{"count":39508,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=16700","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=16500","results":[{"pk":29051,"title":"SpotLight on Dynamics of Individual Learning","subtitle":null,"abstract":"How do individuals learn a complex task? Averaging performance over a group of individuals implicitly assumes that onlyone set of methods exists for accomplishing the task and that all learners acquire those methods in the same sequence.Rather than profiling a mythical “average subject”, we focus on individuals using SpotLight – a tool for analyzing changesin individual performance as a complex task is learned. Specifically, we investigate 9 individuals who spent 31 hourslearning the task of Space Fortress (SF). The SpotLight enables us to uncover the evolution of strategies and the iterativeefforts of individuals to explore and devise new ways to improve performance. To our surprise, these players seem tohave followed a common ‘design for the weakest link’ rule, in which after the current weakest link of performance isstrengthened, an individual’s attention turns to the next weakest link.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dd08053","frozenauthors":[{"first_name":"Roussel","middle_name":"","last_name":"Rahman","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Wayne","middle_name":"","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29051/galley/18922/download/"}]},{"pk":28822,"title":"Stability-Flexibility Dilemma in Cognitive Control:A Dynamical System Perspective","subtitle":null,"abstract":"Constraints on control-dependent processing have become afundamental concept in general theories of cognition that ex-plain human behavior in terms of rational adaptations to theseconstraints. However, theories miss a rationale for why suchconstraints would exist in the first place. Recent work suggeststhat constraints on the allocation of control facilitate flexibletask switching at the expense of the stability needed to supportgoal-directed behavior in face of distraction. Here, we formu-late this problem in a dynamical system, in which control sig-nals are represented as attractors and in which constraints oncontrol allocation limit the depth of these attractors. We deriveformal expressions of the stability-flexibility tradeoff, showingthat constraints on control allocation improve cognitive flexi-bility but impair cognitive stability. Finally, we provide evi-dence that human participants adapt higher constraints on theallocation of control as the demand for flexibility increases butthat participants deviate from optimal constraints.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive control; task switching; stability-flexibility tradeoff; bounded rationality; capacity constraints"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3342x11v","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Musslick","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Anastasia","middle_name":"","last_name":"Bizyaeva","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Shamay","middle_name":"","last_name":"Agaron","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Naomi","middle_name":"","last_name":"Leonard","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Jonathan","middle_name":"D.","last_name":"Cohen","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28822/galley/18693/download/"}]},{"pk":29125,"title":"Stability of Core Language Skill from Infancy to Adolescence in Typical andAtypical Development","subtitle":null,"abstract":"Individual differences are a central characteristic of child language, and a conceptual issue in language and developmentalscience is stability. Language was evaluated at 6 months and annually through 15 years in 5167 (50.2% girls) white,monolingual singletons: 4111 typically developing children; 435 moderate-late and 51 very preterm children; 322 childrenwith dyslexia; 89 children with autism; and 221 children who had mild and/or moderate hearing impairment. Structuralequation modelling showed both typical and atypically developing childrens language skills had medium to large averagestabilities between successive waves over the span of 15 years, even accounting for child nonverbal intelligence andsociability and maternal age and education. The strong stability of child language skill from early in development acrosstypical and at-risk groups points to a highly conserved and robust individual-differences characteristic and underscoresthe importance of identifying lagging language skills and promoting childrens language environment well before formalschooling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zn7m5j1","frozenauthors":[{"first_name":"Marc","middle_name":"","last_name":"Bornstein","name_suffix":"","institution":"NICHD & IFS, Bethesda","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29125/galley/18996/download/"}]},{"pk":28990,"title":"Statistical Learning Ability as a Measure of Cognitive Function","subtitle":null,"abstract":"Statistical Learning (SL), the ability to extract probabilistic information from the environment, is a subject of much debate.It appears intuitive that such a profound mechanism of learning should carry predictive power towards general cognitiveability. Yet, previous attempts have struggled to link SL ability to measures of general cognitive function, suffering fromlow correlations and mediocre test-retest reliability. Here, we deploy a new continuous auditory SL task that achieves hightest-retest reliability ( r = .8) and shows that SL ability does significantly correlate with general cognitive function (up tor =. 56). Results are discussed in light of i) the theoretical implications of the high test-retest reliability of our novel SLtask, ii) SL ability as a marker of general cognitive function, and iii) future methodological considerations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/77c0w2q7","frozenauthors":[{"first_name":"Steffen","middle_name":"","last_name":"Herff","name_suffix":"","institution":"Technology and Research (A*STAR)","department":""},{"first_name":"Nur","middle_name":"Amirah Abdul","last_name":"Rashid","name_suffix":"","institution":"Institute of Mental Health","department":""},{"first_name":"Jimmy","middle_name":"","last_name":"Lee","name_suffix":"","institution":"Institute of Mental Health","department":""},{"first_name":"Tih","middle_name":"Shih","last_name":"Lee","name_suffix":"","institution":"Duke-NUS Medical School","department":""},{"first_name":"Kat","middle_name":"","last_name":"Agres","name_suffix":"","institution":"Institute of High Performance Computing, A*STAR","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28990/galley/18861/download/"}]},{"pk":28791,"title":"Statistical learning creates implicit subadditive predictions","subtitle":null,"abstract":"The cognitive system readily learns when multiple cues\njointly predict a specific outcome. What is less known is how\nthe mind generates predictions when only a single cue is\npresent. In four experiments, participants were first exposed\nto two objects followed by a circle with a specific size or a\nspecific numeric value. Afterwards, participants viewed a\nsingle object and estimated the associated size or value.\nFinally, participants recalled the size or value that followed\nthe initial two objects. We found that the estimated size\nassociated with the single object was significantly smaller\nthan 100% but significantly larger than 50% of the recalled\nsize associated with the two objects. No participants were\nconsciously aware of the associations. The results reveal a\nnew consequence of statistical learning on automatic\ninferences: When multiple objects were previously associated\nwith an outcome, the single object is implicitly expected to\npredict a subadditive outcome.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Implicit learning; support theory; subadditive\ninferences; regularities; predictions"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4kr5c0sf","frozenauthors":[{"first_name":"Yu","middle_name":"","last_name":"Luo","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Jiaying","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28791/galley/18662/download/"}]},{"pk":28632,"title":"Statistical learning generates implicit conjunctive predictions","subtitle":null,"abstract":"The cognitive system readily detects statistical relationships\nwhere the presence of an object predicts a specific outcome.\nWhat is less known is how the mind generates predictions\nwhen multiple objects predicting different outcomes are\npresent simultaneously. Here we examine the rules with which\npredictions are made in the presence of two objects that are\nassociated with two distinct outcomes. In three experiments,\nparticipants first implicitly learned that an object predicted a\nspecific target location in a visual search task. When two\nobjects predicting two different target locations were present\nsimultaneously, participants were reliably faster to find the\ntarget when it appeared in the conjunctive location than in\ndisjunctive locations. This was true even if participants were\nnot consciously aware of the association between the objects\nand target locations. The results suggest that in the presence of\nmultiple predictors, statistical learning generates implicit\nexpectations about the outcomes in a conjunctive fashion.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"implicit learning"},{"word":"regularities"},{"word":"conjunctive\ninference"},{"word":"visual search"},{"word":"attention"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0z60r185","frozenauthors":[{"first_name":"Ru","middle_name":"Qi","last_name":"Yu","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Jiaying","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28632/galley/18503/download/"}]},{"pk":28815,"title":"Statistical Learning of Conjunctive Probabilities","subtitle":null,"abstract":"Most statistical learning studies focus on the learning oftransitional probabilities between adjacent elements in asequence, however, other statistical regularities may un-derpin different aspects of processing language and regu-larities in other domains. Here, we investigate how con-junctive statistical regularities (of the form A and B to-gether predict C) can be learned, and how this learningis impacted by similarity in representations analogousto that in unambiguous words, homonyms with mul-tiple unrelated meanings, and polysemes with multiplerelated meanings. We observed that provided the stimu-lus structure is relatively simple, participants are readilyable to learn conjunctive probabilities and display sen-sitivity to relatedness among representations. These re-sults open new theoretical possibilities for exploring thedomain-generality of how the learning and processingsystems merge conjunctive information in simple labo-ratory tasks and in natural language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Statistical Learning; Lexical Ambiguity;Transitional Probability; Conjunctive Probability"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nf5q4gd","frozenauthors":[{"first_name":"Di","middle_name":"","last_name":"Mo","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Blair","middle_name":"C.","last_name":"Armstrong","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28815/galley/18686/download/"}]},{"pk":28512,"title":"Statistical Learning Supports Word Learning and Memory","subtitle":null,"abstract":"Learning new words does not only require infants to find words in continuous speech, but also be remember recentlysegmented words and link them to meaning. Prior research has shown that statistical learning supports word learning.However, as infant statistical learning was typically tested immediately after familiarization with a speech stream, weknow very little about whether infants experience with statistical regularities supports long-term memory and future wordlearning. The current study was designed to shed light on the relationship between statistical learning, word learning, andmemory. We found that while both co-occurrence statistics and syllable frequency information support word learning inthe moment, co-occurrence information alone supports long-term memory for recently segmented candidate object labels.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32r9q9pf","frozenauthors":[{"first_name":"Ferhat","middle_name":"","last_name":"Karaman","name_suffix":"","institution":"Usak University","department":""},{"first_name":"Jill","middle_name":"","last_name":"Lany","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Hay","name_suffix":"","institution":"University of Tennessee","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28512/galley/18383/download/"}]},{"pk":28485,"title":"Stereotypes of Transgender Categories: Attributes and Lay Theories","subtitle":null,"abstract":"What is the descriptive content and guiding lay theory of transgender stereotypes? The recent rise in public visibilityand the numeric minority of this gender group make this an opportunity to understand not only the content of stereotypesapplied to transgender individuals today, but also the ontology of gender guiding the content of these stereotypes. Usingconvergent methods, we measure the descriptive content of transgender stereotypes and assess the role of essentialistbeliefs in guiding that content. We show that transgender categories are perceived less positively than cisgender categories,and that while perceptions of cisgender men and women differ sharply, those of transgender men and women show strikingsimilarity. Essentialist beliefs about gender exaggerate these patterns.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9nz4x8b1","frozenauthors":[{"first_name":"Natalie","middle_name":"","last_name":"Gallagher","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"GALEN","middle_name":"","last_name":"BODENHAUSEN","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28485/galley/18356/download/"}]},{"pk":28734,"title":"Stopping Rules In Information Acquisition At Varying Probabilities AndConsequences: An Integrated Psychophysiological Measures Approach","subtitle":null,"abstract":"An experiment aiming to assess the use of stopping rules in information acquisition was performed. An exploratoryexperimental paradigm was used. Participants (47 healthy individuals) were requested to make a decision in 24 financialscenarios with the possibility of buying information pieces. Participants were able to accept, reject or choose not todecide. Behavioral, EEG, ECG and Eyetracker data were recorded and integrated offline for analysis. Results showedthat participants followed primarily Bayesian calculations in order to determine when to cease information acquisition anddecide. Participants would tend to rely more on the valences (BAL) of the information acquired (positive or negative)than on sheer quantity. Acceptance tended to be made with mean positive BAL, rejection with mean negative BAL andprocrastination with mean zero BAL. Uncertainty was seen to affect the information acquisition and decision process;EEG data suggest Slow Cortical Potentials at fronto-central electrodes for risk with low consequences and uncertaintywith high consequences. Eyetracker data shows greater mean fixation time for decisions and information areas of interest(AOI). Heart rate data shows no difference in scenarios and/or information acquisition behavior, meaning that the decisionscenarios did not elicit significant emotional engagement. Integrated psychophysiological measures were of importantassistance to the conclusions given that they provided information as to what happened or not both behaviorally andphysiologically.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1zc587np","frozenauthors":[{"first_name":"Roberto","middle_name":"","last_name":"Guedes de Nonohay","name_suffix":"","institution":"UFRGS","department":""},{"first_name":"Gustavo","middle_name":"","last_name":"Gauer","name_suffix":"","institution":"UFRGS","department":""},{"first_name":"Richard","middle_name":"","last_name":"Gonzalez","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Guilherme","middle_name":"","last_name":"Lannig","name_suffix":"","institution":"UFRGS","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28734/galley/18605/download/"}]},{"pk":29183,"title":"Strategy shifting in navigation: Insights from trial-level effects in a virtualnavigation task","subtitle":null,"abstract":"In the dual-solution paradigm (DSP), people learn a route through a virtual environment. After learning, people are asked tonavigate to locations in the environment. Individuals vary in the degree to which they rely on the learned route (responsestrategy) versus a shortcut (place strategy). The present study characterizes trial-level features such as relative targetlocations, Euclidean distance and number of turns or intersections between locations, and uses a Rasch Model to investigatehow spatial attributes of these trials influence participants strategy-choice. Additionally, a post-task questionnaire shows apartial disassociation between navigation behaviors in the virtual environment and navigation in daily life. It is proposedthat this dissociation can be explained by differences in environment features. This study has unique potential to advanceunderstanding of factors that affect navigation strategy choice, and to inform ecological validity of the Dual SolutionParadigm and other navigation paradigms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3135k6b5","frozenauthors":[{"first_name":"Chuanxiuyue","middle_name":"","last_name":"He","name_suffix":"","institution":"University of California","department":""},{"first_name":"Alexander","middle_name":"","last_name":"Boone","name_suffix":"","institution":"University of California","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hegarty","name_suffix":"","institution":"University of California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29183/galley/19054/download/"}]},{"pk":28618,"title":"Structural Thinking about Social Categories:Evidence from Formal Explanations, Generics, and Generalization","subtitle":null,"abstract":"Most theories of kind representation suggest that people positinternal, essence-like factors believed to underlie kindmembership and the observable properties of members.Across two studies (N = 234), we show that adults canconstrue properties of social kinds as products of both internaland structural (stable external) factors. Internalist andstructural construals are similar in that both support formalexplanations (i.e., “category member has property P due tocategory membership C”), generic claims (“Cs have P”), anda particular pattern of generalization to individuals when theindividuals’ category membership and structural position arepreserved. Our findings thus challenge these phenomena assignatures of essentialist thinking. However, once categorymembership and structural position are unconfounded,different patterns of generalization emerge across internalistand structural construals, as do different judgmentsconcerning category definitions and property mutability.These findings have important implications for reasoningabout social kinds.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"structural explanation; kind representation;generalization; essentialism; inherence; social categorization"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9s79q8kx","frozenauthors":[{"first_name":"Nadya","middle_name":"","last_name":"Vasilyeva","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28618/galley/18489/download/"}]},{"pk":28842,"title":"Subjective Randomness in a Non-cooperative Game","subtitle":null,"abstract":"Rock, Paper, Scissors (RPS) is a competitive game. There arethree actions: rock, paper, and scissors. The game’s rules aresimple: scissors beats paper, rock beats scissors and paper beatsrock (all signs stalemate against themselves). Over multiplegames with the same opponent, optimal play according to aNash Equilibrium requires subjects to play with genuinerandomness. To examine randomness judgments in the contextof competition, we tested subjects with identical sequences intwo conditions: one produced from a dice roll, one fromsomeone playing rock, paper, scissors. We compared thesefindings to models of subjective randomness from Falk andKonold (1997) and from Griffiths and Tenenbaum (2001),which explain assessments of randomness as a function ofalgorithmic complexity and statistical inference, respectively.In both conditions the models fail to adequately describesubjective randomness judgements of ternary outcomes. Wealso observe that context influences perceptions of randomnesssuch that some isomorphic sequences produced fromintentional play are perceived as less random than dice rolls.We discuss this finding in terms of the relation betweenpatterns and opponent modeling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Randomness"},{"word":"Pattern recognition"},{"word":"opponentmodeling"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hw3k32v","frozenauthors":[{"first_name":"Michael","middle_name":"P.","last_name":"Payton","name_suffix":"","institution":"University of Wisconsin Madison","department":""},{"first_name":"Jeffrey","middle_name":"C.","last_name":"Zemla","name_suffix":"","institution":"University of Wisconsin Madison","department":""},{"first_name":"Joseph","middle_name":"L.","last_name":"Austerweil","name_suffix":"","institution":"University of Wisconsin Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28842/galley/18713/download/"}]},{"pk":28483,"title":"Subjectivity-based adjective ordering maximizes communicative success","subtitle":null,"abstract":"Adjective ordering preferences (e.g., big brown bag vs. brownbig bag) are robustly attested in English and many unrelatedlanguages (Dixon, 1982). Scontras, Degen, and Goodman(2017) showed that adjective subjectivity is a robust predictorof ordering preferences in English: less subjective adjectivesare preferred closer to the modified noun. In a follow-up tothis empirical finding, Simoniˇc (2018) and Scontras, Degen,and Goodman (to appear) claim that pressures from success-ful reference resolution and the hierarchical structure of mod-ification explain subjectivity-based ordering preferences. Weprovide further support for this claim using large-scale sim-ulations of reference scenarios, together with an empirically-motivated adjective semantics. In the vast majority of cases,subjectivity-based adjective orderings yield a higher probabil-ity of successful reference resolution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"adjective ordering"},{"word":"subjectivity"},{"word":"reference resolu-tion"},{"word":"hierarchical modification"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1kh6t6ch","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Franke","name_suffix":"","institution":"University of Osnabr ̈uck","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Scontras","name_suffix":"","institution":"University of Californa, Irvine","department":""},{"first_name":"Mihael","middle_name":"","last_name":"Simoniˇc","name_suffix":"","institution":"Joˇzef Stefan Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28483/galley/18354/download/"}]},{"pk":29083,"title":"Sub-morphemic form-meaning systematicity: the impact of onset phones on wordconcreteness","subtitle":null,"abstract":"Do individual sounds carry meaning? The relationship between sound and meaning in human languages is typicallyassumed to be arbitrary, though recent research provides evidence for the existence of both iconicity and systematicitybetween word forms and their meaning. However, this research has not asked whether individual sounds in a languagecovary in systematic ways with aspects of meaning. In two analyses, we find evidence for more systematicity betweenthe initial phones of words and those words concreteness ratings than one would expect in a truly arbitrary lexicon. Thissuggests that initial phones may act as cues to aspects of word meaning, and raises questions about whether languagelearners detect and exploit these cues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2bv1b3cx","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Trott","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Arturs","middle_name":"","last_name":"Semenuks","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Bergen","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29083/galley/18954/download/"}]},{"pk":28684,"title":"Subtle differences in language experience moderate performance onlanguage-based cognitive tests","subtitle":null,"abstract":"Cognitive tests used to measure individual differences are gen-erally designed with equality in mind: the same “broadly ac-ceptable” items are used for all participants. This has unknownconsequences for equity, particularly when a single set of lin-guistic stimuli are used for a diverse population of languageusers. We hypothesized that differences in language varietywould result in disparities in psycholinguistically meaningfulproperties of test items in two widely-used cognitive tasks, re-sulting in large differences in performance. As a proxy for in-dividuals’ language use, we administered a self-report surveyof media consumption. We identified two substantial clustersfrom the survey data, roughly orthogonal to a priori groups re-cruited into the study (university students and members of thesurrounding community). We found effects of both populationand cluster membership. Comparing item-wise differences be-tween the clusters’ language models did not identify specificitems driving performance differences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vn5s77f","frozenauthors":[{"first_name":"Maury","middle_name":"","last_name":"Courtland","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Aida","middle_name":"","last_name":"Davani","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Melissa","middle_name":"","last_name":"Reyes","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Leigh","middle_name":"","last_name":"Yeh","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Jun","middle_name":"","last_name":"Leung","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Brendan","middle_name":"","last_name":"Kennedy","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Jason","middle_name":"","last_name":"Zevin","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28684/galley/18555/download/"}]},{"pk":29092,"title":"Successes of the Intuitive Psychologist: Observers make reasonable judgments inthe role conferred advantage paradigm","subtitle":null,"abstract":"In a now classic experiment Ross, Amabile & Steinmetz (1977) showed that observers think that a participant who israndomly assigned to invent questions has more general knowledge than a participant assigned to answer these questions.This is taken to be an error arising from a reasoning process in which observers ignore social roles, and instead rely onsurface behavior to make social judgments. Here we test two potential explanations for this observation: (1) observers areusing a flawed reasoning process in which they do not consider the advantages and disadvantages that different social rolesmay confer, or (2) observers are using an unbiased reasoning process in which they do consider the influence of socialrole, but they are simply operating with an imperfect estimate of the advantage afforded the questioner. In a series of fivestudies, we show that not only is reasoning in this task consistent with an unbiased inference account, but, that observersare also surprisingly well calibrated to the influence of the social roles used in this paradigm.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mh1b70w","frozenauthors":[{"first_name":"Drew","middle_name":"","last_name":"Walker","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Nicholas","middle_name":"","last_name":"Christenfeld","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Ed","middle_name":"","last_name":"Vul","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29092/galley/18963/download/"}]},{"pk":35941,"title":"Supporting Community Leadership Development Through ESL Classes: A Changemaking Initiative","subtitle":null,"abstract":"This article describes the process of teaching English as a second language to members of an underprivileged local community. This initiative was developed as a result of a collaboration between a community center and a university. Three 1st-year TESOL master’s candidates volunteered to design and teach curriculum to immigrant community members on a weekly basis to meet their needs in ESL and in areas such as health, education, community, housing, leadership, and autonomy. The class consisted of Spanish- and Vietnamese-speaking senior citizens who were community leaders, and who needed the language, skills, and knowledge to be more effective in their leadership roles. A key goal\nwas to create empowerment opportunities for these students to become changemakers and to advocate for themselves, their families, and their communities. In addition to improving their English, student outcomes included finding their voices in their 2nd language through discussions\nand through oral and written work, developing a sense of unity among class members, and gaining confidence to take action for the common good.","language":"eng","license":null,"keywords":[{"word":"TESOL"},{"word":"ESL"},{"word":"adult education"},{"word":"leadership"},{"word":"community\nengagement"},{"word":"changemaking"}],"section":"Theme Section - Advocacy Leadership and Teacher Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vd7107f","frozenauthors":[{"first_name":"Viviana Alexandrowicz","middle_name":"","last_name":"Alexandrowicz","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Aureen","middle_name":"","last_name":"Andres","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Carli","middle_name":"","last_name":"Danaher","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Paz","middle_name":"","last_name":"Valdivia","name_suffix":"","institution":"Grossmont College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35941/galley/26795/download/"}]},{"pk":29108,"title":"Surprise-Based Learning with Non-Solid Substances","subtitle":null,"abstract":"Violating infants expectations about solid objects (e.g., a ball passing through a wall) leads to increased exploration andlearning about the objects properties (Stahl & Feigenson, 2015). How limited is this type of learning? Infants can anticipatehow non-solid substances behave and interact (Hespos et al., 2009; 2016), but the non-cohesive nature of substances meansthat they have less predictable shapes and boundaries. Across four trials, we presented 12- to 14-month-olds with itemsthat looked solid or liquid. For half the trials, the items behavior was consistent with its appearance, so, for example, itlooked solid and remained cohesive. For the other half, the behavior was inconsistent. Infants spent significantly moretime exploring the inconsistent items, whether solid or non-solid, F(1, 57) = 24.00, p = .001, p =.29. These results suggestthat infants preference for learning from violations might be a general mechanism responsible for new knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8x35887z","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Natasha","middle_name":"","last_name":"Zeigler","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Susan","middle_name":"","last_name":"Hespos","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lance","middle_name":"","last_name":"Rips","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29108/galley/18979/download/"}]},{"pk":29096,"title":"Surprisingly unsurprising! Infants looks to probable vs. improbable events ismodulated by others expressions of surprise","subtitle":null,"abstract":"Research in diverse disciplines suggests that agents own prediction errors enhance their learning. Yet, human learners alsopossess powerful capacities to learn from others. Here we ask whether infants can use others expressions of surprise asvicarious prediction error signals to infer hidden states of the world. First, we conceptually replicated Xu & Garcia (2008),showing that infants (12.0-17.9 months) looked longer at improbable than probable sampling outcomes (Experiment 1).Then we added emotional cues to the design (Experiment 2). Before revealing an outcome to an infant, the experimenterlooked at the outcome and expressed either happiness or surprise. While infants still looked longer at the improbable thanthe probable outcome following the experimenters happy expression, this trend was reversed when the experimenter hadexpressed surprise at the outcome. Such early-emerging ability to use others surprise as vicarious prediction error mayguide infants own learning about the world. Preprint:https://psyarxiv.com/8whuv","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5bm2m4pd","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Hyowon","middle_name":"","last_name":"Gweon","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29096/galley/18967/download/"}]},{"pk":29194,"title":"Symbol grounding boosts transfer in addition learning","subtitle":null,"abstract":"Early math instruction often prioritizes rapid retrieval of mathematical facts, (e.g. 4 + 6 = ; 10), an approach thatpromotes quick recall of sums but with limited transfer to unstudied problems. We consider how this pattern changeswhen the learning scenario highlights the quantities that underlie symbols. Adult participants learned a novel base 8addition task using alphabetic symbols to indicate quantities (e.g. AG + AF = ). They practiced with symbols onlyor with symbols grounded in quantitative representations. When tested in the same format as participants were trained,studied problems were learned equally well but symbol-only learners transferred only to identical-elements problems (e.g.AG + AF transferred to AF + AG). Grounded learners showed better transfer to problems involving novel quantities.The results suggest, in contradiction to some other recent findings, that arithmetic transfer is boosted when the learningscenario highlights quantitative meaning denoted by number symbols.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/957031rn","frozenauthors":[{"first_name":"Clint","middle_name":"","last_name":"Jensen","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"April","middle_name":"D.","last_name":"Murphy","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Young","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Martha","middle_name":"","last_name":"Alibali","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Timothy","middle_name":"","last_name":"Rogers","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Chuck","middle_name":"","last_name":"Kalish","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29194/galley/19065/download/"}]},{"pk":28877,"title":"Symmetry: Low-level visual feature or abstract relation?","subtitle":null,"abstract":"We traced the development of sensitivity to symmetric\nrelational patterns by creating a symmetry match-to-sample\ntask. Children saw a symmetric standard made up of two\nshapes and choose between two novel alternatives: a\nsymmetric pair and an asymmetric pair. We found that young\nchildren chose randomly between the two alternatives.\nChildren were not reliably above chance until 8-to 9 years of\nage. In a second study, we found that young children could\nsucceed in making symmetric relational matches if the triads\nwere designed to invite informative comparisons. These\nfindings show that relational insight of symmetry develops\nrelatively late. However, as with other relations, comparison\nprocesses can promote sensitivity to the symmetry relation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"symmetry; relational processing; comparison and\ncontrast"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4bb316x7","frozenauthors":[{"first_name":"Ruxue","middle_name":"","last_name":"Shao","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28877/galley/18748/download/"}]},{"pk":28424,"title":"Symposium in Memory of Jeff Elman: Language Learning, Prediction, andTemporal Dynamics","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Jeff Elman"},{"word":"simple recurrent networks"},{"word":"prediction"},{"word":"TRACE"},{"word":"language development"},{"word":"event knowledge"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5k61f6rn","frozenauthors":[{"first_name":"James","middle_name":"L.","last_name":"McClelland","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Ken","middle_name":"","last_name":"McRae","name_suffix":"","institution":"University of Western","department":""},{"first_name":"Arielle","middle_name":"","last_name":"Borovsky","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Gina","middle_name":"R.","last_name":"Kuperberg","name_suffix":"","institution":"Tufts University","department":""},{"first_name":"James","middle_name":"S.","last_name":"Magnuson","name_suffix":"","institution":"University of Connecticut","department":""},{"first_name":"Felix","middle_name":"","last_name":"Hill","name_suffix":"","institution":"DeepMind","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28424/galley/18295/download/"}]},{"pk":29118,"title":"Systematic ambiguity: the effect of creativity and fractal dimension on pareidolia","subtitle":null,"abstract":"Pareidolia refers to the perception of recognizable forms in noisy or ambiguous stimuli. It has mostly been studied in thecontext of pathologies such as schizophrenia and dementia. However, pareidolic perception occurs in general populationwithout associated psychotic symptoms. This phenomenon is conceived as a compensatory perceptual mechanism thatenables the brain to deal with ambiguous information. It has been hypothesized that pareidolia would be related to theemergence of creative ideation. In this study, we investigated the effect of fractal dimension on pareidolic perception byasking participants to perceive as many recognizable forms as possible in a set of Fractional Brownian Motion imageswith varying fractal dimensions. In addition, we further investigated, using questionnaires, whether creativity, opennesspersonality trait and schizotypy are linked to pareidolic perception. Results show that creativity facilitates pareidolicperceptions and that this effect interacts significantly with the state of flow.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3102w827","frozenauthors":[{"first_name":"Antoine","middle_name":"","last_name":"Bellemare","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Yann","middle_name":"","last_name":"Harel","name_suffix":"","institution":"Universit de Montral","department":""},{"first_name":"Julien","middle_name":"","last_name":"Besle","name_suffix":"","institution":"American University of Beirut","department":""},{"first_name":"Arne","middle_name":"","last_name":"Dietrich","name_suffix":"","institution":"American University of Beirut","department":""},{"first_name":"Karim","middle_name":"","last_name":"Jerbi","name_suffix":"","institution":"Universit de Montral","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29118/galley/18989/download/"}]},{"pk":28508,"title":"Targeted Mathematical Equivalence Training Lessens the Effects of EarlyMisconceptions on Equation Encoding and Solving","subtitle":null,"abstract":"Many students fail to develop adequate understanding ofmathematical equivalence in early grades, with detrimentalconsequences for later algebra learning. The changeresistance account (McNeil, 2014) proposes that studentsstruggle with equivalence because traditional arithmeticpractice overexposes students to mathematical expressionswhere all the operators are on the left of the equal sign.Students erroneously believe the equal sign means to “dosomething” or “give the answer” – and fail to see equations asrelations between two expressions. These operations-basedmisconceptions affect how they perceive, conceptualize, andapproach math problems and interfere with developingcorrect understandings of equivalence. The current paperexplores 1) are these misconceptions evident as encodingerrors in second graders? 2) do item properties make specificerror types more or less likely? 3) do misconceptions inencoding impact solving performance? and 4) can targetedtraining mitigate the effects of prior misconceptions on bothequation encoding and solving? We identify a category ofmisconception-based encoding errors that negatively impactsequation solving and replicate findings that a conceptuallyrich research-based intervention program is maximallyeffective in training students to overcome problematicmisconceptions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mathematical representations; relationalreasoning; mathematics education; randomized control trial"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4tz5q6b0","frozenauthors":[{"first_name":"Kristen","middle_name":"","last_name":"Johannes","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Jodi","middle_name":"","last_name":"Davenport","name_suffix":"","institution":"WestEd","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28508/galley/18379/download/"}]},{"pk":29131,"title":"Task Characteristics and Individual Differences in Judgments of RelativeDirection","subtitle":null,"abstract":"Judgments of relative direction (JRD) have been frequently used to understand peoples mental representation of outdoorand indoor spaces. In JRD experiments, experimenters need to identify a signal within the trial-by-trial and participant-by-participant variability. However, it is not well understood how characteristics of the task and differences betweenindividuals contributes to performance variability. In this paper, I investigated task characteristics (i.e., reference framesused in instructions, orienting and target headings, and distances between headings) and individual differences (i.e., gen-der, sense-of-direction, familiarity, and strategy use) to provide insights into the factors that influence JRD accuracy andvariability. Using the findings of this study, I make recommendations for best-practices in JRD methods and analyses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1762h8j2","frozenauthors":[{"first_name":"Heather","middle_name":"","last_name":"Burte","name_suffix":"","institution":"University of Texas at Arlington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29131/galley/19002/download/"}]},{"pk":28465,"title":"Task Goals Structure Conceptual Acquisition","subtitle":null,"abstract":"The purpose of this study is to explore the role goals play inconcept acquisition. Goals motivate and shape ourinteractions with items, so it stands to reason that they alsoimpact the learning that occurs as a result of thoseinteractions. There is abundant evidence that goals orient usto particular information about the items we encounter. Amore speculative claim is that goals play a more integral rolein the acquired concept in that they also help to structure andcohere the acquired conceptual knowledge. Using a novelconcept learning paradigm, we examined participantknowledge of attributes of the items they interacted with inan experimental task. We found evidence that the interactionof the goal with the learning situation impacted the centralityof the attribute information within their conceptualknowledge. These results support the idea that conceptualknowledge is organized in terms of goals active duringlearning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"categories; concepts; goals; conceptualacquisition"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/60w3h4g1","frozenauthors":[{"first_name":"Seth","middle_name":"","last_name":"Chin-Parker","name_suffix":"","institution":"Denison University","department":""},{"first_name":"Eric","middle_name":"","last_name":"Brown","name_suffix":"","institution":"Denison University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28465/galley/18336/download/"}]},{"pk":28669,"title":"Taxonomic and Whole Object Constraints: A Deep Architecture","subtitle":null,"abstract":"We propose a neural network model that accounts for the emer-gence of the taxonomic constraint and for the whole objectconstraint in early word learning. Our proposal is based onMayor and Plunkett (2010)’s neurocomputational model of thetaxonomic constraint and extends it in two directions. Firstly,we deal with realistic visual and acoustic stimuli. Secondly,we model the well-known whole object constraint in the visualcomponent. We show that, despite the augmented input com-plexity, the proposed model compares favorably with respectto previous systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Neural Networks; Children; Language acquisi-tion."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5g07b547","frozenauthors":[{"first_name":"Mattia","middle_name":"","last_name":"Cerrato","name_suffix":"","institution":"University of Torino","department":""},{"first_name":"Edoardo","middle_name":"","last_name":"Arnaudo","name_suffix":"","institution":"University of Torino","department":""},{"first_name":"Roberto","middle_name":"","last_name":"Esposito","name_suffix":"","institution":"University of Torino","department":""},{"first_name":"Valentina","middle_name":"","last_name":"Gliozzi","name_suffix":"","institution":"University of Torino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28669/galley/18540/download/"}]},{"pk":28870,"title":"Technology-Based Cognitive Enrichment for Animals in Zoos:A Case Study and Lessons Learned","subtitle":null,"abstract":"Cognitive enrichment for captive animals is the idea that cog-nitive stimulation can improve animal welfare. In zoos, cog-nitive enrichment not only helps the animals themselves butalso contributes to zoo missions of educating the public, sup-porting research, and more. Technology-based cognitive en-richment tools are increasingly popular for a variety of rea-sons, though they also present unique challenges for designand deployment. In this paper, we present a short review oftechnology-based cognitive enrichment programs in zoo set-tings, and then describe the design and development processwe used to create a new, touchscreen-based enrichment appfor a group of orangutans at Zoo Atlanta. We discuss initialobservations about the orangutans’ use of this app, as well aslessons learned by our research team.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"animal-computer interaction (ACI); comparativecognition; interactive technology; user-centered design"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xq790f1","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Scheer","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Fidel","middle_name":"Cano","last_name":"Renteria","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Maithilee","middle_name":"","last_name":"Kunda","name_suffix":"","institution":"Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28870/galley/18741/download/"}]},{"pk":29277,"title":"Temporal dynamics of preschoolers novel word learning and categorization","subtitle":null,"abstract":"Word learning paradigms often teach children the name of a novel object and then immediately ask them to generalize thelabel to another object. This study uses a new paradigm that affords the ability to determine how childrens generalizationchanges over time. Participants (N=22, Mage=3.8 years) saw a novel object labeled by the experimenter (e.g., wug) andthen were shown five novel objects that each had an additional feature changed from the exemplar (i.e., the fifth objecthad five changed features), either immediately after the exemplar or after a five minute delay. Category membershipendorsement of the five test objects was higher at immediate test than delayed test, suggesting that children representnovel categories broadly at first but more narrowly over time. We propose that childrens forgetting of exemplars acrosstime leads to shifts in childrens generalization; as children forget exemplar features, category membership becomes morespecific.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4382m1d9","frozenauthors":[{"first_name":"Christina","middle_name":"","last_name":"Schonberg","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Haley","middle_name":"","last_name":"Vlach","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29277/galley/19148/download/"}]},{"pk":29012,"title":"Temporal Structure in Reaction Time Data is sensitive to exercised control","subtitle":null,"abstract":"Hierarchical control theories of perception-action conceptualize action as control of input, occurring simultaneously atmultiple levels. These levels differ in terms spatio-temporal proximity of the perception controlled. However, it is not clearhow this interaction between different levels in a control hierarchy can be measured from the behavior of the organism.We propose that Long Range Temporal Correlations (LRTC) in RT data can be used as a measure of coupling betweendifferent control levels within such complex system. Participants perform the task of controlling a hierarchical stimuluseither at global level or at local level in a noisy presentation, while the level of control and noise are manipulated. Theresults suggest that LRTC in control task is higher for global level of control compared to local level of control in the nonoise condition. We discuss implications of the results for understanding of perception-action interactions as a complexdynamic system.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7827d6h8","frozenauthors":[{"first_name":"Devpriya","middle_name":"","last_name":"Kumar","name_suffix":"","institution":"Indian Institute of Technology","department":""},{"first_name":"Narayanan","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"University of Allahabad","department":""},{"first_name":"Akanksha","middle_name":"","last_name":"Malik","name_suffix":"","institution":"Indian Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29012/galley/18883/download/"}]},{"pk":28630,"title":"Tensions Between Science and Intuition in School-Age Children","subtitle":null,"abstract":"Adults with extensive science education exhibit cognitiveconflict when reasoning about counterintuitive scientificideas, such as whether clouds have weight or whether bacterianeed nutrients. Here, we investigated whether elementary-school-aged children show the same conflict and whether thatconflict can be reduced by targeted instruction. Seventy-eight5- to 12-year-olds verified, as quickly as possible, statementsabout life and matter before and after a tutorial on thescientific properties of life or matter. Half the statements wereconsistent with intuitive theories of the domain (e.g., “frogsreproduce”) and half were inconsistent (e.g., “cactusesreproduce”). Participants verified the latter less accurately andmore slowly than the former, both before instruction andafter. Instruction increased the accuracy of participants’verifications for counterintuitive statements within thedomain of instruction but not their speed. These resultsindicate that children experience conflict between scientificand intuitive conceptions of a domain in the earliest stages ofacquiring scientific knowledge but can learn to resolve thatconflict in favor of scientific conceptions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conceptual development"},{"word":"scientific reasoning"},{"word":"explanatory coexistence"},{"word":"intuitive theories"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4f41385g","frozenauthors":[{"first_name":"Andrew","middle_name":"G.","last_name":"Young","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Isabel","middle_name":"","last_name":"Geddes","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Claire","middle_name":"","last_name":"Weider","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Shtulman","name_suffix":"","institution":"Occidental College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28630/galley/18501/download/"}]},{"pk":29043,"title":"Testing Accuracy, Additivity, and Sufficiency of Human Use of Probability DensityInformation in a Visuo-Cognitive Task","subtitle":null,"abstract":"We tested three fundamental properties of Bayesian Decision Theoryaccuracy, additivity, and sufficiency. In Experiment1, observers were shown a sample of dots from a bivariate Gaussian and estimate the probability that an additional samplewould fall into specified regions. There were three types of regions: symmetric around the mean (S), the upper andlower halves of the symmetric region (SU and SL). In Experiment 2, the same observers were asked to maximize theexpected rewards based on jointly sufficient statistics for given the sample (herein, mean and covariance of a Gaussian).In Experiment 1, We found that the observers estimates of symmetric region P[S] were close to accurate. However, theyshowed a highly patterned super-additivity: the sum of P[SU] + P[SL] ¿ P[S]. In Experiment 2, the observers violatedsufficiency by assigning too much weight to a feature of the sample rather than jointly sufficient statistics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5f48x9tx","frozenauthors":[{"first_name":"Keiji","middle_name":"","last_name":"Ota","name_suffix":"","institution":"New York University","department":""},{"first_name":"Jakob","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"New York University","department":""},{"first_name":"Laurence","middle_name":"","last_name":"Maloney","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29043/galley/18914/download/"}]},{"pk":29094,"title":"Testing Gender Markedness of Nouns with Self a Paced Reading Study","subtitle":null,"abstract":"Some English nouns occur in gender-marked pairs, which fall into two classes: In the Superordinate class, the unmarked(masculine) form is available to refer to female referents (”Allison Janey is a good actor”), whereas in the specific classit is not (*”Diana is a good prince”). Two theories account for this alternation: The Featural Theory proposes that theunmarked are unspecified for gender features. The second, Frequency Theory proposes relative frequency of the markedvs. unmarked forms are responsible (Haspelmath, 2006). This work provides evidence against the frequency theory byemploying a self-paced reading study that tests relative processing times of anaphoric pronouns referring to genderednouns. If noun pairs are split along Specific/Superordinate class lines, a processing slowdown is found for processingprocessing pronoun gender mismatches, except for nouns like ’actor’, as expected. However, when the noun pairs are splitby relative frequency the effect disappears.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations with Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3xf7k9vp","frozenauthors":[{"first_name":"Ethan","middle_name":"","last_name":"Wilcox","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29094/galley/18965/download/"}]},{"pk":29233,"title":"Testing human use of probability in a visuo-motor conjunction task","subtitle":null,"abstract":"People overestimate the conjunctive probability of independent events (Bar Hillel, 1973). We examined conjunctive per-formance in a task involving motor uncertainty and binomial sampling. Human probabilistic judgment is typically near-optimal with either of these sources of uncertainty alone. Four subjects attempted to earn rewards by reaching to circulartargets. They chose between a single smaller target and one of N larger targets. Hitting the single target always earned areward but only one on the N larger targets was rewarded: they chose between P[Smaller] and the conjunctive probability(1/N)*P[Larger] as we varied N and the sizes of the targets. The ideal observer should be indifferent when P[Smaller] =(1/N)*P[Larger]. We also asked observers to estimate the probability of hitting targets of different sizes to verify that theycould do so accurately. Remarkably, three out of four observers ignored numerosity N in their preferences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40f5c4vc","frozenauthors":[{"first_name":"Laurence","middle_name":"","last_name":"Maloney","name_suffix":"","institution":"New York University","department":""},{"first_name":"Jinsoo","middle_name":"","last_name":"Kim","name_suffix":"","institution":"New York University","department":""},{"first_name":"Keiji","middle_name":"","last_name":"Ota","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29233/galley/19104/download/"}]},{"pk":28720,"title":"Testing the limits of non-adjacent dependency learning:\nStatistical segmentation and generalization across domains","subtitle":null,"abstract":"Achieving linguistic proficiency requires identifying words\nfrom speech, and discovering the constraints that govern the\nway those words are used. In a recent study of non-adjacent\ndependency learning, Frost and Monaghan (2016)\ndemonstrated that learners may perform these tasks together,\nusing similar statistical processes — contrary to prior\nsuggestions. However, in their study, non-adjacent\ndependencies were marked by phonological cues (plosive-\ncontinuant-plosive structure), which may have influenced\nlearning. Here, we test the necessity of these cues by\ncomparing learning across three conditions; fixed phonology,\nwhich contains these cues, varied phonology, which omits\nthem, and shapes, which uses visual shape sequences to\nassess the generality of statistical processing for these tasks.\nParticipants segmented the sequences and generalized the\nstructure in both auditory conditions, but learning was best\nwhen phonological cues were present. Learning was around\nchance on both tasks for the visual shapes group, indicating\nstatistical processing may critically differ across domains","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; speech segmentation;\ngeneralization"},{"word":"language learning; non-adjacent dependencies;\nimplicit learning"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8050j9v9","frozenauthors":[{"first_name":"Rebecca","middle_name":"L. A.","last_name":"Frost","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Erin","middle_name":"S.","last_name":"Isbilen","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Morten","middle_name":"H.","last_name":"Christiansen","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"University of Amsterdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28720/galley/18591/download/"}]},{"pk":28923,"title":"The Accuracy of Causal Learning over 24 Days","subtitle":null,"abstract":"Humans often rely on past experiences stored in long-termmemory to predict the outcome of an event. In traditional lab-based experiments (e.g., causal learning, probability learning,etc.), these observations are compressed into a successiveseries of learning trials. The rapid nature of this paradigmmeans that completing the task relies on working memory. Incontrast, real-world events are typically spread out over longerperiods of time, and therefore long-term memory must be used.We conducted a 24 day smartphone study to assess how wellpeople can learn causal relationships in extended timeframes.Surprisingly, we found few differences in causal learning whensubjects observed events in a traditional rapid series of 24 trialsas opposed to one trial per day for 24 days. Specifically,subjects were able to detect causality for generative andpreventive datasets and also exhibited illusory correlations inboth the short-term and long-term designs. We discusstheoretical implications of this work.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal learning; probability learning; illusorycorrelation; long-term memory; smartphone"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fs3h5pv","frozenauthors":[{"first_name":"Ciara","middle_name":"L.","last_name":"Willett","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Benjamin","middle_name":"M.","last_name":"Rottman","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28923/galley/18794/download/"}]},{"pk":28552,"title":"The Acquisition of French Un","subtitle":null,"abstract":"How does cross-linguistic variation in grammatical structureaffect children’s acquisition of number words? In this study,we addressed this question by investigating the case study ofyoung speakers of French, a language in which the number oneand the indefinite article a are phonologically the same (i.e.,un). We tested how French-speaking children interpret un, andwhether it more closely resembles the English word a or one.We found that French-speaking children almost alwaysaccepted sets of 1 for un, but that their responses for sets of 2were more equivocal, with many children saying “Oui” (Yes)when asked whether there was un. Overall, French children’sinterpretation of un differed from how English-speakinginterpret both a and one. This suggests that French-speakingchildren’s interpretation of un reflects the ambiguity of theinput that they are exposed to. We conclude that Frenchmorphological structure may pose a challenge to French-speaking children in acquiring an exact numerical meaning forthe word un, potentially causing a delay in number wordlearning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Number; language; cognitive development"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6tv89374","frozenauthors":[{"first_name":"Elisabeth","middle_name":"","last_name":"Marchand","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28552/galley/18423/download/"}]},{"pk":29027,"title":"The Cognitive Process of Reinterpreting Non-art Objects in an Art Context","subtitle":null,"abstract":"In this study, we investigated the reinterpretation process of a non-art object. It is often said that a unique perspectivedifferent from daily life arises in the cognitive process of an art activity. We assumed that such a unique viewpoint canalso be applied to non-art objects and people will discover new aspects of objects and/or their own viewpoints throughthe reinterpretation of non-art objects. We conducted a between-subjects experiment to investigate the process in detail.We expected the artistic context of the participant to influence the interpretation. We conducted two types of interventionsto manipulate participants artistic context. The result of the experiment suggests that the artistic context influenced theinterpretation process of non-art objects.","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/20r0p2w2","frozenauthors":[{"first_name":"Koto","middle_name":"","last_name":"Minami","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Daichi","middle_name":"","last_name":"Shimizu","name_suffix":"","institution":"Graduate shool of education, Bunkyo-ku","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":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29027/galley/18898/download/"}]},{"pk":28804,"title":"The Cognitive Underpinnings of Inductive Grammar Learning","subtitle":null,"abstract":"The acquisition of the grammar of a second language requires\na variety of cognitive mechanisms, including inductive\nreasoning. In the current study, we examine the cognitive\nunderpinnings of grammar learning with an explicit-inductive\n(rule search) learning task, designed to capture more of the\ncomplexity associated with grammar learning than purely\ndeductive tasks. Research in language aptitude has shown that\nworking memory capacity (WMC) is a key predictor of\ngrammar learning outcomes. Inductive reasoning and\ngrammatical sensitivity are other established aptitude factors.\nThe goal of the present study was to determine the degree to\nwhich relevant variables predict learning on an explicit-\ninductive grammar learning task. Our results indicate that both\nWMC and inductive reasoning ability predict learning over\nthree days of grammar training.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"L2 learning; L2 aptitude; working memory\ncapacity; inductive reasoning; individual differences"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3zt7w6c3","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Martinez","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Alison","middle_name":"","last_name":"Tseng","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Valarie","middle_name":"","last_name":"Karuzis","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Meredith","middle_name":"","last_name":"Mislevy-Hughes","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Nick","middle_name":"B.","last_name":"Pandža","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Gregory","middle_name":"J. H.","last_name":"Colflesh","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Polly","middle_name":"","last_name":"O'Rourke","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28804/galley/18675/download/"}]},{"pk":28553,"title":"The complex system of mathematical creativity:Modularity, burstiness, and the network structure of how experts use inscriptions","subtitle":null,"abstract":"One of the pinnacles of human cognition is the creative insightof expert mathematics. While its concepts are abstract, theactual practice of mathematics is undeniably material andembodied. Mathematicians draw, sketch, write; having createdthese inscriptions, they interact with them. This iterated processof inscription is the engine of mathematical discovery. But howdoes this engine work? Here, using a new video corpus ofmathematical experts working on proofs, and deploying toolsfrom network and complexity science, we characterize thestructure and temporal dynamics of how mathematical expertscreate and interact with blackboard inscriptions. We findregularities in the structure of this activity (e.g., emergent‘communities’ of inscriptions) and its temporal dynamics (e.g.,‘bursty’ shifts in attention). By characterizing this activity, wegain a better understanding of the distributed ecosystem inwhich mathematical creativity occurs — including the ways thatmathematicians actively construct their own notational niches.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mathematical cognition; networks; complexsystems; inscription; distributed cognition; embodiment"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5g80p847","frozenauthors":[{"first_name":"Tyler","middle_name":"","last_name":"Marghetis","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Kate","middle_name":"","last_name":"Samson","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"David","middle_name":"","last_name":"Landy","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28553/galley/18424/download/"}]},{"pk":28742,"title":"The Computational Structure of Unintentional Meaning","subtitle":null,"abstract":"Speech-acts can have literal meaning as well as pragmaticmeaning, but these both involve consequences typically in-tended by a speaker. Speech-acts can also have unintentionalmeaning, in which what is conveyed goes above and beyondwhat was intended. Here, we present a Bayesian analysis ofhow, to a listener, the meaning of an utterance can significantlydiffer from a speaker’s intended meaning. Our model em-phasizes how comprehending the intentional and unintentionalmeaning of speech-acts requires listeners to engage in sophisti-cated model-based perspective-taking and reasoning about thehistory of the state of the world, each other’s actions, and eachother’s observations. To test our model, we have human partic-ipants make judgments about vignettes where speakers makeutterances that could be interpreted as intentional insults or un-intentional faux pas. In elucidating the mechanics of speech-acts with unintentional meanings, our account provides insightinto how communication both functions and malfunctions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayesian modeling"},{"word":"social cognition"},{"word":"commonground"},{"word":"speech-act theory"},{"word":"faux pas"},{"word":"Theory of mind"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4064p2k0","frozenauthors":[{"first_name":"Mark","middle_name":"K.","last_name":"Ho","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Joanna","middle_name":"","last_name":"Korman","name_suffix":"","institution":"The MITRE Corporation","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28742/galley/18613/download/"}]},{"pk":28755,"title":"The consistency of durative relations","subtitle":null,"abstract":"Few experiments have examined how people reason aboutdurative relations, e.g., \"during\". Such relations posechallenges to present theories of reasoning, but manyresearchers argue that people simulate a mental timeline whenthey think about sequences of events. A recent theory positsthat to mentally simulate durative relations, reasoners do notrepresent all of the time points across which an event mightendure. Instead, they construct discrete tokens that stand inplace of the beginnings and endings of those events. The theorypredicts that when reasoners need to build multiple simulationsto solve a reasoning problem, they should be more prone toerror. To test the theory, an experiment provided participantswith sets of premises describing durative relations; theyassessed whether the sets were consistent or inconsistent. Theresults of the experiment validated the theory's prediction. Weconclude by situating the study in recent work on temporalthinking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"events"},{"word":"temporal reasoning"},{"word":"durative relations"},{"word":"mental models"},{"word":"consistency"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9q73j6h5","frozenauthors":[{"first_name":"Laura","middle_name":"","last_name":"Kelly","name_suffix":"","institution":"US Naval Research Laboratory","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"US Naval Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28755/galley/18626/download/"}]},{"pk":28797,"title":"The contrasting roles of shape in human vision and convolutional neural networks","subtitle":null,"abstract":"Convolutional neural networks (CNNs) were inspired by hu-man vision and, in some settings, achieve a performance com-parable to human object recognition. This has lead to the spec-ulation that both systems use similar mechanisms to performrecognition. In this study, we conducted a series of simulationsthat indicate that there is a fundamental difference between hu-man vision and vanilla CNNs: while object recognition in hu-mans relies on analysing shape, these CNNs do not have sucha shape-bias. We teased apart the type of features selectedby the model by modifying the CIFAR-10 dataset so that, inaddition to containing objects with shape, the images concur-rently contained non-shape features, such as a noise-like mask.When trained on these modified set of images, the model didnot show any bias towards selecting shapes as features. In-stead it relied on whichever feature allowed it to perform thebest prediction – even when this feature was a noise-like maskor a single predictive pixel amongst 50176 pixels.","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/12g3p0hn","frozenauthors":[{"first_name":"Gaurav","middle_name":"","last_name":"Malhotra","name_suffix":"","institution":"University of Bristol","department":""},{"first_name":"Jeffrey","middle_name":"","last_name":"Bowers","name_suffix":"","institution":"University of Bristol","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28797/galley/18668/download/"}]},{"pk":28777,"title":"The critical moment is coming: Modeling the dynamics of suspense","subtitle":null,"abstract":"Suspense is an affective state that contributes to our enjoy-ment of experiences such as movies and sports. Ely, Frankel,and Kamenica (2015) proposed a formal definition of suspensewhich depends on the variance of subjective future beliefsabout an outcome of interest (e.g., winning a game). In orderto evaluate this theory, we designed a task based on the cardgame Blackjack where a variety of suspense dynamics can beexperimentally induced. By presenting participants with iden-tical sequences of information (i.e., card draws), but manip-ulating contextual knowledge (i.e., their understanding of therules of the game) we were able to show that self-reported sus-pense follows the predictions of the model. Follow-up modelcomparison further showed an advantage for the “suspense asvariance of future beliefs” account over a number of alterna-tive definitions of suspense, including some that depend onlyon current uncertainty (not the future). This paper is an initialattempt to link aspects of formal models of information anduncertainty with affective cognitive states.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"suspense; affect; prediction; expectation; proba-bilistic modelling"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/84z6w4n8","frozenauthors":[{"first_name":"Zhi-Wei","middle_name":"","last_name":"Li","name_suffix":"","institution":"New York University","department":""},{"first_name":"Neil","middle_name":"R.","last_name":"Bramley","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Todd","middle_name":"M.","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28777/galley/18648/download/"}]},{"pk":29156,"title":"The dark side of conceptual metaphor","subtitle":null,"abstract":"Zhu (2017) used the implicit association test (IAT) to assess metaphorical alignment between concepts such as black andwhite and good and evil. Here we asked whether self-identified Black people have similar metaphoric alignments as thosewho identify as White. In an initial experiment, we tested pairwise metaphoric associations between black and white, dirtyand clean, and good and evil. Measured strength of the 3 alignment pairings for these 3 sets of concepts was statistically thesame among Black participants as that measured by Zhu for white participants. In a follow-up experiment, we comparedself-identified Black and White participants IAT-scores for race (i.e., faces) and for color (i.e., chess pieces) IATs. ForWhite participants, mean strength of white-positive alignment was identical for race and color; Black participants showedonly slight white-positive bias for race IATs, and an intermediate level of white-positive bias for color IATs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4vh3f8r2","frozenauthors":[{"first_name":"Frank","middle_name":"","last_name":"Durgin","name_suffix":"","institution":"Swarthmore College","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Lewis","name_suffix":"","institution":"Swarthmore College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29156/galley/19027/download/"}]},{"pk":28515,"title":"The Decision Science of Voting: Behavioral Evidence of Factors in Candidate\nValuation","subtitle":null,"abstract":"Despite decision science have increased our understanding of\nhuman decision-making in different contexts, voters’ decision has\nbeen studied less from this point of view. Therefore, we\ninvestigated, how electorate- and candidate-related factors affect\nelectorate’s (N=1334) valuation to the Prime Minister candidates\n(N=11) on the multiparty democracy. Electorates valuated\ncandidates individually and through pairwise candidate comparison.\nWe collected the data by using anonymous questionnaire and sent it\nvia mass emailing and social media. We applied linear mixed-effects\nand Bayesian network models to analyze the data. Electorate-related\nvariable Valence and candidate-related variables Trustworthiness\nand Righteousness was found as the strongest main effects. The\npairwise analysis comparison highlighted voters’ personal\ncharacteristic. In particular, the interactions associated to valence,\narousal and gender had high effect only in pairwise comparisons.\nOur results suggest that the pairwise comparisons - which is typical\nfor elections, e.g., in USA - highlights the importance of emotional\nand gender-related factors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision making; politics: valuation; voting; linear\nmixed-effects model; Bayesian networks"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36t9094m","frozenauthors":[{"first_name":"Janne","middle_name":"","last_name":"Kauttonen","name_suffix":"","institution":"Laurea University of Applied Sciences,","department":""},{"first_name":"Jyrki","middle_name":"","last_name":"Suomala","name_suffix":"","institution":"Laurea University of Applied Sciences,","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28515/galley/18386/download/"}]},{"pk":28856,"title":"The Design of the Learning Environment Shapes Preschoolers’ Causal Inference","subtitle":null,"abstract":"In the present study, we examine whether the design of thelearning environment can impact causal inference in veryyoung children. Specifically, we assess whether the physicalfeatures of a novel toy can facilitate children’s recognition ofan abstract, relational hypothesis (same-different) that theytypically fail to discover. Three-year-olds were presented withan identical pattern of evidence that was consistent with arelational hypothesis (i.e., pairs of same or different blockscause a toy to activate) using one of two causal toys. In thestandard condition, blocks were placed in pairs on top of thetoy, while in the relational condition, each block was placedinside one of two transparent openings on either side of thetoy. The physical design of the latter toy was intended tohighlight the relationship between pairs of blocks. Resultssuggest that even 3-year-olds’ causal inferences are sensitiveto design, with children in the relational condition more likelyto infer the abstract relation than those in the standard case.These results provide strong evidence that design serves as aconstraint on causal inference in early childhood. Findings arediscussed in terms of their implications for creating intuitivelearning environments for young children.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; causal inference; relationalreasoning; learning environments; design"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wn7z1bn","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Rett","name_suffix":"","institution":"University of Cailfornia, San Diego","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Caren","middle_name":"","last_name":"Walker","name_suffix":"","institution":"University of Cailfornia, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28856/galley/18727/download/"}]},{"pk":29225,"title":"The Development of Children’s Understanding of Arguments by Analogy","subtitle":null,"abstract":"Analogical reasoning allows humans to make inferences about novel experiences and transfer learning across contexts.There is substantial literature on how analogical reasoning develops, but less is known about how children understand acommon use of analogyargument by analogy. Considering the importance argument by analogy plays in politics and thelaw, we examined the developmental trajectory of the ability to understand arguments by analogy. We measured childrens(N = 128, ages 3-12 years old) performance on a commonly used analogical reasoning task (i.e., a picture-mapping task;see Richland et al., 2006) and their understanding of arguments by analogy. We found that at age 4, children have asmuch difficulty understanding arguments by analogy as they do performing a picture-mapping task. However, by age five,childrens performance improves more rapidly in an argument by analogy task compared to a picture-mapping task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4qn960dw","frozenauthors":[{"first_name":"Nicole","middle_name":"","last_name":"Lobo","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Horne","name_suffix":"","institution":"Arizona State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29225/galley/19096/download/"}]},{"pk":29294,"title":"The development of compound word processing in young children","subtitle":null,"abstract":"Hirose & Mazuka (2015 & 2017) demonstrate that Japanese speaking adults and first graders both show anticipatorycompound processing, using the language-specific compound accent rule (=CAR). That is, six- to seven-year-old childrencan exploit compound prosody to disambiguate the structure and meaning of a given compound. However, we do notknow exactly when and how children start exploiting the CAR to properly comprehend compounds. Thus, we investi-gated Japanese-speaking childrens acquisition of the CAR and their development of compound processing. We conductedlongitudinal experiments using compound comprehension tasks on 65 Japanese-speaking children aging from two- to four-years. We found that childrens compound processing strategies changed after their acquiring the CAR. Before acquiringit, children could not identify the compound head; instead they showed a language-general parsing preference for theleft-most part of a compound. Our results suggest that childrens acquisition of the language-specific CAR enables theircompound processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7r82j04s","frozenauthors":[{"first_name":"Takayo","middle_name":"","last_name":"Sugimoto","name_suffix":"","institution":"Aichi University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29294/galley/19165/download/"}]},{"pk":29240,"title":"The Development of Reasoning About Abductive, Inductive and DeductiveConditionals","subtitle":null,"abstract":"Conditionals are statements of the form ”If P, Then Q”. Reasoning about conditionals is a core component of humancognition. However, studies of how adults and children interpret and use conditionals have highlighted discrepancies be-tween human reasoning and logic inference rules. Recently, Douven and Verbrugge (2010) have found that a classificationof conditionals based on the type of inferential connection between the antecedent and the consequent (e.g., deductive,inductive and abductive conditionals) allowed for a finer analysis of adult conditional reasoning. Do these findings ex-tend to child conditional reasoning? We report a study (N=200, ages 4 to 11) that examines how performance in modusponens and modus tollens tasks depends on the type of conditional embedded in the argument. These results will shedlight on how the development of conditional reasoning in children is sensitive to the nature of the inferential relationshipof conditionals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2jt408bj","frozenauthors":[{"first_name":"Patricia","middle_name":"","last_name":"Mirabile","name_suffix":"","institution":"Sorbonne Universit","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Horne","name_suffix":"","institution":"Arizona State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29240/galley/19111/download/"}]},{"pk":29260,"title":"The Diagram Disconnect: An Examination of Note-Taking Behaviors In CollegeStudents","subtitle":null,"abstract":"Note-taking in college courses is prevalent yet often ineffective. One potential reason is a disconnect between the infor-mation in lectures and that recorded in notes. Whereas science-based lectures frequently include diagrams, students notesoften fail to include them. This disconnect likely inhibits learning and may be exacerbated by digital note-taking. We in-vestigated students note-taking during two mini neuroscience lectures and its relation to recall. Students were assigned todiagram presence (diagram embedded in notes for first or second lecture) and note-taking method (typed or handwritten)conditions. Students recalled more in the diagram first condition. There was no recall difference based on note-takingmethod. Including diagrams in notes for the first lecture likely primed participants to attend to diagrams in the subsequentlecture, helping them realize the importance of the diagram. The lack of a note-taking method effect is inconsistent withpast research, but may reflect increasing use of digital note-taking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6qj5j0hv","frozenauthors":[{"first_name":"Blaire","middle_name":"","last_name":"Porter","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Julia","middle_name":"","last_name":"Wilson","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Hilary","middle_name":"","last_name":"Miller","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Patricia","middle_name":"J.","last_name":"Bauer","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29260/galley/19131/download/"}]},{"pk":28884,"title":"The Director Task Fails to Differentiate Young Adult Theory of Mind Abilities:An IRT Analysis","subtitle":null,"abstract":"The goal of the present study was to demonstrate the potentialapplication of Item Response Theory (IRT) outside itstraditional use in assessing questionnaires by applying it todata from behavioural task. We did this by validating aperspective taking task called the Director Task used to assessTheory of Mind (ToM) abilities in young adults. IRT andconvergent validity analyses indicated that, contrary to ourhypotheses, the Director Task had an unduly narrow range ofresponding for measuring ToM. Furthermore, the DirectorTask did not correlate with other established measures ofToM. Our results suggest that the task should be used withcaution when assessing a young adult population.Furthermore, since convergent validity was not established, itis uncertain what specifically the task measures. Overall, weshow how IRT may serve as a useful tool in evaluatingbehavioural measures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Theory of mind"},{"word":"Item Response Theory"},{"word":"DirectorTask"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5zw2123w","frozenauthors":[{"first_name":"Mikhail","middle_name":"","last_name":"Sokolov","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"John","middle_name":"","last_name":"Logan","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28884/galley/18755/download/"}]},{"pk":28613,"title":"The Disappearing “Advantages of Abstract Examples in Learning Math”","subtitle":null,"abstract":"When introducing a novel mathematical idea, should wepresent learners with abstract or concrete examples of thisidea? Considerable efforts have been made over the last decadeto settle this question in favor of either abstract or concreterepresentations. We contribute to this discussion through acritical replication and extension of a well-known study in thisarea. Whereas the target article argues for the generalsuperiority of abstract representations, we demonstrate thatseemingly minor modifications of the study design indicateotherwise. Our results suggest that the previously reported“advantage of abstract examples” manifested not becauseabstract examples are advantageous in general, but because theearlier studies utilized concrete examples that arepedagogically suboptimal.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mathematics education; examples; abstract versusconcrete; transfer of learning; replication"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7w94f25g","frozenauthors":[{"first_name":"Dragan","middle_name":"","last_name":"Trninic","name_suffix":"","institution":"ETH Zürich","department":""},{"first_name":"Manu","middle_name":"","last_name":"Kapur","name_suffix":"","institution":"ETH Zürich","department":""},{"first_name":"Tanmay","middle_name":"","last_name":"Sinha","name_suffix":"","institution":"ETH Zürich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28613/galley/18484/download/"}]},{"pk":28934,"title":"The Effect for Category Learning on Recognition Memory:\nA Signal Detection Theory Analysis","subtitle":null,"abstract":"Previous studies have shown that category learning affects\nsubsequent recognition memory. However, questions remain\nas to how category learning affects discriminability during\nrecognition. In this three-stage study, we employed sets of\nsimulated flowers with category- and non-category-inclusion\nfeatures appearing with equal probabilities. In the learning\nstage, participants were asked to categorize flowers by\nidentifying the category-inclusion feature. Next, in the\nstudying stage, participants memorized a new set of flowers, a\nthird of which belonged to the learned category. Finally, in the\ntesting stage, participants received a recognition test with old\nand new flowers, some from the learned category, some from\na not-learned category, some from both categories, and some\nfrom neither category. We applied hierarchical Bayesian signal\ndetection theory models to recognition performance and found\nthat prior category learning affected both discriminability as\nwell as criterion bias. That is, people that learned the category\nwell, exhibited improved discriminability and a shifted bias\ntoward flowers from the learned relative to the not learned\ncategory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"category learning; recognition memory; signal\ndetection theory; Bayesian modeling"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/61b7s161","frozenauthors":[{"first_name":"Siyuan","middle_name":"","last_name":"Yin","name_suffix":"","institution":"Duke University","department":""},{"first_name":"Kevin","middle_name":"","last_name":"O’Neill","name_suffix":"","institution":"Duke University","department":""},{"first_name":"Timothy","middle_name":"F.","last_name":"Brady","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Felipe","middle_name":"","last_name":"De Brigard","name_suffix":"","institution":"Duke University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28934/galley/18805/download/"}]},{"pk":29244,"title":"The Effect of Alternative Outcomes on Perceived Counterfactual Closeness","subtitle":null,"abstract":"Assessing the likelihood that a counterfactual event would have happened involves contrasting a factual outcome withthe counterfactual alternative. In many situations, the number of alternatives will influence the perceived closeness of aparticular alternative. For example, losers of a game in which participants guess which door conceals a prize will likelybelieve they were closer to winning when there were three doors compared to six. This reflects accurate probabilisticreasoning because more doors will be associated with a lower probability of winning. However, we test whether thenumber of alternatives has a unique influence on beliefs about counterfactual closeness. Experiments 1 and 2 show that,even when probability is held fixed, people believe counterfactual closeness decreases when there are more alternatives.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/640986kx","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Myers","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lance","middle_name":"","last_name":"Rips","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29244/galley/19115/download/"}]},{"pk":28948,"title":"The Effect of Chronic Regulatory Focus on Sampling Behavior and RiskyDecisions","subtitle":null,"abstract":"Prior research on a possible role of regulatory focus orientation (Higgins, 1998) in financial decision-making has focusedon description-based tasks in which people receive explicit information about the characteristics of a decision problem apriori. However, relatively few real-world decisions resemble this type of laboratory task. Here, we examine how regu-latory focus orientation influences peoples decision behavior in an experience-based sampling paradigm (Hertwig et al.,2004), where people learn about the characteristics of a decision problem only through experience. We investigated ifindividuals chronic regulatory focus orientation (promotion-focus or prevention-focus) predicts process (sampling) andoutcomes (risky versus sure-thing choices) in a sampling paradigm task. Regulatory focus did not predict sampling behav-ior, nor the number of risky choices in the gain domain, but promotion focus orientation was correlated with the prevalenceof risky choices in the loss domain. Also, the big-5 personality trait of Openness was found to be related to number ofsampled outcomes for losses and to risky choices for gains.","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/5tw1g3z1","frozenauthors":[{"first_name":"Lujain","middle_name":"Al","last_name":"Alamy","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"James","middle_name":"E.","last_name":"Corter","name_suffix":"","institution":"Columbia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28948/galley/18819/download/"}]},{"pk":29122,"title":"The Effect of Graphics on Mind Wandering in Online Video Lectures","subtitle":null,"abstract":"There is a rising interest in determining the most effective (i.e., the most conducive for learning) way to present onlinelecture information. The cognitive load model of multimedia learning suggests that learners are capacity limited. Lecturegraphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair comprehension ofthe material (i.e., the seductive detail effect). The seductive detail effect likely results from a lack of cognitive resourcesavailable to maintain attention. Across 2 experiments, the use of graphics was manipulated in a psychology online videolecture. We demonstrate no differences across conditions (i.e., no images, relevant images, and seductive images) in overallcomprehension and limited differences mind wandering behaviour.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qw5q89f","frozenauthors":[{"first_name":"Laura","middle_name":"","last_name":"Bianchi","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Kristin","middle_name":"","last_name":"Wilson","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Evan","middle_name":"","last_name":"Risko","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29122/galley/18993/download/"}]},{"pk":29126,"title":"The Effect of Multiple Repetitions on Scanning in Long-Term Memory","subtitle":null,"abstract":"Cognitive psychologists have hypothesized that episodic recall is caused by the recovery of a gradually-changing state ofspatiotemporal context. Little is known about the processes that cause successful recovery of this temporal context. Recentbehavioral evidence suggests that in continuous recognition tasks, the retrieval time necessary to recover a previous contextdepends on the recency of the memory. Previous work has found that the non-decision time to retrieve a memory goes upwith the logarithm of its recency. This suggests retrieval of temporal context proceeds via scanning along a compressedtimeline but also contradicts earlier work suggesting that recency affects the drift rate of retrieval more than the non-decision time. Here we explore the effect of multiple repetitions on this counterintuitive result in continuous recognition.Our results find that while repeating items speeds up the time to access a memory, the recency effect persists out to at leastfive repetitions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0d02g1wj","frozenauthors":[{"first_name":"Ian","middle_name":"","last_name":"Bright","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Rebecca","middle_name":"","last_name":"DiDomenica","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Rui","middle_name":"","last_name":"Cao","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Marc","middle_name":"","last_name":"Howard","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29126/galley/18997/download/"}]},{"pk":28994,"title":"The Effect of Semantic Diversity on Serial Recall for Words","subtitle":null,"abstract":"We investigated whether semantic diversity (SemD) influences immediate serial recall for words. SemD was calculatedusing LSA to quantify semantic similarity across contexts in large corpus. We examined the effects of SemD and im-ageability, a classic semantic variable. Participants saw and recalled the 6-word list by typing out the words in correctserial order. Experiment 1 was conducted in the laboratory (N=40). There was no main effect of SemD or imageabilitybut exploratory analyses showed that SemD was modulated by list position and imageability. Among high-imageabilitywords, low-SemD words were better recalled in latter positions (4 & 5) of the list. Experiment 2 conducted online (N=44)replicated the results, showing better recall of low-SemD words in the high-imageability condition at Position 5. Thesefindings suggest that the availability of more semantic connections induces more competition between items, which im-pacts on performance later on in serial recall.","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/2dz9z19v","frozenauthors":[{"first_name":"Yaling","middle_name":"","last_name":"Hsiao","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Matthew","middle_name":"H.C.","last_name":"Mak","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Kate","middle_name":"","last_name":"Nation","name_suffix":"","institution":"University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28994/galley/18865/download/"}]},{"pk":28581,"title":"The effect of semantic relatedness on associative asymmetry in memory","subtitle":null,"abstract":"We provide new evidence concerning two views of episodic associations: The independent associations hypothesis (IAH)posits that associations are unidirectional and separately modifiable links (AB; AB); the associative symmetry hypothesis(ASH) considers the association to be a holistic conjunction of A and B representations. While existing literature focuseson tests that compare the correlation of forward and backward associations and favors ASH over IAH, we provide thefirst direct evidence of IAH by showing that forward and backward associations are separately modifiable for semanti-cally related pairs. In two experiments, participants studied 30 semantically unrelated and 30 semantically related pairsintermixed in a single list, and then performed a series of up to eight cued-recall test cycles. All pairs were tested in eachcycle, and the testing direction (A-? or B-?) alternated between cycles. Consistent with prior research, unrelated pairsexhibited associative symmetry accuracy and response times improved gradually on each test, suggesting that testing inboth directions strengthened the same association. In contrast, semantically related pairs exhibited a stair-like pattern,where performance did not change from odd to even tests when the test direction changed; it only improved between testsof the same direction. We conclude that episodic associations can have either a holistic representation (ASH) or separatedirectional representations (IAH), depending on the semantic relatedness of their constituent items.","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/1fv1n40m","frozenauthors":[{"first_name":"Vencislav","middle_name":"","last_name":"Popov","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Qiong","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Griffin","middle_name":"","last_name":"Koch","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Regina","middle_name":"","last_name":"Calloway","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Marc","middle_name":"","last_name":"Coutanche","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28581/galley/18452/download/"}]},{"pk":28567,"title":"The effect of stimulus presentation time on bias: A diffusion-model based analysis","subtitle":null,"abstract":"There are two main types of bias in simple decision tasks,response bias and stimulus bias. Response bias is a startinglevel of evidence in favor of a biased response, whereas stim-ulus bias is the evaluation of stimuli in favor of a biased re-sponse. Previous research typically dissociates between thesetwo types of bias. Some studies suggest that it can be diffi-cult to induce response bias without stimulus bias (Ratcliff &McKoon, 2008; van Ravenzwaaij, Mulder, Tuerlinckx, & Wa-genmakers, 2012). We used a two-alternative forced-choicebrightness discrimination task in which we manipulated thepresentation length of the stimuli. We analyzed the data witha hierarchical diffusion model. The results show an overall re-sponse bias, as well as stimulus bias that increases as stimuluspresentation time decreases. We argue that the results suggesta need to revise how stimulus bias is conceptualized throughthe drift rate parameter of the diffusion model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"diffusion model; response bias; stimulus bias;prior bias; dynamic bias; drift criterion"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/93x6c0k4","frozenauthors":[{"first_name":"Jeremy","middle_name":"","last_name":"Ngo","name_suffix":"","institution":"University of New South Wales, Sydney","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Donkin","name_suffix":"","institution":"University of New South Wales, Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28567/galley/18438/download/"}]},{"pk":29137,"title":"The effect of word-by-word presentation on reading of Chinese texts by nativeChinese readers and learners of Chinese as a second language","subtitle":null,"abstract":"There are no spaces between words in Chinese texts and this can present a challenge in reading for learners of Chineseas a second/foreign language (CSL) and native Chinese alike. We designed a self-paced reading computer platform onwhich individual words were shown or highlighted successively as participants pressed the spacebar to read a text withoutword spaces. CSL learners could read faster in this way than the traditional way where the entirety of the unspaced textappeared as a whole. Native Chinese readers did not show such a beneficiary effect. The results support the ProcessingCost Hypothesis which states that word segmentation when reading unspaced texts consumes processing resources andtherefore saving the resources by providing segmentation cues could benefit readers only when processing resources areovertaxed under certain circumstances, e.g., reading difficult texts, under time pressure, for beginner readers, and forforeign learners.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52x4q5sn","frozenauthors":[{"first_name":"Jenn-Yeu","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Taiwan Normal University","department":""},{"first_name":"Yalin","middle_name":"","last_name":"Chuang","name_suffix":"","institution":"Nanya Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29137/galley/19008/download/"}]},{"pk":28806,"title":"The effects of changing the mental model of one’s body and sense of bodyownership on pain perception","subtitle":null,"abstract":"The mental model of one’s body plays an important role in de-termining subsequent actions. We changed the mental modelusing visual information and observed the effects of suchchange on pain perception. These effects were compared tothe effects of changes in the sense of body ownership, which isthe sensation that something is a part of one’s own body. Someresearchers have shown that the sense of ownership is a factormodulating pain perception. In our experiments, we manipu-lated the visibility of participants’ limbs using Mixed Reality(MR) techniques and measured their perceived pain and feel-ings while observing their limbs. Results showed the sensationthat nothing can touch one’s limbs decreased the strength ofperceived pain.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sense of ownership"},{"word":"body representation"},{"word":"pain per-ception"},{"word":"multimodality"},{"word":"mixed reality"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34m2m67b","frozenauthors":[{"first_name":"Miki","middle_name":"","last_name":"Matsumuro","name_suffix":"","institution":"Ritsumeikan University","department":""},{"first_name":"Yuki","middle_name":"","last_name":"Miura","name_suffix":"","institution":"Ritsumeikan University","department":""},{"first_name":"Fumihisa","middle_name":"","last_name":"Shibata","name_suffix":"","institution":"Ritsumeikan University","department":""},{"first_name":"Asako","middle_name":"","last_name":"Kimura","name_suffix":"","institution":"Ritsumeikan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28806/galley/18677/download/"}]},{"pk":29227,"title":"The Effects of Contextual Cues on the Learning of Prepositions","subtitle":null,"abstract":"Language has the power to shape the way people organize their thoughts and concepts. Some concepts, like spatialwords, are categorized differently cross-linguistically. Conflicting language-to-concept mappings, such as the Spanishen translating to both in and on, may pose difficulty to Spanish speakers learning English. This study investigated howcontextual cues can help children learn prepositions. Three-year-olds were read preposition books that were arranged inone of two conditions: separation or control. The separation condition had each instance of in appear in one visual context(e.g., Bear put the apple in the box, blue page) and each instance of on appear in a separate context (e.g., Penguin put theball on the grass, green page). The control condition eliminated the contextual cues by presenting instances of in and onin both contexts. This study informs our understanding of strategies to improve the learning of spatial words in everydayadult-child interactions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/183222mz","frozenauthors":[{"first_name":"Michelle","middle_name":"","last_name":"Luna","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Catherine","middle_name":"","last_name":"Sandhofer","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29227/galley/19098/download/"}]},{"pk":28524,"title":"The Effects of Embodiment and Social Eye-Gaze in Conversational Agents","subtitle":null,"abstract":"The adoption of conversational agents is growing at a rapidpace. Agents however, are not optimised to simulate key so-cial aspects of situated human conversational environments.Humans are intellectually biased towards social activity whenfacing more anthropomorphic agents or when presented withsubtle social cues. In this work, we explore the effects of simu-lating anthropomorphism and social eye-gaze in three conver-sational agents. We tested whether subjects’ visual attentionwould be similar to agents in different forms of embodimentand social eye-gaze. In a within-subject situated interactionstudy (N=30), we asked subjects to engage in task-orienteddialogue with a smart speaker and two variations of a socialrobot. We observed shifting of interactive behaviour by hu-man users, as shown in differences in behavioural and objec-tive measures. With a trade-off in task performance, socialfacilitation is higher with more anthropomorphic social agentswhen performing the same task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Human-Computer Interaction"},{"word":"social agents"},{"word":"con-versational artificial intelligence"},{"word":"smart speakers"},{"word":"social robots"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hv342vx","frozenauthors":[{"first_name":"Dimosthenis","middle_name":"","last_name":"Kontogiorgos","name_suffix":"","institution":"KTH Royal Institute of Technology","department":""},{"first_name":"Gabriel","middle_name":"","last_name":"Skantze","name_suffix":"","institution":"KTH Royal Institute of Technology","department":""},{"first_name":"Andre","middle_name":"","last_name":"Pereira","name_suffix":"","institution":"KTH Royal Institute of Technology","department":""},{"first_name":"Joakim","middle_name":"","last_name":"Gustafson","name_suffix":"","institution":"KTH Royal Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28524/galley/18395/download/"}]},{"pk":29316,"title":"The effects of object motion observations on physical prediction","subtitle":null,"abstract":"People use knowledge about physical objects to predict and plan their actions, but this knowledge about objects can bedirectly perceived or simply inferred. In this experiment, participants chose the direction to shoot computerized cannonsto hit targets. These cannons differed in how fast they shot the cannonball, but participants could learn this informationeither from observing the full trajectory of a prior shot, or just observing the outcome. While the cannonballs initial speedcan be determined from the end state alone, additional information in the full trajectory might improve these estimates.We find that performance is only worse in the end-state trials if these trials were tried first; if participants judged the fulltrajectory trials first, their performance did not decline on the end-state trials. We explore this order effect using a modelof noisy physical inference that assumes learning from prior trial blocks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fd2w0jb","frozenauthors":[{"first_name":"Moyuru","middle_name":"","last_name":"Yamada","name_suffix":"","institution":"Fujitsu Laboratories Ltd.","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29316/galley/19187/download/"}]},{"pk":29130,"title":"The Effects of Video Interviews on Perceptions of Applicant Quality","subtitle":null,"abstract":"Previous research has shown that job candidates are rated significantly higher if evaluators are allowed to listen to theirpitches rather than just reading the transcript (Schroeder & Epley, 2015). That research did not find any additional benefitfrom seeing the candidate on video, but did not examine whether watching a video interview was different from watchingan interview in-person. Our experiment had 50 participants watch a mock interview in-person while 50 other participantswatched the same interviews ostensibly through a live video feed in another room. Those who watched through video ratedthe job applicant significantly lower on all measured dimensions including agency, hireability, and intellect. These findingsindicate that job applicants who are interviewed through a video-conference service or whose interviews are recorded andwatched later are at a significant disadvantage to those who can be observed live. Potential causes and ameliorations ofthese effects are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/158612ds","frozenauthors":[{"first_name":"Devin","middle_name":"","last_name":"Burns","name_suffix":"","institution":"Missouri University of Science & Technology","department":""},{"first_name":"Denise","middle_name":"","last_name":"Baker","name_suffix":"","institution":"Missouri University of Science & Technology","department":""},{"first_name":"Clair","middle_name":"","last_name":"Kueny","name_suffix":"","institution":"Missouri University of Science & Technology","department":""},{"first_name":"Matthew","middle_name":"","last_name":"Jordan","name_suffix":"","institution":"Missouri University of Science & Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29130/galley/19001/download/"}]},{"pk":28621,"title":"The End’s in Plain Sight: Implicit Association of Visual and Conceptual\nBoundedness","subtitle":null,"abstract":"What are the categorical distinctions shared between\nconceptual and visual representations? One distinction may\nbe between bounded and unbounded entities. Previous\nresearch in sign language has shown that even non-signers\nassociate signs with repetitive motion with atelic verbs, such\nas “run”, and signs with sudden motion with telic verbs, such\nas “arrive”. In our first study, we show this distinction holds\neven when the visual stimuli depicted bear no intrinsic\nlinguistic reference: we used non-linguistic random dot\nmotions. In our second study, we demonstrate this association\noccurs spontaneously, even when subjects are not making\nexplicit semantic judgments about verbs. We use a cross-\nmodal lexical decision task in which verbs and non-words\nappear superimposed on bounded or unbounded dot stimuli.\nWe find congruency when the motion boundedness matches\nthe conceptual boundedness of the verb. Together, these\nstudies provide evidence for an automatic link between visual\nand conceptual boundedness in the mind.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"telicity; motion perception; visual boundedness"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/72g2193c","frozenauthors":[{"first_name":"Jonathan","middle_name":"","last_name":"Wehry","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Alon","middle_name":"","last_name":"Hafri","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"John","middle_name":"","last_name":"Trueswell","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28621/galley/18492/download/"}]},{"pk":28468,"title":"The everyday statistics of objects and their names: How word learning gets its start","subtitle":null,"abstract":"A key question in early word learning is how infants learn their\nfirst object names despite a natural environment thought to\nprovide messy data for linking object names to their referents.\nUsing head cameras worn by 7 to 11-month-old infants in the\nhome, we document the statistics of visual objects, spoken\nobject names, and their co-occurrence in everyday meal time\nevents. We show that the extremely right skewed frequency\ndistribution of visual objects underlies word-referent co-\noccurrence statistics that set up a clear signal in the noise upon\nwhich infants could capitalize to learn their first object names.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word learning; natural statistics; egocentric vision"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6hc8s9qn","frozenauthors":[{"first_name":"Elizabeth","middle_name":"M.","last_name":"Clerkin","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":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28468/galley/18339/download/"}]},{"pk":28571,"title":"The Evolutionary Dynamics of Cooperation in Collective Search","subtitle":null,"abstract":"How does cooperation arise in an evolutionary context? We ap-proach this problem using a collective search paradigm whereinteractions are dynamic and there is competition for rewards.Using evolutionary simulations, we find that the unconditionalsharing of information can be an evolutionary advantageousstrategy without the need for conditional strategies or explicitreciprocation. Shared information acts as a recruitment sig-nal and facilitates the formation of a self-organized group.Thus, the improved search efficiency of the collective bestowsbyproduct benefits onto the original sharer. A key mecha-nism is a visibility radius, where individuals have uncondi-tional access to information about neighbors within a lim-ited distance. Our results show that for a variety of initialconditions—including populations initially devoid of prosocialindividuals—and across both static and dynamic fitness land-scapes, we find strong selection pressure to evolve uncondi-tional sharing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Collective search; cooperation; evolutionary sim-ulations; pseudo-reciprocity; prosociality; swarm intelligence"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9z96v7js","frozenauthors":[{"first_name":"Alan","middle_name":"N.","last_name":"Tump","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Charley","middle_name":"M.","last_name":"Wu","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Imen","middle_name":"","last_name":"Bouhlel","name_suffix":"","institution":"Universit ́e Cˆote d’Azur","department":""},{"first_name":"Robert","middle_name":"L.","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28571/galley/18442/download/"}]},{"pk":28674,"title":"The Explanatory Value of Mathematical Information in EverydayExplanations","subtitle":null,"abstract":"With two experiments, we begin an inquiry into theperceived explanatory value of mathematical entities ineveryday explanations. This work is motivated by aphilosophical debate about the role mathematical entitiesplay in explanation. Simply put, are the mathematicalentities themselves explanatory, or is mathematical talkelliptical or shorthand for talk about the physical entities weare concerned with? Across the two experiments, we foundclear evidence that situational factors affected how themathematical entities were considered. However, whenthose situational factors are accounted for, participantstended to see more explanatory value for mathematicalentities that point to other objects involved in the explanationas opposed to mathematical entities that assume theexplanatory role themselves.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation; mathematical explanation;indispensability argument; nominalism; platonism"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3v95n59r","frozenauthors":[{"first_name":"Seth","middle_name":"","last_name":"Chin-Parker","name_suffix":"","institution":"Denison University","department":""},{"first_name":"Sam","middle_name":"","last_name":"Cowling","name_suffix":"","institution":"Denison University","department":""},{"first_name":"May","middle_name":"","last_name":"Mei","name_suffix":"","institution":"Denison University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28674/galley/18545/download/"}]},{"pk":28466,"title":"The First Crank of the Cultural Ratchet:Learning and Transmitting Concepts through Language","subtitle":null,"abstract":"Human knowledge accumulates over generations, amplifyingour individual learning abilities. What is the mechanism ofthis accumulation? Here, we explore how language allows ac-curate transmission of conceptual knowledge. We introduce anovel experimental paradigm that allows direct comparison oflearning from examples and learning from language. In ourexperiment, a teacher first learns a Boolean concept from ex-amples; they then communicate this concept to a student in afree conversation; finally, we test both teacher and student onthe same transfer items. We find that learning from languageis both sufficient and efficient: Students achieve accuracy veryclose to their teachers, while studying for less time. We thenexplore the language used by teachers and find heavy relianceon generics and quantifiers. Taken together, these results sug-gest that cultural accumulation of conceptual knowledge arisesfrom the ability of language to directly convey generalizations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concept learning; cultural ratchet; communi-cation"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39d347bk","frozenauthors":[{"first_name":"Sahil","middle_name":"","last_name":"Chopra","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":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28466/galley/18337/download/"}]},{"pk":28472,"title":"The Goal Bias in Language and Memory: Explaining the Asymmetry","subtitle":null,"abstract":"In language, speakers are more likely to mention the goals, orendpoints, of motion events than they are to mention sources,or starting points (e.g. Lakusta & Landau, 2005). Thisphenomenon has been explained in cognitive terms, but mayalso be affected by discourse-communicative factors: Forparticipants in prior work, sources can be characterized asgiven, already-known information, while goals are new,relevant information to communicate. We investigate to whatextent the goal bias in language (and memory) is affected whenthe source is or is not in common ground between speaker andhearer, and thus whether it is discourse-given or -new. We findthat the goal bias in language is severely diminished whensource and goal are discourse-new. We suggest that the goalbias in language can be attributed to discourse-communicativefactors in addition to any cognitive goal bias. Discourse factorscannot fully account for the bias in memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Source-Goal Asymmetry; Language Production;Goal bias; Discourse; Common Ground"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0rj0d760","frozenauthors":[{"first_name":"Monica","middle_name":"L.","last_name":"Do","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Anna","middle_name":"","last_name":"Papafragou","name_suffix":"","institution":"University of Delaware","department":""},{"first_name":"John","middle_name":"","last_name":"Trueswell","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28472/galley/18343/download/"}]},{"pk":28673,"title":"The Goal-Dependent Nature of Automatic Semantic Priming","subtitle":null,"abstract":"Despite the fact that priming is one of the most studiedphenomena in cognitive psychology, many questions remainabout exactly when, why and under what task conditions weought to observe priming in the lab, and what types ofrelationships between words or concepts reliably lead topriming. This project contrasted two priming experimentswhere the primary manipulation was the decision the subjectswere making about words (as well as manipulating otherfactors, like relatedness proportion, known to affect priming).We found evidence that: 1) automatic priming forsemantically related words does happen under someconditions, but 2) semantic priming, and whether it happensindependent of association, is dependent on the task in whichparticipants are engaged. These results provide evidence forthe context sensitive nature of the activation of semanticmemory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Semantic memory; Semantic Priming;Associative Priming; Goals; Explicit Awareness"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bw7x538","frozenauthors":[{"first_name":"Lin","middle_name":"Khern A.","last_name":"Chia","name_suffix":"","institution":"University of Illinois at Urbana-Champaign","department":""},{"first_name":"Jon","middle_name":"A.","last_name":"Willits","name_suffix":"","institution":"University of Illinois at Urbana-Champaign","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28673/galley/18544/download/"}]},{"pk":28505,"title":"The impact of anecdotal information on medical decision-making","subtitle":null,"abstract":"In prior research, arguments using both anecdotal andstatistical evidence are more persuasive than arguments usingeither alone (Allen, Bruflat, Fucilla, Kramer, McKellips,Ryan, & Spiegelhoff, 2000; Hornikx, 2005). However, it isless clear how people integrate information when the statisticsand the anecdotes present conflicting information. In threepreregistered experiments, we tested how people integrateconflicting information to judge the efficacy of a medicine ina clinical trial. Participants read either an anecdote fromsomeone in the trial, summary statistics about the trial, orboth types of information. We found that reading an anecdotefrom a member of the trial for whom treatment wasineffective reduced people’s beliefs in a medical treatmenteven when participants received strong evidence that thetreatment was effective. In Experiment 3, we found thatintroducing icon arrays increased the perceived efficacy of thetreatment but did not eliminate the effect of the anecdote.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"anecdotal reasoning; medical decision-making;open science"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3fq0q578","frozenauthors":[{"first_name":"Sara","middle_name":"","last_name":"Jaramillo","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Horne","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Micah","middle_name":"","last_name":"Goldwater","name_suffix":"","institution":"The University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28505/galley/18376/download/"}]},{"pk":29168,"title":"The impact of frequency on the evolution of category systems","subtitle":null,"abstract":"How do category systems reflect the information content of their environments? One basic kind of information in a lin-guistic environment is the frequency of objects or meanings: some things are just spoken about more often than others. Agreat deal is known about frequency effects on the evolution of lexical items (e.g. Lieberman et al, 2007); however anal-ogous effects on category systems are not understood. Two theories point in opposite directions: the generalized contextmodel (Nosofsky, 2011) predicts that categories containing high-frequency items will expand over time, while informationtheory (Cover & Thomas, 2012) predicts tighter boundaries around high-frequency items. We explore the impact of fre-quency on the evolution of category systems over time in an iterated category learning experiment that manipulates objectfrequency. How does this manipulation affect category boundaries? Does the result change if transmission is betweendifferent individuals or within the same person over time?","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4p39z034","frozenauthors":[{"first_name":"Vanessa","middle_name":"","last_name":"Ferdinand","name_suffix":"","institution":"University of Melbourne","department":""},{"first_name":"Charles","middle_name":"","last_name":"Kemp","name_suffix":"","institution":"University of Melbourne","department":""},{"first_name":"Amy","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"University of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29168/galley/19039/download/"}]},{"pk":28745,"title":"The Impact of Meta-memory Judgments on Undergraduate’s Learning andMemory Performance.","subtitle":null,"abstract":"We examined if using meta-memory judgments to controlrestudy choices has a positive impact on undergraduatestudents’ memory performance, or whether simply makingmeta-memory judgments improved memory performance. 72undergraduates at the University of Exeter were randomlydivided into three groups. Participants in group A, had a chanceto make meta-memory judgments and restudied the words theychose (self- selection). Participants in group B, also mademeta-memory judgments, but restudy for this group wasmatched to that of Group A (control 1). Group C did not havea chance to make meta-memory judgments and were alsomatched to Group A for restudy opportunities (control 2). Theresults indicated that making meta-memory judgments had apositive overall impact on memory performance ifundergraduates were allowed to control their restudyopportunities. Groups B and C showed no differences inmemory performance, which means that making meta-memoryjudgments did not automatically improve memoryperformance. Group A restudied more of the words that theyhad rated as least well learned, and there were no significantdifferences between groups on test for the restudied words.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Meta-memory Judgment (MJ)"},{"word":"Restudy Choices"},{"word":"learning"},{"word":"Memory."}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47j9f2w3","frozenauthors":[{"first_name":"Salwa","middle_name":"Ali H","last_name":"Humsani","name_suffix":"","institution":"University of Exeter","department":""},{"first_name":"Ciro","middle_name":"","last_name":"Civile","name_suffix":"","institution":"University of Exeter","department":""},{"first_name":"I. P.L.","middle_name":"","last_name":"McLaren","name_suffix":"","institution":"University of Exeter","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28745/galley/18616/download/"}]},{"pk":29033,"title":"The impact of sequences on the learning of contingencies at UK traffic lights","subtitle":null,"abstract":"Previous work has found that the contingencies experienced at UK traffic lights can affect drivers behavior potentiallyleading to risky driving. However, these studies did not account for the sequences experienced at traffic lights. Thisexperiment seeks to rectify this. As with previous research we used an incidental go/no-go task in which colored shapeswere stochastically predictive of whether a response was required. The stimuli encoded the contingencies of traffic lightsand their appropriate response, for example, stimuli G was a go cue, mimicking the response to a green light. Crucially,cues were displayed in the sequences experienced at traffic lights. Supporting earlier work, the 50/50 cue that mimickedamber traffic lights was experienced as a go cue, and the stop cue that represented red lights was responded to as a neutralcue. The sequences seemed to enhance this pattern of learning with much larger effect sizes than previously found.","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/16f5d6x2","frozenauthors":[{"first_name":"William","middle_name":"G.","last_name":"Nicholson","name_suffix":"","institution":"University of Exeter","department":""},{"first_name":"Ciro","middle_name":"","last_name":"Civile","name_suffix":"","institution":"University of Exeter","department":""},{"first_name":"IPL","middle_name":"","last_name":"McLaren","name_suffix":"","institution":"University of Exeter","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29033/galley/18904/download/"}]},{"pk":28979,"title":"The Impact of Speech Complexity on Preschooler Attention, Speaker Preference,and Learning","subtitle":null,"abstract":"How do children decide what speech to tune into and learn from? We extend the idea that learners preferentially attend tostimuli at an intermediate level of complexity to the domain of spoken language. Preschoolers (2.5-6.5 years in Exp.1 and3.5-5.5 years in Exp. 2) watched two speakers alternate narrating pages of a textless picture book, before selecting whothey wanted to hear finish the story. We manipulated the complexity of the narrators speech, such that the SIMPLE speakerused earlier-acquired words than the COMPLEX speaker. In Experiment 1, both speakers introduced rare target wordsthat children were later tested on. While children learned an impressive number of them, the inclusion of these rare wordsmay have made both speech streams too complex for children to show a systematic preference for one over the other.In Experiment 2, we narrowed our age range, and amplified the contrast in complexity between the two speech streams.Preliminary results suggest that children discriminated between the two levels of complexity, systematically selecting thesimpler speaker to finish the story. These results suggest that preschoolers can track the relative complexity of differentlinguistic inputs, opening the possibility that they may actively direct their attention toward linguistic input that is moreappropriate for them.","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/8f758996","frozenauthors":[{"first_name":"Ruthe","middle_name":"","last_name":"Foushee","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Mahesh","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28979/galley/18850/download/"}]},{"pk":29305,"title":"The Importance of Explanations in Guided Science Activities","subtitle":null,"abstract":"This study examined whether embedding explanations in guided activities promotes conceptual change about a physicalscience concept. One common misconception that children have is that heavy objects fall at a faster rate than light ones.We used a pre-, post-, and delay test design to address this misconception. Forty 5-year-old children were assigned to oneof two conditions: a guided play activity that included an explanation about gravity, or the same guided play activity butwith no explanation provided. Childrens explanations improved immediately at post-test (p =.001, 95% CI [0.58, 2.33])and after a one-week delay test (p ¡.001, 95% CI [1.23, 2.95]) when the explanation about gravity was embedded in theactivity. There was no improvement at post-test (p =.36) or delay-test (p =.93) when children completed the activity only.This study shows that conceptually rich explanations are an effective pedagogical tool for promoting belief revision inchildren.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gj9110k","frozenauthors":[{"first_name":"Vaunam","middle_name":"","last_name":"Venkadasalam","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Nicole","middle_name":"","last_name":"Larsen","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Patricia","middle_name":"","last_name":"Ganea","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29305/galley/19176/download/"}]},{"pk":28453,"title":"The Importance of Morally Satisfying Endings: Cognitive Influences on Storytellingin Gillian Flynn’s Gone Girl","subtitle":null,"abstract":"Peak End Rule (Kahneman, 1993; 2011) suggests that the averageof the peak and end moments of an event disproportionately affectmemory and thus perception of the experience. We investigatePER’s application to the experience of reading fiction. GillianFlynn’s Gone Girl (2012) is an ideal case study because it iscommercially popular but, unlike most popular novels, has adistinctly amoral ending. We hypothesize that humans expect moralpayoffs at the end of narrative fiction, and that when theseexpectations are not met (i.e., pain at the end of the experience), asin the case of Gone Girl, readers’ perceptions of the story will beinfluenced by this pain and manifest as disappointment and dislike.We reference existing models in evolutionary psychology, whichseek to explain human altruism, and models in cognitive science,which seek to explain patterns in memory and assessment. Toquantify disappointment and dislike, we conduct a programmaticcorpus linguistic analysis of 40,000 web-scraped Amazon productreviews of Gone Girl, comparing them to reviews of eight othersimilarly popular novels from the same year. Results show thatreader sentiments about Gone Girl, both the overall review ratingsand analysis on a sentence-by-sentence basis, are more positive thanfor the comparison novels. When only reviews mentioning “end”are analyzed, however, the effect reverses, with a similar finding atthe more granular level of sentences mentioning “end.” Thesefindings support our hypothesis that moral endings, or lack thereof,significantly shape reader perceptions of a novel.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"peak end rule; narrative endings; sentimentanalysis; corpus linguistics; web scraping; Amazon productreviews; morality in narrative; evolutionarily stable systems;social cooperation; Gone Girl"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4tj9p7gn","frozenauthors":[{"first_name":"Sarah","middle_name":"G. P.","last_name":"Binau","name_suffix":"","institution":"Pomona College","department":""},{"first_name":"Robin","middle_name":"J.","last_name":"Melnick","name_suffix":"","institution":"Pomona College","department":""},{"first_name":"Jack","middle_name":"I.","last_name":"Abecassis","name_suffix":"","institution":"Pomona College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28453/galley/18324/download/"}]},{"pk":28771,"title":"The Inductive Benefit of Being Far Out: How Spatial Location of Evidence\nImpacts Diversity-based Reasoning","subtitle":null,"abstract":"Inductive reasoning is constrained by several principles that\ngovern how we choose to generalize evidence to new cases. Here\nwe focus on diversity principle of induction, which describes the\ntendency to favor inductive arguments that include a diverse\nsample of evidence over those that include a homogenous sample\nof evidence. Several studies reveal that adherence to the diversity\nprinciple is influenced by a range of conceptual processes, such\nas an individuals’ prior knowledge or expectations about the\ncategories and properties represented in the evidence. In the two\nexperiments reported here we examined a contextual factor of the\navailable evidence – the spatial separation of evidence exemplars\n– that we expected would impact how people reason about\ndiverse samples. We found that when the pictures (Experiment 1)\nor labels (Experiment 2) used to represent evidence exemplars\nwere presented far apart (approximately 10 cm), participants\nshowed a greater willingness to endorse arguments with diverse\nexemplars than those with homogenous sample, relative to when\nthese exemplars were placed in close proximity (approximately 1\ncm apart). We discuss these results as they relate to existing\nmodels of induction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Inductive reasoning; Generalization; Diversity\nprinciple; Situated cognition"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2dc6b689","frozenauthors":[{"first_name":"Chris","middle_name":"A.","last_name":"Lawson","name_suffix":"","institution":"University of Wisconsin – Milwaukee","department":""},{"first_name":"Noah","middle_name":"","last_name":"Wolfe","name_suffix":"","institution":"University of Wisconsin – Milwaukee","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28771/galley/18642/download/"}]},{"pk":29251,"title":"The Influence of Emotional Cues on Toddler Word Learning","subtitle":null,"abstract":"Prior research indicates that the physical context in which a word is spoken can influence how well young children learnthe word. Yet, it is unclear how variability in social contexts (e.g. emotion) may impact word learning. To assess this,the present study used a novel noun generalization task with 2-year-old children. Participants were randomly assigned toone of four emotional labeling conditions: consistently angry, consistently happy, consistently sad, or variable (one labelin each emotional tone per trial). We investigated whether the number of correct responses out of eight trials varied byemotional condition. Preliminary data from 28 (14 female) participants suggests that the percentage of correct responsesin the sad (59.4%) and happy (64.3%) conditions may be lower than in the angry (70.8%) or variable (69.6%) conditions.These results hold implications for how emotional contexts may influence childrens ability to learn new words.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4444d5ds","frozenauthors":[{"first_name":"Marissa","middle_name":"","last_name":"Ogren","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Catherine","middle_name":"","last_name":"Sandhofer","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29251/galley/19122/download/"}]},{"pk":29234,"title":"The Influence of Implicit Normative Commitments in Decision-Making","subtitle":null,"abstract":"We approach some decisions (e.g., choosing an investment plan) by deliberating about our options, and others (e.g.,choosing dessert) by relying on intuition. In a study with 259 participants evaluating hypothetical decisions, we investigatefactors that predict whether deliberation and/or intuition is judged appropriate. We find that participants are more inclinedto endorse deliberation, and less inclined to endorse intuition, when they believe the means and ends involved in a decisioncan be objectively evaluated (consistent with Inbar, Cone, & Gilovich, 2010). We also find that violations of coherence(i.e., endorsing contradictory beliefs about a decision) predict higher ratings for intuition, as does belief that a givendecision reflects ones identity. These findings hold after adjusting for perceived effort, importance, and stakes. We suggestthat deliberation is judged appropriate when people believe that norms governing rational action apply, and we considerthe implications for real-world decision-making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49h1r5xx","frozenauthors":[{"first_name":"Alexia","middle_name":"Cristina","last_name":"Martinez","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29234/galley/19105/download/"}]},{"pk":29248,"title":"The influence of mental fatigue on delay discounting","subtitle":null,"abstract":"The capacity to continually exert self control appears to become temporarily depleted over time, leading to mental fatigueand self-control failures. Some researchers have proposed that self control requires limited resources which must beperiodically replenished, but no direct evidence supports this theory. An alternative explanation is that mental fatigue isan evolutionarily-adaptive feature for managing motivations, serving to temporarily disincentivize the present course (ortype) of action, thereby redirecting behavior towards other goals that may better serve an individuals evolutionary fitness.Since self control is typically associated with delayed gratification and self-control failures with immediate gratification,mental fatigue may generally encourage immediately-gratifying behavior by temporarily increasing the extent to whichindividuals devalue all future rewards (delay discounting). To test this hypothesis, the present study examines whetherdelay discounting increases for participants who have recently completed a fatiguing task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/993468t4","frozenauthors":[{"first_name":"Samuel","middle_name":"","last_name":"Nordli","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Peter","middle_name":"","last_name":"Todd","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29248/galley/19119/download/"}]},{"pk":28607,"title":"The Intentional Stance Toward Robots: Conceptual and MethodologicalConsiderations","subtitle":null,"abstract":"It is well known that people tend to anthropomorphize in inter-pretations and explanations of the behavior of robots and otherinteractive artifacts. Scientific discussions of this phenomenontend to confuse the overlapping notions of folk psychology,theory of mind, and the intentional stance. We provide a clarifi-cation of the terminology, outline different research questions,and propose a methodology for making progress in studyingthe intentional stance toward robots empirically.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"human-robot interaction; social cognition; inten-tional stance; theory of mind; folk psychology; false-belieftask"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7b40f3h4","frozenauthors":[{"first_name":"Sam","middle_name":"","last_name":"Thellman","name_suffix":"","institution":"Link ̈oping University","department":""},{"first_name":"Tom","middle_name":"","last_name":"Ziemke","name_suffix":"","institution":"Link ̈oping University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28607/galley/18478/download/"}]},{"pk":28482,"title":"The interaction between structure and meaning in sentence comprehension:Recurrent neural networks and reading times","subtitle":null,"abstract":"Recurrent neural network (RNN) models of sentence process-ing have recently displayed a remarkable ability to learn as-pects of structure comprehension, as evidenced by their abilityto account for reading times on sentences with local syntac-tic ambiguities (i.e., garden-path effects). Here, we investi-gate if these models can also simulate the effect of semanticappropriateness of the ambiguity’s readings. RNN-based esti-mates of surprisal of the disambiguating verb of sentences withan NP/S-coordination ambiguity (as in ‘The wizard guards theking and the princess protects ...’) show identical patters to hu-man reading times on the same sentences: Surprisal is higheron ambiguous structures than on their disambiguated counter-parts and this effect is weaker, but not absent, in cases of poorthematic fit between the verb and its potential object (‘Theteacher baked the cake and the baker made ...’). These resultsshow that an RNN is able to simultaneously learn about struc-tural and semantic relations between words and suggest thatgarden-path phenomena may be more closely related to wordpredictability than traditionally assumed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"garden-path sentences; self-paced reading; read-ing time; thematic fit; recurrent neural network; LSTM; sur-prisal"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/41v0w9z5","frozenauthors":[{"first_name":"Stefan","middle_name":"L.","last_name":"Frank","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"John","middle_name":"C. J.","last_name":"Hoeks","name_suffix":"","institution":"University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28482/galley/18353/download/"}]},{"pk":28576,"title":"The interactions of rational, pragmatic agentslead to efficient language structure and use","subtitle":null,"abstract":"Despite their diversity, languages around the world share aconsistent set of properties and distributional regularities. Forexample, the distribution of word frequencies, the distributionof syntactic dependency lengths, and the presence of ambigu-ity are all remarkably consistent across languages. We dis-cuss a framework for studying how these system-level proper-ties emerge from local, in-the-moment interactions of rational,pragmatic speakers and listeners. To do so, we derive a novelobjective function for measuring the communicative efficiencyof linguistic systems in terms of the interactions of speakersand listeners. We examine the behavior of this objective ina series of simulations focusing on the communicative func-tion of ambiguity in language. These simulations suggest thatrational pragmatic agents will produce communicatively effi-cient systems and that interactions between such agents pro-vide a framework for examining efficient properties of lan-guage structure and use more broadly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"communicative efficiency"},{"word":"Rational Speech Acttheory"},{"word":"Computational Modeling"},{"word":"information theory"},{"word":"agent-based simulation"}],"section":"Papers with Oral Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1qn4x69v","frozenauthors":[{"first_name":"Benjamin","middle_name":"N.","last_name":"Peloquin","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"C.","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28576/galley/18447/download/"}]},{"pk":29188,"title":"The Intervention of Affective and Cognitive Theory of Mind on Impacting SocialNorm Violation Judgements","subtitle":null,"abstract":"Individual’s judgment on the appropriateness of social norm includes perceiving others mental states (theory of mind), butit might differ with the intervention aspects in real social contexts. Therefore, in this study we mainly focus on evaluatingwhether affective and cognitive theory of mind would affect social norm violation judgments and investigate whetherthe timing of mentalization involves the judgments. As a result, preconceived intention intervention (both affective andcognitive theory of mind) significantly affected the judgments of the appropriateness. However, only cognitive theory ofmind in attributing violation intentions after encountering the social norm statement was found to affect in the judgmentsof the appropriateness of norm violations. In summary, theory of mind plays an important role on the judgment ofappropriateness for social norm violation, but the timing of intervention matters significantly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3b44k2h8","frozenauthors":[{"first_name":"Nai","middle_name":"Ching","last_name":"Hsiao","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":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29188/galley/19059/download/"}]},{"pk":29045,"title":"The inverse operation modulates confidence","subtitle":null,"abstract":"Inversion is an essential operation, for instance in math (negatives) and action (to move in an opposite direction). Eventhough humans can invert is unclear how is implemented. There are two alternative hypotheses. The first possibility (H1)is that only positives are represented and negatives (inverses) are implemented as either a response (e.g. left to right) ortask demand flip (e.g. ¿ to ¡). The second possibility (H2) is that both positives and negatives (inverses) are encoded.To disambiguate them, we ran two experiments where participants had to apply the inverse while implicitly reportingconfidence. If inverting modifies encoding of otherwise identical stimulation then confidence should differ. We found thatconfidence was lower in inverse trials than direct/positive trials. This suggests that the inverse is not a simple responsestrategy or modification of task demands (H1), rather inverting modulates how cognitive information is encoded and usedin the brain (H2).","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/8jc0f159","frozenauthors":[{"first_name":"Gabriel","middle_name":"","last_name":"Penagos","name_suffix":"","institution":"Pontificia Universidad Javeriana","department":""},{"first_name":"Santiago","middle_name":"Alonso","last_name":"Diaz","name_suffix":"","institution":"Universidad Javeriana","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29045/galley/18916/download/"}]},{"pk":29152,"title":"The Jig-saw of Part-task Training in Dynamic Task Environments","subtitle":null,"abstract":"Part-task training is a technique which involves separating the target task into parts and presenting them during training.This approach has been used to train users to perform optimally in dynamic task environments. The present study investi-gated the effects of fractionation, a part-task training approach, versus whole-task training to improve performance in thevideo game Tetris by focusing on an important sub-task element of the game. Seventy-eight young adults were trained onTetris with one of three training regimens: 1) Part-task training with feedback, 2) Part-task training with no feedback, and3) Whole-task training in which participants practiced the whole game to obtain the highest overall score. Results showthat baseline performance influences training gains and feedback may not be helpful for learning. Training gains fromthe different training regimens show that tasks with highly interdependent components may benefit most from whole-tasktraining.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6dm5f99f","frozenauthors":[{"first_name":"Ropafadzo","middle_name":"","last_name":"Denga","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":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29152/galley/19023/download/"}]},{"pk":28824,"title":"The Modularity of the Motor System","subtitle":null,"abstract":"The extent to which the mind is modular is a foundational concern in cognitive science. Much of this debate has centeredon the question of the degree to which input systems, i.e., sensory systems such as vision, are modular (see, e.g., Fodor1983; Pylyshyn 1999; MacPherson 2012; Firestone & Scholl 201; Burnston 2017; Mandelbaum 2017). By contrast,researchers have paid far less attention to the question of the extent to which our main output system, i.e., the motorsystem, qualifies as such. I will argue that the motor system should be construed as quasi-modular, at best, in that it isinformationally encapsulated only to a certain degree, and in a way that can be strategically modulated by the agent. I willexplore the implications of this result for nearby philosophical puzzles relating to different aspects of action control.","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/2tf7t5bk","frozenauthors":[{"first_name":"Myrto","middle_name":"","last_name":"Mylopoulos","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28824/galley/18695/download/"}]},{"pk":28992,"title":"The Phenomenological Mind: Foregrounding Experience Through CognitiveAnti-realism and Quantum Cognition","subtitle":null,"abstract":"Two perspectives on human cognition are contrasted: the computational mind and the phenomenological mind. The com-putational mind derives from the cognitivist hypothesis and is based on representation, computation and realism. Whileuseful for cognitive modelling, it is limited as it cannot cater for a cognitive agents experience. The phenomenologicalmind foregrounds experience by drawing on the concept of the enactive mind. The phenomenological mind refers to aview of cognition that is not predicated on the pre-existing mental representation of an objective world, and so is cog-nitively anti-realist and non-representational. Quantum cognition offers the prospect for cognitive modelers to step outof the computational mind but still have tools to rigorously and formally explore the anti-realism inherent to the phe-nomenological mind. The concept of contextuality from quantum cognition is proposed as a signature of experience in thephenomenological mind.","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/5q44q88z","frozenauthors":[{"first_name":"Pamela","middle_name":"","last_name":"Hoyte","name_suffix":"","institution":"Queensland University of Technology","department":""},{"first_name":"Peter","middle_name":"","last_name":"Bruza","name_suffix":"","institution":"Queensland University of Technology","department":""},{"first_name":"Greg","middle_name":"","last_name":"Thompson","name_suffix":"","institution":"Queensland University of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28992/galley/18863/download/"}]},{"pk":29276,"title":"The posterior probability of a null hypothesis given a statistically significant result","subtitle":null,"abstract":"When researchers carry out a null hypothesis significance test, it is tempting to assume that a statistically significantresult lowers Prob(H0), the probability of the null hypothesis being true. Technically, such a statement is meaningless forvarious reasons: e.g., the null hypothesis does not have a probability associated with it. However, it is possible to relaxcertain assumptions to compute the posterior probability Prob(H0) under repeated sampling. We show that the intuitivelyappealing belief, that Prob(H0) falls when significant results have been obtained under repeated sampling, is in generalincorrect and depends greatly on: (a) the prior probability of the null being true; (b) Type I error, and (c) Type II error.Through simulation we quantify uncertainty and find that uncertainty about the null hypothesis often remains high despitea significant result. To help the reader develop intuitions about this common misconception, we provide a Shiny app(https://danielschad.shinyapps.io/probnull/).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5bf424d9","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Schad","name_suffix":"","institution":"University of Potsdam","department":""},{"first_name":"Shravan","middle_name":"","last_name":"Vasishth","name_suffix":"","institution":"University of Potsdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29276/galley/19147/download/"}]},{"pk":29275,"title":"The Price of Good Intentions","subtitle":null,"abstract":"Prior work has shown that positively intentioned agents are held more responsible, causal, and blameworthy for subsequentbad outcomes than negatively intentioned agents are held for good outcomes. Across a series of studies, we investigatethe underlying expectations that produce this asymmetry. We find that, in in the absence of explicit information about theaction performed, actions of positively intentioned agents who produce bad outcomes are inferred to be worse than actionsof negatively intentioned agents who produce good outcomes (Study 1). While both agents are judged to be incompetent(Study 2), positively intentioned agents are attributed more control over subsequent negative outcomes (Study 3) and arealso considered more pivotal in bringing them about (Study 4). Together these results suggest that well-intentioned agentsare seen as having more control, perhaps because, we believe they are in a better position to modify their future behaviorto bring about positive outcomes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9jt796xh","frozenauthors":[{"first_name":"Arunima","middle_name":"","last_name":"Sarin","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":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29275/galley/19146/download/"}]},{"pk":28640,"title":"The price of knowledge: Children infer epistemic states and desires fromexplorations cost","subtitle":null,"abstract":"When deciding whether to explore, people must consider both their need for information, and the cost of obtaining it.Thus, to judge why someone explores (or decides not to), we must consider not only their actions, but also the cost ofinformation. Do children attend to the cost of agents exploratory choices when inferring what others know or desireto know? In Experiment 1, four- and five-year-olds judged that an agent who rejected an opportunity to gain low-costinformation must have already known it. In Experiment 2, four- and five-year-olds judged that an agent who incurreda greater cost to gain information had a greater epistemic desire. In two control experiments, we show that these resultscannot be explained by a low-level heuristic linking competence with knowledge. Our results suggest that childrens Theoryof Mind includes expectations about how costs interact with epistemic desires to produce action.","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/12c9w239","frozenauthors":[{"first_name":"Rosie","middle_name":"","last_name":"Aboody","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Caiqin","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28640/galley/18511/download/"}]},{"pk":28935,"title":"The process of art-making:An analysis of artist’s modification of conditions in the art-making process","subtitle":null,"abstract":"The present study investigated how younger and expert artistscreate artwork, paying special attention to the modification ofconditions in the art-making process. Here, “processmodification” is the means by which artists generate newartistic ideas/concepts by modifying elements of one’s ownprevious artwork. To examine whether younger artists usesuch modifications in the same manner as experts, weinterviewed 28 contemporary artists (including 14 experts).Results revealed that most of the younger artists modifiedtheir work unsystematically. Younger artists drasticallychanged the subject/motif, method, and concept for their newartwork. Experts, in contrast, actively used processmodification to create a new technique and generated a newconcept based on their creative vision.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"artistic creation; creative process; art-makingprocess; process modification"}],"section":"Papers with Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5kn69787","frozenauthors":[{"first_name":"Sawako","middle_name":"","last_name":"Yokochi","name_suffix":"","institution":"Tokyo Future University","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":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28935/galley/18806/download/"}]},{"pk":29203,"title":"The reassurance of the Complex Trial Protocol against ecologically validatedcountermeasures","subtitle":null,"abstract":"The P300-based Complex Trial Protocol (CTP), developed by Rosenfeld et al. (2008), is known to compensate for accuracydegradation and countermeasure issues of the Concealed Information Test. Although a myriad of CTP studies usingelectroencephalogram has been investigated, the lack of crime-related details and the complexity of the previously usedcountermeasures have revealed the necessity of in-depth experiment. In the present study, fifty participants were dividedinto three groups: guilty, innocent, and guilty-countermeasure. Participants engaged in a mock-crime scenario and onlythe guilty-countermeasure group performed ecologically validated countermeasures during the CTP. Participants reactiontime and the amplitude of P300 components of event-related potential were analyzed and there was a significant difference(p¡0.05). Moreover, using the bootstrapping method, participants were correctly classified as guilty or innocent, regardlessof the use of countermeasure, with accuracy above 80%. The results support the possibility of the on-site usage of theCTP.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5vz5n6kb","frozenauthors":[{"first_name":"Hyemin","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Korea University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29203/galley/19074/download/"}]},{"pk":29192,"title":"The Relationship between Inhibitory control and Creativity","subtitle":null,"abstract":"There is a debate in the literature as to whether inhibitory control improves or hinders creativity. Alternatively, we proposethat flexible alterations between these two states would actually benefit creativity best. Therefore, the purpose of the currentstudy was to resolve the debate by inducing inhibited/disinhibited/flexible states of mind and subsequently examine theinfluence on creative performance. To do so, the Stop-Signal task (SST) was deployed through the use of differential taskinstructions. Afterwards, participants completed two creativity tasks: a free association task (FAT) and the alternate usestask (AUT). Results indicated that while the inhibited group scored higher in the FAT, the flexible group scored higher inthe AUT. Based on the results, we propose that there is an inverted U-shaped relationship between inhibitory control andcreativity: while some cognitive control is needed to generate original ideas; excessive control might hinder creativity asit may lead to premature closure of ideas that could otherwise be further developed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38x5415z","frozenauthors":[{"first_name":"tal","middle_name":"","last_name":"ivancovsky","name_suffix":"","institution":"Bar Ilan University","department":""},{"first_name":"Moshe","middle_name":"","last_name":"Bar","name_suffix":"","institution":"Bar Ilan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2019-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29192/galley/19063/download/"}]}]}