{"count":38488,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=17500","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=17300","results":[{"pk":28205,"title":"Fast Memory Integration Facilitated by Schema Consistency","subtitle":null,"abstract":"Many everyday decisions are based not only on memories ofdirect experiences, but on memories that are integrated acrossmultiple distinct experiences. Sometimes memory integrationbetween existing memories and newly learnt informationoccurs rapidly, without requiring inference during thedecision. It is known that prior knowledge (i.e. schema)affects the initial acquisition, and consolidation, of memories.In this study, we explore the effect of schema on theintegration of acquired memories between paired associates(e.g. integrating A-B and B-C into A-B-C) that were schemaconsistent or inconsistent, as confirmed with a latent semanticanalysis of text corpora. We find that enabling fast learning,by using material that is consistent with a schema, allows forfast memory integration. These behavioral results areconsistent with predictions generated from neuroscientifichypotheses suggesting that an existing schema might enableneocortical learning that is distinct from a more explicithippocampus-mediated integration of new information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Schema; Memory integration; Integrativeencoding; Complementary learning system"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07g160t6","frozenauthors":[{"first_name":"Qiong","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Carnegie Mellon; Center for Neural Basis of Cognition","department":""},{"first_name":"Vencislav","middle_name":"","last_name":"Popov","name_suffix":"","institution":"Carnegie Mellon; Center for Neural Basis of Cognition","department":""},{"first_name":"Griffin","middle_name":"E","last_name":"Koch","name_suffix":"","institution":"University of Pittsburgh; Center for Neural Basis of Cognition","department":""},{"first_name":"Regina","middle_name":"C","last_name":"Calloway","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Marc","middle_name":"N","last_name":"Coutanche","name_suffix":"","institution":"University of Pittsburgh; Center for Neural Basis of Cognition","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28205/galley/17864/download/"}]},{"pk":28262,"title":"Faultless disagreement judgments track adults’ estimates of population-level consensus over adjective-referent pairs","subtitle":null,"abstract":"How do we judge people wrong or right in their use of language? The words we use vary in how much their meanings de-pend on properties of the world we can all access (”wooden”), versus a speaker’s subjective construal (”pretty”). Previousstudies have obtained empirical estimates of phrases’ subjectivity by asking adults to rate how faultless a disagreementover that phrase would be (”Could both speakers be right?”). Where does this underlying dimension of subjectivity comefrom? We show that adults’ gradient judgments of faultless disagreement are systematically related to their estimates ofpopulation-level consensus (”Out of 100 people, how many would say this is a ’pretty shirt’?”) over utterance-referentpairs, but that the strength of that relation varies based on semantic class: estimated levels of consensus matter less forphrases with value adjectives, like ”pretty shirt.” Follow-ups will investigate simulating consensus as a potential develop-mental mechanism for inferring subjectivity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8wk8b6cx","frozenauthors":[{"first_name":"Ruther","middle_name":"","last_name":"Foushee","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Mahesh","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28262/galley/17921/download/"}]},{"pk":27799,"title":"Feature Ratings and Empirical Dimension-Specific Similarity Explain Distinct Aspect of Semantic SImilarity Judgments","subtitle":null,"abstract":"Predicting semantic similarity judgments is often modeled as\na three-step process: collecting feature ratings along multiple\ndimensions (e.g., size, shape, color), computing similarities\nalong each dimension, and combining the latter into an\naggregate measure (Nosofsky, 1985). However, such models\nfail to account for over half of the variance in similarity\njudgments pertaining to complex, real-world objects (e.g.,\nelephant and bear), even when taking into account their\ndescription along dozens of dimensions. To help explain this\nprediction gap, we propose a two-fold approach. First, we\nprovide the first empirical evidence of a mismatch between\nsimilarity predicted by feature ratings and that reported by\nparticipants directly along individual dimensions. Second, we\nshow that, surprisingly, separate sub-domains within directly\nreported dimension-specific similarities carry different\namounts of information for predicting object-level similarity\njudgments. Accordingly, we show that differentially\nweighting directly reported dimension-specific similarity sub-\ndomains significantly improves prediction of free (i.e.,\nunconstrained) semantic similarity judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Similarity judgements"},{"word":"Semantics"},{"word":"Representation"},{"word":"Feature dimension"},{"word":"Object"},{"word":"Category"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kv8j33k","frozenauthors":[{"first_name":"Marius","middle_name":"Catalin","last_name":"Iordan","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Cameron","middle_name":"T","last_name":"Ellis","name_suffix":"","institution":"Yale","department":""},{"first_name":"Michael","middle_name":"","last_name":"Lesnick","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Daniel","middle_name":"N","last_name":"Osherson","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Jonathan","middle_name":"D","last_name":"Cohen","name_suffix":"","institution":"Princeton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27799/galley/17439/download/"}]},{"pk":27834,"title":"Feedback in the Time-Invariant String Kernel model of spoken word recognition","subtitle":null,"abstract":"The Time-Invariant String Kernel (TISK) model of spokenword recognition (Hanngan et al., 2013) is an interactiveactivation model like TRACE (McClelland & Elman, 1986).However, it uses orders of magnitude fewer nodes andconnections because it replaces TRACE's time-specificduplicates of phoneme and word nodes with time-invariantnodes based on a string kernel representation (essentially aphoneme-by-phoneme matrix, where a word is encoded as byall ordered open diphones it contains; e.g., cat has /kæ/, /æt/,and /kt/). Hannagan et al. (2013) showed that TISK behavessimilarly to TRACE in the time course of phonologicalcompetition and even word-specific recognition times.However, the original implementation did not includefeedback from words to diphone nodes, precluding simulationof top-down effects. Here, we demonstrate that TISK can beeasily adapted to lexical feedback, affording simulation oftop-down effects as well as allowing the model todemonstrate graceful degradation given noisy inputs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"computational models"},{"word":"Neural Networks"},{"word":"Spoken word recognition"},{"word":"interaction"},{"word":"Feedback"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7fr0x16z","frozenauthors":[{"first_name":"James","middle_name":"S","last_name":"Magnuson","name_suffix":"","institution":"U of Conneticut","department":""},{"first_name":"Heejo","middle_name":"","last_name":"You","name_suffix":"","institution":"U of Conneticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27834/galley/17473/download/"}]},{"pk":27711,"title":"Fine-Grained Event Structure Representations for Language: Aspect, Force Dynamics, Mental Spaces","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"event structure"},{"word":"ASPECT"},{"word":"force dynamics"},{"word":"incremental theme"},{"word":"modality"},{"word":"mental spaces"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1dd9b7sg","frozenauthors":[{"first_name":"William","middle_name":"","last_name":"Croft","name_suffix":"","institution":"University of New Mexico","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27711/galley/17352/download/"}]},{"pk":27771,"title":"Folk economic beliefs moderate the effects of majority group status threat","subtitle":null,"abstract":"Folk theories guide behavior and shape how people make sense oftheir environment. We investigated whether folk economic beliefswould moderate the widely publicized finding that people show aconservative shift in their politics when their majority status insociety is threatened. Across three experiments, participants readabout either projected demographic changes (threat) or changes inonline dating (control), indicated whether they viewed the economyas a zero- or non-zero-sum system, and responded to measures ofsociopolitical attitudes. Compared to controls, participants in thethreat condition who conceptualized the economy in zero-sum termssupported more conservative policies. However, those whoconceptualized the economy in non-zero-sum terms actuallyendorsed more liberal positions in this condition. These effectsobtained only when participants expressed their economic viewsbefore their political attitudes. This suggests folk economic beliefsshape how people respond to threats to their majority status,provided those beliefs are first made explicit.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Fol theories"},{"word":"Folk economics"},{"word":"Zero-sum bias"},{"word":"Group threat"},{"word":"Demographic shifts"},{"word":"political attitudes"},{"word":"Metaphor"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/253264n6","frozenauthors":[{"first_name":"Stephen","middle_name":"J","last_name":"Flusberg","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Alexia","middle_name":"Toskos","last_name":"Dils","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Krystal","middle_name":"M","last_name":"Perkins","name_suffix":"","institution":"SUNY Purchase College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27771/galley/17411/download/"}]},{"pk":27908,"title":"Folk philosophy of mind: Changes in conceptual structure between 4-9y of age","subtitle":null,"abstract":"We explored children’s developing understanding of mentallife using a novel approach to track changes in conceptualstructure from the bottom up by analyzing patterns of men-tal capacity attributions. US children (n=247) evaluated ele-phants, goats, mice, birds, beetles, teddy bears, dolls, robots,and computers on a range of mental capacities, allowing us toassess which attributions “go together” and how these concep-tual connections might develop over early and middle child-hood. Replicating previous studies with adults and older chil-dren, an exploratory factor analysis of older children’s (7-9y)responses revealed a three-way distinction between physiolog-ical abilities (e.g., hunger, smell), social-emotional abilities(e.g., guilt, embarrassment), and perceptual-cognitive abili-ties (e.g., choice, memory), corresponding to traditional no-tions of BODY, HEART, and MIND. Hints of this three-way distinction emerged among younger children (4-6y), butyounger children appeared to perceive markedly stronger con-nections among physiological and social-emotional abilities,while clearly distinguishing both from the MIND.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mind perception; conceptual change; lay biology; lay psychology; cognitive development"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9h13526b","frozenauthors":[{"first_name":"Kara","middle_name":"","last_name":"Weisman","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Carol","middle_name":"S","last_name":"Dweck","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Ellen","middle_name":"M","last_name":"Markman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27908/galley/17546/download/"}]},{"pk":27948,"title":"Follow my Language! Effect of Power Relations on Syntactic Alignment","subtitle":null,"abstract":"Communication accommodation is a phenomenon in social in-teractions in which people adjust their language to that of theirinterlocutor. A component of communication accommodationis research on power and dominance relations which suggestslanguage use is dependent on power position. There are differ-ent linguistic markers which imply power standing of people.For example, when high power individuals interact with peoplein low power positions, the language of the interaction tends tofollow the language of the high power individuals. While pre-vious studies have mostly focused on the word-level features,we show that not only people in low power mirror word usageof people in high power, but they also adjust their syntacticstructures to those in high power. Notably, we apply a compu-tational tool on two corpora and show that individuals in lowpower align their syntactic structures to those in high powerwhile people in high power do not.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Syntactic Alignment; Communication Accomodation; Language of Power; ConversAtion level Syntax SImilarity Metric; Social Status; Coordination"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xz5k5d7","frozenauthors":[{"first_name":"Reihane","middle_name":"","last_name":"Boghrati","name_suffix":"","institution":"USC","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"USC","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27948/galley/17586/download/"}]},{"pk":28296,"title":"Forming Action-Effect Contingencies Through Observation","subtitle":null,"abstract":"Recent research reveals overlaps of perception and action-planning areas of the brain, both in the act of doing and the act ofobserving. The Theory of Event Coding (TEC) suggests we create action-effect contingencies when performing an action.However, this study was designed to assess whether these action-effect contingencies could be formed by participantssimply observing different levels of the action effect contingency. The experimenter performed a dot-control task, usingthe A and L keys (each keypress was paired with one of two tones). Participants watched the screen and listened to the toneseither with or without access to the actions of the experimenter, and afterwards took a compatibility test to assess responsetimes when presented compatible or incompatible action-effect pairings. Participants without access to the experimentersactions showed greater compatibility effects than participants with access, indicating action-effect contingencies can belearned simply through observation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7036b65n","frozenauthors":[{"first_name":"Jordan","middle_name":"J","last_name":"Scott","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Jasmine","middle_name":"","last_name":"Mason","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Alex","middle_name":"","last_name":"Dayer","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28296/galley/17956/download/"}]},{"pk":27888,"title":"For Teaching Perceptual Fluency, Mahines Beat Human Experts","subtitle":null,"abstract":"In STEM domains, students are expected to acquire domainknowledge from visual representations that they may not yetbe able to interpret. Such learning requires perceptual flu-ency, or the ability to intuitively and rapidly see the underlyingconcepts in visuals and to translate between them. Perceptualfluency is acquired via nonverbal, implicit learning processes.Thus far, we have lacked a principled approach for identify-ing a sequence of perceptual fluency problems that promoterobust learning. Here, we describe how a novel machine learn-ing technique can generate an optimal sequence of perceptualfluency problems. In a human experiment, we show that amachine-generated sequence outperforms both a random se-quence and a sequence generated by a human domain expert.Interestingly, the machine-generated sequence resulted in sig-nificantly lower accuracy during training, but higher posttestaccuracy. This suggests that the machine-generated sequenceinduced desirable difficulties. To our knowledge, our study isthe first to show that machine learning can yield desirable dif-ficulties for perceptual learning","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visuals"},{"word":"perceptual fluency"},{"word":"implicit learning"},{"word":"desirable difficulties"},{"word":"machine learning"},{"word":"machine teaching"},{"word":"chemistry optimal training"},{"word":"sequence effects"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6p2256bg","frozenauthors":[{"first_name":"Ayon","middle_name":"","last_name":"Sen","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Purav","middle_name":"","last_name":"Patel","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Martina","middle_name":"A","last_name":"Rau","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Blake","middle_name":"","last_name":"Mason","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Robert","middle_name":"","last_name":"Nowak","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Timothy","middle_name":"T","last_name":"Rogers","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Xiaojin","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27888/galley/17526/download/"}]},{"pk":28221,"title":"Fractions War: An iOS Game to Measure and Train Magnitude Processing with Fractions","subtitle":null,"abstract":"Although correlations between magnitude processing and math skills are well established, direct tests of interventionsthat improve magnitude processing are scarce, and the few extant studies have depended on lab-based tasks. Advancesin interactive technology create novel opportunities to design learning experiences that also permit directly testing causalmechanisms in more naturalistic contexts. To capitalize on these opportunities, we developed Fractions War, an iOS appfor tablets to train fractions magnitude representations. Players turn over pairs of cards that create a fraction, and indicatewhich player’s fraction has the larger magnitude to gain points. Cards can be altered to present comparisons betweensymbolic fractions (2/7), nonsymbolic ratios (2 diamonds over 7 hearts), or mixed representations (traditional cards). Weexamine hallmarks of fraction magnitude processing (e.g. the numerical distance effect) using in-game data and discussongoing work testing the effectiveness of Fractions War for improving fractions magnitude processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2w80d7n6","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Binzak","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Toomarian","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Percival","middle_name":"","last_name":"Matthews","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Edward","middle_name":"","last_name":"Hubbard","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28221/galley/17880/download/"}]},{"pk":28076,"title":"Friends in low-entropy places: Letter position influences orthographic neighbor effects in visual word identification","subtitle":null,"abstract":"In visual word recognition, having more orthographicneighbors (words that differ by a single letter) generallyspeeds access to a target word. But neighbors can mismatch atany letter position. In light of evidence that informationcontent varies between letter positions, we consider howneighbor effects might vary across letter positions. Resultsfrom a word naming task indicate that response latencies arebetter predicted by the relative number of positional friendsand enemies (respectively, neighbors that match the target at agiven letter position and those that mismatch) at some letterpositions than at others. In particular, benefits from friendsare most pronounced at positions associated with low a prioriuncertainty (positional entropy). We consider how theseresults relate to previous accounts of position-specific effectsand how such effects might emerge in serial and parallelprocessing systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual word recognition; orthographic neighbor;letter position; friend; enemy"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52v6c8cv","frozenauthors":[{"first_name":"Sahil","middle_name":"","last_name":"Luthra","name_suffix":"","institution":"University of Conneticut","department":""},{"first_name":"James","middle_name":"S","last_name":"Magnuson","name_suffix":"","institution":"University of Conneticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28076/galley/17715/download/"}]},{"pk":27804,"title":"From Dissimilar to Similar: Reverse Fading Assistance Improves Learning","subtitle":null,"abstract":"When students solve problems with access to examples show-\ning worked out solutions, they often resort to shallow methods\nlike copying that do not result in learning. An open question\nis therefore how to encourage deeper processing in this type of\ninstructional context. To address this question, in the present\nstudy, we investigate the impact of manipulating problem-\nexample similarity over the course of a problem-solving ses-\nsion in several ways, including faded assistance (high to low\nsimilarity), reverse faded assistance (low to high similarity),\nand a control group with high, constant assistance. We found\nthat the reverse faded assistance condition resulted in the great-\nest learning gains. We analyzed the gaze behaviours to shed\nlight on this finding and found that participants in this condi-\ntion focused significantly more on the problem solution, sug-\ngesting more cognitive processing during problem solving than\nin the other conditions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Worked examples"},{"word":"Faded assistance"},{"word":"learning"},{"word":"Eyetracking"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2949p052","frozenauthors":[{"first_name":"Jay","middle_name":"","last_name":"Jennings","name_suffix":"","institution":"Carleton College","department":""},{"first_name":"Kasia","middle_name":"","last_name":"Muldner","name_suffix":"","institution":"Carleton College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27804/galley/17444/download/"}]},{"pk":27931,"title":"From Middle School to Graduate School: Combining Conceptual and Simulation Modeling for Making Science Learning Easier","subtitle":null,"abstract":"MILA-S is an interactive open learning environment for sci-entific modeling (Joyner, Goel, & Papin, 2014). It enablesstudents to build conceptual models of ecological phenom-ena, evaluate them through simulation, and revise the modelsas needed. MILA-S automatically spawns simulations fromthe conceptual models, making modeling easier for the stu-dent. Earlier work had described the use of MILA-S in middleschool. In this paper, we report an experiment on the use ofMILA-S in two college-level classes. In one class, we foundthat almost half of the students showed improved understand-ing of scientific modeling; in the other class, about two thirdsof the students showed enhanced understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"education; ecology; learning; modeling; science"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/30310806","frozenauthors":[{"first_name":"Akshay","middle_name":"","last_name":"Agarwal","name_suffix":"","institution":"IBM Almaden Research Center","department":""},{"first_name":"Taylor","middle_name":"","last_name":"Hartman","name_suffix":"","institution":"Microsoft","department":""},{"first_name":"Ashok","middle_name":"","last_name":"Goel","name_suffix":"","institution":"Georgia Tech","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27931/galley/17569/download/"}]},{"pk":28126,"title":"From visual prominence to event construal:\n influences (and non-influences) of eyegaze","subtitle":null,"abstract":"Perceptual aspects of events, such as the visual prominence of\nevent participants, have been shown to influence how people\ndescribe events. We investigate the relationship between such\nperceptual effects and patterns of eyegaze, focusing on a little-\nexplored perceptual manipulation: the extent to which an event\nparticipant is wholly or partially visible. Using an eyetracking\nmethod, we found a correlation between this perceptual\ncontrast and patterns of eyegaze at the beginning of the event\nbut not the end. This finding supports the view that early visual\nattention to events has important downstream consequences for\nevent conceptualization and linguistic description.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"events; construal; agency; eyetracking; visual\nperception; conceptualization"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tn1k3mq","frozenauthors":[{"first_name":"Lilia","middle_name":"","last_name":"Rissman","name_suffix":"","institution":"Radboud","department":""},{"first_name":"Susan","middle_name":"","last_name":"Goldin-Meadow","name_suffix":"","institution":"UChicago","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Woodward","name_suffix":"","institution":"UChicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28126/galley/17785/download/"}]},{"pk":27691,"title":"Full Day Tutorial on Quantum Models of Cognition and Decision","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Classical information processing; Quantum information processing; logic and mathematical foundation; Bayesian probability; Quantum probibility; Markov and quantum process; Decision making; Quantum con"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ss1h35h","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Bruza","name_suffix":"","institution":"Queensland University of Technology","department":""},{"first_name":"Jerome","middle_name":"R","last_name":"Busemeyer","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Peter","middle_name":"D","last_name":"Kvam","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Zheng(Joyce)","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27691/galley/17332/download/"}]},{"pk":27980,"title":"Functional Load and Frequency as Predictors ofConsonant Emergence across Five Languages","subtitle":null,"abstract":"Frequency often predicts when children will acquire unitsof language such as words or phones. An additionalpredictor of language development may be a phone’sfunctional load (FL), or the contrastive work a soundperforms in a language. A higher FL may correlate withearlier phone emergence in child speech as childrenselectively converge upon the most meaningful contrasts intheir input. This hypothesis is tested across fivetypologically diverse languages that vary by phoneinventory size and structure as well as word composition.Consonant FL was calculated over more than 390,000words of child-directed speech. Results demonstrate thatthe relationship of frequency and FL to speechdevelopment is dependent upon the language of exposure.Models fit to bootstrapped corpus data suggest thatfrequency may be the stronger of the two parameters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; child development;functional load; modeling; entropy"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2db9r7dq","frozenauthors":[{"first_name":"Margaret","middle_name":"","last_name":"Cychosz","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27980/galley/17619/download/"}]},{"pk":27903,"title":"Game Theoretic Models of Clear versus Plain Speech","subtitle":null,"abstract":"Clear speech is a vocal style used when a speaker wishes to im-prove comprehension, usually due to the presence of externalnoise, less-than-optimal listening conditions, or when they aresimply instructed to speak clearly. Clear speech has many dis-tinguishing features, including increased duration, pitch, andamplitude, as well as the exaggeration of articulatory move-ment. We use game theory to model the phenomenon of clearspeech, and make predictions of how it changes under differ-ent circumstances. We view the behaviours of speakers andhearers when communicating as optimal strategies in commu-nication games. When comprehension becomes more difficult,the optimal strategies of the games shift so that speakers exertmore energy to improve the likelihood of accurate communica-tion. We discuss how our models correspond to experimentalobservations and see what predictions are made for future ex-periments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"phonetics; game theory; communication games; clear speech; Lombard effect"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rc4k1wm","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Tupper","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Jie","middle_name":"","last_name":"Jian","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Keith","middle_name":"","last_name":"Leung","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Yue","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27903/galley/17541/download/"}]},{"pk":28016,"title":"Gender Categories as Dual-Character Concepts?","subtitle":null,"abstract":"The folk theory of gender seems to involve two contradictorybeliefs that people can hold simultaneously. One belief is thatgender is biologically determined and immutable, and theother is that one has to earn gender membership by followinggender norms or otherwise risk disqualifying oneself as a realmember of the gender category. To explain this contradiction,as Leslie (2015) suggested, we turned to the dual-characterconcept framework proposed by Knobe, Prasada, andNewman (2013). Within this framework, we examinedwhether gender has two separate, parallel dimensions forevaluating category membership such that one can be amember in one sense but not the other. We found that genderconcepts appeared dual-character-like in metalinguisticjudgments but not in judgments of specific individuals whoviolate prescriptive gender norms identified by previousresearch. We might be witnessing a historical change wheregender categories remain dual-character-like, but adherenceto specific gender norms is no longer seen as definitional.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gender"},{"word":"dual-character concepts"},{"word":"Categorization"},{"word":"normative judgment"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9fk975nh","frozenauthors":[{"first_name":"GCai","middle_name":"","last_name":"Guo","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Carol","middle_name":"S","last_name":"Dweck","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Ellen","middle_name":"M","last_name":"Markman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28016/galley/17655/download/"}]},{"pk":28310,"title":"Gene Duplication, Modularity, and the Evolution of Intelligence in Simulated andReal Robots","subtitle":null,"abstract":"A growing body of research suggests that modularity of both gene networks and behavioral phenotypes increases robust-ness and efficiency of the evolution of intelligence by natural selection. It remains far less clear how modularity itselfevolves in the first place. A smaller body of research points to the importance of considering the co-evolution of mor-phology and control systems in autonomous agents. We report research using both simulated and real robots that teststhe hypotheses that (1) genotype to phenotype (G-P) maps that allow for gene duplication evolve more modular structuresthan those that do not, and (2) more modular agents evolve more rapidly. We also provide preliminary evidence related tothe positive effects of morphology-controller co-evolution as compared with the evolution of controllers alone. An new,process rather than part based G-P map is also introduced.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dn344rn","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Livingston","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Ben","middle_name":"","last_name":"Tidswell","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Meghan","middle_name":"","last_name":"Willcoxon","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Theresa","middle_name":"","last_name":"Law","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Gabriel","middle_name":"","last_name":"Dell’Accio","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Mackenzie","middle_name":"","last_name":"Little","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"John","middle_name":"","last_name":"Long","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Josh","middle_name":"","last_name":"Bongard","name_suffix":"","institution":"University of Vermont, Burlington","department":""},{"first_name":"Ken","middle_name":"","last_name":"Livingston","name_suffix":"","institution":"Vassar College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28310/galley/17985/download/"}]},{"pk":27899,"title":"Generalization of novel names for relations in comparison settings: the role of conceptual distance during learning and at test","subtitle":null,"abstract":"Relational categories are notoriously difficult to learn. We\nstudied the impact of comparison on relational concept\nlearning with a novel word learning task in 3- and 4-year olds.\nWe contrasted a no-comparison (single) condition and two\ncomparison conditions. In the latter case, the set of learning\npairs was composed of either close or far pairs (e.g., close\npair: knife1- watermelon, knife2-orange; far pair: ax-\nevergreen tree, saw-log, for the “cutter for” relation). We also\nmanipulated the transfer stimuli semantic distance (near or\ndistant semantic domain, e.g., a scissor for a piece of paper in\nthe close case, and a shaver for a face in the far domain case).\nThe no-comparison condition led to random generalizations in\nthe younger group only. Overall the close learning condition\nand the near transfer condition led to good performance. We\ndiscuss these results in terms of the role of semantic distance\nand how participants integrate stimuli depending on distance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relational categories"},{"word":"relational language"},{"word":"comparisons"},{"word":"conceptual distance"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8st1j8dn","frozenauthors":[{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"Universite de Bourgogne Franche-Comte","department":""},{"first_name":"Ella","middle_name":"","last_name":"Stansbury","name_suffix":"","institution":"Universite de Bourgogne Franche-Comte","department":""},{"first_name":"Arnaud","middle_name":"","last_name":"Witt","name_suffix":"","institution":"Universite de Bourgogne Franche-Comte","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27899/galley/17537/download/"}]},{"pk":27705,"title":"Generalizations, from representations to transmission","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7d0130zc","frozenauthors":[{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"David","middle_name":"","last_name":"Danks","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Emily","middle_name":"","last_name":"Foster-Hanson","name_suffix":"","institution":"New York University","department":""},{"first_name":"Marjorie","middle_name":"","last_name":"Rhodes","name_suffix":"","institution":"New York University","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Carlson","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27705/galley/17346/download/"}]},{"pk":28091,"title":"Gestures may Help Resolve Disfluencies in Spontaneous Speech","subtitle":null,"abstract":"We gesture when we talk. Nonetheless, our speech is disfluent at times. The present study investigated whether ges-tures accompanying disfluencies may facilitate speech production by shortening the duration of disfluencies. FourteenEnglish-speaking adults were presented with educational videos and told to teach others after seeing these videos. Alltheir disfluencies and gestures were coded. Results reveal that disfluencies accompanied by representational gestures aresignificantly shorter as compared to if they had been accompanied by non-representational gestures or no gestures at all.There was no significant difference in duration between disfluencies accompanied by the latter two. This suggests thatrepresentational gestures may play a role in aiding speakers in the resumption of their speech. Implications for models ofhow gestures may help speech production are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8q02k0b4","frozenauthors":[{"first_name":"Melvin","middle_name":"M.R.","last_name":"Ng","name_suffix":"","institution":"The Chinese University of Hong Kong","department":""},{"first_name":"Wing","middle_name":"Chee","last_name":"So","name_suffix":"","institution":"The Chinese University of Hong Kong","department":""},{"first_name":"Sotaro","middle_name":"","last_name":"Kita","name_suffix":"","institution":"University of warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28091/galley/17730/download/"}]},{"pk":27718,"title":"Global and Incremental Updating of Event Representations in Discourse","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"discourse"},{"word":"narrative"},{"word":"Event cognition"},{"word":"working memory"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/92f2141b","frozenauthors":[{"first_name":"Jeffrey","middle_name":"M","last_name":"Zacks","name_suffix":"","institution":"Washington University","department":""},{"first_name":"Heather","middle_name":"R","last_name":"Bailey","name_suffix":"","institution":"Kansas State University","department":""},{"first_name":"Christopher","middle_name":"A","last_name":"Kurby","name_suffix":"","institution":"Grand Valley State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27718/galley/17358/download/"}]},{"pk":28388,"title":"Going through the Motions: Investigating Strategies for Spatial Integration of aSmall-Scale Array","subtitle":null,"abstract":"The ability to integrate locations viewed sequentially into a unified representation spatial integration is important forcultivating an accurate mental map. We investigate the cognitive strategies underlying this process by manipulating theencoding experience. Participants viewed an array piecemeal and experienced the transition between viewpoints by rotat-ing the array or moving around it. At test, participants reconstructed the layout by placing stamps of the spatial locationson a blank map. Participants who rotated the array at encoding mainly reconstructed the array by rotating it at test. How-ever, those who moved around it were equally likely to use a rotation or observer movement strategy during reconstruction,and did so more accurately than those who learned the array via rotation, regardless of strategy choice. Importantly, allparticipants used motion to reconstruct the array in a step-wise manner. These findings suggest that movement around aspatial array is key to flexible spatial integration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2px0m2vg","frozenauthors":[{"first_name":"Mia","middle_name":"","last_name":"Velazquez","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Corinne","middle_name":"","last_name":"Holmes","name_suffix":"","institution":"Trinity College","department":""},{"first_name":"Nora","middle_name":"","last_name":"Newcombe","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28388/galley/18147/download/"}]},{"pk":28337,"title":"Goodness of ideas is judged based on affective valence: A study using the remoteassociates task","subtitle":null,"abstract":"This study investigated the possibility that judgment about the goodness of ideas in insight problem solving is influencedby the solvers affect. In each trial of the remote associates tasks, participants were asked to judge whether or not the targetword was the solution. Immediately before the presentation of the target word, a positively or negatively valenced picturewas presented for a short period of time. Results showed that the presentation of positive pictures facilitated the correctresponse towards a solution word and interrupted the correct rejection of a non-solution one. The presentation of negativepictures had the opposite effect. Notably, participants did not notice the influence of the valenced pictures. These resultsindicate that implicit affective feelings can play a crucial role in the search for a solution and may sometimes lead solversto the false acceptance of non-solution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0723131z","frozenauthors":[{"first_name":"Ryo","middle_name":"","last_name":"Orita","name_suffix":"","institution":"University of East Asia","department":""},{"first_name":"Masasi","middle_name":"","last_name":"Hattori","name_suffix":"","institution":"Ritsumeikan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28337/galley/18044/download/"}]},{"pk":27950,"title":"Grounding Compositional Hypothesis Generation in Specific Instances","subtitle":null,"abstract":"number of recent computational models treat concept learn-ing as a form of probabilistic rule induction in a space oflanguage-like, compositional concepts. Inference in such mod-els frequently requires repeatedly sampling from a (infinite)distribution over possible concept rules and comparing theirrelative likelihood in light of current data or evidence. How-ever, we argue that most existing algorithms for top-down sam-pling are inefficient and cognitively implausible accounts ofhuman hypothesis generation. As a result, we propose analternative, Instance Driven Generator (IDG), that constructsbottom-up hypotheses directly out of encountered positive in-stances of a concept. Using a novel rule induction task basedon the children’s game Zendo, we compare these “bottom-up” and “top-down” approaches to inference. We find thatthe bottom-up IDG model accounts better for human infer-ences and results in a computationally more tractable inferencemechanism for concept learning models based on a probabilis-tic language of thought.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"discovery; program induction; probabilistic language of thought"},{"word":"active learning; hypothesis generation"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zc3z5hs","frozenauthors":[{"first_name":"Neil","middle_name":"R","last_name":"Bramley","name_suffix":"","institution":"NYU","department":""},{"first_name":"Anslem","middle_name":"","last_name":"Rothe","name_suffix":"","institution":"NYU","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Todd","middle_name":"M","last_name":"Gureckis","name_suffix":"","institution":"NYU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27950/galley/17588/download/"}]},{"pk":35949,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xg1x1pr","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35949/galley/26803/download/"}]},{"pk":35961,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7109x6mq","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35961/galley/26815/download/"}]},{"pk":27692,"title":"Half Day Tutorial on Measuring Mindfulness Behaviorally: Onsite and Online Data Collection with jsPsych","subtitle":null,"abstract":"This half day tutorial will introduce participants to breath\ncounting, a recent innovation in mindfulness research\nmethodology that offers the first opportunity to collect a\nrelatively direct behavioral measure of mindfulness\n(Levinson et al., 2014). This tutorial will review the basics\nof mindfulness practice before providing attendees with the\nknowledge, skills, and tools required to implement breath\ncounting procedures in their own research. The widespread\nadoption of this quantitative measure could positively\nimpact the field by offering a more straightforward and\ntransparent methodology that would improve the overall\nconsistency of mindfulness research across studies and\nbetween investigators.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mindfulness; Mind wandering; Meta-awareness; Attention; Breath counting"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9525r81j","frozenauthors":[{"first_name":"Samuel","middle_name":"A","last_name":"Nordli","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Thomas","middle_name":"E","last_name":"Gorman","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27692/galley/17333/download/"}]},{"pk":27928,"title":"Hand-Eye Coordination and Visual Attention in Infancy","subtitle":null,"abstract":"In crowded and cluttered environments, infants can reduce visualclutter by using manual actions to bring objects closer to the eyes,what we refer to as hand-eye coordination. Hand-eye coordinationis therefore hypothesized to be an important ability for controllingand distributing attention. Little is known about how the emergingability to integrate both gaze and manual actions onto objectsimpacts how attention is distributed. Twenty-five infantsparticipated in a naturalistic toy play session that included 24 toys.Overall, infants generated distributions of attention that were right-skewed, reflecting coherence: a composition of selectivity of a fewhighly-frequent toys and exploration of many less-frequent toys. Weobserved that individual differences in hand-eye coordinationimpacted distributions of attention, with infants displaying lowhand-eye coordination having dramatically less coherentdistributions of visual attention during bouts of hand-eyecoordination. These results suggest that hand-eye coordination is acritical pathway for visual attention.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Hand-Eye Coordination; Visual Attention; Eye-tracking; Infancy; Play"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/11k8s97k","frozenauthors":[{"first_name":"Drew","middle_name":"H","last_name":"Abney","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Hadar","middle_name":"","last_name":"Karmazyn","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Linda","middle_name":"B","last_name":"Smith","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27928/galley/17566/download/"}]},{"pk":28275,"title":"Hand gesture reflects visual and motor features from multiple memory systems","subtitle":null,"abstract":"Speakers gestures provide a visual-motor representation from memory of what is being communicated. Yet the cognitiveand neural contributions to gesture form remain unknown. To examine this, we investigated how prior experience wasreflected in gesture in three groups: healthy adults, hippocampal-amnesic patients with declarative memory impairment,and brain-damaged comparisons. Participants completed a computerized TOH with differing visual/motor experience(visual curved disk trajectory/button-pressing; no visual disk trajectory/curved mouse-movements). After a 30-min delaywhen amnesic patients did not explicitly remember completing the TOH participants explained how to do the TOH. Weanalyzed the form of the gestures produced. Comparison participants and amnesic patients gestured in systematicallydifferent ways based on their prior visual and motor experiences. Thus, gesture reflects visual and motor features fromrepresentations in multiple memory systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9dz210z4","frozenauthors":[{"first_name":"Caitlin","middle_name":"","last_name":"Hilverman","name_suffix":"","institution":"Vanderbilt University Medical Center","department":""},{"first_name":"Melissa","middle_name":"","last_name":"Duff","name_suffix":"","institution":"Vanderbilt University Medical Center","department":""},{"first_name":"Susan","middle_name":"","last_name":"Cook","name_suffix":"","institution":"University of Iowa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28275/galley/17934/download/"}]},{"pk":28398,"title":"HBU: Human Behavior Understanding by Choice Reaching","subtitle":null,"abstract":"Existing psychophysiological measures (fMRI, EEG) are impractical for a large-scale behavioral study due to their exor-bitant data acquisition cost. Psychological tests (Stroop task) are economical but are too coarse to inform dynamic interac-tions among perceptual, cognitive, and affective processes. By augmenting standard cognitive tests with choice-reachingmeasures, the complex interaction of motivation, action and cognition can be examined by analyzing the movement of thecomputer cursor pixel by pixel. Open source software and R library mousetrap help researchers to collect mouse-cursortrajectory data easily. With continued interest and innovation, the mouse-cursor trajectory method is likely to become astandard procedure for psychological tests, especially for the study investigating individual differences underlying cog-nitive, affective, and perceptual processing (Xiao & Yamauchi, 2014; Yamauchi et al., 2015; Yamauchi & Xiao 2017;Leontyev, Sun, Wolfe, & Yamauchi, 2018).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0k42x3c2","frozenauthors":[{"first_name":"Takashi","middle_name":"","last_name":"Yamauchi","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Anton","middle_name":"","last_name":"Leontyev","name_suffix":"","institution":"Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28398/galley/18168/download/"}]},{"pk":27812,"title":"Heirarchical Drift-Diffusion Model for Moral Dilemma: Understanding Reaction Times and Choices","subtitle":null,"abstract":"Discrete choice models (e.g. logistic regression) are popular models in the economics literature that describe choices between twoor more discrete alternatives. These models have been successfully used to model value-based decisions, e.g. decisions in moraldilemmas, although temporal components of a decision, such as reaction times and changes of mind are not included. In cognitivesciences, another class of decision models, namely sequential-sampling models, has gained popularity in modelling choice accuracy,reaction time and decision uncertainty (e.g. confidence judgments). Here, we model decisions in moral dilemmas using a variant ofa hierarchical drift-diffusion model, factor drift diffusion, that combines the value-based approach with that of evidence accumulationmechanism by sequential-sampling. Specifically, we model the evidence accumulation process as resulting from a subjective weightingof abstract moral dimensions (factors). We train our model on a data set of 6500 moral decisions by 500 respondents on a popularweb platform (MoralMachine.mit.edu) and separately infer different sources of uncertainty in moral decisions. We show that the modelsuccessfully predicts reaction times and choices in moral dilemmas, while also leading to unexpected results","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20h5t4n6","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Kim","name_suffix":"","institution":"MIT","department":""},{"first_name":"Niccolo","middle_name":"","last_name":"Pescetelli","name_suffix":"","institution":"MIT","department":""},{"first_name":"Max","middle_name":"","last_name":"Kleiman-Weiner","name_suffix":"","institution":"MIT","department":""},{"first_name":"Edmond","middle_name":"","last_name":"Awad","name_suffix":"","institution":"MIT","department":""},{"first_name":"Sohan","middle_name":"","last_name":"Dsouza","name_suffix":"","institution":"MIT","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"Iyad","middle_name":"","last_name":"Rahwan","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27812/galley/17451/download/"}]},{"pk":28248,"title":"Hierarchical Models of Individuals Engaged in Statistical Learning","subtitle":null,"abstract":"Our ability to learn statistically regular patterns present in our environment is central to many cognitive processes. Thereare many competing theories about what kind of mechanisms could explain this ability. While different theories makeslightly different predictions about the kinds of patterns that can be learned, they often make very different predictionsabout the process of learning. One way to constrain the set of possible theories is to measure the shape of learning curvesas people learn new patterns. To do this, we gathered response time data as people learned new patterns. We fit probabilisticmodels to individual-level data using a hierarchical Bayesian nonlinear regression. Our results suggest the learning curvesat the level of individual items tend to have strong inflection points, which is inconsistent with cognitive models that arebased purely on associative and error-driven learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1kz1h5gj","frozenauthors":[{"first_name":"Josh","middle_name":"","last_name":"de Leeuw","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Isabella","middle_name":"","last_name":"Destefano","name_suffix":"","institution":"Vassar College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28248/galley/17907/download/"}]},{"pk":27904,"title":"High Chances and Close Margins: How Different Forecast Formats Shape Beliefs","subtitle":null,"abstract":"While a large literature has studied how people make\nforecasts, less is known about how lay people process\nand interpret forecasts presented to them. We contrast\ntwo common ways of communicating an uncertain fore-\ncast, as either a chance (e.g., the probability of winning)\nor as an expected margin (e.g., the point spread). Across\nfive studies, we find a robust chance-margin discrepan-\ncy: people tend to treat a chance forecast as conveying\ngreater probability of the higher-likelihood outcome than\nthe statistically equivalent margin forecast","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Judgment; Decision Making; Linguistic Priming; Intertemporal Choice; Inference"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64f2v89r","frozenauthors":[{"first_name":"Oleg","middle_name":"","last_name":"Urminsky","name_suffix":"","institution":"UChicago","department":""},{"first_name":"Lucy","middle_name":"","last_name":"Shen","name_suffix":"","institution":"Chinese University of Hong Kong","department":""},{"first_name":"Sondre","middle_name":"","last_name":"Nero","name_suffix":"","institution":"UChicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27904/galley/17542/download/"}]},{"pk":35970,"title":"High Variability Phonetic Training as a Bridge From Research to Practice","subtitle":null,"abstract":"This review of high variability phonetic training (HVPT) research begins by situating HVPT in its historical context and as a methodology for studying second language (L2) pronunciation. Next we identify and discuss issues in HVPT that are of particular relevance to real-world L2 learning and teaching settings, including the generalizability of learning to new situations, in addition to variations in how HVPT is implemented that may promote optimal learning. Primarily, we focus on the relatively limited research that has explored the use of HVPT as a pedagogical tool. We conclude with recommendations for the future regarding the applicability of HVPT to L2 learning and teaching in the real world.","language":"eng","license":null,"keywords":[{"word":"High Variability Phonetic Training (HVPT)"},{"word":"English as a Second Language"},{"word":"vowel perception"},{"word":"vowel production"}],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1dg5n862","frozenauthors":[{"first_name":"Taylor","middle_name":"Anne","last_name":"Barriuso","name_suffix":"","institution":"University of Utah, Salt Lake City","department":""},{"first_name":"Rachel","middle_name":"","last_name":"Hayes-Harb","name_suffix":"","institution":"University of Utah, Salt Lake City","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35970/galley/26824/download/"}]},{"pk":28396,"title":"Holistic vs. Decompositional Processing in Chinese Foreign Language Learners","subtitle":null,"abstract":"Over 80% of Chinese characters are compound characters with semantic and phonetic constituent parts (Hoosain, 1991).These sub-character components provide crucial information for deciphering the character as a whole. Exploring howthey contribute to character processing may help improve us better understand Chinese character processing, especially inChinese-as-a-foreign-language (CFL) learners. How does the combination of character familiarity and character frequencyaffect visual character processing? How do CFL learners and Chinese native speakers differ?A character decision task is used, with masked priming of a semantic radical that is congruent or incongruent with theradical in the target character. A significant difference in RTs between matched and unmatched conditions suggestscharacter decomposition, while no difference implies holistic processing.Results show that character frequency determines whether or not CFL learners process compound characters holistically orin a decomposed manner, even though classroom vocabulary instruction does not follow any type of frequency distribution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/85g9g863","frozenauthors":[{"first_name":"Alice","middle_name":"","last_name":"Xia","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28396/galley/18164/download/"}]},{"pk":28170,"title":"How can we help others?: a computational account for action completion","subtitle":null,"abstract":"To help others, we need to infer one’s goal and intention and\nmake an action which complements one’s action yet to meet\nthe underlying goal. In this study, we consider the\ncomputational mechanism how a person can infer the other’s\nintention and goal from his or her action, which is not\ncompleted or fails to meet the goal. As a minimal motor control\ntask toward a goal, we analyzed single-link pendulum control\ntasks and its variation. By analyzing two types of pendulum\ncontrol tasks, we show that a sort of fractal dimension of\nmovements is characteristic of the difference in the underlying\nmotor controllers. Further, using the fractal dimension as a\ncriterion of similarity between movements, we show that the\nsimulated pendulum controller can make an action toward the\ngoal, toward which other’s incomplete action was made, but\nwas not observable in behavior due to its failure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"imitation; intention; action; motor control;\ndynamical system; fractal dimension"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rs8b2gw","frozenauthors":[{"first_name":"Takuma","middle_name":"","last_name":"Torii","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""},{"first_name":"Shohei","middle_name":"","last_name":"Hidaka","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28170/galley/17829/download/"}]},{"pk":28017,"title":"How Communication Can Make Voters Choose Less Well","subtitle":null,"abstract":"With the advent of social media, the last decade has seen pro-found changes to the way people receive information. This hasfueled debate about the ways (if any) changes to the nature ofour information networks might be affecting voters’ beliefsabout the world, voting results, and, ultimately, democracy. Atthe same time, much discussion in the public arena in recentyears has concerned the notion that ill-informed voters havebeen voting against their own self-interest. The research report-ed here brings these two strands together: simulations involvingagent-based models, interpreted through the formal frameworkof Condorcet’s (1785) Jury Theorem, demonstrate how changesto information networks may make voter error more likely eventhough individual competence has largely remained unchanged .","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"vote aggregation; Condorcet jury theorem;agent-based modelling; voting; communication"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0589s288","frozenauthors":[{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of London","department":""},{"first_name":"Momme","middle_name":"","last_name":"von Sydow","name_suffix":"","institution":"Ludwig Macimillian University of Munich","department":""},{"first_name":"Cristoph","middle_name":"","last_name":"Merdes","name_suffix":"","institution":"Ludwig Macimillian University of Munich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28017/galley/17656/download/"}]},{"pk":27954,"title":"How do people evaluating problem-solving strategies? Efficiency and intuitiveness matter","subtitle":null,"abstract":"What factors affect whether learners adopt a new problem-solving strategy? Potential factors include learners’evaluations of alternative strategies and the degree of similaritybetween their existing strategy and the alternatives. A first stepin answering this question is investigating how people evaluatestrategies. This exploratory study investigated how peopleevaluate strategies for solving algebraic word problems, andhow these evaluations vary as function of individualdifferences. Undergraduates rated three strategies on sixdimensions and judged each pair of strategies for similarity.Factor analysis showed that evaluations could be reduced totwo constructs: efficiency and intuitiveness. We calculatedfactor scores for each participant for each strategy. Efficiencydid not predict similarity ratings on its own, but it did interactwith Need for Cognition. These results suggest stable learnercharacteristics and moment-to-moment evaluations ofstrategies influence judgments about strategy similarity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"strategy change; problem solving; instruction"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6tm536sp","frozenauthors":[{"first_name":"Sarah","middle_name":"A","last_name":"Brown","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"David","middle_name":"","last_name":"Menendez","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Martha","middle_name":"W","last_name":"Alibali","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27954/galley/17592/download/"}]},{"pk":28362,"title":"How do pragmatic and object cues affect monolingual and bilingual toddlersvisual attention during word learning?","subtitle":null,"abstract":"Compared to monolinguals, bilingual children attend more to pragmatic cues, especially when they conflict with perceptualcues (Brojde et al., 2012). This longitudinal eye-tracking study investigated monolingual and bilingual two-year-olds (T1M age=24.3 months; T2 M age=27.6 months) visual attention in a word learning paradigm containing a conflict betweeneye gaze (pragmatic cue) and object salience (perceptual cue). Participants saw videos of a model looked looking at andlabeling either a salient or a nonsalient object. Next, participants saw the objects from the videos side-by-side onscreen, andheard either the target label or a novel distracter label. At T1, monolinguals (N=14) and bilinguals (N=10) showed similarlooking patterns during learning; at test, bilinguals modulated their looking to target and distracter objects differently thanmonolinguals. At T2, monolinguals and bilinguals showed similar looking patterns during all trials. These results suggestthat language background may differentially influence word learning and visual attention across development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bd1q9f4","frozenauthors":[{"first_name":"Christina","middle_name":"","last_name":"Schonberg","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":""},{"first_name":"Scott","middle_name":"P.","last_name":"Johnson","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28362/galley/18095/download/"}]},{"pk":27848,"title":"How Much Support Is Optimal During Exploratory Learning?","subtitle":null,"abstract":"Students who explore a new concept prior to receiving direct\ninstruction often demonstrate better conceptual understanding\ncompared to traditional tell-then-practice methods. Often,\nexploratory learning activities have students invent solutions\nto a novel problem targeting the new concept. However,\nexploring prior to instruction is working memory demanding,\ninducing high cognitive load. The current experiments varied\nthe guidance provided during exploration and examined\nsubsequent learning. In Experiment 1, participants explored\nthe procedures and concept of statistical variance prior to\nreceiving instruction in one of three conditions: invention,\ncompletion problem, or worked example. Exploring using a\nworked example led to the highest learning outcomes and the\nleast cognitive load. In Experiment 2, students in an\nundergraduate statistics class completed invention or worked\nexample problems either before or after instruction. Learning\nwas greater when problem solving preceded instruction.\nHowever, exploring using a worked example did not improve\nlearning over the more cognitively-demanding invention\nproblem. These findings demonstrate the benefits of\nexploratory learning in the classroom compared to more\ntraditional tell-then-practice approaches. However, more\nresearch is needed to determine when and how guidance will\nenhance exploration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Exploratory learning"},{"word":"Completion problems"},{"word":"Worked examples"},{"word":"cognitive load"},{"word":"education"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/17r1k961","frozenauthors":[{"first_name":"Phillip","middle_name":"M","last_name":"Newman","name_suffix":"","institution":"U of Louisville","department":""},{"first_name":"Marci","middle_name":"S","last_name":"DeCaro","name_suffix":"","institution":"U of Louisville","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27848/galley/17487/download/"}]},{"pk":28053,"title":"How people detect incomplete explanations","subtitle":null,"abstract":"In theory, there exists no bound to a causal explanation – every\nexplanation can be elaborated further. But reasoners rate some\nexplanations as more complete than others. To account for this\nbehavior, we developed a novel theory of the detection of\nexplanatory incompleteness. The theory is based on the idea\nthat reasoners construct mental models of causal explanations.\nBy default, each causal relation refers to a single mental model.\nReasoners should consider an explanation complete when they\ncan construct a single mental model, but incomplete when they\nmust consider multiple models. Reasoners should thus rate\ncausal chains, e.g., A causes B and B causes C, as more\ncomplete than “common cause” explanations (e.g., A causes B\nand A causes C) or “common effect” explanations (e.g., A\ncauses C and B causes C). Two experiments validate the\ntheory's prediction. The data suggest that reasoners construct\nmental models when generating explanations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanatory reasoning"},{"word":"incompleteness"},{"word":"causal\nreasoning"},{"word":"mental models"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vg5g5qc","frozenauthors":[{"first_name":"Joanna","middle_name":"","last_name":"Korman","name_suffix":"","institution":"Navy Center for Applied Researcher in Artificial Intelligence","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"Navy Center for Applied Researcher in Artificial Intelligence","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28053/galley/17692/download/"}]},{"pk":27939,"title":"How Second Language Learning is Helped and Hurt by Native Language Similarity","subtitle":null,"abstract":"Because learning a second language (L2) is difficult, manylearners start with easy words that look like their native lan-guage (L1) to jumpstart their vocabulary. However, this ap-proach may not be the most effective strategy in the long-term,compared to introducing difficult L2 vocabulary early on. Weexamined how L1 similarity affects pattern learning in L2 byteaching English monolinguals either an Englishlike or Non-Englishlike artificial language that contained repeated patterns.We found that the first words that individuals learned in anL2 influenced which words they acquired next. Specifically,learning a new word in one session made it easier to acquirea similar word in the next session. L2-similarity interactedwith L1-similarity, so that words that looked more like Englishwere easier to learn at first, but they were less effective at in-fluencing later word learning. This demonstrates that althoughnative language similarity has a beneficial effect early on, itmay hinder long-term learning by decreasing recognition of re-peated patterns within a second language. This surprising find-ing demonstrates that making early learning easier may not bethe most effective long-term strategy. Learning difficult vocab-ulary teaches the learner what makes the new language unique,and this general language knowledge about language structureis more valuable than the words themselves. We suggest thatdifficulties during learning are not always to be avoided, as ad-ditional effort early on can pay later dividends.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language; Learning; Second language acquisition; Cross-language similarity; Psycholinguistic"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/31h495w0","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Bartolotti","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"Aimee","middle_name":"","last_name":"van den Berg","name_suffix":"","institution":"Illinois Math and Science Academy","department":""},{"first_name":"Viorica","middle_name":"","last_name":"Marian","name_suffix":"","institution":"Northwestern","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27939/galley/17577/download/"}]},{"pk":27996,"title":"How to collect data to simulate the dynamic of trains-passengers’ interaction","subtitle":null,"abstract":"This paper presents a motivation-based model in order to\nexplore crowd behavior. The case study is about what motivates\nthe decision processes of passengers about choice of location on\nthe station platform for ingressing and egressing trains. The goal\nof the research is twofold: to establish a cognitive generic crowd\nbehavior modeling method and to respond to a major challenge\nof public transportation: to reduce dwell time to ensure a high\nlevel of service.\nWe first introduce motivation-based modeling for the\nsimulation of the dynamics of numerous cognitive agents and\nreport the collection of passengers’ dynamics that was done\nthrough an extensive survey observation. Most significant\nvariables were then extracted from factor analysis to compose\nand distinguish six main motivation based strategies that are to\nbe used for the simulation of crowd behavior in the train station.\nDiscussion is about the advantages of motivation-based\nsimulation in terms of robustness and adaptability and\nconclusion about how Artificial Intelligence, Cognitive\nPsychology and Data Science operate together to model such\ncomplex systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"motivation-based model"},{"word":"crowd behavior"},{"word":"dwell-\ntime"},{"word":"generalized linear model"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7700d34t","frozenauthors":[{"first_name":"Fatma","middle_name":"","last_name":"Elleuch","name_suffix":"","institution":"SNCF Reseau, CNAM Cedric","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Donnet","name_suffix":"","institution":"SNCF Reseau","department":""},{"first_name":"Axel","middle_name":"","last_name":"Buendia","name_suffix":"","institution":"CNAM Cedric","department":""},{"first_name":"Stephane","middle_name":"","last_name":"Natkin","name_suffix":"","institution":"CNAM Cedric","department":""},{"first_name":"Charles","middle_name":"","last_name":"Tijus","name_suffix":"","institution":"LUTIN","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27996/galley/17635/download/"}]},{"pk":27758,"title":"How to Open the \"Window of Attention\" in Serial Verb Constructions","subtitle":null,"abstract":"This paper investigates the manner in which path events are\nspecified in Mandarin serial verb constructions (SVCs) and\nhow such representations incorporate attentional processes, as\nreflected in Talmy’s (1996, 2000) theory of Windowing of\nAttention. Here we focus on the verbs laí (come) and qù (go).\nThe results show that: (1) laí and qù in SVCs mainly\nrepresent open path, followed by fictive path and closed path\nrespectively; (2) laí or qù in Mandarin SVCs tends to adopt\nfinal path windowing. Final windowing accounts for 60.3%\nfor SVCs with laí and 65.7% for SVCs with qù. This suggests\nthat Mandarin SVC with laí or qù profiles the final part of the\nconstruction, and the information at the end is the key\ninformation. The present study offers a new account for the\ninformation distribution of SVCs and sheds light on the event\nsegmentation of SVCs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"attention"},{"word":"Path windowing"},{"word":"SVC"},{"word":"Cognitive semantics"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8fc2b32g","frozenauthors":[{"first_name":"Yu","middle_name":"","last_name":"Deng","name_suffix":"","institution":"Sichuan International Studies University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27758/galley/17398/download/"}]},{"pk":27793,"title":"How to use context to disambiguate overlapping categories: The test case of Japanese vowel length","subtitle":null,"abstract":"Infants learn the sound categories of their language and adults\nsuccessfully process the sounds they hear, even though sound\ncategories often overlap in their acoustics. Most researchers\nagree that listeners use context to disambiguate overlapping cat-\negories. However, they differ in their ideas about how context\nis used. One idea is that listeners normalize out the systematic\neffects of context from the acoustics of a sound. Another idea\nis that contextual information may itself be an informative cue\nto category membership, due to patterns in the types of contexts\nthat particular sounds occur in. We directly contrast these two\nways of using context by applying each one to the test case of\nJapanese vowel length. We find that normalizing out contextual\nvariability from the acoustics does not improve categorization,\nbut using context in a top-down fashion does so substantially.\nThis reveals a limitation of normalization in phonetic acquisi-\ntion and processing and suggests that approaches that make use\nof top-down contextual information are promising to pursue.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Speech perception"},{"word":"Phonetic Category acquistition"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/63r0s3mf","frozenauthors":[{"first_name":"Kasia","middle_name":"","last_name":"Hitezenko","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Reiko","middle_name":"","last_name":"Mazuka","name_suffix":"","institution":"RIKEN Brain Science Institute, Duke University","department":""},{"first_name":"Micha","middle_name":"","last_name":"Elsner","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Naomi","middle_name":"H","last_name":"Feldman","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27793/galley/17433/download/"}]},{"pk":35975,"title":"How Well Can We Predict Second Language Learners’ Pronunciation Difficulties?","subtitle":null,"abstract":"Mid-20th–century scholars argued that second language (L2) instruction should be rooted in a comparison of the structural characteristics of the first language (L1) and L2. Their enthusiasm for a “scientific” approach to errors reflected the view, based on the contrastive analysis hypothesis (CAH), that learners’ difficulties could be predicted through purely linguistic analyses. Pronunciation seemed particularly amenable to this treatment. If teachers knew their learners’ problems in advance, they could presumably design curricula and activities to address their students’ needs. Although it soon became clear that many aspects of CAH were seriously flawed, interest in a linguistic account of L2 pronunciation difficulties has persisted. This synthesis of empirical findings from pronunciation research demonstrates that the enthusiasm for error prediction has been misguided, largely because of 2 erroneous beliefs: the assumption of uniformity and the assumption of equal gravity. The need for an alternative perspective promoting evidence-based teaching practices is demonstrated.","language":"eng","license":null,"keywords":[{"word":"contrastive analysis"},{"word":"errors"},{"word":"Pronunciation"}],"section":"Theme Section - Special Issue Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0bn3737n","frozenauthors":[{"first_name":"Murray","middle_name":"J.","last_name":"Munro","name_suffix":"","institution":"Simon Fraser University, Burnaby, British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35975/galley/26828/download/"}]},{"pk":28045,"title":"How World Knowledge Shifts Adjective Interpretation","subtitle":null,"abstract":"Dimensional adjective interpretation is dependent on the com-parison class – the set of object representations – against whichthe object being modified by the adjective is judged. This paperexplores the factors determining the composition of the com-parison class, arguing that real world size information and pro-totypicality play crucial parts in its determination. Researchersoften implicitly assume that only the objects in immediate vi-sual context constitute the comparison class. However, Exp.1 shows that this information from the visual context is inte-grated with knowledge of real world size and category proper-ties to form the comparison class. Exp. 2 shows that prototypeinformation is utilized when making size judgments of cartoonimages, while size judgments of objects in photographs drawmore heavily on a speaker’s prior knowledge about the actualsize of the objects in the world. Exp. 3 demonstrates that theeffects observed in Exp. 1 and 2 were not caused by the adjec-tives used, but rather reflect differences between the size of theobjects depicted in the images.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantics; pragmatics; adjectives; context; grad-ability; scale structure; prototype effects; size perception"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v65c9qh","frozenauthors":[{"first_name":"Sara","middle_name":"","last_name":"Kessler","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28045/galley/17684/download/"}]},{"pk":27952,"title":"How you learned matters: The process by which others learn informs young children's decisions about whom to ask for help","subtitle":null,"abstract":"Prior work suggests that young children consider others’knowledge and expertise to decide from whom to learn. Dochildren also consider how others came to know what theyknow? Here we investigate young children’s sensitivity to theprocess by which people have learned. In Exp.1, 3- to 6-year-olds preferentially sought help from an active learner, who hadfigured out how to solve a problem by herself, over learnerswho had learned through passive observation or direct instruc-tion. Yet, this preference emerged only when the problem chil-dren needed to solve was related to the one the learners hadpreviously solved (i.e., when they thought the active learner’scompetence would be relevant). These findings suggest chil-dren inferred competence from the process of active learning,but considered this competence to be constrained to a partic-ular task rather than more broadly generalizeable. The resultsof Exp.2 (3- to 7-year-olds) suggest that younger children’slearner preference might be driven by more superficial cues re-lated to active learning such as being alone and that a moreabstract understanding of the process of active learning mightdevelop with age.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"help-seeking; selective trust; active learning; knowledge acquisition; problem-solving"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mr04831","frozenauthors":[{"first_name":"Sophie","middle_name":"","last_name":"Bridgers","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Hyowon","middle_name":"","last_name":"Gweon","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Maria","middle_name":"","last_name":"Bretzke","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Azzurra","middle_name":"","last_name":"Ruggeri","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27952/galley/17590/download/"}]},{"pk":27762,"title":"Human Casual Transfer: Challenges for Deep Reinforcement Learning","subtitle":null,"abstract":"Discovery and application of causal knowledge in novel problem\ncontexts is a prime example of human intelligence. As new in-\nformation is obtained from the environment during interactions,\npeople develop and refine causal schemas to establish a parsimo-\nnious explanation of underlying problem constraints. The aim\nof the current study is to systematically examine human abil-\nity to discover causal schemas by exploring the environment and\ntransferring knowledge to new situations with greater or differ-\nent structural complexity. We developed a novel OpenLock task,\nin which participants explored a virtual “escape room” environ-\nment by moving levers that served as “locks” to open a door.\nIn each situation, the sequential movements of the levers that\nopened the door formed a branching causal sequence that began\nwith either a common-cause (CC) or a common-effect (CE) struc-\nture. Participants in a baseline condition completed five trials\nwith high structural complexity (i.e., four active levers). Those\nin the transfer conditions completed six training trials with low\nstructural complexity (i.e., three active levers) before completing\na high-complexity transfer trial. The causal schema acquired in\nthe transfer condition was either congruent or incongruent with\nthat in the transfer condition. Baseline performance under the\nCC schema was superior to performance under the CE schema,\nand schema congruency facilitated transfer performance when the\ncongruent schema was the less difficult CC schema. We com-\npared between-subjects human performance to a deep reinforce-\nment learning model and found that a standard deep reinforce-\nment learning model (DDQN) is unable to capture the causal ab-\nstraction presented between trials with the same causal schema\nand trials with a transfer of causal schema.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Active casual learning"},{"word":"Schema transfer"},{"word":"Deep reinforcement learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5b9280ch","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Edmonds","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"James","middle_name":"","last_name":"Kubricht","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Colin","middle_name":"","last_name":"Summers","name_suffix":"","institution":"Caltech; University of Washington","department":""},{"first_name":"Yixin","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Brandon","middle_name":"","last_name":"Rothrock","name_suffix":"","institution":"Caltech","department":""},{"first_name":"Song-Chun","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27762/galley/17402/download/"}]},{"pk":27857,"title":"Human decision making in black swan situations","subtitle":null,"abstract":"Real-world decisions often involve “black swan” choices withextremely low probability chances of catastrophic loss, likeriding a motorcycle or going on a dangerous trip. These haveseveral characteristics that make them especially difficult fromthe perspective of decision theory. How do people assign util-ities to losses like “go bankrupt” or “die”? Do people havethe representational resolution to encode differences betweenextremely tiny probabilities? We address these questions in twoexperiments in which people make decisions involving very lowprobabilities (as low as 1 in 10,000) of losing all of their points(and monetary bonus). Our results indicate that people mostlyappear not to encode differences between tiny probabilities andare indifferent to the magnitude of losses. These factors lead toa startling qualitative shift in behaviour between scenarios withthe same expected value and very similar absolute risk levels:people are risk averse when only one option is a black swan butbecome strongly risk seeking when both are.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision-making"},{"word":"probabilistic reasoning"},{"word":"Risk"},{"word":"loss"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3p76280v","frozenauthors":[{"first_name":"Amy","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"U of Melbourne","department":""},{"first_name":"Nicholas","middle_name":"T","last_name":"Van Dam","name_suffix":"","institution":"U of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27857/galley/17495/download/"}]},{"pk":27785,"title":"Human Decision on Targeted and Non-Targeted Adversarial Samples","subtitle":null,"abstract":"In a world that relies increasingly on large amounts of data\nand on powerful Machine Learning (ML) models, the veracity\nof decisions made by these systems is essential. Adversarial\nsamples are inputs that have been perturbed to mislead the in-\nterpretation of the ML and are a dangerous vulnerability. Our\nresearch takes a first step into what can be an important innova-\ntion in cognitive science: we analyzed human’s judgments and\ndecisions when confronted with targeted (inputs constructed\nto make a ML model purposely misclassify an input as some-\nthing else) and non-targeted (a noisy perturbed input that tries\nto trick the ML model) adversarial samples. Our findings sug-\ngest that although ML models that produce non-targeted adver-\nsarial samples can be more efficient than targeted samples they\nresult in more incorrect human classifications than those of tar-\ngeted samples. In other words, non-targeted samples interfered\nmore with human perception and categorization decisions than\ntargeted samples.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Adversarial machine learning"},{"word":"Human decision making"},{"word":"Adversarial samples"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gn9p0ts","frozenauthors":[{"first_name":"Samuel","middle_name":"M","last_name":"Harding","name_suffix":"","institution":"Indiana","department":""},{"first_name":"Prashanth","middle_name":"","last_name":"Rajivan","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Bennett","middle_name":"I","last_name":"Bertenthal","name_suffix":"","institution":"Indiana","department":""},{"first_name":"Cleotide","middle_name":"","last_name":"Gonzalez","name_suffix":"","institution":"Carnegie Mellon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27785/galley/17425/download/"}]},{"pk":28392,"title":"Human generalization of an alternating category structure","subtitle":null,"abstract":"Leading models of human categorization posit that an observed stimulus is classified according to its similarity to storedreference points. In the present study, we investigate a category structure that elicits human generalization behavior notpredicted by the reference point framework. In a supervised classification learning task, participants were presented withsimple continuous-valued stimuli (one- or two-dimensional) based on an underlying category structure with a strict patternof alternating regions assigned to each class (e.g., A A B B A A B B ? ?). The participants were then tested on newstimuli with dimension values beyond the range seen in training. A large portion of participants classified new items byextrapolating the alternation sequence they did not classify based on similarity to the nearby reference points. Theseresults pose a challenge to reference point models and raise important issues about concept formation and generalization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7cq6x7t9","frozenauthors":[{"first_name":"Matt","middle_name":"","last_name":"Wetzel","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28392/galley/18155/download/"}]},{"pk":28107,"title":"Human Interpretation of Goal-Directed Autonomous Car Behavior","subtitle":null,"abstract":"People increasingly interact with different types ofautonomous robotic systems, ranging from humanoid socialrobots to driverless vehicles. But little is known about howpeople interpret the behavior of such systems, and inparticular if and how they attribute cognitive capacities andmental states to them. In a study concerning people’sinterpretations of autonomous car behavior, building on ourprevious research on human-robot interaction, participantswere presented with (1) images of cars – either with orwithout a driver – exhibiting various goal-directed trafficbehaviors, and (2) brief verbal descriptions of that behavior.They were asked to rate the extent to which these behaviorswere intentional and judge the plausibility of different typesof causal explanations. The results indicate that people (a)view autonomous car behavior as goal-directed, (b)discriminate between intentional and unintentionalautonomous car behaviors, and (c) view the causes ofautonomous and human traffic behaviors similarly, in termsof both intentionality ascriptions and behavior explanations.However, there was considerably lower agreement inparticipant ratings of the driverless behaviors, which mightindicate an increased difficulty in interpreting goal-directedbehavior of autonomous systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"autonomous cars; self-driving; human-robotinteraction; folk psychology; human-robot interaction;attribution; behavior explanation"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5px3b2m6","frozenauthors":[{"first_name":"Veronika","middle_name":"","last_name":"Petrovych","name_suffix":"","institution":"Linkoping University","department":""},{"first_name":"Sam","middle_name":"","last_name":"Thellman","name_suffix":"","institution":"Linkoping University","department":""},{"first_name":"Tom","middle_name":"","last_name":"Ziemke","name_suffix":"","institution":"University of Skovde","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28107/galley/17762/download/"}]},{"pk":28178,"title":"Humans aren’t enough:Providing access for simulated participants to behavioral experiment software","subtitle":null,"abstract":"Behavioral studies often warrant the inclusion of computa-tional participants in addition to humans. However, connect-ing computational cognitive or AI frameworks to GUI-basedsoftware developed for human use is extremely difficult. Thisresults in researchers either (1) diving into software code toappend an API for computational participants, (2) developingtwo separate versions of task code – one for human and one forcomputational participants, (3) cherry-picking research tasksthat already include both a GUI and an API, or (4) finding away to publish the research “as is” without the potentially use-ful results from running simulated participants on task. Theseemingly minor nuisance of the API-GUI dichotomy in to-day’s world of software development is, in fact, responsiblefor reduction in scientific progress. This work proposes afunctional-essence approach to software development, and theuse of STAP (Simple Task-Actor Protocol) as a standard UIinteraction language, for overcoming the API-GUI dichotomyand enabling access to the same software for both human andcomputational participants. We envision the adaptation of theproposed methodology to enable selection of off-the-shelf be-havioral tasks, decorative templates, and cognitive/AI frame-works for a more efficient path to research results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"behavior research methods; simulations; cognitivemodeling; synthetic users; simulated humans; standards"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/97v637sm","frozenauthors":[{"first_name":"Vladislav","middle_name":"D","last_name":"Veksler","name_suffix":"","institution":"DCS copr, US Army Research Laboratory","department":""},{"first_name":"Norbou","middle_name":"","last_name":"Buchler","name_suffix":"","institution":"US Army Research Laboratory","department":""},{"first_name":"Christina","middle_name":"","last_name":"Lebiere","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Don","middle_name":"","last_name":"Morrison","name_suffix":"","institution":"Carnegie Mellon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28178/galley/17837/download/"}]},{"pk":28389,"title":"Iambic Bias in Parsing Syllable Sequences by English Speakers","subtitle":null,"abstract":"A majority of English words have initial stress, either by type or by token (Cutler & Carter, 1987). However, the stresspattern of a particular English word depends on its phonological structure; if the second syllable contain a diphthong ortense vowel, the word is regularly iambic (Halle & Vergnaud, 1987; Guion, Clark, Harada, & Wayland, 2003). Here, weprovide experimental evidence demonstrating that this phonological pattern is used by adult English listeners processing asequence of nonce syllable sequences. In Experiment 1, we find that English speakers have an iambic preference parsinga syllable sequence with all heavy syllables. In Experiment 2, we find that processing stress produces an entrainmenteffect where the rhythm created by the stress pattern will carry on into linguistic material without such cues. Together,these results suggest that English speakers make use of further abstract knowledge of English phonology in finding wordboundaries.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2nz0r8rm","frozenauthors":[{"first_name":"Ryan","middle_name":"","last_name":"Budnick","name_suffix":"","institution":"","department":""},{"first_name":"Felix","middle_name":"","last_name":"Wang","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28389/galley/18148/download/"}]},{"pk":27710,"title":"ICAP: How Students Engage to Learn","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1d82g8gm","frozenauthors":[{"first_name":"Michelene","middle_name":"T.H.","last_name":"Chi","name_suffix":"","institution":"Mary Lou Fulton Teachers College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27710/galley/17351/download/"}]},{"pk":28319,"title":"Identifying the structure of hypotheses that guide search during development","subtitle":null,"abstract":"People use hypothesis-driven search to learn about novel concepts, favoring information sources that reduce uncertaintyacross a set of hypotheses about a target concept. We used childrens information search to investigate their reliance on twotypes of hypothesis spaces: exemplar-based representations or a hierarchical hypothesis space based on cue abstraction.Five- to seven-year-olds learned to rank monsters according to a hierarchical decision rule involving two cues (shape andcolor). Children generated evidence by selecting pairs of monsters and observing which one ranked higher; they werethen tested on whether they learned the decision rule and correct ranking. A comparison of exemplar-based and cue-based Bayesian models revealed that all children made search decisions predicted by the exemplar-based model, but olderchildren could use collected evidence to infer the underlying hierarchical structure. These results suggest a dissociationbetween the representations used to drive search and to make inferences from evidence during development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zs6w9db","frozenauthors":[{"first_name":"Doug","middle_name":"","last_name":"Markant","name_suffix":"","institution":"University of North Carolina at Charlotte","department":""},{"first_name":"Angela","middle_name":"","last_name":"Jones","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Thorsten","middle_name":"","last_name":"Pachur","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"University of California at Berkeley","department":""},{"first_name":"Azzurra","middle_name":"","last_name":"Ruggeri","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28319/galley/18004/download/"}]},{"pk":28011,"title":"If You Don’t Like It, You Won’t Get It:Attitudes Toward Statistics Predict Text Comprehensionand Metacomprehension Accuracy on Statistics Texts","subtitle":null,"abstract":"Attitudes toward statistics influence the way students engagein learning statistics. This study examined how attitudestoward statistics were related to the comprehension of astatistics text and the accuracy with which learners judgedtheir comprehension. Results showed that more negativeattitudes were associated with lower performance onprocedural comprehension questions, but not on conceptualcomprehension questions. At the same time, more negativeattitudes resulted in overestimations of proceduralcomprehension when making prospective and retrospectivejudgments of comprehension. To explain the findings, wedraw on theoretical models that assume that learners usedifferent types of cues to make comprehension judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"attitudes toward statistics; learning;metacomprehension accuracy; judgment bias"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0dt748tw","frozenauthors":[{"first_name":"Stefanie","middle_name":"","last_name":"Golke","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Jorg","middle_name":"","last_name":"Wittwer","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28011/galley/17650/download/"}]},{"pk":27969,"title":"Illusory causation and outcome density effects with a continuous and variable outcome","subtitle":null,"abstract":"Illusory causation is a consistent error in human learning inwhich people perceive two unrelated events as being causallyrelated. Causal illusions are greatly increased when the targetoutcome occurs frequently rather than rarely, a characteristicknown as the outcome density bias. Unlike most experimentaldesigns using binary outcomes, real-world problems to whichillusory causation is most applicable (e.g. beliefs aboutineffective health therapies) involve continuous and variableconsequences that are not readily classifiable as the presenceor absence of a salient event. This study used a causallearning task framed as a medical trial to investigate whetheroutcome density effects emerged when using a continuousand variable outcome that appeared on every trial.Experiment 1 compared the effects of using fixed outcomevalues (i.e. consistent low and high magnitudes) versusvariable outcome values (i.e. low and high magnitudesvarying around two means in a bimodal distribution).Experiment 2 compared positively skewed (low density) andnegatively skewed (high density) continuous distributions.These conditions yielded comparable outcome density effects,providing empirical support for the relevance of the outcomedensity bias to real-world situations in which outcomes arenot binary but occur to differing degrees.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"illusory causation; outcome density; casual learning; contingency learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bq4b6pq","frozenauthors":[{"first_name":"Julie","middle_name":"Y.L.","last_name":"Chow","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Hilary","middle_name":"J","last_name":"Don","name_suffix":"","institution":"U of Sydney","department":""},{"first_name":"Ben","middle_name":"","last_name":"Colagiuri","name_suffix":"","institution":"U of Sydney","department":""},{"first_name":"Evan","middle_name":"J","last_name":"Livesey","name_suffix":"","institution":"U of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27969/galley/17607/download/"}]},{"pk":28082,"title":"Improving Graph Comprehension With A Visuospatial Intervention","subtitle":null,"abstract":"Textbooks commonly present scientific results with graphs. However, high school students struggle with interpreting them,in part because they do not focus on the most relevant comparisons among data values. Using a pre-/posttest design, weasked whether using visuospatial cues to teach this skill to high school students could improve graph comprehension. Halfof the students were randomly assigned to complete a visuospatial learning module, and the other half completed a non-visual control learning module. Data comparison performance increased significantly between pretest and posttest for thevisuospatial group, but decreased for the control group. Teaching students how to perceptually judge relevant comparisonscan thus improve graph comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5kz243xq","frozenauthors":[{"first_name":"Audrey","middle_name":"","last_name":"Michal","name_suffix":"","institution":"University of Alabama","department":""},{"first_name":"Priti","middle_name":"","last_name":"Shah","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"David","middle_name":"","last_name":"Uttal","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"Steven","middle_name":"","last_name":"Franconeri","name_suffix":"","institution":"Northwestern","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28082/galley/17721/download/"}]},{"pk":27861,"title":"Improving pre-algebraic thinking in preschoolers through patterning","subtitle":null,"abstract":"The learning and generalization of patterns is an importantaspect of mathematical thinking, such that the ability toidentify and use patterns early in development predicts futuresuccess in algebra and math. Thus, understanding thecritical factors that facilitate this relational knowledge isimportant for the development of instructional materials andfor curriculum development. The aim of the present studywas to examine the factors that facilitate the learning andtransfer of pattern knowledge. In two experiments, 4- to 6-year-old children participated in a pre-post test design, inwhich they received training on novel patterns. Critically, wemanipulated (1) the language with which children wereexposed to novel patterns during training and (2) theperceptual format in which children were exposed to novelpatterns. We find that 4-6 year old children were able tolearn about novel patterns following this intervention, butfaired best when trained on abstract (“A-B-A”) rather thanconcrete (“red-blue-red”) labels. Furthermore, the extent towhich the training stimuli were grounded in visualrepresentations affected both learning and generalization ofthis newly acquired pattern knowledge. This work hasimplications for instructional design and curriculumdevelopment in the classroom.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Relational thinking"},{"word":"patterns"},{"word":"proportional reasoning"},{"word":"education"},{"word":"learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/48r6f318","frozenauthors":[{"first_name":"Tasha","middle_name":"","last_name":"Posid","name_suffix":"","institution":"Ohio State","department":""},{"first_name":"Sydney","middle_name":"","last_name":"Clark","name_suffix":"","institution":"Ohio State","department":""},{"first_name":"Megan","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Ohio State","department":""},{"first_name":"Vladimir","middle_name":"M","last_name":"Sloutsky","name_suffix":"","institution":"Ohio State","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27861/galley/17499/download/"}]},{"pk":27967,"title":"Improving predictions of polite and frustrated speech using linguistic features associated with different cognitive states in children","subtitle":null,"abstract":"Childrens poor emotional self-regulation is associated withpoor mental health outcomes. This study presents methods thatimprove prediction rates of polite and frustrated speech usinglinguistic cues. These improvements can be used to help auto-matically identify characteristics of poor self-regulation in fu-ture studies. This work adds to previous research by consider-ing existing computer science, psychology, and psycholinguis-tics methodologies and findings. More specifically, featuresassociated with childrens cognitive control capacities acrossage groups are considered to investigate acoustic, semantic,and syntactic features in speech. The current analyses indi-cate that the features most predictive for polite and frustratedspeech differ, a combination of features work best for predict-ing both speech types, and the predictive quality of featuresdo not vary substantially by age. Further work should be con-ducted to clarify how well these findings transfer to general andclinical populations as well as to consider the developmentalnorms of different age groups.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"self-regulation; linguistic features; machine learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/67c4b0n2","frozenauthors":[{"first_name":"Cindy","middle_name":"","last_name":"Chiang","name_suffix":"","institution":"USC","department":""},{"first_name":"Jacqueline","middle_name":"","last_name":"Brixey","name_suffix":"","institution":"USC","department":""},{"first_name":"James","middle_name":"","last_name":"Gibson","name_suffix":"","institution":"USC","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Deghani","name_suffix":"","institution":"USC","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27967/galley/17605/download/"}]},{"pk":28281,"title":"Increased similarity between source and target eases explanatory reasoning","subtitle":null,"abstract":"Explanatory reasoning is a capacity at the core of human cognition. From an early age, children begin asking why-questions and seem to produce explanations to these questions with remarkable ease. However, the mechanisms underlyingexplanatory reasoning are only now being uncovered. Recently, Hoyos and Gentner (2017) revealed that comparison playsan important role in explanatory reasoning. To further examine this hypothesis, we conducted a study with childrenbetween the ages of 4 and 12 (N = 55) aimed at testing whether the similarity between two concepts affected childrensability to explain a relation between these concepts. Specifically, we tested whether children would more rapidly produceexplanations of why-questions like Why are trains bigger than cars? (high-similarity) compared to Why are trains biggerthan row boats? (low-similarity). Consistent with prior work, we found that children more rapidly produced explanationsof the relation between high-similarity concepts compared to low-similarity concepts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2wd8f9dx","frozenauthors":[{"first_name":"Samantha","middle_name":"","last_name":"Roberts","name_suffix":"","institution":"Arizona State","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Horne","name_suffix":"","institution":"Arizona State","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"Naval Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28281/galley/17940/download/"}]},{"pk":28357,"title":"Indexing visual working memory capacity in infancy","subtitle":null,"abstract":"Working memory (WM), central to later-developing executive function, is available to infants from birth. The presentstudy examined individual- and age-related differences in infant WMC utilizing a range of methodologies to quantifyWM in a sample of 70 6-12-month-olds. We compared performance across a battery of WM tasks varying in levels ofcognitive load. A range of delay durations were introduced within each task to determine maximum delays that infantsmay successfully tolerate and still yield above-chance performance. Overall results suggest WM abilities may be readilyassessed as early as 6-months. As task difficulty increased, age-related improvements in WM performance increasedaccordingly. Additionally, average performance across tasks and delays significantly increased from 34% at 6-months to46% at 12-months. Investigation of individual differences across tasks, delays and modalities will be discussed. Outcomesof this study help to better understand and quantify infant WM and how it matures throughout early development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4j64d9pb","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Sanders","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28357/galley/18084/download/"}]},{"pk":28165,"title":"Individual Differences in Both Fluid and Crystalized Intelligence Predict Metaphor Comprehension","subtitle":null,"abstract":"The nature of the mental processes involved in metaphorcomprehension has been the focus of debate. Research related tothis debate has mainly examined the comprehension of simplenominal metaphors. Here we take an individual-differencesapproach to examine the comprehension of slightly morecomplex metaphors, some taken from literary sources, using twotypes of comprehension tests (selecting an overall interpretationor else selecting a completion). In a series of metaphor-comprehension experiments with college students, we measuredboth fluid intelligence (using the non-verbal Raven’s ProgressiveMatrices test) and crystalized verbal intelligence (using a newSemantic Similarities Test). Each measure had a dissociablepredictive relationship to metaphor comprehension, at least forthose of the more complex literary variety. The pattern ofindividual differences suggests that metaphor comprehensionbroadly depends on both crystalized and fluid intelligence, withthe latter less important for relatively simple metaphors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Metaphor"},{"word":"analogy"},{"word":"conceptual combination"},{"word":"Similarity"},{"word":"individual differences"},{"word":"Intelligence"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/323582jt","frozenauthors":[{"first_name":"Dusan","middle_name":"","last_name":"Stamenkovic","name_suffix":"","institution":"University of Nis Nis","department":""},{"first_name":"Keith","middle_name":"J","last_name":"Holyoak","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28165/galley/17824/download/"}]},{"pk":28013,"title":"Individual Differences in Relational Reasoning","subtitle":null,"abstract":"Relational processing has been linked to cognitive capacitymeasures, such as working memory and fluid intelligence.Sufficient capacity, however, does not ensure attention torelational structure, as propensity for relational processing mayalso be driven by an individual’s cognitive style. The currentstudy took an individual-differences approach to investigate theprerequisites for relational processing. College studentscompleted a battery of standardized tests of individualdifferences related to fluid intelligence and cognitive style, aswell as a series of experimental tasks that require relationalreasoning. Moderate correlations were obtained betweenrelational processing and measures of cognitive capacity, whilethe influence of cognitive style was restricted to individuals withgreater cognitive capacity. These results support the hypothesisthat a capacity threshold exists, above which cognitive styleimpacts relational processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relational reasoning"},{"word":"individual differences"},{"word":"cognitive capacity"},{"word":"cognitive style"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kd0038n","frozenauthors":[{"first_name":"Maureen","middle_name":"E","last_name":"Gray","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Keith","middle_name":"J","last_name":"Holyoak","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28013/galley/17652/download/"}]},{"pk":28130,"title":"Individual differences in the propensity to verbalize: The Internal Representations Questionnaire","subtitle":null,"abstract":"Many people report experiencing their thoughts in the form ofnatural language, i.e., they experience ‘inner speech’. Atpresent, there exist few ways of quantifying this tendency,making it difficult to investigate whether the propensity toexperience verbalize predicts objective cognitive function orwhether it is merely epiphenomenal. We present a newinstrument —The Internal Representation Questionnaire(IRQ) —for quantifying the subjective format of internalthoughts. The primary goal of the IRQ is to assess whetherpeople vary in their stated use of visual and verbal strategies intheir internal representations. Exploratory analyses revealedfour factors: Propensity to form visual images, verbal images,a general mental manipulation factor, and an orthographicimagery factor. Here, we describe the properties of the IRQ andreport an initial test of its predictive validity by relating it to aspeeded picture/word verification task involving pictorial,written, and auditory verbal cues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Internal representations; inner voice; verbalrepresentation; cognitive style; learning preference; thought;language."}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6v57t3nc","frozenauthors":[{"first_name":"Hettie","middle_name":"","last_name":"Roebuck","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Gary","middle_name":"","last_name":"Lupyan","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28130/galley/17789/download/"}]},{"pk":28122,"title":"Individuals become more logical without feedback","subtitle":null,"abstract":"Many theories of reasoning and many experiments presupposethat human ability is stable over time, and so people usuallydraw the same conclusion from the same premises. The as-sumption has hitherto had little or no empirical investigation.We therefore analyzed a study in which 20 participants drewtheir own conclusions to the 64 sorts of syllogisms on twooccasions separated by roughly a week. We report the na-ture of the changes in the participants’ conclusions includingtheir spontaneous improvement in logical accuracy, and use amodel-based program, mReasoner, to explain the results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive stability; logical improvements; mentalmodels; reasoning; syllogisms"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kx0p15x","frozenauthors":[{"first_name":"Marco","middle_name":"","last_name":"Ragni","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Nicolas","middle_name":"","last_name":"Riesterer","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"US Naval Research Laboratory","department":""},{"first_name":"P.N.","middle_name":"","last_name":"Johnson-Laird","name_suffix":"","institution":"Princeton, NYU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28122/galley/17782/download/"}]},{"pk":28094,"title":"Individual variation in children’s early production of negation","subtitle":null,"abstract":"The ability to express negation is an important part of early lan-guage. Despite the fact that negation is a complex and abstractconcept, “No” is one of the first words that children produce.Past analyses have found that children’s early negations tendto express concepts like refusal (negations expressing that achild does not want to do something) rather than denial (nega-tions expressing that something is false). Does this mean thatyoung children are incapable of expressing denial? In Study1, we examine children’s spontaneous production of negationand find that some children produce denial negation earlier andmore frequently than past literature suggests. In Study 2, weexamine one possible explanation for individual variation inchildren’s negation production: differences in the joint activ-ities that they engage in with their caregivers. A comparisonof two children suggests that reading may be associated withthe production of denial negation. We discuss our data in lightof previous findings, and suggest that certain communicativecontexts are more likely to elicit different types of negation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"negation; language production; cognitive develop-ment; pragmatics"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/29c57371","frozenauthors":[{"first_name":"Ann","middle_name":"E","last_name":"Nordmeyer","name_suffix":"","institution":"Southern New Hampshire University","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28094/galley/17733/download/"}]},{"pk":28276,"title":"Inductive Biases in the Evolution of Combinatorial Structure in Language","subtitle":null,"abstract":"One key feature of language is duality of patterning, the ability to build utterances from individually meaningful units(morphemes), which are themselves formed by combining meaningless primitives (phonemes). Recent experimental workhas demonstrated that these primitives can emerge through repeated acquisition and transmission of initially unstructuredinput across learners. Here we address open questions about the nature and interplay of different constraints on learningthat are hypothesized to explain this phenomenon. We consider a set of experiments (Verhoef, 2012; 2016) where par-ticipants produced auditory signals using a slide whistle. Following recent advances in Bayesian program learning, ourprobabilistic model treats the acquisition problem as inference over the latent causes that gave rise to the whistle signals.We will describe computer simulations that explore how different learning constraints, operationalized as inductive biasesin the model, give rise to structurally different ’languages’ and how well different model variants account for the citedexperimental data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9x40q58k","frozenauthors":[{"first_name":"Matthias","middle_name":"","last_name":"Hofer","name_suffix":"","institution":"MIT","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28276/galley/17935/download/"}]},{"pk":28324,"title":"Infant Action Prediction in the Wild","subtitle":null,"abstract":"The ability to predict others actions is fundamental to successful joint action, communication, and theory of mind. Re-search has shown that infants predict other peoples actions across a variety of laboratory tasks. However, it is unknownwhether the action prediction skills that infants demonstrate during screen-based eye-tracking tasks scale up to real-lifeaction contexts, and whether they relate to general learning abilities. To address these questions, we used head-mountedeye-tracking to investigate action prediction and visual sequence learning during live parent-child interactions. Findingsreveal that 18-month-old infants predict reaching actions during the majority of trials, and that their gaze latencies becomefaster as they learn 3-step action sequences. These findings demonstrate that infants can learn sequence regularities andanticipate the actions of other people in live, naturalistic contexts, as they have been shown to do in traditional laboratorycontexts. This research contributes new insight into early cognitive and social development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/71c89969","frozenauthors":[{"first_name":"Claire","middle_name":"","last_name":"Monroy","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Chi-hsin","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Irina","middle_name":"","last_name":"Castellanos","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Derek","middle_name":"","last_name":"Houston","name_suffix":"","institution":"Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28324/galley/18016/download/"}]},{"pk":28065,"title":"Inferences about Uniqueness in Statistical Learning","subtitle":null,"abstract":"The mind adeptly registers statistical regularities inexperience, often incidentally. We use a visual statisticallearning paradigm to study incidental learning of predictiverelations among animated events. We ask what kinds ofstatistics participants automatically compute, even whentracking such statistics is task-irrelevant and largely implicit.We find that participants are sensitive to a quantity governingassociative learning, DP, independently of conditionalprobabilities and chunk frequencies, as previously considered.DP specifically reflects the uniqueness, as well as strength, ofconditional probabilities; we find that uniqueness is equallyaffected by a single strong alternative predictor as by severalweak predictors. Performance is well captured with anadapted version of the Rescorla-Wagner delta learning rule(Rescorla & Wagner, 1972). We conclude that incidentalpredictive learning is governed by considerations ofuniqueness, and that this is computed by normalizingconditional probabilities by events’ base-rates. This opens thepossibility of common mechanisms between statisticallearning, associative learning, and causal inference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; associative learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2bh0f7w8","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Leshinskaya","name_suffix":"","institution":"UPenn","department":""},{"first_name":"Sharon","middle_name":"L","last_name":"Thompson-Schill","name_suffix":"","institution":"UPenn","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28065/galley/17704/download/"}]},{"pk":27820,"title":"Inferring attention through cursor trajectories","subtitle":null,"abstract":"The present research infers aspects of spatial attention frommovement to targets (and preferably not to foils) of a mouse-controlled cursor on a computer monitor. The long-term goalis a data-rich and rapid assessment technique that can be usedto diagnose individual and clinical deficits of attention. Theaim of this present research is validating the approach usinga college population of subjects. In the experiment, partici-pants attempt to move a cursor toward three spatial positions atwhich targets appear rapidly but at irregular times, and attemptto inhibit movements toward foils appearing at those positions.We assume that cursor movements toward a position indicatesattention has been directed toward that position. A modifiedHidden Markov Model (HMM) uses five sources of evidence,all based on parameters to be estimated, to predict the timevarying movement of attention: four aspects of cursor move-ment and a probability that attention will move from one timeinterval to the next. Five minutes of data are used to estimateparameters for each subject that produce a predicted attentiontrajectory which best matches what the subject is instructed todo. These parameters are used to predict the attention trajec-tory for the remainder of the hour of testing. The predictionsof attention movements are then matched to the appearance oftargets and foils to infer such components of attention as abil-ity to respond to targets vs foils, times to do so, and changesin these components over time. The results illustrate a promis-ing approach to assessment of attention that could likely beemployed for both adults and children in clinical settings re-quiring short testing periods.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"attention"},{"word":"hidden Markov model"},{"word":"individual differences"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8604j2qv","frozenauthors":[{"first_name":"Kiran","middle_name":"N","last_name":"Kumar","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Samuel","middle_name":"M","last_name":"Harding","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Richard","middle_name":"M","last_name":"Shiffrin","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27820/galley/17459/download/"}]},{"pk":28292,"title":"Inferring other people’s relationships by observing their social interactions","subtitle":null,"abstract":"Observing how two people act toward one another can sometimes tell you something about their relationship. Althoughthere has been some work in the social cognition literature on how people represent different types of social relationships(Haslam, 1994; Fiske & Haslam, 1996), there have been few attempts to study how people make inferences about thoserelationships. We present a probabilistic computational model of how people make these inferences that builds on previouswork (Jern & Kemp, 2014). We extend the model to account for social interactions in which two people in an interactionare each making choices that affect one another simultaneously. We tested the model in two experiments in which subjectsobserved the outcome of two players’ choices in games like the prisoner’s dilemma and made inferences about the players’relationships. The results were largely consistent with the model’s predictions with some notable exceptions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/94x254vm","frozenauthors":[{"first_name":"Alan","middle_name":"","last_name":"Jern","name_suffix":"","institution":"Rose-Hulman Institute of Technology","department":""},{"first_name":"Anna","middle_name":"","last_name":"Scott","name_suffix":"","institution":"Rose-Hulman Institute of Technology","department":""},{"first_name":"Nathan","middle_name":"","last_name":"Blank","name_suffix":"","institution":"Uptake Technologies Inc","department":""},{"first_name":"Charles","middle_name":"","last_name":"Kemp","name_suffix":"","institution":"Carnegie Mellon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28292/galley/17951/download/"}]},{"pk":27719,"title":"Information-Theoretic efficiency and semantic variation: The case of color naming","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"information theory"},{"word":"Semantic typology"},{"word":"color naming"},{"word":"Categories"},{"word":"language evolution"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40r434zr","frozenauthors":[{"first_name":"Noga","middle_name":"","last_name":"Zaslavsky","name_suffix":"","institution":"The Hebrew University; University of California, Berkley","department":""},{"first_name":"Charles","middle_name":"","last_name":"Kemp","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"University of California Berkley","department":""},{"first_name":"Naftali","middle_name":"","last_name":"Tishby","name_suffix":"","institution":"The Hebrew University; University of California, Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27719/galley/17359/download/"}]},{"pk":28255,"title":"Initial learning experience affects learners selection of subsequent study schedule","subtitle":null,"abstract":"Despite myriad research about the interleaving effect, learners tend to favor blocked schedule (grouping exemplars bycategory) over interleaved schedule (intermingling exemplars). We explored critical factors to engage more people inadopting interleaved schedule by using a painting style learning task. Participants studied the first section in an interleavedschedule and had either a test or restudy on that section. They were then asked to select their own study schedule for thesubsequent section. The results revealed the interleaving effect regardless of the interim-activity. More importantly, eventhough the interim-activity did not make participants selection in the two conditions different, participants performance inthe interim-test significantly predicted their selections, which implied that the better learning in the first section, the morelikely they chose interleaved schedule for the subsequent section. These findings suggest that ameliorating leaners initiallearning experience with interleaved schedule may debias their preferences toward blocked schedule.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/86w402tw","frozenauthors":[{"first_name":"Lan","middle_name":"Anh","last_name":"Do","name_suffix":"","institution":"Yonsei University","department":""},{"first_name":"Hee","middle_name":"Seung","last_name":"Lee","name_suffix":"","institution":"Yonsei University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28255/galley/17914/download/"}]},{"pk":28234,"title":"Instruction on the stroke sequence of Chinese characters facilitates childrens learning of handwriting","subtitle":null,"abstract":"The purpose of the study was to examine whether knowledge of the prescribed stroke sequence matters for learning ofhandwriting of a new Chinese character. Twenty five junior primary school children participated in the study and wereasked to write 6 new characters; with 3 characters with stroke sequence instructions and 3 characters without instructionson a Wacom Intuos 5 digitizing writing tablet. Each character was repeated 40 times. Trajectory, speed, onpaper time,inair time, and number of changes in velocity direction per stroke (NCV) were measured. The results showed a significanttime effect (practice). The effect of stroke sequence instructions was also significant. With stroke instruction, childrenpresented faster speed, shorter on-paper time, shorter in-air time and shorter trajectory. But there was no effect of strokeinstruction on NCV. Further the results showed that some measures did not reach plateau even after 40 times of writing. Weinterpret the results as indicating that the knowledge of the stroke sequences is important for the learning of handwritingof Chinese characters. The results also imply that with continuing practice, stroke instruction may continue to improvehandwriting.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7xc1m022","frozenauthors":[{"first_name":"Rong-Ju","middle_name":"","last_name":"Cherng","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yi-Wen","middle_name":"","last_name":"Liao","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Jenn-Yeu","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Taiwon Normal University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28234/galley/17893/download/"}]},{"pk":28196,"title":"Instructor gesture improves encoding of mathematical representations","subtitle":null,"abstract":"We examined the effect of instructor gesture and distractorpresence on students’ encoding of slope and intercept ingraphs of linear functions. In Experiment 1, participantswatched an instructor avatar introduce a linear graph whileeither pointing to the intercept, tracing the over-and-upincrease for slope, or not gesturing (i.e., gaze only). They thenreconstructed the graph on paper. Participants weresignificantly more successful at encoding slope after watchingthe slope gesture than after watching no gesture. InExperiment 2, participants watched the avatar either point tothe intercept or trace the slope, each either in the presence orabsence of a visual distractor. Participants were significantlymore successful at encoding slope after watching the tracinggesture than after watching the pointing gesture. Distractorpresence did not affect performance. Taken together, theseresults suggest that teachers’ gestures promote students’encoding of relevant information and could help explain whyteachers’ gestures often benefit students’ learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gesture; multimodal instruction; education;learning; memory"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wm0986v","frozenauthors":[{"first_name":"Amelia","middle_name":"","last_name":"Yeo","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Susan","middle_name":"Wagner","last_name":"Cook","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Mitchell","middle_name":"J","last_name":"Nathan","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Voicu","middle_name":"","last_name":"Popescu","name_suffix":"","institution":"Purdue","department":""},{"first_name":"Martha","middle_name":"W","last_name":"Alibali","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28196/galley/17855/download/"}]},{"pk":27859,"title":"Integrating dependent evidence: naive reasoning in the face of complexity","subtitle":null,"abstract":"When reasoning about evidence under conditions ofuncertainty, one important consideration for accurate updatingis the presence (and influence) of dependencies. For instance,if considering whether a patient has a disease, the value oftwo doctors’ diagnoses indicating the presence of the diseasemay carry more value if such diagnoses were conductedindependently, rather than if, all else being equal, one doctorhas seen the other’s diagnosis before making their own. In thepresent paper, we demonstrate that lay reasoners prefer toavoid dependencies when considering evidential support.However, we additionally illustrate two cases in whichdependencies may carry evidential advantage: namely, wheninformation is partial or contradictory. Lay reasonerserroneously remain averse to dependencies even in suchcases, reflecting the difficulties inherent to considerations ofdependence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Evidential reasoning"},{"word":"probabilistic reasoning"},{"word":"dependence"},{"word":"Bayesian Networks"},{"word":"belief updating"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2458z2m2","frozenauthors":[{"first_name":"Toby","middle_name":"D","last_name":"Pilditch","name_suffix":"","institution":"University College London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"U of London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27859/galley/17497/download/"}]},{"pk":28300,"title":"Integrating Physiological, Emotional, Rational, and Social Cognition","subtitle":null,"abstract":"Our poster will facilitate discussion of cognition driven primarily by physiology, emotions, sociality, and reason, i.e., therational and beyond rational. First, we take cognition to be the origin of all observable behavior. There is a growingliterature on emotional and social determinants of behavior. Physiological contributions to behavior (e.g., hunger, thirst,arousal/fatigue) are also being incorporated into recent cognitive models. We offer an approach to integrate these types ofcognition that can explain behavior over a much wider range of situations than current approaches. Their integration rangesfrom a recognition that one of the four is the overwhelming driver in extreme conditions, but otherwise their integrationis more nuanced with evidence of a general ordering. We will present and discuss approaches for their integration basedon their relative severity leading to a cognitive architecture that can represent the full spectrum of behavior, i.e., behavioroutside the laboratory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4vf881jk","frozenauthors":[{"first_name":"William","middle_name":"","last_name":"Kennedy","name_suffix":"","institution":"George Mason University","department":""},{"first_name":"Jim","middle_name":"","last_name":"Thompson","name_suffix":"","institution":"George Mason University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28300/galley/17964/download/"}]},{"pk":35965,"title":"Integrating Pronunciation Into the English Language Curriculum: A Framework for Teachers","subtitle":null,"abstract":"Research provides evidence of effective factors in pronunciation teaching and learning. However, incorporating research into classroom practice is a challenge left to instructors, often without the help of a systematic framework for integrating pronunciation into a curriculum. This article, informed by work with international teaching assistants, offers such a framework. Developed over a 10-year period, the framework was tested in a pre-post classroom-based research study that indicated significant pronunciation improvement. The authors guide classroom instructors and teacher trainers through a 5-stage curriculum-design process for the integration of pronunciation, and they exemplify the use of the framework via the development of an English for Specific Purposes curriculum for international teaching assistants. Each stage includes guiding questions, related research, and demonstration of the outcomes through examples from a curriculum designed for international teaching assistants. The framework provides a practical approach to integrating fundamental building blocks of effective pronunciation instruction into the curriculum design process.","language":"eng","license":null,"keywords":[{"word":"Pronunciation"},{"word":"English for Specific Purposes (ESP)"},{"word":"Curriculum design"},{"word":"International Teaching Assistants"}],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0cx139qq","frozenauthors":[{"first_name":"Alison","middle_name":"","last_name":"McGregor","name_suffix":"","institution":"University of Texas at Austin","department":""},{"first_name":"Marnie","middle_name":"","last_name":"Reed","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35965/galley/26819/download/"}]},{"pk":28383,"title":"Interaction, cognitive diversity and abstraction","subtitle":null,"abstract":"Abstraction lies at the heart of human cognition. While most approaches to abstraction implicitly take the individual as astarting point, we hypothesize abstraction to be contingent on the interactive sharing of diverse perspectives. Interactivealignment, however, can reduce diversity making group members’ contributions more similar and redundant, especially ifthey have not had time to form their own impressions and opinions. We report an experiment investigating the conditionsunder which participants arrive at a superior, abstract rule-based solution to a problem: inferring the direction of the lastgear from the rotation of the first in a series of connected gears. Participants were assigned to three different conditions:1) individual, 2) dyadic, 3) combined: dyad members start individually but are joint mid through the experiment. We findthat performance is significantly higher in the dyadic than in the individual condition, but highest in the combined.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7918j6gg","frozenauthors":[{"first_name":"Kristian","middle_name":"","last_name":"Tylen","name_suffix":"","institution":"Aarhus University","department":""},{"first_name":"Johanne","middle_name":"","last_name":"Philipsen","name_suffix":"","institution":"University of Southern Denmark","department":""},{"first_name":"Svend","middle_name":"","last_name":"stergaard","name_suffix":"","institution":"Aarhus University","department":""},{"first_name":"Joanna","middle_name":"","last_name":"Rczaszek-Leonardi","name_suffix":"","institution":"University of Warsaw","department":""},{"first_name":"Frederik","middle_name":"","last_name":"Stjernfelt","name_suffix":"","institution":"Aalborg University","department":""},{"first_name":"Riccardo","middle_name":"","last_name":"Fusaroli","name_suffix":"","institution":"Aarhus University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28383/galley/18137/download/"}]},{"pk":28071,"title":"Interference effects of novel word-object learning on visual perception","subtitle":null,"abstract":"Previous studies investigating effects of language\ncomprehension on spatial processing have used existing words\nwith pre-existing spatial associations. Here participants learnt\nnovel words and novel objects with spatial associations.\nFollowing training, participants had to judge whether a visual\nobject matched a word. Objects could match in identity or in\nspatial location. In Experiment 1, participants learnt just novel\nwords and objects; Experiment 2 compared performance with\nexisting objects with pre-existing spatial associations. We\nfound mismatching (but task irrelevant) spatial information\ninterfered with judgements of object identity, but only for\nnovel words. In Experiment 3, we altered correspondence\nbetween visual targets and semantics using a target\ndiscrimination task, where the target had no relationship to the\nverbal cue. We found the opposite results to the previous two\nstudies, as responses to spatially matching targets were slower\nthan spatially mismatching targets. We discuss implications for\nembodied and non-embodied accounts of these findings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word learning; embodied cognition; spatial\nmemory; interference; semantics"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0b3118pc","frozenauthors":[{"first_name":"Shane","middle_name":"","last_name":"Lindsay","name_suffix":"","institution":"University of Hull","department":""},{"first_name":"Robert","middle_name":"","last_name":"Nightingale","name_suffix":"","institution":"University of Hull","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28071/galley/17710/download/"}]},{"pk":35984,"title":"International Perspectives on English Language Teacher Education: Innovations From the Field - Thomas S. C. Farrell (Ed.)","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/43k2n7jw","frozenauthors":[{"first_name":"Gina","middle_name":"Covert","last_name":"Benavidez","name_suffix":"","institution":"University of Georgia, Athens","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35984/galley/26837/download/"}]},{"pk":27854,"title":"Interpersonal Coordination of Perception and Memory in Real-Time Online Social Experiments","subtitle":null,"abstract":"The quiet hum of interpersonal coordination that runs through-out social communication and interaction shows how individu-als can subtly influence one another’s behaviors, thoughts, andemotions over time. While the majority of research on co-ordination studies face-to-face interaction, recent advances incrowdsourcing afford the opportunity to conduct large-scale,real-time social interaction experiments. We take advantageof these tools to explore interpersonal coordination in a “min-imally interactive context,” distilling the richness of naturalcommunication into a tightly controlled setting to explore howpeople become coupled in their perceptual and memory sys-tems while performing a task together. Consistent with previ-ous work on postural sway and gaze, we found that individualsbecome coupled to one another’s cognitive processes withoutneeding to be co-located or fully interactive with their partner;interestingly, although participants had no information abouttheir partner and no means of direct communication, we alsofound hints that social forces can shape minimally interactivecontexts, similar to effects observed in face-to-face interaction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interpersonal coordination"},{"word":"Human Communication"},{"word":"Online experiments"},{"word":"Social Interaction"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49k0v19w","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Paxton","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Thomas","middle_name":"J.H.","last_name":"Morgan","name_suffix":"","institution":"Arizona State","department":""},{"first_name":"Jordan","middle_name":"W","last_name":"Suchow","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Thomas","middle_name":"L","last_name":"Griffiths","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27854/galley/17492/download/"}]},{"pk":27722,"title":"Interruptions Lead to Improved Confidence-Accuracy Calibration: Response Time as an Internal Cue for Confidence","subtitle":null,"abstract":"Past research has found that interruptions change the\nrelationship between confidence and accuracy. However, it is\nunclear how interruptions affect confidence-accuracy\ncalibration. In this study, we used a rule-based procedural\ntask called UNRAVEL and compared confidence-accuracy\ncalibration between interrupted and uninterrupted trials.\nResults showed that participants were better calibrated in the\ninterruption condition than in the no interruption condition.\nWe interpret this novel effect as a result of changes in the\nvalidity of internal cues for confidence between conditions.\nSpecifically, we explore response time as one potential\nmediating factor.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Interruptions"},{"word":"response time"},{"word":"Confidence"},{"word":"accuracy"},{"word":"calibration"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4nv4w4sp","frozenauthors":[{"first_name":"Nathan","middle_name":"","last_name":"Aguiar","name_suffix":"","institution":"George Mason University","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Zish","name_suffix":"","institution":"George Mason University","department":""},{"first_name":"Malcolm","middle_name":"","last_name":"McCurry","name_suffix":"","institution":"U.S. Naval Research Laboratory","department":""},{"first_name":"J. Gregory","middle_name":"","last_name":"Trafton","name_suffix":"","institution":"U.S. Naval Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27722/galley/17362/download/"}]},{"pk":27847,"title":"Interspecies Distributed Cognition","subtitle":null,"abstract":"Studies in distributed cognition (d-cog) almost exclusively\nfocus on human-centered technological systems, such as\nships, aircraft, automobiles, scientific and medical\ninstitutions, human-computer interfaces, and transactive\nmemory systems. First, we review the literature and claim that\nd-cog is species-neutral. We then propose three\nexperimentally operationalizable, necessary, and jointly-\nsufficient criteria for identifying d-cog: task orientation,\ninteraction dominance, and agency. Here we build on\nprevious research on nonhuman intraspecies d-cog by\npresenting human-dog systems as cases of interspecies d-cog.\nDomestic dogs’ (Canis familiaris) unique working\nrelationships with humans allow for interspecies coordination\nand synchronization. Contrasting them with wolves (Canis\nlupus) and dingoes (Canis dingo), we suggest evolutionary\nhistory plays an important role in determining whether\ndifferent species can form interspecies d-cog systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"animal cognition"},{"word":"distributed cognition"},{"word":"dogs"},{"word":"human-animal interaction"},{"word":"Working animal"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8325h64r","frozenauthors":[{"first_name":"Zachariah","middle_name":"A","last_name":"Neemeh","name_suffix":"","institution":"U of Memphis","department":""},{"first_name":"Luis","middle_name":"H","last_name":"Favela","name_suffix":"","institution":"U of Central Florida","department":""},{"first_name":"Mary","middle_name":"Jean","last_name":"Amon","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27847/galley/17486/download/"}]},{"pk":27855,"title":"Intuitive Statistics & Metacognition in Children and Adults","subtitle":null,"abstract":"Across four experiments, we look at whether adults andchildren can represent the amount of information needed todistinguish different populations in the context of an intuitivestatistical reasoning task requiring metacognitive monitoringand control. Consistent with a ground truth model ofinformation gain, adults (N=60) modulated their informationgathering with respect to the difficulty of the discriminationproblem. Adults also adjusted their confidence thresholddepending on task difficulty, allowing for more uncertainjudgments when the discrimination was more difficult orgathering data was more costly (Experiments 1 and 2). In asimplified version of the task, children (N = 42, M = 7.3years, range: 5.0-9.0) were also able to distinguish easy anddifficult discrimination problems and judge that they neededmore information to solve harder problems (Experiments 3and 4).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metacognition"},{"word":"development"},{"word":"Information gathering"},{"word":"Statistical reasoning"},{"word":"Children"},{"word":"Cognitive Development"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4850s8q7","frozenauthors":[{"first_name":"Madeline","middle_name":"","last_name":"Pelz","name_suffix":"","institution":"MIT","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27855/galley/17493/download/"}]},{"pk":27886,"title":"Intuituve archeology: Detecting social transmissino in the design of artifacts","subtitle":null,"abstract":"Human-made objects (artifacts) often provide rich social\ninformation about the people who created them. We explore\nhow people reason about others from the objects they create,\ncharacterizing inferences about when social transmission of\nideas (copying) has occurred. We test whether judgments are\ndriven by perceptual heuristics, or structured explanation-\nbased reasoning. We develop a Bayesian model of\nexplanation-based inference from artifacts and a simpler\nmodel of perceptual heuristics, and ask which better predicts\npeople’s judgments. Our artifact-building task involved two\ncharacters who built toy train tracks. Participants viewed pairs\nof tracks, and judged whether copying had occurred. Our\nexplanation-based model accurately predicted on a trial-by-\ntrial basis when participants inferred copying; the perceptual\nheuristics model was significantly less accurate. Efficient\ndesign ‘explained away’ similarity, making similarity weaker\nevidence of copying for efficient tracks. Overall, data show\nthat like intuitive archeologists, people make rich\nexplanation-based inferences about others from the objects\nthey create.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cognition"},{"word":"Bayesian inference"},{"word":"explanation"},{"word":"Social transmission"},{"word":"imitation"},{"word":"Artifact"},{"word":"design"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7p40g7d2","frozenauthors":[{"first_name":"Adena","middle_name":"","last_name":"Schachner","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Timothy","middle_name":"F","last_name":"Brady","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Kiani","middle_name":"","last_name":"Oro","name_suffix":"","institution":"FIU","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Lee","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27886/galley/17524/download/"}]},{"pk":35981,"title":"Investigating English Pronunciation: Trends and Directions - Jose A. Mompean and Jonás Fouz-González (Eds.)","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Special Issue Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kt1n74d","frozenauthors":[{"first_name":"Alif","middle_name":"","last_name":"Silpachai","name_suffix":"","institution":"Iowa State University, Ames","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35981/galley/26834/download/"}]},{"pk":28251,"title":"Investigating re-representation through categorisation","subtitle":null,"abstract":"It is not entirely clear under what conditions people are able to re-represent their knowledge of a situation without top-downinfluences, such as explicit hints. Categorisation paradigms can help investigate this problem. Sewell and Lewandowsky(2011) found that people can change categorisation strategies without further learning relatively quickly in response toan explicit hint. In their paradigm, the category space is designed such that the exemplars can be categorised accuratelyusing one of two strategies. As such, the present work used and extended this paradigm in a more knowledge-rich domain,compared to the visual domain in Sewell and Lewandowsky’s study. In contrast to the previous work, we did not findevidence for the change in strategy without further learning. Further, re-representation can be measured more clearly bytaking away the critical cue for one strategy after participants learnt it, and measuring the rates of learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6zw6s303","frozenauthors":[{"first_name":"Shir","middle_name":"","last_name":"Dekel","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Micah","middle_name":"","last_name":"Goldwater","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Bruce","middle_name":"","last_name":"Burns","name_suffix":"","institution":"University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28251/galley/17910/download/"}]},{"pk":28239,"title":"Investigating the Learning of Classifier in the Learners of Chinese as a Second Language","subtitle":null,"abstract":"In this research, English and Korean students were divided into 2 groups to find out how one’s semantic structure ofnative tongue affects the performance of learning Chinese classifier. The experiment was designed to present participantsthe word pairings consisted of sortal/mensural classifiers and Chinese/English/Korean nouns as the priming stimuli. Theparticipants were asked to decide if the nouns and the classifier are correctly paired for common use. The results showedthat only English speakers judgment of the correct rate for sortal classifiers is higher than the mensural classifiers pairs.However, both Korean and English students have longer response time for the mensural classifiers. In addition, the primingeffect of nouns appeared in affecting participants performance for judging the correctness of pairing in native Chinesespeakers and the English/Korean learners. The findings indicated that a cross-language semantic activation occurreddespite the competition processing between L1/L2 while learning Chinese classifiers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47g9g78z","frozenauthors":[{"first_name":"Pei-Chuen","middle_name":"","last_name":"Chuang","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":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28239/galley/17898/download/"}]},{"pk":27989,"title":"IQ and working memory predict plan-based sequential action learning","subtitle":null,"abstract":"How people learn and produce sequential actions (e.g., making coffee) has been the subject of empirical and theoreticalscrutiny, for it covers most human activities. One useful distinction is between stimulus-based control, in which actionselection is driven largely by the environment, and plan-based control, which assumes learning of structured sequences ofactions and effects. Task demands, instructions, and participants’ individual abilities and inclinations can all modulate thecontrol mode used. We investigate two sequence learning tasks, with one key difference: in the cued task either controlmode is possible, while learning in the reinforcement task requires plan-based control. Using measures of visuospatialworking memory (VWM) capacity, locus of control, need for structure, and IQ, we seek to explain individual differencesin choice of control mode and task performance, establishing a link between VWM capacity and performance, as well asexplicit knowledge evidencing plan-based control.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/12x5t3n9","frozenauthors":[{"first_name":"Roy","middle_name":"","last_name":"de Kleijn","name_suffix":"","institution":"Leiden University","department":""},{"first_name":"George","middle_name":"","last_name":"Kachergis","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Bernhard","middle_name":"","last_name":"Hommel","name_suffix":"","institution":"Leiden University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27989/galley/17628/download/"}]},{"pk":28321,"title":"Irrelevant variability and interleaved/blocked training in an artificial orthographytask and connectionist models","subtitle":null,"abstract":"Recent work on reading suggests variability in irrelevant elements benefits the learning of sound/spelling correspondences(Apfelbaum et al, 2013). However, under some conditions similarity helps, perhaps depending on the order of items duringtraining (Roembke et al., submitted). To investigate this in the laboratory, we trained adults to map abstract four-symbolstrings onto three-finger manual responses. As in reading, there were one-to-one mappings (”consonants”, where onesymbol indicates a specific finger) and two-to-one mappings (”digraph vowels” like AI where two symbols map to onefinger). Participants (N=15/condition) were trained on variable or similar consonant sets, and with vowels either blockedor interleaved. We found a similarity benefit for interleaved but not blocked training. However, for generalization, therewas a variability benefit. Surprisingly, a simple backpropagation model showed both patternsincluding the blocking effect.This suggests that blocking effectstypically thought to invoke explicit strategiesmay derive from associative principles.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1z11t00w","frozenauthors":[{"first_name":"Bob","middle_name":"","last_name":"McMurray","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Tanja","middle_name":"","last_name":"Roembke","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Eliot","middle_name":"","last_name":"Hazeltine","name_suffix":"","institution":"University of Iowa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28321/galley/18009/download/"}]},{"pk":28340,"title":"Is covariance ignorance responsible for the success of heuristics?","subtitle":null,"abstract":"Previous work proposes that heuristics, such as Take-The-Best, may succeed because of deliberate ignorance of covari-ance in their cue weight estimates as opposed to full-information models (logistic regression). Other studies find thatTake-The-Best performs particularly well compared to full-information models in high covariance as opposed to low co-variance environments. This poses the question of whether heuristics perform well when there is a mismatch between theircovariance prior and the covariance in the environment? We test this by gradually manipulating solely the level of covari-ance among cues. Indeed, Take-The-Best performs better as average covariance increases, while tallying, nave Bayes andlogistic regression worsen. Since both nave Bayes and tallying also disregard covariance but integrate across cues, thisindicates the competitive advantage of Take-The-Best stems from relying on a single cue when redundancy is high. Weextend previous work by Rieskamp and Dieckmann (2012) and imply a reinterpretation of past Take-The-Bests successes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/65h4487r","frozenauthors":[{"first_name":"Paula","middle_name":"","last_name":"Parpart","name_suffix":"","institution":"New York University","department":""},{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Harvard","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28340/galley/18051/download/"}]},{"pk":28228,"title":"Is grammatical gender assignment arbitrary?","subtitle":null,"abstract":"Many languages assign grammatical gender to inanimate and otherwise genderless nouns like key and hammer. Previousstudies of grammatical gender have largely considered it from the Whorfian perspective: examining mixed cases like keywhere disagreements on gender across languages enable researchers to ask whether linguistic gender influences genderassociations in cognition. This approach has sometimes presumed arbitrariness in grammatical gender assignments andneglected to consider cases like hammer where there is broad agreement on gender (masculine) across both Indo-Europeanlanguages and the intuitions of monolingual English speakers, who do not use grammatical gender but agree on themasculine nature of hammers (Foundalis, 2002). We reanalyze previous findings and present new data to assess whethercommon principles underlie both gender assignments in Indo-European languages and the gender associations of Englishspeakers. Additionally, we explore the role of semantic domain, usage, and semantic features in predicting grammaticalgender and gender association.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zp2z592","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Carstensen","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Paloma","middle_name":"","last_name":"Opazo","name_suffix":"","institution":"Vrije University Amsterdam","department":""},{"first_name":"Christina","middle_name":"","last_name":"Tsaousi","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Asifa","middle_name":"","last_name":"Majid","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28228/galley/17887/download/"}]},{"pk":35952,"title":"Is Listening All About One’s Own Effort? A Comparison Study","subtitle":null,"abstract":"Sharing the same theoretical basis of extensive reading, extensive listening refers to learner exposure to a great deal of comprehensible spoken input. While the effectiveness of extensive reading has been widely acknowledged in many countries, empirical support of extensive listening is limited. This small-scale study adopted a mixed-method approach to compare the effects of teacher-guided listening instruction and extensive listening on EFL learners’ listening comprehension and vocabulary acquisition. Twenty-six EFL adult learners were divided into 2 groups. One group received teacher-guided listening instruction (n =14), whereas the other practiced extensive listening (n = 12). All participants were tested on listening comprehension and vocabulary knowledge before, immediately after, and 3 months after the training period; 4 of them were interviewed after the training. The quantitative findings suggested that both approaches are effective in enhancing EFL learners’ listening comprehension and vocabulary acquisition. The interview data revealed that teacher-guided listening instruction is helpful but needs to be complemented by extensive individual listening practice. Based on the results, a new pedagogical model, which blends teacherguided instruction and extensive listening practice, is proposed, and specific modifications tailored for ESL students are discussed.","language":"eng","license":null,"keywords":[{"word":"listening instruction"},{"word":"metacognitive listening instruction"},{"word":"extensive listening"},{"word":"Listening Comprehension"},{"word":"vocabulary acquisition"}],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0s82r5tv","frozenauthors":[{"first_name":"Fang-Ying","middle_name":"","last_name":"Yang","name_suffix":"","institution":"National Chiao Tung University, Taiwan","department":""},{"first_name":"Ching-Ling","middle_name":"","last_name":"Hung","name_suffix":"","institution":"Wen-Chang Junior High School, Taiwan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35952/galley/26806/download/"}]}]}