individual search. The aim of this study is to identify important cog-nitive antecedents of the heterogeneity of individual level search behavior. We introduce a problem-solving task that notonly requires a binary trade-off between either exploration or exploitation, but solicits the individual to understand theunderlying problem structure in order to be able to optimize the search. Combining data collected from individuals solv-ing this experimental task (N = 407) with a quantitative survey of cognitive styles as well as a neuropsychological testof cognitive ability (g-factor) we explain how different cognitive micro-foundations translate into substantial variation insearch behaviors.","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/29c0h14r","frozenauthors":[{"first_name":"Oana","middle_name":"","last_name":"Vuculescu","name_suffix":"","institution":"Aarhus University","department":""},{"first_name":"Carsten","middle_name":"","last_name":"Bergenholtz","name_suffix":"","institution":"Aarhus University","department":""},{"first_name":"Ali","middle_name":"","last_name":"Amidi","name_suffix":"","institution":"Aarhus University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29091/galley/18962/download/"}]},{"pk":28469,"title":"Frequency Effects in Decision-Making are Predicted by Dirichlet Probability\nDistribution Models","subtitle":null,"abstract":"Frequency of reward and average reward value are two types\nof reward information we utilize when making decisions\nbetween two alternative options. Often, these two pieces of\ninformation coincide with the highest value option, however,\nwhen a slightly less valuable option is presented more\nfrequently, standard reinforcement learning models such as the\nDelta model can make incorrect predictions. This paper\nexplores the discrepancy in these predictions by way of\nsimulating relevant behavioral tasks with the Delta model, the\nDecay model, and a novel Bayesian model based on the\nDirichlet distribution. We then compare model predictions to\nbehavioral data from some of the same tasks that were\nsimulated. The Delta model provides a poor fit to the data for\neach of the three presented tasks when compared to the Decay\nmodel and the two Bayesian learning models, because it\npredicts a bias toward options with higher average reward,\nwhile the Decay and Bayesian models predict a bias toward\nreward frequency. The Decay and Bayesian models show a\ndistinct similarity in prediction and fits to the data for most of\nthe tasks. This is because both models predict a bias toward\nreward frequency rather than average reward magnitude,\ndespite different computational formalisms. However, we also\nnote some interesting discrepancies between the Decay and\nBayesian models which will show that in some cases, the\nfrequency of reward may be more important than the reward\nvalue.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Frequency Effect; Reinforcement Learning;\nBayesian Learning"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3w97p2bq","frozenauthors":[{"first_name":"Astin","middle_name":"","last_name":"Cornwall","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Hilary","middle_name":"","last_name":"Don","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Darrell","middle_name":"","last_name":"Worthy","name_suffix":"","institution":"Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28469/galley/18340/download/"}]},{"pk":28722,"title":"From Deep Learning to Deep Reflection: Toward an Appreciation of the IntegratedNature of Cognition and a Viable Theoretical Framework for Cultural Evolution","subtitle":null,"abstract":"Although Darwinian models are rampant in the socialsciences, social scientists do not face the problem thatmotivated Darwin’s theory of natural selection: the problemof explaining how lineages evolve despite that any traits theyacquire are regularly discarded at the end of the lifetime of theindividuals that acquired them. While the rationale forframing culture as an evolutionary process is correct, it doesnot follow that culture is a Darwinian or selectionist process,or that population genetics provides viable starting points formodeling cultural change. This paper lays out step-by-steparguments as to why a selectionist approach to culturalevolution is inappropriate, focusing on the lack ofrandomness, and lack of a self-assembly code. It summarizesan alternative evolutionary approach to culture: self-otherreorganization via context-driven actualization of potential.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"acquired trait; cultural evolution; inheritance;natural selection; population genetics; self-other re-organization"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7f0378s0","frozenauthors":[{"first_name":"Liane","middle_name":"","last_name":"Gabora","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28722/galley/18593/download/"}]},{"pk":28432,"title":"From Design Cognition to Design Neurocognition","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"design cognition"},{"word":"design neurocognition"},{"word":"protocolanalysis"},{"word":"EEG"},{"word":"fNIRS"}],"section":"Publication-based Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6z42017c","frozenauthors":[{"first_name":"John","middle_name":"S.","last_name":"Gero","name_suffix":"","institution":"University of North Carolina at Charlotte","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28432/galley/18303/download/"}]},{"pk":29148,"title":"From wugged to wug: Reverse generalisation of stems from novel past tense verbs","subtitle":null,"abstract":"When native and non-native English speakers inflect novel verb forms for the past tense, non-natives are more likely toproduce irregular (non -ed) forms than natives (Cuskley et al., 2015). We test whether participants can reverse-engineerthe correct present tense stem from regular and irregular past tense forms of novel verbs. All participants are better able toidentify the stem of regularly inflected forms than irregular forms, but we find no difference between native and non-nativespeakers. Phonological similarity to existing irregulars interferes with recognition of regularly inflected non-verbs (e.g.,proximity of sleened to sling/slung makes it more difficult than drocked). While non-natives are more likely to produceirregular past tense forms, they are not better than native speakers at interpreting them. Non-native over-production ofirregulars may reflect statistical patterns in their more limited input, but these factors do not seem to affect the process ofinferring stems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2d04w4wf","frozenauthors":[{"first_name":"Christine","middle_name":"","last_name":"Cuskley","name_suffix":"","institution":"Newcastle University","department":""},{"first_name":"Stella","middle_name":"","last_name":"Frank","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Kenny","middle_name":"","last_name":"Smith","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29148/galley/19019/download/"}]},{"pk":28414,"title":"Full Day Tutorial on Quantum Theory in Cognitive Modeling","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"quantum probability theory; classical/ Bayesianprobability theory; Markov processes; contextuality; decisionmaking; memory; similarity."}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jp8r6mg","frozenauthors":[{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"University of London, London","department":""},{"first_name":"James","middle_name":"M.","last_name":"Yearsley","name_suffix":"","institution":"University of London, London","department":""},{"first_name":"Zheng","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Peter","middle_name":"D.","last_name":"Kvam","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Jerome","middle_name":"R.","last_name":"Busemeyer","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28414/galley/18285/download/"}]},{"pk":28650,"title":"Garnering Support for Number and Area as Integral Dimensions","subtitle":null,"abstract":"Non-numerical magnitudes such as cumulative area, element size, and density influence the perception of number. How-ever, it is unclear whether interactions between number and non-numerical magnitudes reflect independent representationsthat interface vis--vis other systems (e.g., language) or, conversely, reflect holistic perception of number and other mag-nitudes. In the present work, we found converging evidence that number and cumulative area are perceptually integraldimensions. Whether assessed explicitly (Experiment 1) or implicitly (Experiment 2), perceived similarity for dot arraysthat varied parametrically in number and area was best modeled by Euclidean, as opposed to city-block, distance. Criti-cally, we also found that the integrality of number and area is comparable to other integral dimensions (Exp. 1: bright-ness/saturation; Exp. 2: radial frequency components), but different from separable dimensions (Exp. 1: shape/color; Exp.2: thickness/curvature). In summary, these findings suggest that non-symbolic number perception is holistic, such that theprocessing of non-numerical magnitudes is obligatory.","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/1cz15429","frozenauthors":[{"first_name":"Lauren","middle_name":"","last_name":"Aulet","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Stella","middle_name":"","last_name":"Lourenco","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28650/galley/18521/download/"}]},{"pk":28927,"title":"Generalization as diffusion: human function learning on graphs","subtitle":null,"abstract":"From social networks to public transportation, graph structuresare a ubiquitous feature of life. How do humans learn functionson graphs, where relationships are defined by the connectiv-ity structure? We adapt a Bayesian framework for functionlearning to graph structures, and propose that people performgeneralization by assuming that the observed function valuesdiffuse across the graph. We evaluate this model by askingparticipants to make predictions about passenger volume in avirtual subway network. The model captures both generaliza-tion and confidence judgments, and provides a quantitativelysuperior account relative to several heuristic models. Our worksuggests that people exploit graph structure to make general-izations about functions in complex discrete spaces.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Function learning"},{"word":"Graph structures"},{"word":"GaussianProcess"},{"word":"Generalization"},{"word":"Successor Representation"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0xt4p8xt","frozenauthors":[{"first_name":"Charley","middle_name":"M.","last_name":"Wu","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Samuel","middle_name":"J.","last_name":"Gershman","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28927/galley/18798/download/"}]},{"pk":28773,"title":"Generalizing Functions in Sparse Domains","subtitle":null,"abstract":"We propose that when humans learn sets of relationships theyare able to learn the abstract structure or type of a family of re-lationships, and exploit that knowledge to improve their abilityto learn and generalize in the future, especially in the face ofsparse or ambiguous data. In two experiments we found thatparticipants choose patterns and extrapolate in ways consistentwith sets of previously learned relations, as measured by ex-trapolation judgments and forced-choice tasks. We take theseresults to suggest that humans can detect shared abstract re-lations and apply this learned regularity to perform rapid andflexible generalization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Generalization"},{"word":"Function learning"},{"word":"transfer"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/67f9t5dk","frozenauthors":[{"first_name":"Pablo","middle_name":"","last_name":"Le ́on-Villagr ́a","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Christopher","middle_name":"G.","last_name":"Lucas","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28773/galley/18644/download/"}]},{"pk":28467,"title":"Generating normative predictions with a variable-length rate code","subtitle":null,"abstract":"Cognitive science is an archipelago of concepts and models,with cross-pollination between topics of interest often prohib-ited by incompatible approaches. Despite this, behavioral per-formance universally depends on information transmission be-tween brain regions and is limited by physical and biologicalconstraints. These constraints can be formalized as informa-tion theoretic constraints on transmission, which provide nor-mative predictions across a surprising range of cognitive do-mains. To illustrate this, we describe a simple variable-lengthrate coding model built with Poisson processes, Bayesian in-ference, and an entropy-based decision threshold. This modelreplicates features of human task performance and provides aprincipled connection between a high-level normative frame-work and neural rate codes. We thereby integrate several dis-joint ideas in cognitive science by translating plausible con-straints into information theoretic terms. Such efforts to trans-late concepts, paradigms and models into common theoreti-cal languages are essential for synthesizing our rich but frag-mented understanding of cognitive systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"information theory; bayesian inference; rate cod-ing; response time; learning"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7v919486","frozenauthors":[{"first_name":"S. Thomas","middle_name":"","last_name":"Christie","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Paul","middle_name":"R.","last_name":"Schrater","name_suffix":"","institution":"University of Minnesota","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28467/galley/18338/download/"}]},{"pk":28559,"title":"Generic noun phrases in child speech","subtitle":null,"abstract":"A wealth of developmental evidence suggests that children es-sentialise natural kind but not artifact categories, and that bothadults and children use generic language less with artifacts aswell (Gelman, 2003). Here we further explore the latter resultusing a novel model for generic identification. We apply ourmodel to a much larger dataset than before, consisting of 26CHILDES corpora of naturalistic speech involving children ata variety of ages and in a variety of contexts. We found noconsistent preference for generic usage in animates over arti-facts. Follow-up analyses indicate that this result was probablydriven by our inclusion of a wider variety of nouns into ourdataset than previous work.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"essentialism; generics; development; language"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/05c09123","frozenauthors":[{"first_name":"Samarth","middle_name":"","last_name":"Mehrotra","name_suffix":"","institution":"Birla Institute of Technology and Science","department":""},{"first_name":"Amy","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"University of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28559/galley/18430/download/"}]},{"pk":28419,"title":"Genetics and Experience Modulate Individual Differences in Navigation","subtitle":null,"abstract":"Different memory systems, dependent on separate parts of the brain, can sustain successful\nnavigation. The hippocampus is implicated in spatial memory strategies used when finding one’s\nway in the environment, i.e. it is allocentric and involves remembering the relationship between\nlandmarks. On the other hand, another strategy dependent on the caudate nucleus can also be\nused, i.e. the response strategy, which relies on making a series of stimulus-response associations\n(e.g. right and left turns from given positions). Participants who use the response strategy are\nfaster at learning navigation tasks lending themselves to using a single specified route. Young\nadult response learners have increased fMRI activity and grey matter in the caudate nucleus, but\ndecreased fMRI activity and grey matter in the hippocampus. Research in my laboratory has\nshown that specific navigation strategies are associated with several genes, such as BDNF and\nApoE, as well as hormones, such as cortisol and progesterone, but not estrogen and progesterone.\nExperiences dependent modulators such as age, habit, stress and rewards also modulate strategies\ndependent on the hippocampus and caudate nucleus. These results have important translational\nimplications because a larger hippocampus has been associated with healthy cognition in normal\naging and with a reduced risk of numerous neurological and psychiatric disorders such as\nAlzheimer’s disease, Schizophrenia, Post-Traumatic Stress disorder and Depression.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7dk1h1rw","frozenauthors":[{"first_name":"Veronique","middle_name":"","last_name":"Bohbot","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28419/galley/18290/download/"}]},{"pk":29266,"title":"Geometric Significance of Topological Neighborhood in Standard and OscillatingSOM Models","subtitle":null,"abstract":"The role of Topological Neighborhood (TN) in SOM cognitive modeling has biological and computational implications.The modeling significance of the TN width function (epoch) is associated with the initial TN width parameter 0. Further-more, 0 is decisive in determining the geometric area under the TN-width function curve through the epochs of SOMtraining; measures training ”opportunity”. From this perspective, what is considered narrow (or wide) TN during SOMformation is a function of the TN width area covered.In computer simulations of standard-TN SOM and of our previously proposed oscillating-TN SOM models, we calculatedthe area using the Riemann integral of the corresponding (epoch) function (standard, oscillating) and epoch-interval. Theresults show: a) for the same 0 and epoch-interval, the value remains unchanged irrespective of the (epoch) function used;b) when reducing 0, it reduces and directly affects the SOM representation of the input space.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/61v2t2ft","frozenauthors":[{"first_name":"Spyridon","middle_name":"","last_name":"Revithis","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29266/galley/19137/download/"}]},{"pk":29019,"title":"Gestures for Self Help Learning by Creating Models","subtitle":null,"abstract":"People spontaneously gesture when studying spatial descriptions. Doing so improves comprehension and learning. Theirgestures create spatial models of the described environments. Here, we address two questions in two experiments: willpeople gesture to study descriptions that are not inherently spatial, and will people gesture when information is presentedvisually rather than text. The answers to both questions are yes. Together, the results suggest that gestures facilitatecomprehension and learning by creating spatial-motor representations that directly reflect meaning.","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/6qk263p0","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Melissa","middle_name":"","last_name":"Zrada","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Tversky","name_suffix":"","institution":"Columbia Teachers College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29019/galley/18890/download/"}]},{"pk":28758,"title":"Getting Insight by Talking to Others – Or Loosing Insight by Talking Too Muc","subtitle":null,"abstract":"The purpose of the present study was to investigate the effects\nof addressee of verbalization, self or other, on insight problem\nsolving. Thirty-five participants were assigned to one of the\nthree conditions: toward-self verbalization, toward-other\nverbalization, or irrelevant verbalization (control). A 3-minute\nverbalization phase was inserted after 5 minutes of solving the\nT-puzzle. The participants were asked to write down their\nthoughts during the first 5 minutes as a record in the toward-\nself verbalization condition, and as an instruction for other\nparticipants in the toward-other verbalization condition. The\nparticipants in the control condition were required to write\ndown their concerns. After that, they were asked to engage in\nthe puzzle again for 10 minutes. The results showed a\ndetrimental verbalization effect while allowed a wide range of\neffects for the self vs other distinction going in either direction.\nWe are using this study as a basis for a pre-registered repo","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"insight problem solving; verbalization; self vs\nother; metacognitive monitorin"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6945024h","frozenauthors":[{"first_name":"Sachiko","middle_name":"","last_name":"Kiyokawa","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Zoltán","middle_name":"","last_name":"Dienes","name_suffix":"","institution":"University of Susse","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28758/galley/18629/download/"}]},{"pk":29031,"title":"”Give me a break”: Can brief bouts of physical activity reduce elementarychildren’s attentional failures and improve learning?","subtitle":null,"abstract":"In classroom settings, young children are frequently off-task, which may be due in part to childrens still-maturing attentional system. Lapses in attention may impede academic success by reducing the amount of time spent engaged in instructional activities. One popular strategy to increase on-task behavior is to provide brief physical activity (PA) breaks in between instructional tasks. Though PA breaks are hypothesized to increase on-task behavior, much is unkown regarding the effectiveness of breaks and their underlying mechanism(s). The present study systematically investigated the effectiveness of PA breaks, using direct measures of attention and learning. Break type (PA vs Sedentary control) was manipulated within-subjects. Prelminary results indicate PA breaks benefit learning compared to the sedentary control (p=.03, Cohens d=.389). A marginally significant increase in on-task behavior was also found folowing the PA break. The se results provide tentative support fo the benefit of PA breaks for childrens attention and learning","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3mj6v8dw","frozenauthors":[{"first_name":"Grace","middle_name":"","last_name":"Murray","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Karrie","middle_name":"","last_name":"Godwin","name_suffix":"","institution":"Kent State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29031/galley/18902/download/"}]},{"pk":29144,"title":"Go big and go grounded: Categorical structure emerges spontaneously from thelatent structure of sensorimotor experience","subtitle":null,"abstract":"Many theories of semantic memory assume that categories spontaneously emerge from commonalities in the way we per-ceive and interact with the world around us. However, efforts to test this assumption computationally have been hamperedby use of abstracted features without clear sensorimotor grounding and over-reliance on small samples of concepts from alimited number of categories. Taking a radically different approach, we examined whether categorical structure emergesspontaneously from the latent structure of sensorimotor experience by creating a fully-grounded multidimensional senso-rimotor space at the scale of a full-size human conceptual system (i.e., 11 sensorimotor dimensions x 40,000 concepts).We found evidence for (a) a high-level separation of abstract and concrete categories (which was not enhanced by theinclusion of affective information); (b) a hierarchical structure of concrete concepts that separated categories commonlyimpaired in double dissociations, such as fruit/vegetables, animals, tools, and musical instruments; and (c) a flatter hi-erarchy of abstract concepts that separated categories such as negative emotions, units of time, social relationships, andpolitical systems. These findings demonstrate that grounded sensorimotor information is fundamental to the representationof all conceptual knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/11n5w9k8","frozenauthors":[{"first_name":"Louise","middle_name":"","last_name":"Connell","name_suffix":"","institution":"University of Lancaster","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":""},{"first_name":"Marc","middle_name":"","last_name":"Brysbaert","name_suffix":"","institution":"Ghent University","department":""},{"first_name":"Dermot","middle_name":"","last_name":"Lynott","name_suffix":"","institution":"Lancaster University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29144/galley/19015/download/"}]},{"pk":28603,"title":"Go with Plan A: Backup Plans Help the Powerful but Distract the Powerless","subtitle":null,"abstract":"Backup plans represent a safety net that can help ensure goal attainment. However, managing backup plans during goalpursuit can also deflect attention away from the initial plan. We examined how individuals sense of power, which is saidto facilitate goal pursuit, affects the extent to which one gets distracted by backup plans. Results from four studies showedthat when a backup plan was activated, greater sense of power was associated with lower self-reported distraction and betterperformance. Studies 2 and 3 further revealed mediating effects of distraction between sense of power and performance.Greater sense of power was associated with less distraction, which in turn was related to better performance. Our findingssuggest that when pursuing goals, individuals experiencing high power may be better at allocating their limited cognitiveresources to the initial plan.","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/66f32323","frozenauthors":[{"first_name":"Leila","middle_name":"","last_name":"Straub","name_suffix":"","institution":"ETH Zurich","department":""},{"first_name":"Petra","middle_name":"C.","last_name":"Schmid","name_suffix":"","institution":"ETH Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28603/galley/18474/download/"}]},{"pk":29032,"title":"Gradations in task engagement emerge from metacognitive priority control","subtitle":null,"abstract":"Engagement is a critical motivational factor that has broad effects on learning, productivity, performance, and even satis-faction and happiness. However, it can also be impacted by a myriad of factors which have made it difficult to model anddesign interventions. Here we address this problem by developing an integrated metacognitive framework for understand-ing task engagement. We treat engagement as resulting from a unified metacognitive decision process where the gradientof engagement results from a common priority calculation. Priority signals are computed relative to a set of availabletasks and updated across time and environmental changes. We propose a metacognitive controller makes decisions aboutboth task switching (when to quit, next task) and cognitive resourcing (working memory, attention, etc) using the gradedpriority signals. By simultaneously choosing the task and allocating resources using the same graded signals, we capturethe complex dependencies of engagement with task errors, performance, and time allocation.","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/8kv185r8","frozenauthors":[{"first_name":"Dominic","middle_name":"","last_name":"Mussack","name_suffix":"","institution":"University of Luxembourg","department":""},{"first_name":"Paul","middle_name":"","last_name":"Schrater","name_suffix":"","institution":"University of Minnesota, Twin Cities","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29032/galley/18903/download/"}]},{"pk":28741,"title":"Grammatical Generalisation in Statistical Learning: Is it Implicit and Invariant\nAcross development?","subtitle":null,"abstract":"The learning and generalisation of grammatical regularities is\nfundamental to successful language acquisition and use.\nResearch into statistical learning has started to consider how\nthis process occurs through the implicit detection and\nassimilation of grammatical regularities. This study focuses on\nhow adults and children generalise regularities and explores the\nrole of explicit knowledge in this process. Across three\nexperiments, adults and children learnt an artificial language\ncontaining two semantic categories denoted by a co-occurring\ndeterminer and suffix. Explicit knowledge of the regularities\nwas associated with generalisation performance in adults but\nnot children, even when adult word level knowledge was\nsimilar to children’s. The implications of these results for\ndevelopmental theories of grammatical generalisation are\ndiscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning"},{"word":"explicit knowledge"},{"word":"grammatical\ncategories"},{"word":"Artificial language"},{"word":"learning"},{"word":"generalisation."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9xs334hg","frozenauthors":[{"first_name":"Amanda","middle_name":"J.","last_name":"Hickey","name_suffix":"","institution":"University of York","department":""},{"first_name":"Marianna","middle_name":"E.","last_name":"Hayiou-Thomas","name_suffix":"","institution":"University of York","department":""},{"first_name":"Jelena","middle_name":"","last_name":"Mirković","name_suffix":"","institution":"University of York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28741/galley/18612/download/"}]},{"pk":29085,"title":"Group Discussion Clarifies the Difference between Maximin and EqualityPrinciples in Social Distribution for Others","subtitle":null,"abstract":"The allocation of scarce resources is a ubiquitous process in human societies, yet it is challenging to aggregate peoplesdiverse distributive viewpoints into group consensus. We investigate whether such heterogeneity in preferences may bereduced when people participate in group discussion in a distribution task. In two interactive experiments, we foundthat after group discussion, participants became less inequity-averse and preferred the maximin allocation. Analyses ofparticipants conversations and information-search behaviors showed that such shifts toward the maximin allocation werefacilitated by a strong concern for the worst-off recipient during group discussion. These results suggest that a maximinconcern exhibited in discussion helped participants to understand the difference between the inequity-aversion principleand the maximin principle, which are often confounded in individual judgments. These results provide empirical insightinto how social interaction can help to aggregate peoples diverse distributive preference into a social consensus.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2vq433gm","frozenauthors":[{"first_name":"Atsushi","middle_name":"","last_name":"Ueshima","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Tatsuya","middle_name":"","last_name":"Kameda","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29085/galley/18956/download/"}]},{"pk":35932,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editor's Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vb3s2s2","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Kohns","name_suffix":"","institution":"","department":""},{"first_name":"Rebekah","middle_name":"","last_name":"Sidman-Taveau","name_suffix":"","institution":"","department":""},{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35932/galley/26787/download/"}]},{"pk":28405,"title":"Guided Playful Learning: Developmental, Computational, and EducationalPerspectives","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"guided play; computational modeling; science oflearning; playful learning"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/27f7n89n","frozenauthors":[{"first_name":"Emily","middle_name":"N.","last_name":"Daubert","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28405/galley/18276/download/"}]},{"pk":28550,"title":"Hands in mind: learning to write with both hands\nimproves inhibitory control, but not attention","subtitle":null,"abstract":"Embodied cognition theories predict that changing motor\ncontrol would change cognitive control, as cognition is\nconsidered to emerge from action in this theoretical approach.\nWe tested this prediction, by examining the attention and\ncognitive control capabilities of a group of school students\n(12-13-year-olds) trained to write using both hands\n(experimental group, N=28), compared to a group of age-\nmatched children (control group, N=33) who did not receive\nsuch training. The key tasks used were the attentional network\ntest (ANT) task and the hearts and flowers (HF) task. Results\nfrom the ANT task showed that there was no significant\ndifference in the three attentional networks between the\ngroups. However, results from the HF task showed that the\nexperimental group had better inhibitory control. This second\nresult provides support to the embodied cognition prediction\nthat cognitive control and motor control are related, and the\nformer can be changed to some extent by changing the latter.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Embodied Cognition; Handedness; Executive\nFunctions; M otor Control."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1c92m7qz","frozenauthors":[{"first_name":"Mukesh","middle_name":"","last_name":"Makwana","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Biswajit","middle_name":"","last_name":"Boity","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Prasanth","middle_name":"","last_name":"P.","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Amogh","middle_name":"","last_name":"Sirnoorkar","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""},{"first_name":"Sanjay","middle_name":"","last_name":"Chandrasekharan","name_suffix":"","institution":"Tata Institute of Fundamental Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28550/galley/18421/download/"}]},{"pk":28538,"title":"Hard choices: Children’s understanding of the cost of action selection","subtitle":null,"abstract":"When predicting or explaining another person’s actions, weoften appeal to the physical effort they require; a person whoworks hard for something, for instance, must really like it (Liu,Ullman, Tenenbaum, & Spelke, 2017). But people are notonly motivated to avoid physical effort; they also seek to avoidmental effort (Shenhav et al., 2017; Kool & Botvinick, 2018).Here, we ask whether mental effort enters into preschoolers’understanding of other people’s actions. Across 4 experiments(N=112), we presented 4- and 5-year-old children with anagent (naive in Exp 1, 2 and 4, and knowledgeable in Exp 3)who can either move through a simple or complex maze envi-ronment with a specific goal (in Exp 1-3, to reach a play struc-ture beyond the mazes, and in Exp 4, to practice solving themazes). We found that children were sensitive to the physicaland mental effort associated with more complex mazes, and tothe trade-offs between effort and gain in skill. The intuitionthat choices impose costs on our bodies and minds appears toguide children’s understanding of other people.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intuitive psychology; cognitive development;decision-making"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1b56h1jv","frozenauthors":[{"first_name":"Shari","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Sam","middle_name":"","last_name":"Gershman","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Wouter","middle_name":"","last_name":"Kool","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Spelke","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28538/galley/18409/download/"}]},{"pk":28853,"title":"he Expected Unexpected & Unexpected Unexpected:How People’s Conception of the Unexpected is Not Really That Unexpected","subtitle":null,"abstract":"The answers people give when asked to “think of theunexpected” for everyday event scenarios appear to be moreexpected than unexpected. There are expected unexpectedoutcomes that closely adhere to the given information in ascenario, based on familiar disruptions and common plan-failures. There are also unexpected unexpected outcomes thatare more inventive, that depart from given information, addingnew concepts/actions. However, people seem to tend toconceive of the unexpected as the former more than the latter.Study 1 tests these proposals by analysing the object-conceptspeople mention in their reports of the unexpected and theagreement between their answers. Study 2 shows that object-choices are weakly influenced by recency, that is, the order ofsentences in the scenario. The implications of these results forideas in philosophy, psychology and computing are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"expectation; explanation; cognitive; judgments"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6zg3w8rh","frozenauthors":[{"first_name":"Molly","middle_name":"S.","last_name":"Quinn","name_suffix":"","institution":"University College Dublin","department":""},{"first_name":"Kathleen","middle_name":"","last_name":"Campbell","name_suffix":"","institution":"University College Dublin","department":""},{"first_name":"Mark","middle_name":"T.","last_name":"Keane","name_suffix":"","institution":"University College Dublin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28853/galley/18724/download/"}]},{"pk":28404,"title":"Heuristics, hacks, and habits:Boundedly optimal approaches to learning, reasoning and decision making","subtitle":null,"abstract":"Humans regularly perform tasks that require combining infor-mation across several sources of information to learn, reason,and make decisions. Bayesian models provide a computa-tional framework, and a normative account, for how humanscarry out these tasks. However, exact inference is intractablein most real-world situations, and extensive empirical workshows that human behavior often deviates significantly fromthe Bayesian optimum. A promising possibility is that peopleinstead approximate rational solutions using bounded avail-able resources. In this workshop, we bring together lead-ing researchers from cognitive science, neuroscience and ma-chine learning to build a better understanding of bounded op-timality in how humans learn, reason and make decisions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Heuristics; Resource rationality; Reasoning; De-cision making; Reinforcement learning; Machine learning"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6h58b402","frozenauthors":[{"first_name":"Ishita","middle_name":"","last_name":"Dasgupta","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Jessica","middle_name":"B.","last_name":"Hamrick","name_suffix":"","institution":"DeepMind","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28404/galley/18275/download/"}]},{"pk":29201,"title":"High-Dimensional Vector Spaces as the Architecture of Cognition","subtitle":null,"abstract":"We demonstrate that the key components of cognitive architectures - declarative and procedural memory - and their keycapabilities - learning, memory retrieval, judgement, and decision-making - can be implemented as algebraic operationson vectors in a high-dimensional space. Modern machine learning techniques have an impressive ability to process datato find patterns, but typically do not model high-level cognition. Traditional, symbolic cognitive architectures can capturethe complexities of high-level cognition, but have limited ability to detect patterns or learn. Vector-symbolic architec-tures, where symbols are represented as vectors, bridge the gap between these two approaches. Our vector-space modelaccounts for primacy and recency effects in free recall, the fan effect in recognition, human probability judgements, andhuman performance on an iterated decision task. Our model provides a flexible, scalable alternative to symbolic cognitivearchitectures at a level of description that bridges symbolic, quantum, and neural models of cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88v0k9pt","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Kelly","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"Nipun","middle_name":"","last_name":"Arora","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Robert","middle_name":"","last_name":"West","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"David","middle_name":"","last_name":"Reitter","name_suffix":"","institution":"Penn State","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29201/galley/19072/download/"}]},{"pk":29119,"title":"HOT: Higher Order Tetris, Experts’ Subgoals and Activities","subtitle":null,"abstract":"For Tetris, clearing 4 lines at once (a ”Tetris”) results in 7.5 times as many points as clearing one line four times. Gettinga Tetris requires a solid block of filled cells, 9 columns wide and 4 rows high. That block leaves vacant one column. If anI-beam appears, all 4 rows can be cleared. Finalists at the Classic Tetris World Championships have an explicit subgoalstructure not seen in lesser players. Among the 32 competitors, the 4 finalists are those who are most adept at maintainingor preparing the board for a Tetris by executing one of these subgoals, as needed. We present a video-based analysis whichcompares the proportion of time spent on each activity between those eliminated on the first tournament round and thosewho survive to the final round.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xq027fh","frozenauthors":[{"first_name":"Jacquelyn","middle_name":"","last_name":"Berry","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Wayne","middle_name":"","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29119/galley/18990/download/"}]},{"pk":28743,"title":"How can diverse memory improve group decision making?","subtitle":null,"abstract":"Previous studies have shown that people can make adaptive in-ferences based on memory-based simple heuristics such asrecognition, fluency, or familiarity heuristic. In the presentstudy, we discussed the adaptive nature of memory-based sim-ple heuristics in a group decision making setting. In particular,we examined how the diversity of memory affected group de-cision making when group members were assumed to make in-ferences based on the familiarity heuristic. We predicted that,when the group members’ memories were diverse, group deci-sion making would become more accurate. To examine thisprediction, we conducted a behavioral experiment and com-puter simulations, and our results generally supported the pre-diction. We discuss the role of diverse memories in generatingadaptive group decision making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"group decision making; heuristics; ecological ra-tionality; diversity"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2ff5j09q","frozenauthors":[{"first_name":"Hidehito","middle_name":"","last_name":"Honda","name_suffix":"","institution":"Yasuda Women’s University","department":""},{"first_name":"Itsuki","middle_name":"","last_name":"Fujisaki","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Toshihiko","middle_name":"","last_name":"Matsuka","name_suffix":"","institution":"Chiba University","department":""},{"first_name":"Kazuhiro","middle_name":"","last_name":"Ueda","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28743/galley/18614/download/"}]},{"pk":28705,"title":"How can I help? Developmental change in the selectivity of two to four-year-olds’attempts to alleviate others’ distress","subtitle":null,"abstract":"Young children are selective in deciding whom to help (i.e.,they preferentially assist and share resources with prosocialversus antisocial others; Hamlin, Wynn, Bloom, & Mahajan,2011; Vaish, Carpenter, & Tomasello, 2010) but are they alsoselective in deciding how to offer help? Here we show two tofive-year-olds (N = 32; mean: 42.41 months; range 27-68months) characters who are distressed for different reasons:they are hurt, bored, or sad. Children of all ages tried to helpthe agent but the selectivity of children’s responses variedwith age and condition; in particular, children’s responses toboredom and sadness became increasingly differentiated withage.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Helping"},{"word":"Empathy"},{"word":"social cognition"},{"word":"theory ofmind"},{"word":"preschoolers"},{"word":"toddlers"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7hv066q3","frozenauthors":[{"first_name":"Regina","middle_name":"","last_name":"Ebo","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28705/galley/18576/download/"}]},{"pk":29041,"title":"How Different Metaphor Styles Impact on Creativity of the Poetry Receivers?","subtitle":null,"abstract":"Poetry is one of the most creative uses of language. Yet the influence of poetry on creativity has received little attention.The present research aimed to determine how the reception of different types of poetry affect creativity levels. In twoexperimental studies, participants were assigned to two conditions: poetry reading and non-poetic text reading. Partici-pants read poems (Study 1 = narrative/open metaphors; Study 2 = descriptive/conventional metaphors) or control pieces ofnon-poetic text. Before and after the reading manipulation, participants were given a test to determine levels of divergentthinking. In Study 1 (N = 107), participants showed increased fluency and flexibility after reading a narrative poem. InStudy 2 (N = 131) reception of conventional, closed metaphorization significantly lowered fluency and flexibility (com-pared to reading non-poetic text). The most critical finding was that poetry exposure could either increase or decreasecreativity level depending on the type of poetic metaphors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4q02n9pn","frozenauthors":[{"first_name":"Magorzata","middle_name":"","last_name":"Osowiecka","name_suffix":"","institution":"SWPS University of Social Sciences and Humanities","department":""},{"first_name":"Alina","middle_name":"","last_name":"Kolaczyk","name_suffix":"","institution":"SWPS University of Social Sciences and Humanities","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29041/galley/18912/download/"}]},{"pk":28875,"title":"How does a doll play affect socio-emotional development in children?:Evidence from behavioral and neuroimaging measures","subtitle":null,"abstract":"Mentalization is an important ability to acquire for children,as it allows humans to understand the mental state of others oroneself, that underlies overt behavior (Fonagy & Target,1996). In the current study we examined the relationshipbetween development of mentalization ability in children andtheir experience of playing with a doll by observing child-mother interaction and by using functional near-infraredspectroscopy (fNIRS). 44 dyads of children aged 2 to 3 andtheir mothers were divided into two groups (high and low)depending on the frequency of doll-play experience. Weexamined mother-speech interaction during the doll play. Wealso used fNIRS system to measure cerebral hemodynamicactivation in the frontal and temporal regions during theobservation of video clips showing hindering and helpingbehaviors. The results showed that a mother’s proxy talk wasrelated to a child’s doll directed speech in the high group, butnot in the low group. fNRIS data showed that cerebralactivation in the helping condition was more increased in thelow group than the high group. This suggests that doll-playexperience facilitates the development of mentalization,which enables children to be aware of and understand other'spsychological states.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"doll play; social understanding; mentalizing"},{"word":"young children; fNIRS."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32n3b8m6","frozenauthors":[{"first_name":"Kazuki","middle_name":"","last_name":"Sekine","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Eriko","middle_name":"","last_name":"Yamamoto","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Saeka","middle_name":"","last_name":"Miyahara","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Yasuyo","middle_name":"","last_name":"Minagawa","name_suffix":"","institution":"Keio University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28875/galley/18746/download/"}]},{"pk":28996,"title":"How does art appreciation promote artistic inspiration?","subtitle":null,"abstract":"Through art appreciation, viewers are sometimes inspired to express or implement creative ideas. Such an experienceis thought to be important for art learning. In this study, we conduct a questionnaire to examine how art appreciationpromotes creative inspiration in non-experts. We hypothesize that: (a) individual experience of art-related activities andself-evaluation of artistic expression affect creative inspiration, mediated by the method of appreciation of artworks; and(b) the type of artworks affects creative inspiration, mediated by the method of appreciation of artworks. The participantswere 373 adults, who were not art professionals (179 women, age: M = 45.02, SD = 13.45, range: 20-69 years). Thedata are analyzed using structured equation modeling for the two hypotheses. The two hypotheses are mostly supported,suggesting that self-evaluation of artistic expression and the type of artworks (especially classic works of art) influencecreative inspiration, mediated by the method of appreciation of artworks. However, experience of art-related activities hasno significant direct effect on inspiration for artistic creation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2555k3d4","frozenauthors":[{"first_name":"Chiaki","middle_name":"","last_name":"Ishiguro","name_suffix":"","institution":"Kanazawa Institute of Technology","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28996/galley/18867/download/"}]},{"pk":28421,"title":"How Does Current AI Stack Up Against Human Intelligence?","subtitle":null,"abstract":"The past decade has seen remarkable progress in artificialintelligence, with such advances as self-driving cars, IBMWatson, AlphaGo, Google Translate, face recognition,speech recognition, virtual assistants, and recommendersystems. Ray Kurzweil and others think that it is only amatter of decades before AI surpasses human intelligence.This symposium will evaluate the extent to which AIcurrently approximates the full range of human intellectualabilities, and critically discuss the prospects for closing thegap between artificial and human intelligence. Participantswill combine the perspectives of computer science,psychology, and philosophy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence"},{"word":"human intelligence"},{"word":"problem solving"},{"word":"learning"},{"word":"cognitive architecture"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3f2352cg","frozenauthors":[{"first_name":"Ken","middle_name":"","last_name":"Forbus","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"John","middle_name":"E.","last_name":"Laird","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Ardavan","middle_name":"Salehi","last_name":"Nobandegani","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Paul","middle_name":"","last_name":"Thagard","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28421/galley/18292/download/"}]},{"pk":29228,"title":"How does temperature affect behaviour? A meta-analysis of effects inexperimental studies","subtitle":null,"abstract":"The surrounding environment has a profound impact on human behaviour. Historically, studies have shown that highertemperatures are associated with increases in antisocial behaviours (aggression, violence). More recently, studies havelinked higher temperature experiences to increases in prosocial behaviours (altruism, co-operation). Such contrastingpatterns leave the status of temperature-behaviour links unclear. Here we conduct a series of meta-analyses of laboratory-based empirical studies that measure either prosocial (monetary reward, gift giving, helping) or antisocial (retaliation,horn honking, sabotage) outcomes, with temperature as an independent variable. Overall, we found that there was noreliable effect of temperature on the behavioural outcomes measured. In follow-up analyses, there was no reliable effectof temperature on prosocial or antisocial outcomes when analysed separately. We consider why the evidence to supporttemperature-behaviour links from laboratory-based studies is weak, assess potential moderators, and examine how futurestudies can attempt to reconcile seemingly contradictory patterns in the literature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jd5580m","frozenauthors":[{"first_name":"Dermot","middle_name":"","last_name":"Lynott","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Katherine","middle_name":"","last_name":"Corker","name_suffix":"","institution":"Grand Valley State University","department":""},{"first_name":"Louise","middle_name":"","last_name":"Connell","name_suffix":"","institution":"University of Lancaster","department":""},{"first_name":"Kerry","middle_name":"","last_name":"O’Brien","name_suffix":"","institution":"Monash University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29228/galley/19099/download/"}]},{"pk":28513,"title":"How do infants start learning object names in a sea of clutter?","subtitle":null,"abstract":"Infants are powerful learners. A large corpus of experimental\nparadigms demonstrate that infants readily learn distributional\ncues of name-object co-occurrences. But infants’ natural\nlearning environment is cluttered: every heard word has\nmultiple competing referents in view. Here we ask how infants\nstart learning name-object co-occurrences in naturalistic\nlearning environments that are cluttered and where there is\nmuch visual ambiguity. The framework presented in this paper\nintegrates a naturalistic behavioral study and an application of\na machine learning model. Our behavioral findings suggest\nthat in order to start learning object names, infants and their\nparents consistently select a set of a few objects to play with\nduring a set amount of time. What emerges is a frequency\ndistribution of a few toys that approximates a Zipfian\nfrequency distribution of objects for learning. We find that a\nmachine learning model trained with a Zipf-like distribution of\nthese object images outperformed the model trained with a\nuniform distribution. Overall, these findings suggest that to\novercome referential ambiguity in clutter, infants may be\nselecting just a few toys allowing them to learn many\ndistributional cues about a few name-object pairs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"infancy; early word learning; machine learning;\nZipfian distribution."}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/90s8m2jd","frozenauthors":[{"first_name":"Hadar","middle_name":"Karmazyn","last_name":"Raz","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Drew","middle_name":"H.","last_name":"Abney","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"David","middle_name":"","last_name":"Crandall","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Linda","middle_name":"B.","last_name":"Smith","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28513/galley/18384/download/"}]},{"pk":28798,"title":"How Many Dimensions of Mind Perception Really Are There?","subtitle":null,"abstract":"Previous research suggests that people’s folk conception of themind is organized along a few fundamental dimensions; butstudies disagree on the exact number of those dimensions. Withan expanded item pool of mental capacities, variations ofquestion probes, and numerous judged agents, four studies pro-vide consistent evidence for three dimensions of perceivedmind: Affect (A), Moral and Mental Regulation (M), and Real-ity Interaction (R). The dimensions are not simply bundles ofsemantically related features but capture psychological func-tions of the mind—to engage with its own processes, with otherminds, and with the social and physical world. Under someconditions, two of the three dimensions further divide: Adivides into negative and positive (social) affect, and M dividesinto moral cognition and social cognition. We offer a 20-iteminstrument to measure people’s 3- and 5-dimensionalrepresentations of human and other minds.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"anthropomorphism; social cognition; theory ofmind; morality; principal component analysis; robots."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3j55p1rz","frozenauthors":[{"first_name":"Bertram","middle_name":"F.","last_name":"Malle","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28798/galley/18669/download/"}]},{"pk":29049,"title":"How much harder are hard garden-path sentences than easy ones?","subtitle":null,"abstract":"The advent of broad-coverage computational models of human sentence processing has made it possible to derive quantita-tive predictions for empirical phenomena of longstanding interest in psycholinguistics; one such case is the disambiguationdifficulty in temporarily ambiguous sentences (garden-path sentences). Adequate evaluation of the accuracy of such quan-titative predictions requires going beyond the classic binary distinction between ”hard” and ”easy” garden path sentencesand obtaining precise quantitative measurements of processing difficulty. We report on a self-paced reading study designedto estimate the magnitude of the disambiguation difficulty in two temporarily ambiguous sentence types (NP/Z and NP/Sambiguities). Disambiguation was more than twice as hard in NP/Z sentences as in NP/S sentences. This contrasts withthe predictions of surprisal estimates derived from current broad-coverage language models, which lead us to expect asmaller difference between the two.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1627b4h6","frozenauthors":[{"first_name":"Grusha","middle_name":"","last_name":"Prasad","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Tal","middle_name":"","last_name":"Linzen","name_suffix":"","institution":"Johns Hopkins University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29049/galley/18920/download/"}]},{"pk":28563,"title":"How much to purchase? - A cognitive adaptive decision making account","subtitle":null,"abstract":"Repeated purchase decisions often violate assumptions of stan-dard economic or rational choice models, such as demonstrat-ing asymmetric or unstable responses to changes in underlyingpolicy, price, or tax variables. I propose a novel frameworkfor how such decisions can be interpreted through the lens of acognitive process model. This provides psychologically inter-pretable characterizations of individuals or population groups.It incorporates mental accounting, hedonic adaptation, confir-mation bias, and the influence of perceived trust and fairness.It shows how sequential experiences and contextual aspectssuch as political affiliation, are mediated by this cognitive pro-cess to produce evolving consumption patterns. This novel ap-proach can account for empirically observed violations of con-ventional choice models. The model is quantitatively fit to ex-perimental data for individual purchase decisions and demon-strates improved descriptive, predictive, and inference capabil-ities. A proof-of-concept analysis using this model to accountfor real world consumption trends is also demonstrated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/58d1z9sq","frozenauthors":[{"first_name":"Percy","middle_name":"K.","last_name":"Mistry","name_suffix":"","institution":"University of California Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28563/galley/18434/download/"}]},{"pk":35935,"title":"How (Not) to Teach Vocabulary","subtitle":null,"abstract":"Teachers of English as a second or foreign language often state that they lack an understanding of how to teach vocabulary in a principled,\nevidence-based way sensitive to students’ needs. Vocabulary teaching is typically unsystematic, not adequately supported by curricula and\nteaching materials, and shaped by beliefs based in opinion or myth. A large amount of research on L2 vocabulary learning and processing is\nnow available, and most of this work is on English vocabulary. The present article synthesizes this body of knowledge to achieve the following: (a) establish how many words learners need to know for different purposes; (b) discuss the scientific evidence for commonly held beliefs about vocabulary teaching; (c) recommend sound, research-informed teaching practices; and (d) refer the audience to a range of freely available high-quality tools that can facilitate lexical instruction in English.","language":"eng","license":null,"keywords":[{"word":"vocabulary"},{"word":"learning"},{"word":"Teaching"},{"word":"Best practices"}],"section":"Theme Section - Teaching and Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9cv7469w","frozenauthors":[{"first_name":"Vedran","middle_name":"","last_name":"Dronjic","name_suffix":"","institution":"Northern Arizona University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35935/galley/26790/download/"}]},{"pk":29060,"title":"How Productivity and Compositionality May Emerge from a Neural Dynamics ofPerceptual Grounding","subtitle":null,"abstract":"The productivity and compositionality of language and thought have often been taken as evidence that higher cognitionis a form of information processing on systems of symbols with combinatorial syntax and semantics. We present anon-symbolic neural dynamic architecture that can ground combinatorial concepts in perception, i.e., establish a linkbetween a combinatorial concept and an object in the perceptual array. The components of a combinatorial concept treeare sequentially grounded from the leaves to the root, while the output of each grounding step is passed on to the nextgrounding step by means of a mental map. This way, compositionality is an emergent property of the neural dynamics anddoes not require any form of symbolic information processing. We discuss how this process account contrasts with otherneural accounts of compositionality and conclude with implications for the modeling of higher cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dp2v1dd","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Sabinasz","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""},{"first_name":"Mathis","middle_name":"","last_name":"Richter","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""},{"first_name":"Jonas","middle_name":"","last_name":"Lins","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""},{"first_name":"Gregor","middle_name":"","last_name":"Schner","name_suffix":"","institution":"Ruhr-Universitt Bochum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29060/galley/18931/download/"}]},{"pk":28458,"title":"How Real is Moral Contagion in Online Social Networks?","subtitle":null,"abstract":"People increasingly turn to online social networks forinformation and debate. This means that the structures andproperties of these networks, and the information theypropagate, play crucial roles in the development of socialbeliefs, attitudes, and morals. Recently, research has shownthat the presence of specific language drives the diffusion ofmoral messages, regardless of the informational quality, in aphenomenon dubbed moral contagion (Brady et al., 2017).Due to the widespread attention and implications of suchfindings for science and society, we investigate the presenceof moral contagion across six sets of data that capture thecommunications of naturally-occurring networks on Twitter.Across a large corpus of diverse tweets (n = 525,229), we findmoral contagion to be an inconsistent and often absentphenomenon that does not effectively predict messagediffusion. The implications and reasons for this finding arediscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"moral contagion; social networks; socialinfluence; computational social science; Twitter"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/990923xv","frozenauthors":[{"first_name":"Jason","middle_name":"W.","last_name":"Burton","name_suffix":"","institution":"University of London","department":""},{"first_name":"Nico","middle_name":"","last_name":"Cruz","name_suffix":"","institution":"University of London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28458/galley/18329/download/"}]},{"pk":28929,"title":"How should we incentivize learning? An optimal feedback mechanism foreducational games and online courses","subtitle":null,"abstract":"There are plenty of opportunities for life-long learning but peo-ple rarely seize them. Game elements are an increasingly pop-ular tool to keep students engaged in learning. But gamifica-tion only works when it is done properly. Here, we introducethe first principled approach to gamifying learning environ-ments. Our feedback mechanism rewards students’ efforts andstudy choices according to how beneficial they are in the longrun. The rewards are conveyed by game elements that we call“optimal brain points”. In our experiment, these optimal brainpoints significantly increased the proportion of participantswho attempted to learn a difficult skill, persisted through fail-ure, and succeeded to master it. Our method provides a princi-pled approach to designing incentive structures and feedbackmechanisms for both educational games and online courses.We are optimistic that this can help people overcome the moti-vational obstacles to self-directed life-long learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gamification; artificial intelligence in education;persistence; educational games; incentive structuresIntroductionAs the technological development accelerates"},{"word":"self-directedlife-long learning is becoming critically important. MassiveOpen Online Courses (MOOCs) and other digital resourcesprovide unprecedented opportunities for life-long learning.However"},{"word":"only about 15% of the students who enroll in aMOOC actually finish it (Jordan"},{"word":"2019). One of the rea-sons might be that learning something new often requiresconfronting one’s own incompetence and persisting throughseveral failed attempts to understand a new concept or dosomethin"},{"word":"2001; Baker et al."},{"word":"2008)even though they are often necessary to master new skills(Ericsson"},{"word":"Krampe"},{"word":"& Tesch-R ̈omer"},{"word":"1993). People who havebecome experts in using an outdated tool by doing the samework in the same way for many years may be especially resis-tant to learning how to use a new tool because in the short-"},{"word":"Corbett"},{"word":"& Koedinger"},{"word":"2004; Mostow et al."},{"word":"2002).To help student’s overcome such motivational obstacles"},{"word":"educational software increasingly relies on game elements"},{"word":"such as points"},{"word":"levels"},{"word":"and badges"},{"word":"to encourage continued en-gagement with the learning materials (Kapp"},{"word":"2012; Dicheva"},{"word":"Dichev"},{"word":"Agre"},{"word":"& Angelova"},{"word":"2015; Huang & Soman"},{"word":"2013).The trend of gamification has outpaced the development ofan adequate theoretical foundation"},{"word":"and it has been noted thatgamification is often ineffective and sometimes even harm-ful (Toda"},{"word":"Valle"},{"word":"& Isotani"},{"word":"2018). This raises the questionhow the incentive structures of digital learning environmentssuch as educational games and online courses should be de-signed to optimally incentivize good study choices"},{"word":"by mak-"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/85d7s4kz","frozenauthors":[{"first_name":"Lin","middle_name":"","last_name":"Xu","name_suffix":"","institution":"MPI for Intelligent Systems","department":""},{"first_name":"Maria","middle_name":"","last_name":"Wirzberger","name_suffix":"","institution":"MPI for Intelligent Systems","department":""},{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"MPI for Intelligent Systems","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28929/galley/18800/download/"}]},{"pk":29014,"title":"How the Brain Learns Language: an Exploration of The Brain Areas Involved inStatistical Language Learning","subtitle":null,"abstract":"It has been suggested that the detection of statistical regularities in language a skill fundamental to language acquisitionis supported by brain areas that are also involved in implicit motor skill learning. The present study is one of the firstto explore this claim in an artificial language learning experiment. We used continuous theta-burst transcranial magneticstimulation (cTBS) to temporarily inhibit functioning of the left dorsolateral prefrontal cortex (DLPFC) or the primarymotor cortex (M1) in healthy adults. We hypothesized that the left DLPFC plays a role in adults detection of nonadjacentdependencies (NADs) and therefore that learning should be disrupted in the group of adults receiving cTBS to this area.Our results provide no evidence for (or against) this claim, however. An interesting exploratory result is that learning ofNADs may be enhanced in adults who received cTBS to the M1 as compared to participants who received sham cTBS.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fp8m4x7","frozenauthors":[{"first_name":"Imme","middle_name":"","last_name":"Lammertink","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Gillian","middle_name":"","last_name":"Clark","name_suffix":"","institution":"Deakin University","department":""},{"first_name":"Judith","middle_name":"","last_name":"Rispens","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Jarrad","middle_name":"","last_name":"Lum","name_suffix":"","institution":"Deakin University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29014/galley/18885/download/"}]},{"pk":29004,"title":"How the Organization of Autobiographical Memories Changes Over Time","subtitle":null,"abstract":"Cognitive scientists have discovered much about the acquisition, consolidation, and retrieval of episodic memories; how-ever, much less is known about how memories of our daily experiences are organized, nor how this organization maychange as memories become consolidated. Here, we apply computational network science methodologies to quantify theorganization of recent (within the past year) and remote (5 10 years ago) autobiographical memories and quantitativelyexamine how these networks change over time. We found that remote memories exhibited higher global connectivityrelative to recent memories, and that this increased connectivity is coupled with lower subjective ratings of vividness. Ourresults demonstrate how such cognitive features of episodic memory can be quantitatively examined and shed novel lighton the organization and reconfiguration of episodic memories over time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40z3f4dp","frozenauthors":[{"first_name":"Yoed","middle_name":"","last_name":"Kenett","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Alexa","middle_name":"","last_name":"Tompary","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Thompson-Schill","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29004/galley/18875/download/"}]},{"pk":28700,"title":"How time spent on feedback influences learning and gaze in categorizationtraining","subtitle":null,"abstract":"Feedback is essential for many kinds of learning, but the cognitive processes involved in learning from feedback areunclear. In models of category learning, feedback is typically treated as an error signal without a temporal component. Weconducted two simple category learning experiments that manipulated the duration of feedback (1s vs. 9s) and investigatedthe effect on learning and gaze. In two different category structures, participants in the longer feedback condition learnedfaster. The analysis of gaze data showed several findings. Participants in the 9s condition had longer fixations, and in bothconditions and experiments, participants spent far more time looking at stimulus features than the feedback. Overall, ourfindings provide empirical support for the idea that feedback processes, and temporal factors more generally, have muchto tell us about how people learn categories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kt323jq","frozenauthors":[{"first_name":"Katerina","middle_name":"","last_name":"Dolguikh","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Jordan","middle_name":"","last_name":"Barnes","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Tyrus","middle_name":"","last_name":"Tracey","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Mark","middle_name":"","last_name":"Blair","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28700/galley/18571/download/"}]},{"pk":29009,"title":"How to find axioms for finite domains: A computational exploration ofmathematical discovery","subtitle":null,"abstract":"Axioms are pervasive in mathematics and formulating the axioms for a particular discipline has often been an importantstep in the development of mathematics. One way mathematicians arrive at axioms is by characterizing a given domainthat consists of objects (e.g., numbers or points and lines) and relations between them. We present a software system that,given a set of objects and relations as input, determines, first, a set of first-order formulas that are satisfied in that domain,and, second, a set of axioms from which all of these formulas can be derived. Several domains are used to illustrate ourprogram. By comparing the axioms for different domains, analogies between these domains can be expressed, such asstructural and invariance properties. From the complexities of the implementation and the discussion of various examples,conclusions are drawn about the process of axiomatization in mathematical practice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3mw1p6d4","frozenauthors":[{"first_name":"Gordon","middle_name":"","last_name":"Krieger","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Dirk","middle_name":"","last_name":"Schlimm","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29009/galley/18880/download/"}]},{"pk":29169,"title":"How victim framing shapes attitudes towards sexual assault","subtitle":null,"abstract":"Crimes typically involve a perpetrator and a victim, but alleged perpetrators are often cast as the true victim, as happenedrecently in the case of U.S. Supreme Court nominee Brett Kavanaugh. Across two experiments, we investigated theefficacy of this type of victim framing. Participants read a brief report about an alleged college campus sexual assaultand expressed their support for the male and female protagonists. The report either framed the woman as the victim (ofsexual assault), the man as the victim (of false accusations), or was relatively neutral about victimhood (baseline control).Relative to baseline, the framing manipulation was effective at eliciting more support for the character described as avictim, regardless of participants gender or political affiliation. These findings suggest that the language of victimhood, orits co-opting to cast alleged perpetrators in a more favorable light, can shape public opinion about a politically polarizedissue.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8983058v","frozenauthors":[{"first_name":"Stephen","middle_name":"","last_name":"Flusberg","name_suffix":"","institution":"Purchase College","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Husney","name_suffix":"","institution":"Colorado College","department":""},{"first_name":"Casey","middle_name":"","last_name":"Pollard","name_suffix":"","institution":"Colorado College","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Holmes","name_suffix":"","institution":"Colorado College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29169/galley/19040/download/"}]},{"pk":28528,"title":"Human few-shot learning of compositional instructions","subtitle":null,"abstract":"People learn in fast and flexible ways that have not been emu-lated by machines. Once a person learns a new verb “dax,” heor she can effortlessly understand how to “dax twice,” “walkand dax,” or “dax vigorously.” There have been striking recentimprovements in machine learning for natural language pro-cessing, yet the best algorithms require vast amounts of experi-ence and struggle to generalize new concepts in compositionalways. To better understand these distinctively human abilities,we study the compositional skills of people through language-like instruction learning tasks. Our results show that peoplecan learn and use novel functional concepts from very fewexamples (few-shot learning), successfully applying familiarfunctions to novel inputs. People can also compose conceptsin complex ways that go beyond the provided demonstrations.Two additional experiments examined the assumptions and in-ductive biases that people make when solving these tasks, re-vealing three biases: mutual exclusivity, one-to-one mappings,and iconic concatenation. We discuss the implications for cog-nitive modeling and the potential for building machines withmore human-like language learning capabilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concept learning; compositionality; word learn-ing; neural networks"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5vr9p4ks","frozenauthors":[{"first_name":"Brenden","middle_name":"M.","last_name":"Lake","name_suffix":"","institution":"New York University","department":""},{"first_name":"Tal","middle_name":"","last_name":"Linzen","name_suffix":"","institution":"John Hopkins University","department":""},{"first_name":"Marco","middle_name":"","last_name":"Baroni","name_suffix":"","institution":"Facebook AI Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28528/galley/18399/download/"}]},{"pk":28975,"title":"Human-level but not human-like: Deep Reinforcement Learning in the dark","subtitle":null,"abstract":"Deep reinforcement learning (RL) algorithms have recently achieved impressive results on a range of video games, learningto play them at or beyond a human level just from raw pixel inputs. However, do they leverage visual information in thesame manner as humans do? Our investigations suggest that they do not: given a static game, we find that a state-of-the-artdeep RL algorithm solves that game faster without visual input (only the agent location was provided to the algorithm).We posit that this is because deep RL attacks each problem tabula rasa, i.e. without any prior knowledge, as also suggestedby other recent work. We further propose that in certain settings, an agent is better off having no visual input comparedto having no visual priors. To demonstrate this, we conduct an experiment with human participants and find that peoplesolve a game that hid all visual input (except agent location) much faster than a game that prevented the use of variousvisual priors. These results highlight the importance of prior knowledge and provide a compelling demonstration of howthe lack of prior knowledge leads to deep RL algorithms approaching a problem very differently from humans.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sr562kz","frozenauthors":[{"first_name":"Rachit","middle_name":"","last_name":"Dubey","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Pulkit","middle_name":"","last_name":"Agrawal","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Deepak","middle_name":"","last_name":"Pathak","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Alyosha","middle_name":"","last_name":"Efros","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Tom","middle_name":"","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28975/galley/18846/download/"}]},{"pk":28982,"title":"Human Visual Object Similarity Judgments are Viewpoint-Invariant andPart-Based as Revealed via Metric Learning","subtitle":null,"abstract":"We describe and analyze the performance of metric learning systems, including deep neural networks (DNNs), on anew dataset of human similarity judgments of Fribbles, naturalistic, part-based objects. Metrics trained using pixel-based or DNN-based representations fail to explain our experimental data, but a metric trained with a viewpoint-invariant,part-based representation produces a good fit. We also find that although neural networks can learn to extract the part-based representation—and therefore should be capable of learning to model our data—networks trained with a triplet lossfunction based on similarity judgments do not perform well. We analyze this failure, providing a mathematical descriptionof the relationship between the metric learning objective function and the triplet loss function. The comparatively poorperformance of neural networks appears to be due to the nonconvexity of the optimization problem in network weightspace. We discuss the implications for neural network research as a whole.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sk0v77d","frozenauthors":[{"first_name":"Joseph","middle_name":"","last_name":"German","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Robert","middle_name":"","last_name":"Jacobs","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28982/galley/18853/download/"}]},{"pk":28500,"title":"Iconicity and Structure in the Emergence of Combinatoriality","subtitle":null,"abstract":"One design feature of human language is its combinatorialphonology, allowing it to form an unbounded set of mean-ingful utterances from a finite set of building blocks. Re-cent experiments suggest how this feature can evolve culturallywhen continuous signals are repeatedly transmitted betweengenerations. Because the building blocks of a combinatorialsystem lack independent meaning, combinatorial structure ap-pears to be in conflict with iconicity, another property salientin language evolution. To investigate the developmental tra-jectory of iconicity during the evolution of combinatoriality,we conducted an iterated learning experiment where partici-pants learned auditory signals produced using a virtual slidewhistle. We find that iconicity emerges rapidly but is gradu-ally lost over generations as combinatorial structure continuesto increase. This suggests that iconicity biases, whose pres-ence was revealed in a signal guessing experiment, manifest innuanced ways. We discuss implications of these findings fordifferent ideas about how biases for iconicity and combinato-riality interact in language evolution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"phonology; language evolution; combinatorialstructure; iterated learning; iconicity"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wm332w1","frozenauthors":[{"first_name":"Matthias","middle_name":"","last_name":"Hofer","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28500/galley/18371/download/"}]},{"pk":28686,"title":"Iconic Prosody is Rooted in Sensori-Motor Properties:Fundamental Frequency and the Vertical Space","subtitle":null,"abstract":"The iconic cross-modal correspondence between fundamentalfrequency and location in vertical space (“high is up”) has longbeen described in the literature. However, an explanation forthis relationship has not been proposed. We conducted an ex-periment in which participants shot at cans projected on thewall in different vertical positions. We found that mean funda-mental frequency was significantly influenced by vertical headposition. Moving the head upwards changes the position of thelarynx, which pulls on the cricothyroid muscle and changes thefundamental frequency. We thus propose that the iconic rela-tionship between fundamental frequency and vertical space isgrounded in the body.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"iconicity; prosody; fundamental frequency; verti-cal space; sensori-motor properties; embodied cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0q02j1s3","frozenauthors":[{"first_name":"Aleksandra","middle_name":"","last_name":"Cwiek","name_suffix":"","institution":"Leibniz-Centre General Linguistics","department":""},{"first_name":"Susanne","middle_name":"","last_name":"Fuchs","name_suffix":"","institution":"Leibniz-Centre General Linguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28686/galley/18557/download/"}]},{"pk":28495,"title":"Idea Generation and Goal-Derived Categories","subtitle":null,"abstract":"Semantic search and retrieval of information plays an im-portant role in creative idea generation. This study was de-signed to examine how semantic and temporal clustering varieswhen asking participants to generate ideas about uses for ob-jects compared with generating members of goal-derived cat-egories. Participants generated uses for three objects: brick,hammer, picture frame, and also generated members of thefollowing goal-derived categories: things to take in case of afire, things to sell at a garage sale, and ways to spend lotterywinnings. Using response-time analysis and semantic analysis,results illustrated that all six prompts generally led to exponen-tial cumulative response-time distributions. However, the pro-portion of temporally clustered responses, defined using theslope-difference algorithm, was higher for goal-derived cate-gory responses compared with object uses. Despite that, over-all pairwise semantic similarity was higher for object uses thanfor goal derived exemplars. The effect of prompt on pairwisesemantic similarity is likely the result of context-dependencyof exemplars from goal-derived categories. However, the cur-rent analysis contains a potential confound such that specialinstructions to give “common and uncommon” responses wereprovided only for the object-uses prompts. The confound islikely minimal, but future work is necessary to verify that theseresults would hold when the confound is removed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Creativity; Divergent Thinking; Goal-DerivedCategories; Latent Semantic Analysis; Semantic Memory"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0723j57x","frozenauthors":[{"first_name":"Richard","middle_name":"W.","last_name":"Hass","name_suffix":"","institution":"Thomas Jefferson University","department":""},{"first_name":"J. Colin","middle_name":"","last_name":"Long","name_suffix":"","institution":"Thomas Jefferson University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Pierce","name_suffix":"","institution":"Thomas Jefferson University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28495/galley/18366/download/"}]},{"pk":28917,"title":"Identifying the Evolutionary Progression of Color from Crosslinguistic Data","subtitle":null,"abstract":"We present a novel statistical analysis of color categorizationusing a standard method from semantic typology. Our ap-proach shows that crosslinguistic color naming data exhibitslatent dimensions whose order of relative importance matchesthe evolutionary ordering of emergence of those distinctions.Moreover, we show that the importance ordering of these di-mensions holds even when controlling for frequency of the dis-tinctions by looking at languages within each stage of evolu-tion. Additionally, we find that the extreme points of the latentcolor dimensions correspond well to a small set of “univer-sal” focal colors. Thus we show that a simple mathematicalmethod simultaneously derives a consistent match both to theevolutionary stages and to the universal foci.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantic universals; color naming; color evolu-tion."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h36b0n3","frozenauthors":[{"first_name":"Julia","middle_name":"","last_name":"Watson","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Barend","middle_name":"","last_name":"Beekhuizen","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28917/galley/18788/download/"}]},{"pk":28474,"title":"If it’s important, then I am curious: A value intervention to induce curiosity","subtitle":null,"abstract":"Curiosity is considered essential for learning and sustained en-gagement, yet stimulating curiosity in educational contexts re-mains a challenge. Can people’s curiosity about a topic bestimulated by evidence that the topic has potential value? Intwo experiments we show that increasing people’s perceptionsabout the usefulness of a scientific topic also influences theircuriosity and subsequent information search. Our results alsoshow that simply presenting interesting facts is not enough toinfluence curiosity, and that people are more likely to be curi-ous about a topic if they perceive it to be directly valuable tothem. Given the link between curiosity and learning, these re-sults have important implications for science communicationand education more broadly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"curiosity; intervention; education"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5s82c3f6","frozenauthors":[{"first_name":"Rachit","middle_name":"","last_name":"Dubey","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28474/galley/18345/download/"}]},{"pk":28641,"title":"Ignorance = doing what is reasonable: Children expect ignorant agents to act basedon prior knowledge","subtitle":null,"abstract":"When deciding how to act in new situations, we expect agents todraw on relevant prior experiences. This expectation underliesmany of our mental-state inferences, allowing us to infer agents’prior knowledge from their current actions. Do children sharethis expectation, and use it to infer others’ epistemic states? InExperiment 1, we find that five- and six-year-olds (but not four-year-olds) attribute additional knowledge to agents whose priorexperiences cannot explain their success. In Experiment 2, wefind that six-year-olds (but not younger children) also attributegreater knowledge to agents whose prior experience cannotexplain their failure. We show that by age five or six, childrenexpect ignorant agents’ beliefs (and therefore their actions) to beguided by their prior knowledge. This work adds to a growingbody of research suggesting that, while infants can representmental states, the ability to infer mental states continues todevelop throughout early childhood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Ignorance; Knowledge; Social Cognition;Theory of Mind"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1ct9s9vc","frozenauthors":[{"first_name":"Rosie","middle_name":"","last_name":"Aboody","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Madison","middle_name":"","last_name":"Flowers","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Caiqin","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"Wellesley College","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28641/galley/18512/download/"}]},{"pk":28522,"title":"I know what you did last summer (and how often).\nEpistemic states and statistical normality in causal judgements","subtitle":null,"abstract":"When several causes contributed to an outcome, we often\nsingle out one causal factor as being “more of a cause” than\nothers. What explains this selection? Existing research\nsuggests that people’s judgements of actual causation can be\ninfluenced by the degree to which they regard certain events as\nnorm-deviant, or “abnormal” (Hart & Honoré, 1963;\nKahneman & Miller, 1986; Hitchcock & Knobe, 2009; Halpern\n& Hitchcock 2015). In this paper, we argue that statistical\nabnormality influences causal judgements about human agents\nby changing the agents’ epistemic states (Epistemic\nHypothesis). In Experiment 1, we replicate previous findings\nthat people assign more causal strength to a statistically\nabnormally acting agent, but show that they also assign them\nmore knowledge about the behaviour of their peers. In\nExperiment 2, we show that in case of equal epistemic\nuncertainty, people do not differentiate between statistically\nabnormal and normal causal agents. In Experiment 3, we\nexplore the difference between type and token abnormality,\nand find that a token abnormal, but type normal behaviour still\ninfluences causal judgments, with people’s epistemic\njudgments mirroring these causal judgments. We discuss the\nimplications of this research for current norm-frameworks in\ncausal cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical norms"},{"word":"normality"},{"word":"causal judgment"},{"word":"counterfactual reasoning"},{"word":"epistemic states"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6s6130ht","frozenauthors":[{"first_name":"Lara","middle_name":"","last_name":"Kirfel","name_suffix":"","institution":"University College London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28522/galley/18393/download/"}]},{"pk":28525,"title":"Illusory Body Perception and Experience in Furries","subtitle":null,"abstract":"The Rubber Hand Illusion (RHI) is an illusion of body ownership.This study investigates the RHI in furries: people who manifestinterest in anthropomorphic animals through various combinationsof costuming, roleplay, identification with a fursona, and unusualbodily experiences. Furry culture suggests two ways furries coulddiffer from non-furries in their RHI experience: (1) furries’malleable perception of bodily self and identity may result instronger feelings of illusory experience; alternatively, (2) furries’identification with non-human animals may result in weakerfeelings of self-ownership for a human prosthetic. Results supportthe latter hypothesis; furries felt less subjective embodimentcompared to non-furries. Moreover, proprioceptive drift waspredicted by the extent individual furries valued humanity and theirhuman bodies. The less esteem furries had for humanity and theirhuman form, the less drift toward the human rubber hand wasobserved. These findings suggest how embodiment is related tosubjectivity, identity, and practice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Rubber Hand Illusion; Embodiment; BodyPerception; Culture; Identity"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37x5162v","frozenauthors":[{"first_name":"Alexander","middle_name":"","last_name":"Kranjec","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Louis","middle_name":"","last_name":"Lamanna","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Erick","middle_name":"","last_name":"Guzman","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Courtney","middle_name":"","last_name":"Plante","name_suffix":"","institution":"MacEwan University","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Reysen","name_suffix":"","institution":"Texas A&M University-Commerce","department":""},{"first_name":"Kathy","middle_name":"","last_name":"Gerbasi","name_suffix":"","institution":"Niagara County Community College","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Roberts","name_suffix":"","institution":"Renison University College","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Fein","name_suffix":"","institution":"Duquesne University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28525/galley/18396/download/"}]},{"pk":28574,"title":"Imagining the good: An offline tendency to simulate good optionseven when no decision has to be made","subtitle":null,"abstract":"Even when we are not faced with any decision, we sometimesengage in offline cognition where we simulate various possi-ble actions we can take. In these instances, which options dowe tend to simulate? Computational models have suggestedthat it is better to focus our limited cognitive resources to-wards simulating and refining our representations of optionsthat appear, at first blush, to have higher values. Two exper-imental studies explore whether we use this strategy. Partic-ipants went through an ‘offline’ thinking phase, and an ‘on-line’ decision-making phase. Participants first freely viewedvarious options, which they had to simulate to determine theiractual values. They were later asked to decide between goodor bad options. Offline simulation produced faster online re-sponse times for the options that appeared to have highervalues, indicating a pre-computation benefit for these items.These results suggest that people focus their offline cognitionon the apparently good.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sampling; simulation; decision-making; mentalrotation"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nb8x82b","frozenauthors":[{"first_name":"Joan","middle_name":"Danielle K.","last_name":"Ongchoco","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Knobe","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28574/galley/18445/download/"}]},{"pk":28751,"title":"IMPACT OF CHESS TRAINING ON CREATIVITY AND INTELLIGENCE","subtitle":null,"abstract":"Research using short-term chess training programs has indicated an enhancement of cognitive functioning among children.The aim of the study was to investigate the effect of 1-year systematic chess training on the creativity and intelligence ofchildren. A pretestposttest with control group design was used. Children who were studying in two government schoolsand two private schools (grades 39) were selected randomly. They were then randomly assigned to experimental andcontrol groups, with 88 (50 boys, 38 girls) children in the experimental group and 90 (57 boys, 33 girls) children inthe control group. The experimental group underwent weekly 1-hour chess training for 1 year, while the control groupwas actively involved in extracurricular activities offered by the school during the same period. Creativity was measuredby WallachKogan Creativity Test (Indian adaptation) and intelligence was measured by subtests of Wechsler IntelligenceScale for Children: Fourth edition (WISC-IV), India. Analysis of covariance (ANCOVA) revealed significant improvementin total creativity and Full Scale Intelligence Quotient (FSIQ) for experimental group compared to the control group. Chesstraining as part of school activities appears to have a wide spectrum of outcomes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0jz4k31p","frozenauthors":[{"first_name":"Ebenezer","middle_name":"","last_name":"Joseph","name_suffix":"","institution":"EMMANUEL CHESS CENTRE","department":""},{"first_name":"Veena","middle_name":"","last_name":"Easvaradoss","name_suffix":"","institution":"EMMANUEL CHESS CENTRE","department":""},{"first_name":"David","middle_name":"","last_name":"Chandran","name_suffix":"","institution":"WCC, CHENNAI","department":""},{"first_name":"Suneera","middle_name":"","last_name":"Abraham","name_suffix":"","institution":"EMMANUEL CHESS CENTRE","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28751/galley/18622/download/"}]},{"pk":28879,"title":"Impact of Explicit Failure and Success-driven Preparatory Activities on Learning","subtitle":null,"abstract":"Unscaffolded problem-solving before receiving instruction cangive students opportunities to entertain their exploratory hy-potheses at the expense of experiencing initial failures. Priorliterature has argued for the efficacy of such Productive Fail-ure (PF) activities in preparing students to “see” like an expert.Despite growing understanding of the socio-cognitive mecha-nisms that affect learning from PF, the necessity of success orfailure in initial problem-solving attempts is still unclear. Con-sequently, we do not know yet whether some ways of succeed-ing or failing are more efficacious than others. Here, we reportempirical evidence from a recently concluded classroom PF in-tervention (N=221), where we designed scaffolds to explicitlypush student problem-solving towards success via structuring,but also radically, towards failure via problematizing. Our ra-tionale for explicit failure scaffolding was rooted in facilitatingproblem-space exploration. We subsequently compared thedifferential preparatory effects of success-driven and failure-driven problem-solving on learning from subsequent instruc-tion. Results suggested explicit failure scaffolding during ini-tial problem-solving to have a higher impact on conceptual un-derstanding, compared to explicit success scaffolding. Thistrend was more salient for the task topic with greater difficulty.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Classroom Study; Productive Failure; Scaffolding"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4t91d604","frozenauthors":[{"first_name":"Tanmay","middle_name":"","last_name":"Sinha","name_suffix":"","institution":"ETH Zurich","department":""},{"first_name":"Manu","middle_name":"","last_name":"Kapur","name_suffix":"","institution":"ETH Zurich","department":""},{"first_name":"Robert","middle_name":"","last_name":"West","name_suffix":"","institution":"EPFL Lausanne","department":""},{"first_name":"Michele","middle_name":"","last_name":"Catasta","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Matthias","middle_name":"","last_name":"Hauswirth","name_suffix":"","institution":"University of Lugano","department":""},{"first_name":"Dragan","middle_name":"","last_name":"Trninic","name_suffix":"","institution":"ETH Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28879/galley/18750/download/"}]},{"pk":28617,"title":"Impatient to Receive or Impatient to Achieve: Goal Gradients and TimeDiscounting","subtitle":null,"abstract":"When people behave impatiently, prioritizing sooner outcomes at the expense of latter ones, is it because they valueachieve their goal sooner, or because they value receiving the benefits sooner? Prior research has often confounded goalgradient (the stronger motivational effect of more proximal goals) and time discounting effects on decision-making. Wefirst establish a preference to invest in the earlier of two equally difficult goals (e.g, a first-goal preference) that could beexplained either by relative goal gradients or by differences in time discounted value. We then experimentally separatethe timing of goal completion and reward receipt. We find separate and disassociated large goal gradient and somewhatsmaller time discounting effects. Our results suggest that goal gradient effects may provide a partial, but substantial,explanation of time discounting and, consequently, can inflate estimated discount rates when not accounted for.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47q275zg","frozenauthors":[{"first_name":"Oleg","middle_name":"","last_name":"Urminsky","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Indranil","middle_name":"","last_name":"Goswami","name_suffix":"","institution":"University of Buffalo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28617/galley/18488/download/"}]},{"pk":28526,"title":"Implicit Evaluations Reflect Causal Information","subtitle":null,"abstract":"Evaluations along a positivenegative dimension can be measured either explicitly (via self-report) or implicitly (via re-sponse interference tasks). Whether implicit evaluations encode relational information (e.g., A causes B) or only co-occurrence information (AB) has been debated extensively. 1,082 participants observed a machine being activated bycausally responsible stimuli and dispensing rewards in the presence of merely associated, but not causal, stimuli. Eval-uations of causally responsible vs. associated stimuli were measured implicitly and explicitly. Explicit and implicitevaluations of causally responsible stimuli were more positive than those of associated stimuli, both in the presence (Study1) and absence (Study 2) of verbal instructions about the operation of the machine. Study 3 eliminated temporal primacyand overshadowing as explanations of the effect. Supporting propositional theories, these findings suggest that implicitevaluations are sensitive not only to co-occurrence but also to relational information, whether conveyed verbally or learnedsolely from experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xr93508","frozenauthors":[{"first_name":"Benedek","middle_name":"","last_name":"Kurdi","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Adam","middle_name":"","last_name":"Morris","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28526/galley/18397/download/"}]},{"pk":29165,"title":"Improv exercises promote uncertainty tolerance and improve creativity outcomes","subtitle":null,"abstract":"Improvisational theater is defined broadly as a theatrical setting in which, process and product co-occur (Sowden, Clements,Redlich, & Lewis, 2015). Therefore, practicing improvisational theater involves embracing uncertainty (Napier, 2004). Inthis context, individuals may learn to tolerate uncertainty with greater comfort, a common treatment outcome across manypsychological disorders (e.g. Boswell et al., 2013). The current study employs a lab-based paradigm linking brief impro-visational theater experience to increased divergent thinking outcomes (Lewis & Lovatt, 2013). We set out to replicateand extend this finding by including an explicit measure of uncertainty tolerance. Across two studies, our results showincreased uncertainty tolerance for people who improvised, significantly more than people who participated in a socialinteraction control with limited uncertainty. Additionally, the improvising condition predicted relative improvement on asubset of divergent thinking measures, offering partial support for the Lewis and Lovatt (2013) finding that improvisationaltheater exercises can improve creativity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34c225jm","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Felsman","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Sanuri","middle_name":"","last_name":"Gunawardena","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Colleen","middle_name":"","last_name":"Seifert","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29165/galley/19036/download/"}]},{"pk":29124,"title":"Improving Fraction Knowledge to Open the Door to Algebra","subtitle":null,"abstract":"Recent studies have established that students knowledge about fractions is predictive of their readiness, performance, andlearning in Algebra (Booth & Newton, 2012; Booth, Newton, & Twiss-Garrity, 2013). However, it is yet unknown whetherthe relationship between fractions and algebra is causal; that is, would improving students’ knowledge of fractions causeimprovements in their ability to perform in and learn Algebra? The present study examines the impact of improvingfraction computation and fraction magnitude knowledge in real world classrooms on middle school students’ learningof key concepts and problem-solving techniques in Algebra. Individual differences in the impact of improved fractionknowledge will also be investigated and discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hv324x0","frozenauthors":[{"first_name":"Julie","middle_name":"","last_name":"Booth","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Kristie","middle_name":"J.","last_name":"Newton","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Christina","middle_name":"","last_name":"Barbieri","name_suffix":"","institution":"University of Delaware, Newark","department":""},{"first_name":"Laura","middle_name":"K.","last_name":"Young","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Nicole","middle_name":"","last_name":"Hallinen","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29124/galley/18995/download/"}]},{"pk":28862,"title":"Inattentional Blindness in Visual Search","subtitle":null,"abstract":"Models of visual saliency normally belong to one of twocamps: models such as Experience Guided Search (E-GS),which emphasize top-down guidance based on task features,and models such as Attention as Information Maximisation(AIM), which emphasize the role of bottom-up saliency. Inthis paper, we show that E-GS and AIM are structurally simi-lar and can be unified to create a general model of visual searchwhich includes a generic prior over potential non-task relatedobjects. We demonstrate that this model displays inattentionalblindness, and that blindness can be modulated by adjustingthe relative precisions of several terms within the model. Atthe same time, our model correctly accounts for a series ofclassical visual search results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Inattentional Blindness; Conjunction Search; Vi-sual Attention; Bayesian Modelling; Predictive Processing"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7b4396zt","frozenauthors":[{"first_name":"Matt","middle_name":"","last_name":"Chapman-Rounds","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Christopher","middle_name":"G.","last_name":"Lucas","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Frank","middle_name":"","last_name":"Keller","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28862/galley/18733/download/"}]},{"pk":35936,"title":"In-Class Expectations Versus Realities: Chinese International ELLs’ Experiences in a Public University ESL Classroom","subtitle":null,"abstract":"The following is a qualitative study on Chinese international English language learners’ (ELLs’) experiences in an English as a second language (ESL) classroom. Set at Sunset University (pseudonym used), a public university in Northern California, the study uses ethnographic\nfield methods to gauge information about an ESL teacher’s and Chinese international ELLs’ views about effective teaching in the public university ESL classroom. The author draws upon previous studies (McCargar, 1993; Peacock, 2001; Reid, 1987; Sawyer, 1995; Schulz, 1996) to explore whether there may be a mismatch between Chinese international ELLs’ and the ESL teachers’ expectations about effective teaching, and she further explores whether the existence of such a mismatch might be correlated with Chinese international ELLs’ disengagement in this\nsetting. The author discovers the presence of mismatch in 3 areas: (a) structure, (b) scaffolding, and (c) group work, all 3 of which have implications for Chinese international ELLs’ (dis)engagement in the public university ESL context.","language":"eng","license":null,"keywords":[{"word":"English-language learners"},{"word":"English as a Second Language"},{"word":"Chinese international students"},{"word":"mismatch"},{"word":"disengagement"},{"word":"structure"},{"word":"scaffolding"},{"word":"group work"}],"section":"Theme Section - Teaching and Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79x164z4","frozenauthors":[{"first_name":"Višnja","middle_name":"","last_name":"Milojičić","name_suffix":"","institution":"University of California, Davis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[]},{"pk":29298,"title":"Incorporating Semantic Constraints into Algorithms for Unsupervised Learningof Morphology","subtitle":null,"abstract":"A key challenge in language acquisition is learning morphological transforms relating word roots to derived forms. Unsu-pervised learning algorithms can perform morphological segmentation by finding patterns in word strings (e.g. Goldsmith,2001), but struggle to distinguish valid segmentations from spurious ones because they look only at sequences of characters(or phonemes) and ignore meaning. For example, a system that correctly discovers ¡add -s¿ as a valid suffix from seeingdog, dogs, cat, cats, etc, might incorrectly infer that ¡add -et¿ is also a valid suffix from seeing bull, bullet, mall, mallet, etc.We propose that learners could avoid these errors with a simple semantic assumption: morphological transforms shouldapproximately preserve meaning. We extend an algorithm from Chan (2008) by integrating proximity in vector-spaceword embeddings as a criterion for valid transforms. On the Brown CHILDES corpus, we achieve both higher accuracyand broader coverage than the purely syntactic approach.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07v3x3q6","frozenauthors":[{"first_name":"Abi","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Commonwealth School","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29298/galley/19169/download/"}]},{"pk":28486,"title":"Incorrect Guesses Boost Retention of Novel Words in Adults but not in Children","subtitle":null,"abstract":"What is the mechanism by which linguistic knowledge is updated over time? In six experiments, we asked whether error-driven learning can explain how adults and children add new words to their vocabulary. Participants were exposed tonovel object labels that were more or less unexpected given participants linguistic knowledge. Two-to-four-year-olds werestrongly affected by expectations based on contextual constraint when choosing the referent of a new label. However,while adults formed stronger memory traces for novel words that violated a stronger prior expectation, childrens memorywas unaffected by the strength of their prior expectations. We conclude that the encoding of new words in memory followsthe principles of error-driven learning in adults, but not in preschoolers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bv3g5qd","frozenauthors":[{"first_name":"Chiara","middle_name":"","last_name":"Gambi","name_suffix":"","institution":"Cardiff University","department":""},{"first_name":"Martin","middle_name":"J.","last_name":"Pickering","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Hugh","middle_name":"","last_name":"Rabagliati","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28486/galley/18357/download/"}]},{"pk":28900,"title":"Incremental understanding of conjunctive generic sentences","subtitle":null,"abstract":"Generic statements convey generalizations about categories,but how generic predications combine is unclear. “Elephantslive in Africa and Asia” does not mean that individual ele-phants live on both continents. In addition, such conjunc-tive generics pose interesting questions for theories of incre-mental processing because the meaning of the sentence canchange part-way through: “Elephants live in Africa” would im-ply most or all do, but “Africa and Asia” implies some live ineach. We extend a recently proposed computational model ofgeneric language understanding with an incremental process-ing mechanism that can begin to interpret an utterance beforea speaker has finished their sentence. This model makes novelpredictions about partial interpretations of conjunctive genericsentences, which we test in two behavioral experiments. Theresults support a strong view of incrementality, wherein lis-teners continuously update their beliefs based on expectationsabout where a speaker will go next with their utterance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantics; pragmatics; incremental processing;generics; psycholinguistics"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nw9v1fr","frozenauthors":[{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Karen","middle_name":"","last_name":"Gu","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28900/galley/18771/download/"}]},{"pk":28449,"title":"(In-)definites, (anti-)uniqueness, and uniqueness expectations","subtitle":null,"abstract":"Using “A” in noun phrases such as “A father of the vic-tim” is odd, which is commonly explained by the princi-ple Maximize Presupposition, requiring speakers to usethe alternative with the strongest presupposition (here“The”, given its uniqueness presupposition). This re-sults in an anti-uniqueness inference for “A” (clashingwith stereotypical expectations here), sometimes labelledas an ‘anti-presupposition’ (Percus, 2006), as it derivesfrom reasoning over the presuppositions of alternativeforms. We compare these inferences to the uniquenessinferences associated with definites, while manipulatinguniqueness expectations in a picture manipulation taskusing visual world eye-tracking. This offers a minimalcomparison of uniqueness-based inferences that are lexi-cally encoded vs. pragmatically inferred, and furthermoretests the prediction that the accommodatability of the def-inite’s presupposition plays a role in the derivation of anti-uniqueness inferences (Rouillard & Schwarz, 2017).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"presuppositions; visual world eye-tracking;definiteness; indefiniteness"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00d242wq","frozenauthors":[{"first_name":"Nadine","middle_name":"","last_name":"Bade","name_suffix":"","institution":"University of Tubingen","department":""},{"first_name":"Florian","middle_name":"","last_name":"Schwarz","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28449/galley/18320/download/"}]},{"pk":28778,"title":"Individual Differences, Expertise and Outcome Bias in Medical Decision Making","subtitle":null,"abstract":"Outcome bias describes the tendency of people to alter theirrating of a decision’s quality according to whether theoutcome is good or bad – despite equivalencies in availableinformation and decision processes – which has the potentialto undermine learning about causal structures and diagnosticinformation in many fields, including medicine. Herein, asample of 181 doctors and medical students is shown todisplay outcome bias in medical and non-medical scenarios –with their susceptibility correlating across the domains, r =0.38. Analyses showed that rational and intuitive decisionstyles and a medical risk tolerance measure offered littlepredictive power. Instead, the strongest drivers of biassusceptibility were the Age and professional Level ofparticipants, with more senior personnel showing lessoutcome bias. We argue that this could reflect improvedlearning across a doctor’s career or result from increasingconfidence making them less likely to change their initialjudgement of decision quality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"medical decision making; outcome bias;individual differences; expertise; decision style."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ck1m72b","frozenauthors":[{"first_name":"Aron","middle_name":"","last_name":"Liaw","name_suffix":"","institution":"University of California, San Francisco","department":""},{"first_name":"Matthew","middle_name":"B.","last_name":"Welsh","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Hillary","middle_name":"","last_name":"Copp","name_suffix":"","institution":"University of California, San Francisco","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Breyer","name_suffix":"","institution":"Zuckerberg San Francisco General and Trauma Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28778/galley/18649/download/"}]},{"pk":28622,"title":"Individual differences in bodily attention: Variability in anticipatory mu rhythm power is associated with\nexecutive function abilities and processing speed","subtitle":null,"abstract":"The ability to anticipate, attend and respond appropriately to\nspecific stimuli is involved in the execution of everyday tasks.\nThe current investigation examined the relations between\ncognitive skills measured by the NIH Toolbox and changes in\nthe power of mu oscillations during anticipation of and in\nresponse to a tactile stimulus. Electroencephalographic (EEG)\nactivity was measured after a visuospatial cue directed adults\n(n=40) to monitor their right or left hand for upcoming tactile\nstimulation. In the 500 ms prior to the onset of the tactile\nstimulus, a desynchronization was apparent 8 – 14 Hz at\ncontralateral central sites, consistent with prior investigations\nof mu rhythm; a widespread synchronization was apparent in\nthe 250 ms proceeding delivery of the tactile stimulus. The\nextent of contralateral reduction in mu power was associated\nwith speed processing ability, while ipsilateral mu power was\nassociated with flanker performance and marginally correlated\nwith card sort performance. Regression further probe the\nsignificance and specificity of these effects. Increases in mu\npower following onset of the tactile stimulus were not\nassociated with any behavioral measures. Mu modulation\nduring attention to a specific bodily location appears related to\nvariability in the broader ability to regulate behavior in a goal-\ndirected manner, and perhaps to speed of stimulus processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"tactile; mu; EEG; executive function;\nsensorimotor; oscillations; anticipation;"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hj458xf","frozenauthors":[{"first_name":"Staci","middle_name":"Meredith","last_name":"Weiss","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Rebecca","middle_name":"L.","last_name":"Laconi","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Peter","middle_name":"J.","last_name":"Marshall","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28622/galley/18493/download/"}]},{"pk":28712,"title":"Individual differences in fluency with idea generation predict children’s beliefs intheir own free will","subtitle":null,"abstract":"The ability to imagine alternative possibilities plays a crucialrole in everyday cognitive functioning beginning in earlychildhood. Across two studies, we ask whether individualdifferences in young children’s (Mean Age = 5.01; SD = 0.78Range = 2) fluency in generating alternative possibilitiesrelates to a particular type of social-cognitive counterfactualjudgment, namely children’s belief in the possibility to “actotherwise” when actions go against stated strong desires (i.e.“free will”). We found that the fluency of generating ideaswas a consistent individual difference that held regardless ofdomain. We also found that individual children’s fluencypredicted judgments of free will for themselves (Study 2) butnot for others (Study 1). Our findings raise new questionsabout how counterfactual thinking enables children toovercome psychological barriers to self-control, and howstimulating the imagination facilitates developing cognitionsthat rely on it.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"counterfactual thinking"},{"word":"Free Will"},{"word":"socialcognition"},{"word":"Modal cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7622v521","frozenauthors":[{"first_name":"Teresa","middle_name":"","last_name":"Flanagan","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Tamar","middle_name":"","last_name":"Kushnir","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28712/galley/18583/download/"}]},{"pk":28504,"title":"Individual Differences in Judging Similarity Between Semantic Relations","subtitle":null,"abstract":"The ability to recognize and make inductive inferences based onrelational similarity is fundamental to much of human highercognition. However, relational similarity is not easily defined ormeasured, which makes it difficult to determine whetherindividual differences in cognitive capacity or semanticknowledge impact relational processing. In two experiments, weused a multi-arrangement task (previously applied to individualwords or objects) to efficiently assess similarities between wordpairs instantiating various abstract relations. Experiment 1established that the method identifies word pairs expressing thesame relation as more similar to each other than to thoseexpressing different relations. Experiment 2 extended theseresults by showing that relational similarity measured by themulti-arrangement task is sensitive to more subtle distinctions.Word pairs instantiating the same specific subrelation werejudged as more similar to each other than to those instantiatingdifferent subrelations within the same general relation type. Inaddition, Experiment 2 found that individual differences in bothfluid intelligence and crystalized verbal intelligence correlatedwith differentiation of relation similarity judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relational reasoning"},{"word":"Similarity"},{"word":"semantic cognition"},{"word":"fluid intelligence"},{"word":"crystallized intelligence"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3w94d5qf","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Ichien","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Keith","middle_name":"J.","last_name":"Holyoak","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28504/galley/18375/download/"}]},{"pk":28549,"title":"Individual differences in reading experiences: The roles of mental imagery andfantasy","subtitle":null,"abstract":"It is well established that readers form mental images when reading a narrative. The influence of mental imagery on theway people experience stories is however still unclear. In two experiments reported here, participants received instructionsaimed at encouraging or discouraging mental imagery before reading literary short stories. After reading, participantsanswered questions about their reading experiences. The results from the first experiment suggested an important roleof mental imagery in determining reading experiences. However, the results from the second experiment showed thatindividual trait differences in how imaginative participants are predicted reading experiences much better than guidedmental imagery. Moreover, the role of mental imagery did not extend to aspects of the reading experience other thanmental imagery. The implications of these results for the relationship between mental imagery and reading experiencesare discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8h41346d","frozenauthors":[{"first_name":"Marloes","middle_name":"","last_name":"Mak","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Roel","middle_name":"M.","last_name":"Willems","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28549/galley/18420/download/"}]},{"pk":29299,"title":"Individual Differences in Second Language Age of Acquisition and LanguageEntropy Predict Non-Verbal Reinforcement Learning Among Bilingual Adults","subtitle":null,"abstract":"We investigated whether bilingualism affects non-verbal model-free vs. model-based reinforcement learning (RL). Thisdual-systems theory posits independent valuation systems in controlling choices and may overlap with systems of bilingualexecutive control. Forty-five bilingual adults completed a two-stage decision making task with transition and probabilityof reward dynamically varying. First, we calculated a model-based index to measure how much participants integrateenvironmental structure with reward when planning choices. Consistent with monolingual results, we found that bilingualsdisplay model-free and model-based RL to differing degrees. Next, we assessed whether individual differences in secondlanguage (L2) age of acquisition (AoA) and language entropy interact with these RL systems. Bilinguals with earlierL2 AoA and greater language entropy demonstrated model-free RL, whereas bilinguals with later L2 AoA and lowerlanguage entropy demonstrated greater sensitivity to model-based reward frequencies. This suggests an interesting linkbetween bilingual experience and how reward shapes decision-making strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79t799bz","frozenauthors":[{"first_name":"Mehrgol","middle_name":"","last_name":"Tiv","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Jason","middle_name":"","last_name":"Gullifer","name_suffix":"","institution":"McGill University","department":""},{"first_name":"A. Ross","middle_name":"","last_name":"Otto","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Debra","middle_name":"","last_name":"Titone","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29299/galley/19170/download/"}]},{"pk":28511,"title":"Individual Differences in Self-Recognition from Body Movements","subtitle":null,"abstract":"Since we rarely view our own body movements in our dailylives, understanding the recognition of self-body movementcan shed light on the core of self-awareness and on therepresentation of actions. We first recorded nine simple andnine complex actions performed by individual participants,who also subsequently observed nine videos displayed on thescreen and imitated these actions. After a delay period of 35-40 days, participants were asked to identify their self- bodymovements presented as point-light displays amongst threeother actors who performed the same actions. Participants wereable to recognize themselves solely based on kinematics inpoint-light displays. However, self-recognition accuracyvaried according to the complexity of performed actions, withmore accurate self-recognition for complex than simpleactions. The ability of self-recognition with simple actionsshowed a significant relation with autistic traits (negativerelation: poorer self-recognition accuracy with more autistictraits), schizophrenic traits (quadratic non-linear relation,participants with the median degree of schizophrenia traitsperformed better than participants at the extremes), and withimitation actions and motor imagery traits (linear relation:increased self-recognition accuracy with greater motorimagery). We also found that participants did not recognizeactions that only required visual experience but could identifytheir self-generated actions that required motor experience,underscoring the importance of motor experience to therepresentation of self-body movements.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Self-Recognition"},{"word":"body movement"},{"word":"action"},{"word":"individual differences"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xg200q5","frozenauthors":[{"first_name":"Akila","middle_name":"","last_name":"Kadambi","name_suffix":"","institution":"University of California","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28511/galley/18382/download/"}]},{"pk":28415,"title":"Individual Differences in Spatial Representations and Wayfinding","subtitle":null,"abstract":"Navigation is a well-specified computational problem, and solving it is vital for survival. Given\nthese constraints, we might expect that humans differ minimally in their wayfinding capabilities.\nIndeed, a lack of variation is often implicitly assumed when cognitive scientists debate the\nexistence of cognitive maps or when cognitive neuroscientists search for the neural substrates of\nnavigation. However, in everyday life, we frequently discuss how some people get lost with\nsome frequency, or how women ask for directions while men use maps. Indeed, it is increasingly\napparent in the scientific data on navigation (and other cognitive domains) that the study of\nnormative functioning needs to be integrated with the study of human variation, with its\nattendant challenges regarding experimental design and use of psychometrics. The four papers in\nthis symposium gather together current work in cognitive science and neuroscience that aim to\nintegrate the study of variation into the more common normative approach.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7s09177h","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28415/galley/18286/download/"}]},{"pk":29265,"title":"Individual spatial reasoning skills support different kinds of physics tasks","subtitle":null,"abstract":"The majority of undergraduate students fail to achieve a basic understanding of fundamental concepts in science, tech-nology, engineering, and mathematics (Bao et al., 2009). A major barrier may be spatial reasoning (Wai, Lubinski, &Benbow, 2009). Spatial reasoning is the ability to mentally manipulate the 2D and 3D relations within and between ob-jects. The current study examines the casual relation between spatial reasoning and performance in an undergraduateintroductory physics course. All students enrolled in the course took tests of mental rotation, hidden figures, form board,and perspective-taking at the beginning of the semester and again at the end of the semester. Post-test scores were sig-nificantly higher compared to pre-test scores, ts(38) ¡ 10.82, ps¡.02. Growth in spatial reasoning is predictive of examperformance, with performance on individual spatial reasoning tests being correlated with specific kinds of exam items.This suggests individual spatial reasoning skills differentially support different physics understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/97m4q887","frozenauthors":[{"first_name":"Ilyse","middle_name":"","last_name":"Resnick","name_suffix":"","institution":"University of Canberra","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Jackson","name_suffix":"","institution":"Pennsylvania State University Lehigh Valley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29265/galley/19136/download/"}]},{"pk":28609,"title":"Inductive Biases Constrain Cumulative Cultural Evolution","subtitle":null,"abstract":"Cumulative cultural evolution is a distinctively human formof information-processing that endows our societies with im-probable and efficient technologies. But how objective is thisprocess? A widely held conjecture is that human cognitivebiases can constrain cumulative cultural evolution, and there-fore shape our discoveries. We present a Bayesian analysis ofa simple form of cumulative cultural evolution. This modelallows us to formulate and test the theoretical conjecture inan experimental setting. Across a series of behavioural ex-periments, we show that people’s inductive biases constrain apopulation’s ability to discover counter-intuitive virtual tech-nologies in a simple search problem. Our analysis highlightsformal relationships between cumulative cultural evolution,Bayesian inference, and stochastic optimization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cumulative cultural evolution; inductive biases;optimization; computation; Bayes; cultural evolution;"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/25w59934","frozenauthors":[{"first_name":"Bill","middle_name":"","last_name":"Thompson","name_suffix":"","institution":"Univeristy of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28609/galley/18480/download/"}]}]}