{"count":38488,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=17900","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=17700","results":[{"pk":28286,"title":"Understanding Direction Giving in the Service of Wayfinding on a University Quad","subtitle":null,"abstract":"One goal was to specify the types of details students provide when giving directions to assist others in finding buildings ontheir university quad. Another goal was to test whether visuospatial and verbal secondary tasks disrupted direction givingby reducing the number of details provided. Thirty-three college students (21 women, 12 men) provided wayfindingdirections to campus buildings for a fictitious listener under three secondary task conditions: control (no secondary task),verbal secondary task (word-nonword judgments), and visuospatial secondary task (clock hand judgments). In general,students provided landmarks most frequently, followed by cardinal directions and left-right details. Students providedsignificantly fewer spatial details when completing the visuospatial secondary task and marginally fewer details whencompleting the verbal secondary task relative to control. These findings confirm the role of visuospatial and verbal workingmemory in direction giving in the service of wayfinding on a familiar university quad.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88v2p81m","frozenauthors":[{"first_name":"Alycia","middle_name":"","last_name":"Hund","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28286/galley/17945/download/"}]},{"pk":27686,"title":"Understanding Exploration-Eploitation Trade-offs","subtitle":null,"abstract":"sion-making (JDM) has moved apart from its cognitive roots,","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Explore-exploit"},{"word":"information seeking"},{"word":"Reward"},{"word":"Curiosity"},{"word":"Reinforcement Learning"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2kq9j003","frozenauthors":[{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"University of California, Berkley","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27686/galley/17327/download/"}]},{"pk":28038,"title":"Understanding Human Social Kinematics Using Virtual Agents","subtitle":null,"abstract":"A pressing issue in both psychology and agent-modeling com-munities is the inability to account for the wide variance in hu-man variability and individual differences. Added to this is thefurther complexity of changing goals and social meaning in adynamic, sequential interaction. While prior work on artificialagent design has prominently addressed physical cues and non-verbal behavior, there is a lack of emphasis on (1) examiningcues in combination, and (2) assessing judgments of social sit-uational meaning. In the current work, we present an ontologyof physical behavior (Social Kinematics) that accounts for thecombinatorial effects of multiple cues, as well as the changingsocial meaning associated with these different combinations ofcues. Here, we assess individuals social situational judgmentsof multiple combinations of ambiguously-defined virtual agentanimations. Ultimately, this paper provides a potentially usefulframework that has relevance for researchers in social robotics,agent modeling, and cognitive science.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Nonverbal behavior; Social perception; Virtualagents; Situations; Motivation systems"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8s29m84m","frozenauthors":[{"first_name":"David","middle_name":"C","last_name":"Jeong","name_suffix":"","institution":"Northeastern","department":""},{"first_name":"Dan","middle_name":"","last_name":"Feng","name_suffix":"","institution":"Northeastern","department":""},{"first_name":"Stacy","middle_name":"","last_name":"Marsella","name_suffix":"","institution":"Northeastern","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28038/galley/17677/download/"}]},{"pk":27709,"title":"Understanding the Dynamics of Learning: The Case for Studying Interactions","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"learning"},{"word":"Categorization"},{"word":"Generalization"},{"word":"Instruction"},{"word":"learning strategies"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5qc386qp","frozenauthors":[{"first_name":"Paulo","middle_name":"F","last_name":"Carvalho","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27709/galley/17350/download/"}]},{"pk":28202,"title":"Understanding the Rational Speech Act model","subtitle":null,"abstract":"The Rational Speech Act (RSA) model, which proposesthat probabilistic speakers and listeners recursively reasonabout each other’s mental states to communicate, hasbeen successful in explaining many pragmatic reasoningphenomena. However, several theoretical questions remainunanswered. First, will such a pragmatic speaker–listenerpair always outperform their literal counterparts who donot reason about each others mental states? Second, howdoes communication effectiveness change with the number ofrecursions? Third, when exact inference cannot be performed,how does limiting the computational resources of the speakerand listener affect these results? We systematically analyzedthe RSA model and found that in Monte Carlo simulationspragmatic listeners and speakers always outperform theirliteral counterparts and the expected accuracy increases asthe number of recursions increases. Furthermore, limitingthe computation resources of the speaker and listener so theysample only the top k most likely options leads to higherexpected accuracy. We verified these results on a previouslycollected natural language dataset in color reference games.The current work supplements the existing RSA literature andcould guide future modeling work.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Pragmatic Reasoning. Rational Speech Actmodel."}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vk4547f","frozenauthors":[{"first_name":"Arianna","middle_name":"","last_name":"Yuan","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Will","middle_name":"","last_name":"Monroe","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Yue","middle_name":"","last_name":"Bai","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Nate","middle_name":"","last_name":"Kushman","name_suffix":"","institution":"Microsoft Research, Cambridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28202/galley/17861/download/"}]},{"pk":28270,"title":"Unexpected problem recognition task reveals semantic differences in arithmeticword problem representations","subtitle":null,"abstract":"Recent evidence suggests that non-mathematical world knowledge influences the semantic encoding of arithmetic wordproblems (Gamo, Sander & Richard, 2010; Gros, Thibaut & Sander, 2017). We used isomorphic problems that couldbe encoded in two distinct ways to investigate this issue. Depending on the world knowledge evoked by the elementsdescribed in the problem statement, we made the hypothesis that different mathematical relations would be made salient inthe encoded representation. We tested this hypothesis by presenting participants with an unexpected problem recognitiontask following a problem solving task. Participants tended to erroneously recognize modified problems in the recognitiontask when they had been rewritten so as to explicitly describe the relation that could have been inferred from worldknowledge, but not when the world knowledge evoked during the encoding did not make this relation salient. Thishighlights the crucial influence of world knowledge on arithmetic word problems representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5cn660rd","frozenauthors":[{"first_name":"Hippolyte","middle_name":"","last_name":"Gros","name_suffix":"","institution":"University of Sorbonne Paris Cit","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Sander","name_suffix":"","institution":"University of Geneva","department":""},{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"University of Bourgogne Franche-Comt","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28270/galley/17929/download/"}]},{"pk":28380,"title":"Unlearning to See: Linking the Perceptual and Clinical Effects of PsychedelicDrugs","subtitle":null,"abstract":"Controlled clinical trials using LSD, psilocybin, ayahuasca to treat major mood disorders and addictions have recentlyachieved significant results. Psychedelic drugs cause acute alterations in visual object perception, where object borderswithin the visual scene exhibit illusory rhythmic movements. What is the relationship between the perceptual effectsand the clinical efficacy of psychedelic drugs? Here, I sketch a novel hypothesis to link the perceptual phenomenologyof psychedelic drugs with their clinical efficacy. I propose that psychedelics temporarily suspend statistical regulari-ties (Bayesian priors) accumulated through past experience across perceptual, affective, and cognitive domains of neuralinformation processing. This temporary unlearning of established priors can explain both the destabilization of visualperception and the potential for psychedelics to disrupt unwanted patterns of thinking and emotion associated with mooddisorders and addictions. I support these hypotheses with plausible neurobiological mechanisms and empirical data fromneurophysiological and clinical studies with psychedelic drugs in humans.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/67x0n7rq","frozenauthors":[{"first_name":"Link","middle_name":"","last_name":"Swanson","name_suffix":"","institution":"University of Minnesota, Minneapolis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28380/galley/18130/download/"}]},{"pk":28346,"title":"Unsupervised Learning Shapes Emotion Categories","subtitle":null,"abstract":"Humans perceive facial expressions categorically, though physical features of emotions vary continuously. How do cat-egorical representations of facial expressions emerge or update? We explored how supervised and unsupervised learninginfluence emotion category boundaries. 91 children (6-8-years-old) and 105 adults categorized emotions varying along aneutral-angry continuum. Participants completed a supervised learning phase, which explicitly taught an emotion cate-gory boundary. Then, participants completed an unsupervised learning phase. Without feedback, participants categorizedexpressions sampled from statistical distributions that matched or did not match the distribution categorized during su-pervised learning. Participants learned the boundary via supervised learning, but responses rapidly shifted followingthe statistical distribution via unsupervised learning. Thus, participants quickly updated emotion categories, indicatingboundaries are highly context-sensitive. Such flexibility allows individuals to adjust across situations and organize re-sponses based on extant, versus explicitly taught, socio-emotional cues. Follow-up research explores how participantsadjust category boundaries for multiple individuals varying in expressivity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99q8v4gr","frozenauthors":[{"first_name":"Rista","middle_name":"","last_name":"Plate","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Adrienne","middle_name":"","last_name":"Wood","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Seth","middle_name":"D.","last_name":"Pollak","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28346/galley/18064/download/"}]},{"pk":27759,"title":"Updating Prior Beliefs Based on Ambiguous Evidence","subtitle":null,"abstract":"This paper investigates a problem where the solver must\nfirstly determine which of two possible causes are the source\nof an effect where one cause has a historically higher\npropensity to cause that effect. Secondly, they must update the\npropensity of the two causes to produce the effect in light of\nthe observation. Firstly, we find an error commensurate with\nthe ‘double updating’ error observed within the polarisation\nliterature: individuals appear to first use their prior beliefs to\ninterpret the evidence, then use the interpreted form of the\nevidence, rather than the raw form, when updating. Secondly,\nwe find an error where individuals convert from a\nprobabilistic representation of the evidence to a categorical\none and use this representation when updating. Both errors\nhave the effect of exaggerating the evidence in favour of the\nsolver’s prior belief and could lead to confirmation bias and\npolarisation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayesian"},{"word":"Confirmation bias"},{"word":"Polarisation"},{"word":"belief updating"},{"word":"Base rates"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/92b1h096","frozenauthors":[{"first_name":"Stephen","middle_name":"H","last_name":"Dewitt","name_suffix":"","institution":"University College London","department":""},{"first_name":"David","middle_name":"A","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""},{"first_name":"Norman","middle_name":"","last_name":"Fenton","name_suffix":"","institution":"Queen Mary University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27759/galley/17399/download/"}]},{"pk":35972,"title":"Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction in the Classroom","subtitle":null,"abstract":"Adult English language learners are hungry for pronunciation instruction that helps them to “crack the code” of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions (Baker, 2014). This article looks at a professionaldevelopment initiative in which 12 practicing adult English language teachers participated in a 5-week study circle on researchinformed, integrated pronunciation instruction. The study circle included readings on current research, workshops on teaching\nstrategies and techniques, speech-sample analyses, classroom implementation tasks, and peer observations. Throughout the process, data were gathered including pre- and post-surveys, speechanalysis logs, and a delayed focus group session to evaluate the impact of participation on teaching practices. Findings indicate\nan increased ability to diagnose and accurately describe pronunciation issues, integrate pronunciation instruction into the existing curriculum and classroom routines, and apply research-informed practices within the classroom.","language":"eng","license":null,"keywords":[{"word":"Pronunciation instruction"},{"word":"study circle"},{"word":"professional development"},{"word":"adult ESL"},{"word":"ESL teachers"},{"word":"teacher learning"}],"section":"Theme Section - Special Issue Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/45j2q9t0","frozenauthors":[{"first_name":"Andrea","middle_name":"","last_name":"Echelberger","name_suffix":"","institution":"Minnesota Literacy Council","department":""},{"first_name":"Suzanne","middle_name":"Gilchrist","last_name":"McCurdy","name_suffix":"","institution":"University of Minnesota, Minneapolis","department":""},{"first_name":"Betsy","middle_name":"","last_name":"Parrish","name_suffix":"","institution":"Hamline University, St. Paul","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35972/galley/26826/download/"}]},{"pk":28241,"title":"Using Bayesian Hierarchical Modeling and DataShop to Inform Parameter Estimation with the Predictive Performance Equation","subtitle":null,"abstract":"The Predictive Performance Equation (PPE) is a mathematical model of learning and retention that uses regularities seenin human learning to predict future performance (Walsh, Gluck, Gunzelmann, Jastrzembski, & Krusmark, in press). Togenerate predictions, PPEs free parameters must be calibrated to historical performance data, with generally inaccuratepredictions for initial performance events. Prior research (Collins, Gluck, Walsh, Krusmark & Gunzelmann, 2016; Collins,Gluck, & Walsh, 2017) explored the use of aggregate prior data to inform PPEs free parameters for initial performance pre-dictions. Here we report an extension of our prior research, using Bayesian hierarchical modeling to integrate informationfrom the historical performance of both prior data and an individual student to generate future performance predictionsover an entire instructional period. Data are sourced from DataShop an online educational data repository (Koedinger et al.2010). Adding Bayesian hierarchical modeling to the PPE will improve PPEs application in both education and trainingscenarios.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mk7j821","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Collins","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Gluck","name_suffix":"","institution":"Air Force Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28241/galley/17900/download/"}]},{"pk":28168,"title":"Using Big Data Methods to Identify Conceptual Frameworks","subtitle":null,"abstract":"Conceptual frameworks such as religion or politics may play\na pervasive role in people’s interpretation of experience, but\nthe empirical evidence for such effects is limited. To the\nextent that conceptual frameworks are real, they should have\na pervasive impact on how people talk about the world. Such\nan influence may be detected in people’s everyday language.\nIn a series of studies, text from the social media platform\nReddit was used to train machine learning classifiers to\nidentify people’s association with a particular religion or\nmental disorder. Impressively, classifiers trained on text\nfocusing on religion and mental disorders could be used to\nidentify people’s association with a particular religion or\nmental disorder even when the text was not explicitly about\nthese topics, such as when it was about buying a car or\nplaying tennis. Not only could the classifiers predict people’s\nreligion or mental illness in the present, they could also do so\nprospectively, indicating that people’s everyday language\ngives away information about the kinds of conceptual\nframeworks they may hold in the future. An analysis of the\nfeatures learned by the classifier suggested that they learned\nfeatures with high face validity for the underlying conceptual\nframework. Together, the results provide evidence for the\nexistence of conceptual frameworks by virtue of the imprint\nthey leave across a wide range of language contexts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conceptual framework; big data; machine learning;\nsocial media."}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/87m9t51v","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Thorstad","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Philip","middle_name":"","last_name":"Wolff","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28168/galley/17827/download/"}]},{"pk":27884,"title":"Using Deep-Learning Representations of Complex Natural Stimuli as Input to Psychological Models of Classification","subtitle":null,"abstract":"Tests of formal models of human categorization have\ntraditionally been restricted to artificial categories because\nderiving psychological representations for large numbers of\nnatural stimuli has been an intractable task. We show that deep\nlearning may be used to solve this problem. We train an\nensemble of convolutional neural networks (CNNs) to produce\nthe multidimensional scaling (MDS) coordinates of images of\nrocks. We then show that not only are the CNNs able to predict\nthe MDS coordinates of a held-out test set of rocks, but that the\nCNN-derived representations can be used in combination with\na formal psychological model to predict human categorization\nbehavior on a completely new set of rocks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Deep learning"},{"word":"multidimensional scaling"},{"word":"Categorization"},{"word":"psychological representations"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vj7j48f","frozenauthors":[{"first_name":"Craig","middle_name":"A","last_name":"Sanders","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Robert","middle_name":"M","last_name":"Nosofsky","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27884/galley/17522/download/"}]},{"pk":27891,"title":"Using Ensembles of Cognitive Models to Answer Substantive Questions","subtitle":null,"abstract":"Cognitive measurement models decompose observed behav-ior into latent cognitive processes. For situations with morethan one condition, such models allow to test hypotheses onthe level of the latent processes. We propose a fully Bayesianensemble model approach to test hypotheses on the level ofthe latent processes in situations in which multiple measure-ment models or model classes exist. In the first step, one needsto perform a Bayesian model selection step comparing the hy-potheses within each model class. Aggregating the results ofthe first step yields ensemble posterior model probabilities. Weprovide an example for a working memory data set using anensemble of a resource model and a slots model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"ensemble models"},{"word":"model selection"},{"word":"Bayesian inference"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4h2911rf","frozenauthors":[{"first_name":"Henrik","middle_name":"","last_name":"Singmann","name_suffix":"","institution":"University of Zurich","department":""},{"first_name":"David","middle_name":"","last_name":"Kellen","name_suffix":"","institution":"Syracuse","department":""},{"first_name":"Eda","middle_name":"","last_name":"Mizrak","name_suffix":"","institution":"UC Davis","department":""},{"first_name":"Ilke","middle_name":"","last_name":"Oztekin","name_suffix":"","institution":"NYU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27891/galley/17529/download/"}]},{"pk":28235,"title":"Using eye tracking to examine verb learning in the midst of distractions","subtitle":null,"abstract":"Verbs are central to the syntactic structure of sentences. Children can compare multiple events during verb learning, andthis comparison can help them learn and extend new verbs (e.g., Haryu, Imai & Okada, 2011). To test whether adults use asimilar comparison process, a Tobii x30 eye tracker recorded adults’ eye movements while they watched dynamic sceneswith novel events, and heard new verbs. Some scenes were relevant to the new verb and some were not. We predictedthat as adults compared events, they could deduce over trials that some events were irrelevant, and reduce their visualattention to them. Results show that when learning trials started with a relevant event, adults did look longer at relevantvs. irrelevant events. However, when the first learning trial was irrelevant, they looked equally at the events. The studywill be discussed in relation to current theories of verb acquisition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3h1796mj","frozenauthors":[{"first_name":"Jane","middle_name":"","last_name":"Childers","name_suffix":"","institution":"Trinity University","department":""},{"first_name":"Blaire","middle_name":"","last_name":"Porter","name_suffix":"","institution":"Trinity University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28235/galley/17894/download/"}]},{"pk":28084,"title":"Using Listener Gaze to Refer in Installments Benefits Understanding","subtitle":null,"abstract":"Listener gaze can predict reference resolution as it reflectslisteners’ understanding. Further, speakers commonly referin installments to co-present objects by providing a descrip-tion incrementally. Here, we investigate whether listener gazecould be utilized to refer incrementally, in spoken installments.Specifically, we implemented a system that generates instruc-tions, describes objects, and reacts to listener gaze with verbalfeedback. We compared unambiguous vs. ambiguous instruc-tions supplemented by two levels of feedback specificity: ei-ther underspecified (“No, not that one!”) or more informative,contrastive responses (“Further left!”). Our findings show thatambiguous instructions with underspecified feedback did notbenefit task performance. In contrast, ambiguous instructionswith contrastive feedback (referring in installments) resulted inmore efficient interactions. Moreover, this strategy even out-performed the one providing unambiguous instructions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Human-Machine Interaction"},{"word":"Listener Gaze"},{"word":"Re-ferring in Installments"},{"word":"reference resolution"},{"word":"Gaze-sensitiveFeedback"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gc6c62c","frozenauthors":[{"first_name":"Nikolina","middle_name":"","last_name":"Mitev","name_suffix":"","institution":"Saarland University","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Renner","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Thies","middle_name":"","last_name":"Pfeiffer","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Maria","middle_name":"","last_name":"Staudte","name_suffix":"","institution":"Saarland University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28084/galley/17723/download/"}]},{"pk":28257,"title":"Using Machine Learning to Understand Transfer from First Language to Second Language","subtitle":null,"abstract":"Machine learning can identify, with reasonable accuracy, the native language of someone writing in a foreign language(Joel Tetreault et al., 2013). Intriguingly, native language identification (NLI) can be accomplished looking only at thesyntactic structure, ignoring word choice (Swanson, 2013). This finding has potentially broad relevance to cognitivescience since it suggests a broad-based method to empirically study the effects of first language syntax on second language(L1-¿L2 transfer). However, that requires interpretation of the resulting models, which is notoriously difficult (Williamset al., 2017). As a first step, we compare the results of a variety of state-of-the-art machine learning techniques on NLI intwo languages: English and Spanish.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/675627d4","frozenauthors":[{"first_name":"Tiwalayo","middle_name":"","last_name":"Eisape","name_suffix":"","institution":"Boston College","department":""},{"first_name":"Will","middle_name":"","last_name":"Merrill","name_suffix":"","institution":"Yale","department":""},{"first_name":"Joshua","middle_name":"K","last_name":"Harthstone","name_suffix":"","institution":"Boston College","department":""},{"first_name":"Sven","middle_name":"","last_name":"Dietz","name_suffix":"","institution":"Boston College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28257/galley/17916/download/"}]},{"pk":27744,"title":"Using object history to predict future behavior: Evidence for essentialism at 9 months of age","subtitle":null,"abstract":"Preschool-age children show essentialism (Gelman, 2003),\nascribing an essence to an object that includes its history, and\nwhich can determine behavior. While infants show the\nprecursors of essentialism, such as maintaining object\nrepresentations during naturalistic occlusion (6-month-olds;\nKaufman, Csibra, & Johnson, 2005), and resisting\nindividuating two disparate appearances of an object when\nshown that one can change into the other (14-month-olds;\nCacchione, Schaub, & Rakoczy, 2013), the implicit precursors\nof essentialist reasoning in infants have not been directly\nstudied. Here we tested whether young infants could use an\nobject’s prior history to predict its behavior, even after it had\nchanged into a novel shape. Critically, the object either\nsmoothly morphed into the novel shape (facilitating an\nessentialist interpretation) or was replaced by a new shape\n(discouraging essentialist interpretation). Results showed that\n9-month-old infants (N = 22) in the Morph condition predicted\nthe novel object would have the same behavior as the pre-\ntransformation object; an essentialist interpretation. However,\nin the Replace condition (N = 22), predictions for the novel\nobject were at chance; infants seemed to have lost the link to\nthe pre-transformation object. Furthermore, results from a\ngroup of 6-month-olds (N = 15) showed that they failed to\nmaintain this link, even in the Morph condition (which may\nindicate a failure to apply essentialist reasoning, or, more\nlikely, a failure to adequately remember the pre-transformation\nobject and/or apply the matching rule to predict post-\ntransformation behavior).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"object representation"},{"word":"spatial-temporal continuity"},{"word":"conceptual development"},{"word":"essentialism"},{"word":"object cognition"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7v51k9n4","frozenauthors":[{"first_name":"Chen","middle_name":"","last_name":"Cheng","name_suffix":"","institution":"University of Massachusetts Boston","department":""},{"first_name":"Zsuzsa","middle_name":"","last_name":"Kaldy","name_suffix":"","institution":"University of Massachusetts Boston","department":""},{"first_name":"Erik","middle_name":"","last_name":"Blaser","name_suffix":"","institution":"University of Massachusetts Boston","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27744/galley/17384/download/"}]},{"pk":35951,"title":"Using Student Satisfaction Surveys for Program Improvement","subtitle":null,"abstract":"Research on teaching and learning in TESOL has incorporated student opinions and student voices in a variety of ways. However, it is relatively rare to see studies that query students after they have exited a language program and can reflect more objectively on their experiences. The survey described in this article was sent to university second language (L2) students who had completed a required English for Academic Purposes (EAP) program for 1st-year multilingual students 1 to 3 years earlier. Students were asked to evaluate their experiences with the EAP program in general, to comment on specific elements of the program that they had enjoyed or that they felt needed improvement, and to assess whether, in their opinion, the EAP classes had helped them succeed in subsequent writing classes (or classes that involved substantial writing). In this article, I describe the program, curricular features that were being evaluated, the survey responses (N = 355), and changes to the EAP program that are already under way as a result of the findings. I also discuss how the evaluation process we undertook can be valuable to other language and writing programs wishing to assess their own effectiveness.","language":"eng","license":null,"keywords":[{"word":"program evaluation"},{"word":"English for Academic Purposes"},{"word":"second language writing"},{"word":"student satisfaction survey"}],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9jj604kr","frozenauthors":[{"first_name":"Dana","middle_name":"R.","last_name":"Ferris","name_suffix":"","institution":"University of California, Davis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35951/galley/26805/download/"}]},{"pk":27844,"title":"Value-guided choice sets support efficient planning","subtitle":null,"abstract":"Real-word decision making often involves selecting a singlechoice from an arbitrarily large set of possible options. Giventhat it is typically not feasible to evaluate every possible op-tion in real world decision making, how are human decisionmakers able to efficiently make good decisions? We proposeand evaluate a two-step architecture according to which peoplefirst sample a small subset of options weighted by their previ-ously learned value, and then evaluate those options within thecurrent decision-making context. We demonstrate that a ver-sion of this model captures human decision making in prob-lems where time and resource constraints prevent the evalua-tion of every option, and connect this research to the growingliterature on the representation of non-actual possibilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Value-guided decision making"},{"word":"Choice sets"},{"word":"Modal cognition"},{"word":"possibility"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wj4d66j","frozenauthors":[{"first_name":"Jonathan","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Adam","middle_name":"","last_name":"Morris","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27844/galley/17483/download/"}]},{"pk":28201,"title":"Visual Flexibility in Arithmetic Expressions","subtitle":null,"abstract":"We investigated whether, and in what, ways people use visual\nstructures to evaluate mathematical expressions. We also\nexplored the relationship between strategy use and other\ncommon measures in mathematics education. Participants\norganized long sum/products when visual structure was\navailable in algebraic expressions. Two experiments showed a\nsimilar pattern: One group of participants primarily calculated\nfrom left to right, or combined identical numbers together. A\nsecond group calculated adjacent pairs. A third group tended\nto group terms which either produced easy sums (e.g., 6+4),\nor participated in a global structure. These different strategies\nwere associated with different levels of success on the task,\nand, in Experiment 2, with differential math anxiety and\nmathematical skill. Specifically, problem solvers with lower\nmath anxiety and higher math ability tend to group by chunks\nand easy calculation. These results identify an important role\nfor the perception of coherent structure and pattern\nidentification in mathematical reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"numerical cognition; mathematical cognition;\ncognitive psychology; educational psychology"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gd555q3","frozenauthors":[{"first_name":"Jingqi","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"David","middle_name":"","last_name":"Landy","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Robert","middle_name":"L","last_name":"Goldstone","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28201/galley/17860/download/"}]},{"pk":28254,"title":"Wandering mice: Computer mouse-tracking as a behavioral measure of mind wandering","subtitle":null,"abstract":"Mind wandering is a state in which an individual’s attention is not fully focused on the task at hand. Mind wandering af-fects performance in many tasks requiring focused attention, including (online) learning. Previous studies have examinedeye tracking and self-report as a method to assess whether a person is mind wandering. Because the first method requiresspecialized technology and the second method may be susceptible to reporting biases, we here examine whether mousetracking can be used to predict mind wandering in tasks involving classical computer interfaces. Assuming that mouse tra-jectories towards a particular response on the screen are continuously updated by time-dependent and temporally-dynamiccognitive processes, as a behavioral methodology, mouse tracking could provide unique insight into a persons thoughts.In our experiment, a total of 183 students completed a mouse-based operation span task, during which their thoughts wereprobed and their mouse movements recorded. Mixed model analysis of the recordings indicated that initiation time andaverage speed can be used as predictors of task-unrelated thoughts. The results show that mouse movements may be ableto provide an objective measure of mind wandering in online tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2fp970zq","frozenauthors":[{"first_name":"Mariana","middle_name":"Rachel","last_name":"Dias da Silva","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Marie","middle_name":"","last_name":"Postma","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28254/galley/17913/download/"}]},{"pk":28087,"title":"Wayfinding and Spatial Learning with Navigation Assistance","subtitle":null,"abstract":"Computer-based navigation aids support navigation by foregrounding route instructions. Using those aids can have detri-mental effects on the ability to orient oneself without assistance. Rather than providing allocentric spatial informationin the form of conventional maps, navigation aids may support another form of human spatial memory that is essen-tially egocentric. In the present study, visualizations for navigation assistance systems were experimentally varied usinga virtual environment. Effects on wayfinding success and orientation after navigation were investigated. Results showthat dynamic, user-aligned views during navigation (providing spatial directional information to unseen targets) reducedthe risk of making erroneous turning decision during navigation and improved orientation after navigation, in contrast toview-independent representations with a stable north-aligned coordinate system. It is concluded that user-aligned viewscan facilitate the acquisition of egocentric survey knowledge while avoiding representational conflicts during navigation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8307r4vf","frozenauthors":[{"first_name":"Stefan","middle_name":"","last_name":"Mnzer","name_suffix":"","institution":"University of Mannheim","department":""},{"first_name":"Lucas","middle_name":"","last_name":"Lrch","name_suffix":"","institution":"University of Mannheim","department":""},{"first_name":"Angela","middle_name":"","last_name":"Schwering","name_suffix":"","institution":"University of Muenster","department":""},{"first_name":"Jakub","middle_name":"","last_name":"Krukar","name_suffix":"","institution":"University of Muenster","department":""},{"first_name":"Vanessa","middle_name":"Joy","last_name":"Anacta","name_suffix":"","institution":"University of Muenster","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28087/galley/17726/download/"}]},{"pk":28099,"title":"webppl-oed: A practical optimal experiment design system","subtitle":null,"abstract":"An essential part of cognitive science is designing experimentsthat distinguish competing models. This requires patience andingenuity—there is often a large space of possible experimentsone could run but only a small subset that might yield informa-tive results. We need not comb this space by hand: If we useformal models and explicitly declare the space of experiments,we can automate the search for good experiments, looking forthose with high expected information gain. Here, we presentan automated system for experiment design called webppl-oed.In our system, users simply declare their models and experi-ment space; in return, they receive a list of experiments rankedby their expected information gain. We demonstrate our sys-tem in two case studies, where we use it to design experimentsin studies of sequence prediction and categorization. We findstrong empirical validation that our automatically designed ex-periments were indeed optimal.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1tq428hv","frozenauthors":[{"first_name":"Long","middle_name":"","last_name":"Ouyang","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Ly","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28099/galley/17743/download/"}]},{"pk":28229,"title":"Week-long practice matching 2D objects by shape improves 3D shape bias and accelerates children vocabulary growth","subtitle":null,"abstract":"Young children tend to generalize novel names by shape; when asked to match a novel object to one of two objectsthey often choose the one that matches in shape. This shape bias has been shown in laboratory tasks to be connected tovocabulary learning: children who know less than 50 words do not show this bias and training using object categorieswell-organized by shape improves children’s word-learning. An open question is whether experience with real (3D)objects is necessary or children can transfer from practice matching 2D objects. In this project, we used a week-long athome intervention with an iPad game. Compared to a version of the game that asks children to establish identity matches,children who played with 2D shape matches for a week have a more robust shape bias with real-world objects at posttestas well as a modest effect in vocabulary growth 2 months later.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/98m437h4","frozenauthors":[{"first_name":"Paulo","middle_name":"","last_name":"Carvalho","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Linda","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28229/galley/17888/download/"}]},{"pk":28172,"title":"What Am I Supposed to Say?: Anticipating Group Discussion Promotes Cognitive Consistency in Distributive Choices for Others","subtitle":null,"abstract":"Recent research using attention-monitoring techniques and fMRI has revealed that a shared neurocognitive mechanismunderlies both social decision making concerning the welfare of others and purely economic decision making for oneself.Such commonalities have been demonstrated mainly in isolated contexts, and it remains to be seen whether they extendto settings involving interactions with fellow decision makers. Using a behavioral study of distributive choices for othersand gambling decisions for self, we investigated how self-censorship in social contexts may mitigate the cognitive com-monalities demonstrated in isolated contexts. Results showed that, in both tasks, individual participants took more timeto respond when they expected subsequent discussion with another participant about reaching a consensus. In addition,we found a cognitive pattern unique to distributive choices for others only: participants expecting social interaction madetheir distributive choices in a more cognitively consistent manner, aligning with a rationale that they thought would bedefensible in subsequent discussion. No such systematic pattern was observed in gambling choices for self. These resultsindicate that anticipation of subsequent social interaction triggers self-censoring processes for some (but not all) tasks,whereby participants pre-edit their individual decisions systematically to prepare for social interaction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7gx395wq","frozenauthors":[{"first_name":"Atsushi","middle_name":"","last_name":"Ueshima","name_suffix":"","institution":"University of Tokyo","department":""},{"first_name":"Tatsuya","middle_name":"","last_name":"Kameda","name_suffix":"","institution":"University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28172/galley/17831/download/"}]},{"pk":28092,"title":"What can Associative Learning do for Driving?","subtitle":null,"abstract":"To improve road safety, it is important to understand the\nimpact that the contingencies around traffic lights have upon\ndrivers’ behavior. There are formal rules that govern behavior\nat UK traffic lights (see The Highway Code, 2015), but what\ndoes experience of the contingencies do to us? While a green\nlight always cues a go response and a singleton red a stop, the\nbehavior linked to amber is ambiguous; in the presence of red\nit cues readiness to start, while on its own it cues\n\"preparation\" to stop. Could it be that the contingencies\nbetween stimuli and responses lead to implicit learning of\nresponses that differ from those suggested by the rules of the\nroad? This study used an incidental go/no-go task in which\ncolored shapes were stochastically predictive of whether a\nresponse was required. The stimuli encoded the contingencies\nbetween traffic lights and their appropriate responses, for\nexample, stimulus G was a go cue, mimicking the response to\na green light. Evidence was found to indicate that G was a go\ncue, while A (which had the same contingencies as an amber\nlight) was a weak go cue, and that R (a stop cue) was\nsurprisingly responded to as a neutral cue.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Associative learning; response inhibition; driving\nbehavior"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4326j4gd","frozenauthors":[{"first_name":"William","middle_name":"G","last_name":"Nicholson","name_suffix":"","institution":"University of Exiter","department":""},{"first_name":"Frederick","middle_name":"","last_name":"Verbruggen","name_suffix":"","institution":"Ghent University","department":""},{"first_name":"Ian","middle_name":"P.L.","last_name":"McLaren","name_suffix":"","institution":"University of Exiter","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28092/galley/17731/download/"}]},{"pk":27730,"title":"What Comes to Mind? A Mix of What's Likely and What's Good","subtitle":null,"abstract":"People can consciously think about only a few things at a\ntime. But what determines the kind of things that come to\nmind, among a potentially infinite set of possibilities? Two\nexperiments explored whether the things that come to mind\nare sampled from a probability distribution that combines\nwhat people think is statistically likely and what they think is\nprescriptively good. Experiment 1 found that when people are\nasked about the first quantities that come to mind for\neveryday behaviors and events (e.g., hours of TV that a\nperson could watch in a day), they think of values that are\nproportional to, and intermediate between, what they think is\naverage and what they think is ideal. Experiment 2\nquantitatively manipulated distributions of times people\ndevoted to engaging in a novel hobby (“flubbing”) and the\ncorresponding distributions of goodness of doing this hobby\nfor various amounts of time. The distribution of values that\ncame to mind resembled the mathematical product of the\nstatistical and prescriptive distributions we presented\nparticipants, suggesting that something must be both common\nand good to enter conscious awareness. These results provide\ninsight into the algorithmic process generating people’s\nconscious thoughts and invite new questions about the\nadaptive value of thinking about things that are both common\nand good.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sampling"},{"word":"Conciousness"},{"word":"Moral cognition"},{"word":"computation"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/24c5h03t","frozenauthors":[{"first_name":"Adam","middle_name":"","last_name":"Bear","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Samantha","middle_name":"","last_name":"Besinger","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Knobe","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27730/galley/17370/download/"}]},{"pk":27942,"title":"What Company Do Semantically Ambiguous Words Keep? Insights from Distrobutional Word Vectors","subtitle":null,"abstract":"The diversity of a word’s contexts affects its acquisition andprocessing. Can differences between word types such asmonosemes (unambiguous words), polysemes (multiple relatedsenses), and homonyms (multiple unrelated meanings) be re-lated to distributional properties of these words? We tested fortraces of number and relatedness of meaning in vector repre-sentations by comparing the distance between words of eachtype and vector representations of various “contexts”: their dic-tionary definitions (an extreme disambiguating context), theiruse in film subtitles (a natural context), and their semanticneighbours in vector space (a vector-space-internal context).Whereas dictionary definitions reveal a three-way split betweenour word types, the other two contexts produced a two-way splitbetween ambiguous and unambiguous words. These inconsis-tencies align with some discrepancies in behavioural studiesand present a paradox regarding how models learn meaningrelatedness despite natural contexts seemingly lacking suchrelatedness. We argue that viewing ambiguity as a continuumcould resolve many of these issues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"lexical/semantic ambiguity; homonymy; polysemy; vector space models; contextual diversity"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16p860bz","frozenauthors":[{"first_name":"Barend","middle_name":"","last_name":"Beekhuizen","name_suffix":"","institution":"U of Toronto","department":""},{"first_name":"Sasa","middle_name":"","last_name":"Milie","name_suffix":"","institution":"U of Toronto","department":""},{"first_name":"Blair","middle_name":"C","last_name":"Armstrong","name_suffix":"","institution":"U of Toronto","department":""},{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"U of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27942/galley/17580/download/"}]},{"pk":28371,"title":"What does a dimension that predicts nothing do to human classification learning?","subtitle":null,"abstract":"The six types of elemental category structures (Shepard, Hovland, & Jenkins, 1961) for three binary dimensions area well-known benchmark in the study of human category learning. We added a non-diagnostic dimension consistingof four possible values with no predictive power. This increases the size of the training set fourfold. Exemplar modelssuccessfully account for the SHJ ordering based on stimulus generalization plus selective attention. Accordingly, exemplarmodels should learn this new task by ignoring the irrelevant dimension and performing nearly as usual. In a behavioralstudy, we found that Type I (unidimensional rule) was acquired rapidly, but most learners struggled to make any progressover an extended training period for Type IV (unidimensional rule-plus-exception) and Type VI (no regularities). Weinvestigate whether leading formal models can fit this pattern and address implications of these results for theories ofcategory learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0k72361v","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Snoddy","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":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28371/galley/18112/download/"}]},{"pk":28119,"title":"What do eye movements in the visual world reflect? A case study from adjectives","subtitle":null,"abstract":"A common dependent measure used in visual-world eye-tracking experiments is the proportion of looks to a visuallydepicted object in a certain time window after the onset of thecritical stimulus. When interpreting such data, a common as-sumption is that looks to the object reflect the listener’s beliefthat the object is the intended target referent. While this isintuitively plausible (at least for paradigms in which the taskrequires selecting a referent), relatively little is known abouthow exactly the proportion of looks to an object is related toa listener’s current belief about that object. Here, we test asimple, explicit linking hypothesis: the proportion of looks toan object correlates with the probability that the listener as-signs to the object being the target. To test this hypothesis,we supplement the eye-tracking data from Leffel, Xiang, andKennedy (2016) with an offline incremental decision task tomeasure participants’ beliefs about the intended referent at var-ious points in the unfolding sentence, and assess the extent towhich these beliefs predict the eye-tracking data. The resultssuggest that the degree to which an object is believed to be thereferent is only one factor that affects eye movements in ref-erential tasks. Preliminary free production data we have col-lected for the scenes suggests that utterance expectations alsoplay a role. We discuss methodological implications of theseresults for experimental linguistics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"eye-tracking; visual world; linking functions;gradable adjectives; vagueness; imprecision; semantics; prag-matics"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01k52650","frozenauthors":[{"first_name":"Ciyang","middle_name":"","last_name":"Qing","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Lassiter","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Judith","middle_name":"","last_name":"Degen","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28119/galley/17779/download/"}]},{"pk":27777,"title":"What happened? Recontructing the past through vision and sound","subtitle":null,"abstract":"We introduce a novel experimental paradigm for studying multi-modal integration in causal in-ference. Our experiments feature a physically realistic Plinko machine in which a ball is droppedthrough one of three holes and comes to rest at the bottom after colliding with a number of ob-stacles. We develop a hypothetical simulation model which postulates that people figure out whathappened by integrating visual and auditory evidence through mental simulation. We test themodel in a series of three experiments. In Experiment 1, participants only receive visual infor-mation and either predict where the ball will land, or infer in what hole it was dropped based onwhere it landed. In Experiment 2, participants receive both visual and auditory information – theyhear what sounds the dropped ball makes. We find that participants are capable of integratingboth sources of information, and that the sounds help them figure out what happened. In Exper-iment 3, we show strong cue integration: even when vision and sound are individually completelynon-diagnostic, participants succeed by combining both sources of evidence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0rn9n246","frozenauthors":[{"first_name":"Tobias","middle_name":"","last_name":"Gerstenberg","name_suffix":"","institution":"MIT","department":""},{"first_name":"Max","middle_name":"H","last_name":"Siegel","name_suffix":"","institution":"MIT","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27777/galley/17417/download/"}]},{"pk":28352,"title":"What is the Current Classification Relevance of Neurodevelopmental BrainDisorders?","subtitle":null,"abstract":"DSM and ICD classifications fail by design to properly address the biological dimension of mental disorders. A newapproach has been emerging that aims to examine abnormal brain functioning from a different standpoint, inclusive ofbiological mechanisms, crossing the boundaries between currently classified disorders and eventually redefining themunder a new diagnostic framework.We have been investigating associations between biological structures and mechanisms, behavioral traits, and correspond-ing biologically plausible SOM (Self-Organizing Map) computational structures and mechanisms in two neurodevelop-mental disorders, autism and schizophrenia, that are classified as entirely different disorders. Based on the cognitivemodeling work conducted so far, important neurocomputational functional and structural similarities, at the behavioraland cognitive levels, have been pinpointed between these disorders. It is an open question to what extent the currentclassification of these disorders remains relevant at the level of causal and epigenetic neurodevelopmental mechanisms, aswell as the implications for future research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7v02m0wp","frozenauthors":[{"first_name":"Spyridon","middle_name":"","last_name":"Revithis","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28352/galley/18075/download/"}]},{"pk":28226,"title":"What kind of problem is this? Labels guide generalization of math strategies","subtitle":null,"abstract":"When students learn a new strategy, how do they determine when to apply it? We examined whether the labels givento strategies and problems may help guide generalization of the strategies. Participants read a worked example thatdemonstrated two different strategies for solving algebraic word problems. Participants then solved a set of four posttestitems. The labels given to the posttest items matched either the label given to strategy A in the lesson or the label given tostrategy B in the lesson. When solving the posttest problems, participants used the strategy whose label matched the labelthey saw on the posttest items more often than the alternative strategy, whose label did not match the posttest label. Thus,learners use labels to guide generalization of problem-solving strategies. These findings suggest that the ways teachersrefer to strategies and problem types may influence students performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/67f0j0k3","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Brown","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Martha","middle_name":"","last_name":"Alibali","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28226/galley/17885/download/"}]},{"pk":27750,"title":"What's in an Association? The Relationship Between Similarity and Episodic Memory for Associations","subtitle":null,"abstract":"When two events occur closely in time, an “association” exists\nbetween memories for those events. When a pair of associ-\nated events is semantically similar, it is easier to recognize the\ncomplete pair and easier to tell the complete pair apart from\npairs of events that did not co-occur; there is also, however, a\nbias to report that similar events had co-occurred, even when\nthey had not. A new experiment shows that these phenomena\noccur whenever two events share features, whether those fea-\ntures are perceptual or conceptual in nature and whether the\nevents themselves are verbal or non-verbal. We present a dy-\nnamic model for storage and recognition of associations that\nshows how all these results can be explained by the princi-\nple that shared features lead to correlated processing of similar\nevents, which in turn increases capacity to process associative\ninformation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory"},{"word":"Associative recognition"},{"word":"Similarity"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5r78h4p2","frozenauthors":[{"first_name":"Gregory","middle_name":"E","last_name":"Cox","name_suffix":"","institution":"Syracuse University","department":""},{"first_name":"Amy","middle_name":"H","last_name":"Criss","name_suffix":"","institution":"Syracuse University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27750/galley/17390/download/"}]},{"pk":28110,"title":"What underlies dual-process cognition? Adjoint and representable functors","subtitle":null,"abstract":"Despite a general recognition that there are two styles of think-ing: fast, reflexive and relatively effortless (Type 1) versus slow,reflective and effortful (Type 2), dual-process theories of cogni-tion remain controversial, in particular, for their vagueness. Toaddress this lack of formal precision, we take a mathematicalcategory theory approach towards understanding what under-lies the relationship between dual cognitive processes. Fromour category theory perspective, we show that distinguishingfeatures of Type 1 versus Type 2 processes are exhibited viaadjoint and representable functors. These results suggest thatcategory theory provides a useful formal framework for devel-oping dual-process theories of cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"dual-process; Type 1; Type 2; category theory;category; functor; natural transformation; adjoint"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3ck317c1","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"National Institute of Advanced Industrial Science and Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28110/galley/17769/download/"}]},{"pk":27936,"title":"What You Are Getting and What You Will Be Getting: Testing Whether Verb Tense Affects Intertemporal Choices","subtitle":null,"abstract":"We investigate the effect of manipulating verb tense (e.g, getting $5 vs. will get $5) within a single language on in-tertemporal tradeoffs presented as written stimuli. Verb tense can significantly affect choices between options, with peoplepreferring present-tense options, due to inferences about timing. However, this occurs only in the complete absence ofother timing cues and is eliminated by introducing even vague or non-diagnostic time cues. Gricean maxims of conver-sational implicature say that people maximize relevance and minimize quantity in conversations. Our results suggest thatthat decision makers search across cues for the most relevant information. Tense is deemed to be such a cue in the absenceof other temporal information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xg3q9wf","frozenauthors":[{"first_name":"Akshina","middle_name":"","last_name":"Banerjee","name_suffix":"","institution":"UChicago","department":""},{"first_name":"Oleg","middle_name":"","last_name":"Urminsky","name_suffix":"","institution":"UChicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27936/galley/17574/download/"}]},{"pk":28177,"title":"When and How Children Use Explanations to Guide Generalizations","subtitle":null,"abstract":"Explanations often highlight inductively rich relationships thatsupport further generalizations: learning that the knife is sharpbecause it is for cutting, we correspondingly infer that other thingsfor cutting might also be sharp. When do children appreciate thatexplanations are good guides to generalization? We report a study inwhich 108 4- to 7-year-old children evaluated mechanistic,functional, and categorical explanations for the properties of objects,and subsequently generalized those properties to novel objects onthe basis of shared mechanisms, functions, or category membership.Older children, but not younger children, were significantly morelikely to generalize when the explanation they had received matchedthe subsequent basis for generalization (e.g., generalizing on thebasis of a shared mechanism after hearing a mechanisticexplanation). These findings shed light on how explanation andgeneralization are coordinated over development, as well as the roleof explanations in young children’s learning","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation"},{"word":"Generalization"},{"word":"inductive inference"},{"word":"prediction"},{"word":"mechanistic"},{"word":"functional"},{"word":"teleological"},{"word":"categorical"},{"word":"formal"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2c50g7rj","frozenauthors":[{"first_name":"Nadya","middle_name":"","last_name":"Vasilyeva","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Azzurra","middle_name":"","last_name":"Ruggeri","name_suffix":"","institution":"Max Planck Institute for Human Development; Technical University Munich","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28177/galley/17836/download/"}]},{"pk":28243,"title":"When being wrong makes you right: Incorrect examples improve complex concept learning","subtitle":null,"abstract":"The use of exemplars can greatly aid concept learning. However, it is unclear how learning is affected when peopleencounter incorrect exemplars. We report a study that examines this issue, wherein subjects were shown hypotheticalexperiments and were asked to indicate whether or not each was a true experiment. One group of subjects was only showntrue experiments (i.e., correct exemplars), another was only shown non-true experiments, and a third group was shownboth. After each response, some subjects received explanatory feedback, whereas others received no feedback. Subjectswere then given a posttest involving novel hypothetical experiments (comprising true and non-true experiments) and wereasked to classify each. Subjects who were shown both types of exemplars performed best on the posttest, but only if theywere given feedback. These findings suggest that people can indeed learn from incorrect exemplars, but only if they canrecognize that the exemplars are incorrect.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/97m6c11j","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Corral","name_suffix":"","institution":"Iowa State University","department":""},{"first_name":"Shana","middle_name":"","last_name":"Carpenter","name_suffix":"","institution":"Iowa State University","department":""},{"first_name":"Samara","middle_name":"","last_name":"Clingan-Silverly","name_suffix":"","institution":"Iowa State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28243/galley/17902/download/"}]},{"pk":28186,"title":"When Boys Are More Generous Than Girls: Effects of Gender and CoordinationLevel on Prosocial Behavior in 4-year-old Chinese Children","subtitle":null,"abstract":"Children develop a sense of joint commitment and sharedintentionality during collaborative activities, which mayproduce prosocial effects in social coordinative activities.Past studies have found mixed results on the prosocial effectof shared intentionality. We hypothesized that it is the degreeof coordination and not simply shared intentionality thatfacilitates social bonding. In a block-assembly task with 4-year-old children, we manipulated degree of coordination.Children in the continuous high-level coordination conditionwere more generous in a Dictator Game and more willing tohelp their partner complete a task, compared with childrenwho engaged in a task with the same end-product thatrequired less coordination. Surprisingly, we also found thatboys shared more resources than girls, a result that weattributed to the emphasis on the importance of generosity formales in Chinese culture.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"joint action; prosocial behavior; cultural effectson cognition; cognitive development; social cognition; socialdevelopment; cross-cultural gender differences"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0dv0r041","frozenauthors":[{"first_name":"Yingjia","middle_name":"","last_name":"Wan","name_suffix":"","institution":"Nanjing normal University","department":""},{"first_name":"Hong","middle_name":"","last_name":"Fu","name_suffix":"","institution":"Nanjing normal University","department":""},{"first_name":"Michael","middle_name":"K","last_name":"Tanenhaus","name_suffix":"","institution":"Nanjing Normal University; University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28186/galley/17845/download/"}]},{"pk":27729,"title":"When criminals blow up... balloons. Associative and combinatorial information in older and younger listeners' generation of on-line predictions","subtitle":null,"abstract":"In the course of sentence processing, comprehenders must\nidentify relationships between sentence elements in accor-\ndance with the sentence’s syntactic structure. However, low-\nlevel associative processes, which may yield interpretations in-\ncompatible with global sentence context, have also been sug-\ngested to be at play in the early moments of processing. In two\nexperiments, we examine the influence of low-level associa-\ntive cues alongside combinatorial information in sentences of\nvarying complexity. Verb-driven predictions are used as means\nto explore the use of these information sources in the earliest\nmoments of processing. In addition, we explore effects of lis-\ntener age on processing, given past claims that older adults’\npredictions are more shallow. However, results showed similar\npatterns across age groups, although we did find clear ways in\nwhich associative cues overshadowed combinatorial computa-\ntions when these cues occurred very close to the verb.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Verb-driven predictions"},{"word":"associative cues"},{"word":"combinatorial semantics"},{"word":"Visual World Paradigm"},{"word":"aging"},{"word":"spoken language processing"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/22w0r7kg","frozenauthors":[{"first_name":"Adriana","middle_name":"A","last_name":"Baltaretu","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Craig","middle_name":"G","last_name":"Chambers","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27729/galley/17369/download/"}]},{"pk":28199,"title":"When in doubt: Using confidence and consensus as ‘summary statistics’ of collective knowledge","subtitle":null,"abstract":"People do not think in isolation. Whether purchasing a new\nproduct on Amazon, deciding what movie to watch, or\nevaluating scientific evidence, we often rely on aggregated\nsources of information (e.g., product ratings or reviews) to\nmake decisions. Indeed, the internet has given rise to\nunprecedented levels of aggregated information, to the extent\nthat it is difficult to imagine anything for which we might not\nbe able to find summary information. In other words, what\nwe know (or think we know) is constrained not just by our\nown knowledge, but by the knowledge of our community\n(Sloman & Rabb, 2016). Yet this raises a question: what\nhappens when a community of knowledge is not in\nagreement? Here, we assess this question by pitting cases of\nhigh confidence against cases of high consensus. Results from\ntwo experiments show that 1) individuals are sensitive to both\nconfidence and consensus; 2) individuals utilize such\ninformation in a predictable but context-dependent manner;\nand 3) perceptions of confidence and consensus influence\njudgments and decisions in a substantial way, even when\nindividuals are not aware of the contrast between them.\nTaken together, the findings suggest that individuals are\nhighly sensitive to variability in aggregated information –\nrather than merely an average – and that these ‘summary\nstatistics’ of aggregated information have a substantial,\nreliable impact on decision-making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision-making; reasoning; summary statistics;\nconfidence; consensus"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2n76559q","frozenauthors":[{"first_name":"Sami","middle_name":"R","last_name":"Yousif","name_suffix":"","institution":"Yale","department":""},{"first_name":"Frank","middle_name":"C","last_name":"Keil","name_suffix":"","institution":"Yale","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28199/galley/17858/download/"}]},{"pk":28301,"title":"When Less Is More: Fewer Shape Types Result In Higher Quality Parent-ChildShape Talk","subtitle":null,"abstract":"Shape puzzles can elicit parent-child math talk, which is critical for early math learning. However, little is known abouthow the features of the puzzles impact parent-child interactions through parents math talk. Two- to four-year-old chil-dren and their parents (current N=30; target N=128) completed two shape puzzles. The control puzzle was typical ofcommercial puzzles, including nine distinct shapes. The experimental puzzle included multiple exemplars of shapes (e.g.,three different triangles, three different quadrilaterals). We hypothesized that parents would use richer math talk with theexperimental puzzle. We coded quantity and quality of parent math talk during the interactions. Preliminary results indi-cate that parents mostly used low-level math talk (naming shapes) for both puzzles, but they used more high-level mathtalk (comparing shapes, providing shape definitions) for the experimental than the control puzzle (p=0.054). We discussparticular puzzle features that can stimulate high-quality math talk during parent-child interactions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2cp7273p","frozenauthors":[{"first_name":"Kassie","middle_name":"","last_name":"Kerr","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Eason","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Hurst","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Alana","middle_name":"","last_name":"Dulaney-Foley","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Amy","middle_name":"","last_name":"Claessens","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Susan","middle_name":"C.","last_name":"Levine","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28301/galley/17966/download/"}]},{"pk":28245,"title":"When less is not more: Violations of a Gricean maxim facilitate visual search","subtitle":null,"abstract":"Gricean maxims state that speakers optimize information contained in their utterances for the benefit of both speakersand listeners (Grice, 1975). However, speakers appear often to violate the maxim of quantity in particular, and violationsmay sometimes help listeners (Degen, 2016). This experiment investigated whether providing an informative but non-contrastive modifier would facilitate search in naturalistic scenes. Participants (n=48) searched for a unique target object,and the search expression contained either no modifier, a location modifier (e.g., on the top left), or a color modifier.The target was located faster when the verbal instruction included either modifier versus the no-modifier condition, andwas faster for location modifiers than color modifiers (p¡.01). This pattern suggests that quantity violations can facilitatesearch. A follow-up study will investigate whether this effect changes when the location modifier is tied to the searchtemplate (e.g., under the table).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qs715h3","frozenauthors":[{"first_name":"Reese","middle_name":"","last_name":"Cullimore","name_suffix":"","institution":"UC Davis","department":""},{"first_name":"Gwendolyn","middle_name":"","last_name":"Rehrig","name_suffix":"","institution":"UC Davis","department":""},{"first_name":"John","middle_name":"M","last_name":"Henderson","name_suffix":"","institution":"UC Davis","department":""},{"first_name":"Fernanda","middle_name":"","last_name":"Ferreira","name_suffix":"","institution":"UC Davis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28245/galley/17904/download/"}]},{"pk":27720,"title":"When teaching break downs: Teachers rationally select what information to share, but misrepresent learners' hypothesis spaces","subtitle":null,"abstract":"Although we possess intuitions about pedagogy from early in\nlife, adults commonly fail to teach effectively in real-world\nsituations. Why might adults struggle in more complex\nteaching tasks? Here we develop a simple teaching task where\nadults fail to teach naïve learners, despite reporting high\nconfidence that they taught effectively. Using a formal model\nof a rational teacher, we analyze the sources of our adult\nteachers’ failures. Our model-based analyses reveal that\nteachers successfully provided high-quality examples, but\nfailed to address hypotheses that naïve learners find plausible.\nWe validate these results in a second experiment, where we\nfind that constraining learners’ hypothesis space increases\ntheir performance in the task. Our findings help bridge the\ngap between children’s teaching proficiency in constrained\ntasks, and adults’ teaching failures in more naturalistic tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cognition"},{"word":"Theory of mind"},{"word":"pedagogy"},{"word":"Computational Modeling"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2753j2rb","frozenauthors":[{"first_name":"Rosie","middle_name":"","last_name":"Aboody","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Joey","middle_name":"","last_name":"Velez-Ginoria","name_suffix":"","institution":"University of Central Florida","department":""},{"first_name":"Laurie","middle_name":"R","last_name":"Santos","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27720/galley/17360/download/"}]},{"pk":27748,"title":"Where do measurement units come from?","subtitle":null,"abstract":"Units as they exist today are highly abstract. Meters, miles,\nand other modern measures have no obvious basis in concrete\nphenomena and can apply to anything, anywhere. We show\nhere, however, that units have not always been this way.\nFocusing on length, we first analyze the origins of length\nunits in the Oxford English Dictionary; next, we review\nethnographic observations about length measurement in 111\ncultures. Our survey shows that length units have\noverwhelmingly come from concrete sources—body parts,\nartifacts, and other tangible phenomena—and are often tied to\nparticular contexts. We next propose a reconstruction of how\nabstract units might have emerged gradually over cultural\ntime through processes of comparison. Evidence from how\nchildren understand length and measurement provides support\nfor this account. The case of units offers a powerful\nillustration of how some of our most important, pervasive\nabstractions can arise from decidedly concrete, often\nembodied origins.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"measurement"},{"word":"abstraction"},{"word":"Units"},{"word":"Comparison"},{"word":"Language"},{"word":"Culture"},{"word":"analogy"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2kg3383g","frozenauthors":[{"first_name":"Kensy","middle_name":"","last_name":"Cooperrider","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27748/galley/17388/download/"}]},{"pk":28096,"title":"Whole number bias in children’s probability judgments.","subtitle":null,"abstract":"Simple probability judgments pervade human experience.Decades of research have revealed a pattern of heuristic errorsin simple random draw predictions of both children and adults.Participants often make their choice based on the magnitude ofthe target or the non-target set without relating the two quanti-ties. In a series of experiments, we demonstrate that this biasis robust in both timed and untimed tasks (Experiment 1) andmay be overcome when the child is given the adequate amountand type of feedback (Experiment 2).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Probabilistic reasoning; proportional reasoning;cognitive development; numerical cognition"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/57f7q94h","frozenauthors":[{"first_name":"Shaun","middle_name":"","last_name":"O'Grady","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28096/galley/17736/download/"}]},{"pk":28253,"title":"Who sees a flanker? Individual differences in cognitive control","subtitle":null,"abstract":"The ability to regulate mental processes is a critical component of human cognition. People vary in their ability ofcognitive control, with some showing more focused attention and less distractions from environmental stimulus. Who arethese people and what makes them better at cognitive control? This study attempts to answer these questions by examiningthe individual differences in cognitive control using variants of executive function tasks. Participants were given a flankertask which included congruent, incongruent and neutral trials, and all the trials were randomized and blocked based ondifferent visual angles of flankers ranging from 4.6 to 0.9. Participants were then given a standard Simon task (measure ofinhibition) and color-shape task (measure of switch). Results indicate that as the visual angle decreases, the interferencefrom flankers increases. More importantly, people who are better at inhibition or switch show a lesser extent of increasein interference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nz481hg","frozenauthors":[{"first_name":"Yinjie","middle_name":"(Giselle)","last_name":"Yao","name_suffix":"","institution":"University of Macau","department":""},{"first_name":"Wei","middle_name":"(Sophia)","last_name":"Deng","name_suffix":"","institution":"University of Macau","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28253/galley/17912/download/"}]},{"pk":27778,"title":"Wiggleometer: Measuring Selective Sustained Attention in Children","subtitle":null,"abstract":"Understanding the nuanced relationship between attention andlearning in young children is difficult due to the lack ofdevelopmentally appropriate measures of attention. Youngchildren are in a measurement gap - they are too old formeasures typically employed with infants and toddlers andoften too young to produce useful data from more traditionalmeasures used with older children and adults. Due to thepaucity of developmentally appropriate measures it ischallenging to employ best practices and utilize convergingmeasures of attention. Additionally, existing behavioralobservation methods are time consuming and can suffer frompoor reliability due to their subjective nature. The presentstudy aims to address these limitations by leveragingaffordable technology to create a novel measure of attention,the Wiggleometer. The Wiggleometer is a custom chair thatcovertly measures body movement as an index of attention.The preliminary results help establish the concurrent validityof the measure and suggest the Wiggleometer can beemployed to better predict children’s learning outcomes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"attention"},{"word":"Selective sustained attention"},{"word":"measurement"},{"word":"learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7302k52v","frozenauthors":[{"first_name":"Karrie","middle_name":"E","last_name":"Godwin","name_suffix":"","institution":"Kent State","department":""},{"first_name":"Anna","middle_name":"V","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27778/galley/17418/download/"}]},{"pk":28056,"title":"Wiggle, Wiggle, Wiggle: How Visual Cues Influence Thematic Role Assignment inChildren and Adults","subtitle":null,"abstract":"German 5-year-olds are able to rapidly recruit depicted ac-tions to assign thematic roles in unambiguous sentences whenthese actions can be inspected throughout sentence presenta-tion (Münster, 2016; Zhang & Knoeferle, 2012). In two visual-world eye tracking studies, we investigated whether these find-ings extend to locally structurally ambiguous utterances andto short-lived action presentation. In addition, we comparedthe action depiction to a character’s wiggling motion. The ac-tion and the wiggle served as cues to the agent (subject) indifficult-to-understand OVS sentences. Participants listenedto structurally ambiguous object-verb-subject (OVS) sentencesabout, for instance, a bug being pushed by a bull while in-specting a bull, a bug, and a worm. We manipulated the sceneat verb-onset such that either a) no action no wiggle, b) noaction one wiggle, c) one action no wiggle, or d) one actionone wiggle appeared. Both of these animations caused theadults and the children to visually anticipate the agent rolefiller (corresponding to the subject in the OVS sentence) be-fore its mention. However, in answering post-trial who-does-what-to-whom comprehension questions, the children did not(unlike suggested by previous findings) benefit from the actiondepictions. Together the eye-gaze and post-trial comprehen-sion results suggest that the nature of cue presentation (e.g.,the abrupt onset of an action or a wiggle and limitations on cuepresence) plays an important role in both the immediate visualattention and somewhat later interpretation effects of such vi-sual cues during children’s language comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual-world paradigm"},{"word":"Eye movements"},{"word":"child lan-guage comprehension"},{"word":"thematic role assignment"},{"word":"depicted ac-tions"},{"word":"wiggle"},{"word":"non-linguistic visual cues"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32f000fb","frozenauthors":[{"first_name":"Julia","middle_name":"Marina","last_name":"Kroger","name_suffix":"","institution":"Center of Excellence Cognitive Interaction Technology","department":""},{"first_name":"Katja","middle_name":"","last_name":"Munster","name_suffix":"","institution":"Department of German Studies and Linguistics","department":""},{"first_name":"Michele","middle_name":"","last_name":"Burigo","name_suffix":"","institution":"Center of Excellence Cognitive Interaction Technology","department":""},{"first_name":"Pia","middle_name":"","last_name":"Knoeferle","name_suffix":"","institution":"Center of Excellence Cognitive Interaction Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28056/galley/17695/download/"}]},{"pk":27817,"title":"Word Frequency Can Affect What You Choose to Say","subtitle":null,"abstract":"Though communicative goals clearly drive word choice in\nlanguage production, online demands suggest that accessibility\nmight play a role, too. If the benefits of accessibility are\nimportant enough to communication, more accessible words\n(high-frequency words) might be chosen over more accurate,\nless accessible ones. We used a novel artificial language\nlearning paradigm to test whether high-frequency words are\npreferred over low-frequency words at a cost of meaning\naccuracy. Participants learned eight words which corresponded\nto precise angles on a compass. On test trials, participants\nviewed angles lying in-between two trained angles and were\nasked to produce a word for the angle. Across two experiments,\nwe showed that participants extended their use of high-\nfrequency words to more distal angles compared to low-\nfrequency words. In cases of competition between high- and\nlow-frequency words, the former tended to win out even when\nless accurate, suggesting that accessibility can compromise\nsome accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Lexical access"},{"word":"accessibility"},{"word":"Word frequency"},{"word":"Artificial language"},{"word":"Lexical bias"},{"word":"Language Production"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hj8w9gz","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Koranda","name_suffix":"","institution":"University of Wisconson - Madison","department":""},{"first_name":"Martin","middle_name":"","last_name":"Zettersten","name_suffix":"","institution":"University of Wisconson - Madison","department":""},{"first_name":"Maryellen","middle_name":"C","last_name":"MacDonald","name_suffix":"","institution":"University of Wisconson - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27817/galley/17456/download/"}]},{"pk":28006,"title":"Word learning and the acquisition of syntactic–semantic overhypotheses","subtitle":null,"abstract":"Children learning their first language face multiple problemsof induction: how to learn the meanings of words, and howto build meaningful phrases from those words according tosyntactic rules. We consider how children might solve theseproblems efficiently by solving them jointly, via a computa-tional model that learns the syntax and semantics of multi-word utterances in a grounded reference game. We select awell-studied empirical case in which children are aware of pat-terns linking the syntactic and semantic properties of words –that the properties picked out by base nouns tend to be relatedto shape, while prenominal adjectives tend to refer to otherproperties such as color. We show that children applying suchinductive biases are accurately reflecting the statistics of child-directed speech, and that inducing similar biases in our compu-tational model captures children’s behavior in a classic adjec-tive learning experiment. Our model incorporating such biasesalso demonstrates a clear data efficiency in learning, relative toa baseline model that learns without forming syntax-sensitiveoverhypotheses of word meaning. Thus solving a more com-plex joint inference problem may make the full problem of lan-guage acquisition easier, not harder.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07k8q4jn","frozenauthors":[{"first_name":"Jon","middle_name":"","last_name":"Gauthier","name_suffix":"","institution":"MIT","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"MIT","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28006/galley/17645/download/"}]},{"pk":27961,"title":"Word Learning as Category Formation","subtitle":null,"abstract":"A fundamental question in word learning is how, given onlyevidence about what objects a word has previously referred to,children are able to generalize the total class (Smith & Medin,1981; Xu & Tenenbaum, 2007). E.g. how a child ends upknowing that ‘poodle’ only picks out a specific subset of dogsrather than the whole class and vice versa. The Na ̈ıve Gen-eralization Model (NGM) presented in this paper offers an ex-planation of word learning phenomena grounded in categoryformation (Smith & Medin, 1981) The NGM captures a rangeof relevant experimental findings (Xu & Tenenbaum, 2007;Spencer, Perone, Smith, & Samuelson, 2011), including thosewhich are in conflict with a Bayesian inference theory (Xu &Tenenbaum, 2007).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language Acquisition; Word Learning; Cognitive Modeling; Computational Linguistics"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v45q7cj","frozenauthors":[{"first_name":"Spencer","middle_name":"","last_name":"Caplan","name_suffix":"","institution":"UPenn","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27961/galley/17599/download/"}]},{"pk":27772,"title":"Word Learning as Network Growth: A Cross-linguistic Analysis","subtitle":null,"abstract":"Children tend to produce words earlier when they are connected toa variety of other words along both the phonological and semanticdimensions. Though this connectivity effect has been extensivelydocumented, little is known about the underlying developmentalmechanism. One view suggests that learning is primarily drivenby a network growth model where highly connected words in thechild’s early lexicon attract similar words. Another view suggeststhat learning is driven by highly connected words in the externallearning environment instead of highly connected words in the earlyinternal lexicon. The present study tests both scenarios system-atically in both the phonological and semantic domains, and across8 languages. We show that external connectivity in the learningenvironment drives growth in both the semantic and the phonolog-ical networks, and that this pattern is consistent cross-linguistically.The findings suggest a word learning mechanism where childrenharness their statistical learning abilities to (indirectly) detect andlearn highly connected words in the learning environment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Semantic work"},{"word":"phonological network"},{"word":"Network growth"},{"word":"Mechanism of word learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9mt3m22p","frozenauthors":[{"first_name":"Abdellah","middle_name":"","last_name":"Fourtassi","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Yuan","middle_name":"","last_name":"Bian","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27772/galley/17412/download/"}]},{"pk":27890,"title":"Word length, proportion of overlap, and phonological competition in spoken word recognition","subtitle":null,"abstract":"We examined how phonological competition effects inspoken word recognition change with word length. Cohorteffects (competition between words that overlap at onset) arestrong and easily replicated. Rhyme effects (competitionbetween words that mismatch at onset) are weaker, emergelater in the time course of spoken word recognition, and aremore difficult to replicate. We conducted a simple experimentto examine cohort and rhyme competition using monosyllabicvs. bisyllabic words. Degree of competition was predicted byproportion of phonological overlap. Longer rhymes, withgreater overlap in both number and proportion of sharedphonemes, compete more strongly (e.g., kettle-medal [0.8overlap] vs. cat-mat [0.67 overlap]). In contrast, long andshort cohort pairs constrained to have constant (2-phoneme)overlap vary in proportion of overlap. Longer cohort pairs(e.g., camera-candle) have lower proportion of overlap (inthis example, 0.33) than shorter cohorts (e.g., cat-can, with0.67 overlap) and compete more weakly. This finding hasmethodological implications (rhyme effects are less likely tobe observed with shorter words, while cohort effects arediminished for longer words), but also theoreticalimplications: degree of competition is not a simple functionof overlapping phonemes; degree of competition isconditioned on proportion of overlap. Simulations withTRACE help explicate how this result might emerge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Spoken word recognition"},{"word":"Language Processing"},{"word":"Phonology"},{"word":"phonological competition"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5c67z5g0","frozenauthors":[{"first_name":"Elizabeth","middle_name":"Schoen","last_name":"Simmons","name_suffix":"","institution":"UConn","department":""},{"first_name":"James","middle_name":"S","last_name":"Magnuson","name_suffix":"","institution":"UConn","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27890/galley/17528/download/"}]},{"pk":27965,"title":"Words and non-speech sounds access lexical and semantic knowledge differently","subtitle":null,"abstract":"Using an eye-tracking paradigm, we examined the strength\nand speed of access to lexical knowledge (e.g., our\nrepresentation of the word dog in our mental vocabulary) and\nsemantic knowledge (e.g., our knowledge that a dog is\nassociated with a leash) via both spoken words (e.g., “dog”)\nand characteristic sounds (e.g., a dog’s bark). Results show\nthat both spoken words and characteristic sounds activate\nlexical and semantic knowledge, but with different patterns.\nSpoken words activate lexical knowledge faster than\ncharacteristic sounds do, but with the same strength. In\ncontrast, characteristic sounds access semantic knowledge\nstronger than spoken words do, but with the same speed.\nThese findings reveal similarities and differences in the\nactivation of conceptual knowledge by verbal and non-verbal\nmeans and advance our understanding of how auditory input\nis cognitively processed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"speech comprehension; sound processing; lexical competition; semantic competition; eye-tracking"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9f70g04j","frozenauthors":[{"first_name":"Peiyao","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"James","middle_name":"","last_name":"Bartolotti","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"Scott","middle_name":"R","last_name":"Schroeder","name_suffix":"","institution":"Hofstra","department":""},{"first_name":"Sirada","middle_name":"","last_name":"Rochanavibhata","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"Viorica","middle_name":"","last_name":"Marian","name_suffix":"","institution":"Northwestern","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27965/galley/17603/download/"}]},{"pk":35969,"title":"Word Stress and Pronunciation Teaching in English as a Lingua Franca Contexts","subtitle":null,"abstract":"Traditionally, pronunciation was taught by reference to nativespeaker models. However, as speakers around the world increasingly interact in English as a lingua franca (ELF) contexts, there is less focus on native-speaker targets, and there is wide acceptance that achieving intelligibility is crucial while mimicking nativespeaker pronunciation is not important. However, if there is no clear model to refer to, how do we give guidance to students about how to improve their pronunciation, and how do we determine what needs to be fixed in order to enhance intelligibility? This article considers teaching pronunciation in ELF contexts, making reference to a corpus of interactions recorded in Brunei involving 41 speakers from various countries in Southeast Asia, particularly focusing on stress patterns, to see what impact variant stress has on intelligibility. It is found that there is some evidence that word stress may contribute to misunderstandings occurring in ELF interactions.","language":"eng","license":null,"keywords":[{"word":"Pronunciation"},{"word":"word stress"},{"word":"Intelligibility"},{"word":"misunderstandings"},{"word":"English as a lingua franca (ELF)"}],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/02n946sp","frozenauthors":[{"first_name":"Christine","middle_name":"","last_name":"Lewis","name_suffix":"","institution":"Universiti Brunei Darussalam","department":""},{"first_name":"David","middle_name":"","last_name":"Deterding","name_suffix":"","institution":"Universiti Brunei Darussalam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35969/galley/26823/download/"}]},{"pk":27685,"title":"Workshop Proposal: Contemporary Cognitive Approaches to Decision-Making","subtitle":null,"abstract":"The study of how people make judgments and decisions","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Judgment and decision making; cognitive process"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6sp4860j","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Bartels","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Oleg","middle_name":"","last_name":"Urminsky","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Trueblood","name_suffix":"","institution":"Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27685/galley/17326/download/"}]},{"pk":27733,"title":"You can sweat the small stuff, too: Abstraction subordinates perceptual salience to the larger goal in a category learning paradigm","subtitle":null,"abstract":"Three experiments investigated the role of conceptual\nabstraction in category learning. We found that people in a\nlow-level mindset over-weighted global features in\nclassifying novel exemplars whereas those in a high-level\nmindset did not (Experiments 1 and 3). The effect was on the\nlearning process, independent of perceptual response\npreference (Experiment 3) and occurred despite evidence of\nperceptual global dominance for all groups during learning\n(Experiments 2 and 3). We conclude that abstraction can\nsubordinate perceptual salience to the larger goal, integrating\ndiscrete encounters into a comprehensive representation of the\nunderlying structure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"abstraction"},{"word":"category learning"},{"word":"Global precedence"},{"word":"Holistic primacy"},{"word":"Configural processing"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cx7g4nr","frozenauthors":[{"first_name":"David","middle_name":"A","last_name":"Bosch","name_suffix":"","institution":"New York University","department":""},{"first_name":"Yaacov","middle_name":"","last_name":"Trope","name_suffix":"","institution":"New York University","department":""},{"first_name":"Gregory","middle_name":"L","last_name":"Murphy","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27733/galley/17373/download/"}]},{"pk":27727,"title":"Young children use statistical evidence to infer the informativeness of praise","subtitle":null,"abstract":"Praise is not only rewarding but also informative. It allows\nus to learn about our skills and competence even when we\nare uncertain or unable to judge for ourselves. Not all praise\nis equally meaningful, however: Praise from someone who\npraises indiscriminately is less informative than from some-\none who praises selectively. Here we ask whether young chil-\ndren infer the informativeness of others’ praise based on the\nstatistical dependence between praise and the quality of work.\nExp. 1 shows that adults and 4-5 year-olds were more likely to\ntrust praise from a teacher whose previous praise covaried with\nthe quality of work (i.e., selective praise) than praise from a\nteacher who indiscriminately praised independent of the qual-\nity of work (i.e., overpraise). Exp. 2 addressed the possibility\nthat participants simply prefer a teacher who praises less often.\nEven for young children, praise is more than something nice.\nRather, they can track the informativeness of others’ evalua-\ntive feedback and use it to learn about the quality of their own\nwork.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cognition"},{"word":"praise"},{"word":"Statistical reasoning"},{"word":"selective trust"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3sb9g402","frozenauthors":[{"first_name":"Mika","middle_name":"","last_name":"Asaba","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Emily","middle_name":"","last_name":"Hembacher","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Shi","middle_name":"","last_name":"Qiu","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Brett","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Hyowon","middle_name":"","last_name":"Gweon","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27727/galley/17367/download/"}]},{"pk":27838,"title":"Your liking is my curiosity: a social popularity intervention to induce curiosity","subtitle":null,"abstract":"Our actions and decisions are regularly influenced by the socialenvironment around us. Can social environment be leveragedto induce curiosity and facilitate subsequent learning? Acrosstwo experiments, we show that curiosity is contagious: socialenvironment can influence people’s curiosity about the answersto scientific questions. Our findings show that people are morelikely to become curious about the answers to more popularquestions, which in turn influences the information they chooseto reveal. Given that curiosity has been linked to better learning,these findings have important implications for education.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Curiosity"},{"word":"Intervention. Social influence"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gz1s395","frozenauthors":[{"first_name":"Hermish","middle_name":"","last_name":"Mehta","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Rachit","middle_name":"","last_name":"Dubey","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-02T00:00:00+06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27838/galley/17477/download/"}]},{"pk":3792,"title":"2016–17 Doctoral Dissertations, Master’s Theses, Professional, And Client Reports","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[],"section":"DCRP News","is_remote":true,"remote_url":"https://escholarship.org/uc/item/26q6j7db","frozenauthors":[{"first_name":"Chester","middle_name":"","last_name":"Harvey","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2018-03-28T00:46:00+06:00","date_accepted":"2018-03-28T00:46:00+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3792/galley/2464/download/"}]},{"pk":51159,"title":"A Brief Didactic Intervention to Improve Multiple- Choice Item-Writing Quality","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Lectures/Podcasts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9z22m7d7","frozenauthors":[{"first_name":"Jonathan","middle_name":"S","last_name":"Jones","name_suffix":"","institution":"","department":""},{"first_name":"Andrew","middle_name":"W","last_name":"Phillips","name_suffix":"","institution":"","department":""},{"first_name":"Andrew","middle_name":"M","last_name":"King","name_suffix":"","institution":"","department":""},{"first_name":"Molly","middle_name":"K","last_name":"Estes","name_suffix":"","institution":"","department":""},{"first_name":"Lauren","middle_name":"W","last_name":"Conlon","name_suffix":"","institution":"","department":""},{"first_name":"Kevin","middle_name":"R","last_name":"Scott","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-16T11:43:19+06:00","date_accepted":"2018-01-16T11:43:19+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51159/galley/38991/download/"}]},{"pk":37875,"title":"Abriendo la puerta a los fantasmas de la Revolución Cubana: Una entrevista a Susannah Rodríguez Drissi","subtitle":null,"abstract":"","language":"en","license":{"name":"Copyright","short_name":"Copyright","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Interviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4mv9b6gx","frozenauthors":[{"first_name":"Allison","middle_name":"","last_name":"Carlisle","name_suffix":"","institution":"University of California, Los Angeles","department":"None"},{"first_name":"Verónica","middle_name":"","last_name":"García Moreno","name_suffix":"","institution":"University of California, Los Angeles","department":"None"}],"date_submitted":"2019-06-06T07:17:33+06:00","date_accepted":"2019-06-06T07:17:33+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/mester/article/37875/galley/28529/download/"}]},{"pk":51166,"title":"A Case of Acute Cholecystitis","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49v9x166","frozenauthors":[{"first_name":"Chad","middle_name":"","last_name":"Correa","name_suffix":"","institution":"","department":""},{"first_name":"Lindsey","middle_name":"","last_name":"Spiegelman","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-16T11:58:27+06:00","date_accepted":"2018-01-16T11:58:27+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51166/galley/38998/download/"}]},{"pk":51220,"title":"A Case of Otomastoiditis","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/45m5569m","frozenauthors":[{"first_name":"Chad","middle_name":"","last_name":"Correa","name_suffix":"","institution":"","department":""},{"first_name":"Claire","middle_name":"","last_name":"Thomas","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-04-17T10:19:32+06:00","date_accepted":"2018-04-17T10:19:32+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51220/galley/39025/download/"}]},{"pk":56637,"title":"A Case Study of the Stigmatized Code Sheng: The AUYL Syndrome","subtitle":null,"abstract":"African urban youth language (AUYL) syndrome is a sociolinguistic phenomenon. Its most distinguishing symptom is the investment of African youths in a stigmatized variety to the exclusion of more prestigious languages. AUYLs have long stumped educators, policy makers and teachers of standard languages, spawning cursory descriptions, numerous complaints, and pleas for eradication. A case study of the symptoms associated with the stigmatized code Sheng (Nairobi, Kenya), reveals generalities for other AUYLs. Detractors worry that embracing the variety will damn the youth to failure in examinations, to denial of further educational attainment, to the loss of life-long goals, such as social mobility, and perhaps even to criminality. This article examines the concept of the culture-bound syndrome—a collection of social symptoms that reflect cultural fears—and the manner in which it may be applied to Sheng and other AUYLs. An interdisciplinary exploration of colonial history, language ecosystem, language ideology and conventional wisdom provide a rationale for a sociolinguistic defense. The data disclose that the symptoms reveal more about the plaintiff than the defendant. Overcoming what is but a standard language ideological bias requires Africanists in all academic disciplines to legitimize AUYLs through continued research.","language":"en","license":null,"keywords":[],"section":"Essays Part II","is_remote":true,"remote_url":"https://escholarship.org/uc/item/71v64679","frozenauthors":[{"first_name":"Philip","middle_name":"W.","last_name":"Rudd","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-31T05:19:06+06:00","date_accepted":"2018-01-31T05:19:06+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56637/galley/42980/download/"}]},{"pk":51283,"title":"Achalasia: An Uncommon Presentation with Classic Imaging","subtitle":null,"abstract":"ABSTRACT: History of present illness: A 32-year-old male smoker with a BMI of 38.1 kg/m2, history of esophageal stricture, gastroesophageal reflux disease (GERD), and years of intermittent dry cough presented with three weeks of exacerbated, persistent cough worse in the morning and after eating. He denied fever, constitutional symptoms, dysphagia, or vomiting. He presented to the emergency department following an abnormal outpatient chest X-ray. Bilateral expiratory wheezing was noted on exam. \n \nSignificant findings: The chest X-ray demonstrated a markedly widened mediastinum (red brackets), raising concern for thoracic aortic aneurysm/aortic dissection, which prompted labs and contrast-enhanced computed tomography (CT) of the chest. The CT revealed a dilated proximal esophagus that narrowed distally (yellow tracing and red arrow), with particulate material, mass-effect on the trachea (purple outline), and bilateral patchy opacities suggesting aspiration. Barium esophagram showed a drastically dilated esophagus filled with contrast (yellow arrow), terminating into the classic “bird’s beak sign” (red arrow) at the lower esophageal sphincter (LES). Esophageal manometry later confirmed achalasia, proving that widened mediastina can have unexpected etiologies. \n \nDiscussion: Achalasia is a rare (prevalence ~0.3-9.5/100,000, increasing with age) digestive disorder characterized by denervation to the distal esophagus, promoting regional aperistalsis and tonic contraction of the LES.1-3 Achalasia most commonly presents as acute, simultaneous dysphagia to both solids and liquids, but can present as heartburn, regurgitation, or even unexplained cough.1-3 A dilated esophagus with narrowing at the LES (“Bird’s Beak Sign”) and delayed esophageal emptying on barium esophagram are pathognomonic for achalasia (sensitivity 90%, specificity 95%),4 as is distal aperistalsis with increased resting LES tone on high-resolution manometry (sensitivity 98%, specificity 96%).5 Pharmacologic LES relaxation may be trialed, but surgical myotomy is usually necessary.1,2,3,6 Our patient underwent laparoscopic Heller myotomy resulting in a dilated, aperistaltic esophagus with no evidence of obstruction and is being followed for continued GERD and dysphagia. \n \nTopics: Achalasia, widened mediastinum, acute dysphagia, barium esophagram, lower esophageal sphincter, esophageal dysmotility, aspiration, gastroenterology.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"Achalasia, widened mediastinum, acute dysphagia, barium esophagram, lower esophageal sphincter, esophageal dysmotility, aspiration, gastroenterology"}],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wc5t1jr","frozenauthors":[{"first_name":"Joseph","middle_name":"","last_name":"Adamson","name_suffix":"","institution":"Oakland University William Beaumont School of Medicine, Rochester, MI","department":""},{"first_name":"Mina","middle_name":"","last_name":"Altwail","name_suffix":"","institution":"Oakland University William Beaumont School of Medicine, Department of Emergency Medicine, Royal Oak, MI","department":""},{"first_name":"Shanna","middle_name":"","last_name":"Jones","name_suffix":"","institution":"Oakland University William Beaumont School of Medicine, Department of Emergency Medicine, Royal Oak, MI","department":""}],"date_submitted":"2018-07-17T03:49:41+06:00","date_accepted":"2018-07-17T03:49:41+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51283/galley/39057/download/"}]},{"pk":51222,"title":"Acromioclavicular Joint Separation","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/24z717c3","frozenauthors":[{"first_name":"Devan","middle_name":"","last_name":"Pandya","name_suffix":"","institution":"","department":""},{"first_name":"John","middle_name":"","last_name":"Costumbrado","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-04-17T10:21:39+06:00","date_accepted":"2018-04-17T10:21:39+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51222/galley/39027/download/"}]},{"pk":51227,"title":"Acute Comminuted Intertrochanteric Hip Fracture","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0tr8p9rw","frozenauthors":[{"first_name":"Samuel","middle_name":"","last_name":"Kaplan","name_suffix":"","institution":"","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Peña","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-04-17T10:29:08+06:00","date_accepted":"2018-04-17T10:29:08+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51227/galley/39032/download/"}]},{"pk":51276,"title":"Acute Dysphagia in a 25-Year-Old Male","subtitle":null,"abstract":"ABSTRACT: History of present illness: A 25-year-old male with a history of asthma presented to the emergency department (ED) with the sensation of food impaction in the mid-thoracic region and inability to swallow that began twenty minutes prior to arrival after eating chicken. Careful history revealed that the patient had several ED visits for similar episodes during his early childhood. Physical examination was benign with stable vitals. He had a clear oropharynx and normal breath sounds bilaterally. On cardiac auscultation, there was a regular rate and rhythm without appreciable murmur. \n \nSignificant findings: After an unremarkable chest radiograph was obtained, a computed tomography (CT) scan of the chest was obtained due to possible co-ingestion of bones to rule out perforation. The CT scan demonstrated focal distention of the mid-esophagus due to an impacted food bolus (white arrow). An aberrant right subclavian artery (yellow arrow) was located just distal to the impaction site with partial compression of the esophagus (red arrow). \n \nDiscussion: Arteria lusoria is an aberrant right subclavian artery. It is the most common embryologic abnormality of the aortic arch, occurring in 0.5% to 1.8% of the population.1 In this condition, the right subclavian artery arises directly off of the aorta, distal to the left subclavian artery, as opposed to the normal branching off the right brachiocephalic artery. While the majority of cases are asymptomatic, occasionally the artery will compress adjacent structures including the trachea and esophagus.2 This phenomenon was first described in 1794 by a London physician who remarked on a fatal case of \"obstructed deglutition.”3 When the aberrant right subclavian artery causes compression and trachea-esophageal symptoms such as dysphagia, it is termed dysphagia lusoria. \n \nThe patient was diagnosed with dysphagia lusoria and given an intravenous bolus of glucagon with resolution of symptoms in one hour. He was able to tolerate liquids and solids without difficulty upon discharge. Management of dysphagia varies based on presentation and ability to tolerate oral intake. CT imaging may be useful in cases of recurrent food bolus impactions or high clinical suspicion for aerodigestive injury. Patients unable to swallow may require emergent subspecialist evaluation with additional imaging and endoscopic evaluation. Structural abnormalities such as dysphagia lusoria may ultimately require surgical intervention for definitive resolution of symptoms. \n \nTopics: Arteria lusoria, dysphagia, aberrant right subclavian artery.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"Arteria lusoria, dysphagia, aberrant right subclavian artery"}],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03w9f5vr","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Ullo","name_suffix":"","institution":"Rutgers University New Jersey Medical School, Department of Emergency Medicine, Newark, NJ","department":""},{"first_name":"Robert","middle_name":"","last_name":"Dym","name_suffix":"","institution":"Rutgers University New Jersey Medical School, Department of Radiology, Newark, NJ","department":""},{"first_name":"Jill","middle_name":"","last_name":"Ripper","name_suffix":"","institution":"Rutgers University New Jersey Medical School, Department of Emergency Medicine, Newark, NJ","department":""}],"date_submitted":"2018-07-16T09:50:38+06:00","date_accepted":"2018-07-16T09:50:38+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51276/galley/39050/download/"}]},{"pk":51267,"title":"Acute Hemolytic Transfusion Reaction","subtitle":null,"abstract":"ABSTRACT: Audience: This scenario was developed to educate emergency medicine residents on the diagnosis and management of acute hemolytic transfusion reactions in the emergency department. The case is appropriate for senior medical students and advanced practice providers. The principles of crisis resource management, teamwork, and communication are also incorporated into the case. \n \nIntroduction: Patients who present with suspected acute hemolytic transfusion reactions require rapid diagnosis and management, as well as a thorough evaluation for other differential diagnoses, such as DIC (disseminated intravascular coagulation), TTP (thrombotic thrombocytopenic purpura), and sepsis. The possibility of acute hemolytic transfusion must be entertained early, as it carries significant morbidity including the risk of developing acute hemolytic anemia, acute renal failure, DIC, shock, and/or death.1 The mortality rate of acute hemolytic transfusion reactions can reach 44%, and it accounts for 20% of all transfusion-related mortalities.2,3 Given this significant morbidity and mortality, early recognition and management are paramount in the emergency department (ED) to avoid clinical deterioration and death. \n \nObjectives: By the end of this simulation session, the learner will be able to: 1) Recognize the clinical signs and symptoms associated with transfusion reactions. 2) Discuss necessary systems-based management of potential transfusion reactions, such as notifying the blood bank and evaluating to see if another patienta accidentally received a wrong unit of blood. 3) Discuss the management of various transfusion reactions. 4) Appropriately disposition the patient to an intensive care unit (ICU) or stepdown unit. 5) Effectively communicate with team members and nursing staff during the resuscitation of a critically ill patient. \n \nMethod: This session is conducted using high-fidelity simulation, followed by a debriefing session and lecture on the diagnosis and management of transfusion reactions. Debriefing methods may be left to the discretion of participants, but the authors have utilized advocacy-inquiry techniques. \n \nTopics: Medical simulation, acute hemolytic transfusion reaction, transfusion reactions, hematology, emergency medicine.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"medical simulation, acute hemolytic transfusion reaction, transfusion reactions, hematology, emergency medicine"}],"section":"Simulation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0162r6nj","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Purcell","name_suffix":"","institution":"The Ohio State University Wexner Medical Center, Department of Emergency Medicine, Columbus, OH","department":""},{"first_name":"Christopher","middle_name":"","last_name":"San Miguel","name_suffix":"","institution":"The Ohio State University Wexner Medical Center, Department of Emergency Medicine, Columbus, OH","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Yee","name_suffix":"","institution":"The Ohio State University Wexner Medical Center, Department of Emergency Medicine, Columbus, OH","department":""}],"date_submitted":"2018-07-16T09:29:34+06:00","date_accepted":"2018-07-16T09:29:34+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51267/galley/39041/download/"}]},{"pk":51172,"title":"Acute Pyelonephritis with Perinephric Stranding on CT","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1421w0rd","frozenauthors":[{"first_name":"Ronald","middle_name":"","last_name":"Goubert","name_suffix":"","institution":"","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Peña","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-16T12:09:31+06:00","date_accepted":"2018-01-16T12:09:31+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51172/galley/39004/download/"}]},{"pk":56685,"title":"Adam Mayer, Naija Marxisms: Revolutionary Thought in Nigeria (London: Pluto Press, 2016). pp. 241.","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4pf860qn","frozenauthors":[{"first_name":"Samuel","middle_name":"","last_name":"Oyewole","name_suffix":"","institution":"","department":""}],"date_submitted":"2019-01-13T02:15:15+06:00","date_accepted":"2019-01-13T02:15:15+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56685/galley/43007/download/"}]},{"pk":3790,"title":"African Futures: Essays on Crisis, Emergence, and Possibility","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9m2516v0","frozenauthors":[{"first_name":"Shakirah","middle_name":"","last_name":"Hudani","name_suffix":"","institution":"University of California, Berkeley","department":"None"}],"date_submitted":"2018-03-28T00:38:53+06:00","date_accepted":"2018-03-28T00:38:53+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3790/galley/2462/download/"}]},{"pk":51285,"title":"A Low Cost Escharotomy Simulation Model for Residency Education","subtitle":null,"abstract":"ABSTRACT:Audience: This escharotomy model is designed to instruct emergency medicine residents, medical students, and community physicians.\nIntroduction: Burns account for over 40,000 hospitalizations and 3,400 deaths in the United States each year.1 Circumferential burns commonly lead to constrictive eschar formation, which may cause underlying tissue ischemia and necrosis.2 Escharotomies are a life or limb saving procedure, and therefore proper technique is essential to the training of emergency medicine residents. However, they are an infrequently encountered procedure and consequently are often performed with inadequate tissue decompression as well as incidental damage to the surrounding nerves and vessels.3 Simulation has been demonstrated to be an effective tool in successfully improving resident procedural skills.4\nObjectives: By the end of this educational session, the learner will be able to: 1) Understand the indications for an escharotomy. 2) List equipment needed to perform an escharotomy. 3) Demonstrate how to perform an escharotomy. 4) Perform an escharotomy and experience the sensation of cutting through simulated burned tissue. 5) Understand post-escharotomy management and referral to specialist.\nMethods: Attempts have been made previously to build low cost models for teaching escharotomy. We designed a cost-effective model that could be modified to fit any high or low fidelity simulator. A yoga mat is applied to a mannequin torso and extremities to simulate underlying muscle and is then covered with cloth tape and rubber bands. The final stage of building the model includes charring it to simulate the burned tissue. During the simulation session, learners are then able to realistically feel the sensation of incising through the eschar in order to release the compressive effects of the burned tissue. Underlying intravenous tubing provides realistic bleeding from the incised lower tissues.\nTopics: Escharotomy, burn, eschar, emergency procedure.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"Escharotomy, burn, eschar, emergency procedure"}],"section":"Innovations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8cv0h4xk","frozenauthors":[{"first_name":"Christopher","middle_name":"","last_name":"Sampson","name_suffix":"","institution":"University of Missouri-Columbia, Department of Emergency Medicine, Columbia, Missouri","department":""},{"first_name":"Catherine","middle_name":"","last_name":"Parker","name_suffix":"","institution":"University of Missouri-Columbia, Department of Emergency Medicine, Columbia, Missouri","department":""},{"first_name":"Edward","middle_name":"","last_name":"Burns","name_suffix":"","institution":"St George Hospital, Department of Emergency Medicine, Sydney, Australia","department":""},{"first_name":"Marty","middle_name":"","last_name":"Ruyan","name_suffix":"","institution":"University of Missouri School of Medicine. Columbia, Missouri","department":""},{"first_name":"Dena","middle_name":"","last_name":"Higbee","name_suffix":"","institution":"University of Missouri School of Medicine. Columbia, Missouri","department":""},{"first_name":"Timothy","middle_name":"","last_name":"Koboldt","name_suffix":"","institution":"University of Missouri-Columbia, Department of Emergency Medicine, Columbia, Missouri","department":""}],"date_submitted":"2018-07-17T04:32:37+06:00","date_accepted":"2018-07-17T04:32:37+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51285/galley/39059/download/"}]},{"pk":19926,"title":"Álvarez, Ignacio, Luis Martín-Cabrera y Greg Dawes, eds. Homenaje a Jaime Concha. Releyendo a contraluz. Raleigh, NC: Editorial A Contracorriente, 2018. Impreso. 196 pp.","subtitle":null,"abstract":"Álvarez, Ignacio, Luis Martín-Cabrera y Greg Dawes, eds. \nHomenaje a Jaime Concha. Releyendo a contraluz\n. Raleigh, NC: Editorial A Contracorriente, 2018. Impreso. 196 pp.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/311301x3","frozenauthors":[{"first_name":"Pablo","middle_name":"","last_name":"Faúndez Morán","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2018-12-20T19:34:54+06:00","date_accepted":"2018-12-20T19:34:54+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19926/galley/9892/download/"}]},{"pk":35756,"title":"[America], will you love me?","subtitle":null,"abstract":"The complex feelings of belonging and being an outsider are explored in a poem written “to” a nation that has both valued and denigrated its immigrant populations.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Hot topics: critical issues in dance","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34j4f092","frozenauthors":[{"first_name":"Waeli","middle_name":"","last_name":"Wang","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2018-09-20T02:53:00+06:00","date_accepted":"2018-09-20T02:53:00+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/dmj/article/35756/galley/26621/download/"}]},{"pk":51157,"title":"A Model Curriculum for an Emergency Medical Services (EMS) Rotation for Emergency Medicine Residents","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Curriculum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/653669xj","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Mancera","name_suffix":"","institution":"","department":""},{"first_name":"Aaron","middle_name":"","last_name":"Kraut","name_suffix":"","institution":"","department":""},{"first_name":"Megan","middle_name":"","last_name":"Gussick","name_suffix":"","institution":"","department":""},{"first_name":"Michael","middle_name":"","last_name":"Lohmeier","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-16T11:30:51+06:00","date_accepted":"2018-01-16T11:30:51+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51157/galley/38989/download/"}]},{"pk":57862,"title":"Annalise Keating's Portrayal as a Black Attorney is the Real Scandal: Examining How the Use of Stereotypical Depictions of Black Women can Lead to the Formation of Implicit Biases","subtitle":null,"abstract":"Law firms are struggling to increase the representation and retention of Black women, and Black women have reported feeling excluded, invisible, and a lack of support within law firms. In this Comment, I posit that ABC’s hit show “How to Get Away with Murder” over relies on traditional negative stereotypes about Black women. Annalise Keating, the show’s lead character, conforms to the stereotypes of the Jezebel, the Mammy, and the Angry Black Woman.  Further, Keating’s representation as a Black female attorney is uniquely significant because historically Black women have done very little lawyering on the television screen. Thus, Keating’s representation as a Black female attorney on a show that has garnered upwards of twenty million viewers in a single episode is extremely influential, as it can have the effect of shaping audiences’ perceptions about Black women in the legal profession. As a result, I argue that the show’s negative depiction of Keating as a Black female attorney can lead to the formation of implicit biases about Black female attorneys, and may contribute to why Black women are having a difficult time excelling in law firms, which are 92.75 percent White.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Critical Race Theory"},{"word":"black attorneys"},{"word":"racial stereotyping"},{"word":"Representation"},{"word":"diversity, equitable legal hiring practices"}],"section":"Comments","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wd3d4gk","frozenauthors":[{"first_name":"Shamar","middle_name":"","last_name":"Toms-Anthony","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-05-09T00:59:35+06:00","date_accepted":"2018-05-09T00:59:35+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_nblj/article/57862/galley/44038/download/"}]},{"pk":51156,"title":"An OSCE Evaluation Tool for the Assessment of Emergency Medicine Resident Progression Performance of ACGME Patient Case and Interpersonal Communication Milestones","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Curriculum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0g513071","frozenauthors":[{"first_name":"Miriam","middle_name":"","last_name":"Kulkarni","name_suffix":"","institution":"","department":""},{"first_name":"Tiffany","middle_name":"","last_name":"Murano","name_suffix":"","institution":"","department":""},{"first_name":"Harsh","middle_name":"","last_name":"Sule","name_suffix":"","institution":"","department":""},{"first_name":"Jill","middle_name":"","last_name":"Ripper","name_suffix":"","institution":"","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Suglaski","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-16T11:26:19+06:00","date_accepted":"2018-01-16T11:26:19+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51156/galley/38988/download/"}]},{"pk":56640,"title":"Antoinette Burton, Africa in the Indian Imagination: Race and the Politics of Postcolonial Citation (Durham, NC: Duke University Press, 2016). pp. 200.","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/970356cq","frozenauthors":[{"first_name":"Timothy","middle_name":"","last_name":"Nicholson","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-31T05:26:00+06:00","date_accepted":"2018-01-31T05:26:00+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56640/galley/42983/download/"}]},{"pk":51341,"title":"An Unusual Case of Hematemesis","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2cz069qb","frozenauthors":[{"first_name":"Amanda","middle_name":"","last_name":"Amen","name_suffix":"","institution":"","department":""},{"first_name":"Jane","middle_name":"","last_name":"Xiao","name_suffix":"","institution":"","department":""},{"first_name":"Julie","middle_name":"","last_name":"Parks-Bortel","name_suffix":"","institution":"","department":""},{"first_name":"Shanna","middle_name":"","last_name":"Jones","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-10-16T21:47:06+06:00","date_accepted":"2018-10-16T21:47:06+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51341/galley/39082/download/"}]},{"pk":51208,"title":"An Unusual Case of Pharyngitis: Herpes Zoster of Cranial Nerves 9, 10, C2, C3 Mimicking a Tumor","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qs5x3nm","frozenauthors":[{"first_name":"Jason","middle_name":"","last_name":"Cheng","name_suffix":"","institution":"","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Reinhold","name_suffix":"","institution":"","department":""},{"first_name":"Rahmon","middle_name":"","last_name":"Zuckerman","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-04-17T10:02:03+06:00","date_accepted":"2018-04-17T10:02:03+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51208/galley/39013/download/"}]},{"pk":51275,"title":"A Rare Cause of Pelvic Pain in a Teenage Girl","subtitle":null,"abstract":"ABSTRACT: History of present illness: A 14-year-old female presented with rectal pain, pelvic pressure, urinary hesitancy and difficulty defecating despite daily laxative use. She had a history of irregular periods and was currently menstruating. Her vital signs were normal. Her abdominal exam was unremarkable and the external genitourinary exam showed a visible vaginal introitus and no masses. \n \nSignificant findings: Due to pain out of proportion to her exam, an ultrasound of her pelvis was obtained and showed a blood-filled distended uterus, or hematometrocolpos (white arrow), with a 4.9 cm right ovarian cyst (blue arrow). A pelvic magnetic resonance imaging (MRI) then revealed an obstructed right hemi-vagina, normal left uterus and vagina and ipsilateral renal agenesis (red arrow) with normal left kidney (double arrow) consistent with obstructed hemivagina, ipsilateral renal agenesis (OHVIRA) syndrome. The patient underwent surgical repair with complete resolution of symptoms.\nDiscussion: OHVIRA is rare syndrome that occurs due to a failure of lateral fusion of the Mullerian ducts.1 It affects an estimated 0.1%-3.8% of the population.2 The majority of these cases are associated with ipsilateral renal anomalies, but up to half can have contralateral anomalies.1,2 The most common presenting symptom is pelvic pain.1 On physical exam, patients may have a bulge in the vaginal wall which represents hematometrocolpos due to obstruction of outflow of menstrual blood. Transabdominal pelvic ultrasound or MRI are helpful modalities for diagnosis in adolescents.1,3 In one pediatric case series of OHVIRA, all 8 patients had a history of normal menses and presented with acute or chronic pelvic pain that began after menarche.2 All patients in this case series were initially misdiagnosed, due to the rarity of the disorder and the fact that most patients have a history of regular menses despite progressive pelvic pain. Definitive treatment requires surgical excision of the vaginal septum. Post-surgical prognosis is typically good;4-6 potential complications include endometriosis and increased risk for preterm labor or malpresentation.7 \n \nTopics: Pelvic pain, obstructed hemivagina, renal agenesis, rectal pain, hematometrocolpos, hematocolpos.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"pelvic pain, obstructed hemivagina, renal agenesis, rectal pain, hematometrocolpos, hematocolpos"}],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6k46299q","frozenauthors":[{"first_name":"Amber","middle_name":"","last_name":"Hathcock","name_suffix":"","institution":"Baylor College of Medicine, Texas Children’s Hospital, Department of Pediatric Emergency Medicine,\nHouston, TX","department":""},{"first_name":"Manish","middle_name":"","last_name":"Shah","name_suffix":"","institution":"Baylor College of Medicine, Texas Children’s Hospital, Department of Pediatric Emergency Medicine,\nHouston, TX","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Dietrich","name_suffix":"","institution":"aylor College of Medicine, Texas Children’s Hospital, Departments of Pediatrics and Obstetrics/Gynecology,\nDivision of Pediatric and Adolescent Gynecology","department":""},{"first_name":"Esther","middle_name":"","last_name":"Sampayo","name_suffix":"","institution":"Baylor College of Medicine, Texas Children’s Hospital, Department of Pediatric Emergency Medicine,\nHouston, TX","department":""}],"date_submitted":"2018-07-16T09:48:56+06:00","date_accepted":"2018-07-16T09:48:56+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51275/galley/39049/download/"}]},{"pk":56692,"title":"Artist Portfolio | Two Generations of Artists at the University of Nigeria, Nsukka","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Part II — Creative Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bt87946","frozenauthors":[{"first_name":"Rebecca","middle_name":"","last_name":"Wolff","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":"2019-01-13T02:42:45+06:00","date_accepted":"2019-01-13T02:42:45+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56692/galley/43014/download/"}]},{"pk":51164,"title":"A Sublingual Mass in a 5-Year-Old Male","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88n9t0nj","frozenauthors":[{"first_name":"Chris","middle_name":"A","last_name":"Rees","name_suffix":"","institution":"","department":""},{"first_name":"Andrea","middle_name":"T","last_name":"Cruz","name_suffix":"","institution":"","department":""},{"first_name":"Corrie","middle_name":"E","last_name":"Chumpitazi","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-16T11:55:27+06:00","date_accepted":"2018-01-16T11:55:27+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51164/galley/38996/download/"}]},{"pk":4836,"title":"A Subset of Brain Neurons Controls a Sexually Dimorphic Proboscis Holding Behavior in Adult Drosophilia Melanogaster","subtitle":null,"abstract":"Taste is essential for humans and animals alike to evaluate food quality and make important decisionsabout food choice and intake. How complex brains process sensory information to produce behavioris an essential question in the field of sensory neurobiology. Currently, little is known about tastecircuits in the brain as compared to other sensory systems. Here, we used the common vinegar fly,Drosophila melanogaster, to explore the potential role of brain neurons labeled by a transgenic line(VT041723-GAL4) in producing “proboscis holding” behavior (extrusion of the mouthpart withoutwithdrawal). By utilizing the GAL4/UAS binary expression system, we expressed a heat-activatedcation channel (UAS-dTrpA1) in these brain neurons and artificially activated them by elevationof temperature, subsequently examining behavior in the heat-activated proboscis extension reflex(PER) assay. We found that activation of these neurons induced proboscis holding. Interestingly, theproboscis holding phenotype was sexually dimorphic. Male flies rarely showed proboscis holdingand those that did had shorter proboscis holding durations. On the other hand, both mated and virginfemales showed significantly more proboscis holding and had longer proboscis holding durationsthan male flies. Overall, we identified a subset of brain neurons labeled by the VT041723-GAL4 linethat controls a sexually dimorphic feeding response (proboscis holding) upon activation.","language":"en","license":null,"keywords":[{"word":"Drosophila melanogaster"},{"word":"GAL4/UAS system"},{"word":"taste circuit"},{"word":"feeding behavior"},{"word":"proboscis extension"},{"word":"sexual dimorphism"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/51q4c622","frozenauthors":[{"first_name":"Sameera","middle_name":"","last_name":"Ahmad","name_suffix":"","institution":"","department":"None"},{"first_name":"Kush","middle_name":"","last_name":"Amin","name_suffix":"","institution":"","department":"None"},{"first_name":"Yu-Chieh","middle_name":"David","last_name":"Chen","name_suffix":"","institution":"","department":"None"},{"first_name":"Anupama","middle_name":"","last_name":"Dahanukar","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2018-05-25T04:25:18+06:00","date_accepted":"2018-05-25T04:25:18+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucr_undergrad_research_j/article/4836/galley/2731/download/"}]},{"pk":56656,"title":"Aziz Choudry and Salim Vally (editors), Reflections on Knowledge, Learning and Social Movements: History’s Schools (New York, NY: Routledge, 2018). pp. 260.","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/67m0b09x","frozenauthors":[{"first_name":"Thabisile","middle_name":"","last_name":"Griffin","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":"2018-09-13T15:58:28+06:00","date_accepted":"2018-09-13T15:58:28+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56656/galley/42988/download/"}]},{"pk":51269,"title":"Bedside Ultrasound for the Diagnosis of Retinal Detachment","subtitle":null,"abstract":"ABSTRACT: History of present illness: A 19-year-old male with no significant past medical history presented to the Emergency Department with progressively worsening vision loss in his right eye after blunt trauma to the right orbit. The patient endorsed floaters and described his vision as being “cloudy,” but denied any photophobia, foreign body sensation, pain or ocular discharge. He did not use corrective lenses and his visual acuity was 20/100 OD and 20/30 OS. On exam, the patient had non-injected conjunctiva and normal intraocular pressures. Bedside ultrasound was performed and showed evidence of a right-sided retinal detachment and vitreous hemorrhage. Ophthalmology was emergently consulted and took the patient to the operating room for cryopexy. \n \nSignificant findings: The ocular point of care ultrasound (POCUS) utilizing a high frequency linear probe shows a retinal detachment (RD) with a thick, hyperechoic undulating membrane in the vitreous humor that is anchored at the ora serrata anteriorly and the optic disc posteriorly. Note that the retina is detached all the way to the optic disc making it \"mac off.\" The macula, and more specifically the fovea, is located in the central retina and contains a high concentration of cone photoreceptors responsible for central, high resolution, color vision. In a \"mac on\" RD, the retina detaches in the periphery but remains intact centrally. This is an ophthalmologic emergency and timely diagnosis and intervention can be vision saving. This patient also has evidence of a posterior vitreous hemorrhage which has a characteristic swirling appearance with kinetic exam on real-time imaging. The detached vitreous body is not as well defined and is not anchored posteriorly to the optic disc.\nDiscussion: There are many causes of sudden unilateral vision loss: acute angle closure glaucoma, vitreous hemorrhage, retinal detachment, vitreous detachment, retinal artery occlusion, retinal vein occlusion, optic neuritis, and ischemic optic neuropathy.1 Many of these cases require emergent intervention if the patient’s vision is to be preserved. In this case, the patient’s history of “floaters” is highly suggestive of a retinal etiology. Classically, patients with RD can also present with the perception of a “dark curtain” coming over their field of vision.2 In a review of 78 articles, ocular ultrasound had a sensitivity and specificity that ranged from 97% to 100% and 83% to 100%, respectively, in the diagnosis of RD,3 demonstrating its strength as a rapid diagnostic tool in accurately diagnosing RD. \n \nTopics: Ultrasound, ophthalmology, retina.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"Ultrasound, ophthalmology, retina"}],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zg56175","frozenauthors":[{"first_name":"Rami","middle_name":"","last_name":"San Gabriel","name_suffix":"","institution":"University of California, Irvine, Department of Emergency Medicine, Orange, CA","department":""},{"first_name":"Maili","middle_name":"","last_name":"Alvarado","name_suffix":"","institution":"University of California, Irvine, Department of Emergency Medicine, Orange, CA","department":""},{"first_name":"Vy","middle_name":"","last_name":"Han","name_suffix":"","institution":"University of California, Irvine, Department of Emergency Medicine, Orange, CA","department":""}],"date_submitted":"2018-07-16T09:35:27+06:00","date_accepted":"2018-07-16T09:35:27+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51269/galley/39043/download/"}]},{"pk":51206,"title":"Bell’s Palsy","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Oral Boards","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mq8s5b4","frozenauthors":[{"first_name":"Patrick","middle_name":"G","last_name":"Meloy","name_suffix":"","institution":"","department":""},{"first_name":"Todd","middle_name":"A","last_name":"Taylor","name_suffix":"","institution":"","department":""},{"first_name":"Chris","middle_name":"","last_name":"Dudley","name_suffix":"","institution":"","department":""},{"first_name":"Michelle","middle_name":"D","last_name":"Lall","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-04-17T09:56:41+06:00","date_accepted":"2018-04-17T09:56:41+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51206/galley/39011/download/"}]},{"pk":60242,"title":"Beyond the Bots: Ticked-Off Over Ticket Prices or The Eternal Scamnation","subtitle":null,"abstract":"In 2016 alone, despite the passing of federal legislation banning its use, automated ticket-buying software known as “ticket bots” attempted to purchase five billion tickets at a rate of ten thousand tickets per minute on Ticketmaster’s website.  The secondary market for tickets to live music, live theater, and sporting matches is worth roughly $8 billion worldwide,[1] and so far, the profits accrued by cyber-scalpers have proven valuable enough for violators to run the risk of facing fines or criminal penalties legislation may impose.\n \nIt turns out that ticket bots are not the only problem contributing to secondary-market resale and price inflation.  Industry insiders such as artists, managers, and producers, have a storied history of reducing the number of tickets actually made available to the general public.  In some instances, less than half of available tickets for concert stadium tours have been put on sale.\n \nCourts have struggled to protect public interests against monopolization of the free market.  They have often employed a “rational basis” test to defend laws prohibitive of ticket resales, including anti-scalping measures.  However, with the advent of e-commerce technology, cyber-scalping brings jurisdictional and identification issues to the forefront.\n \nThis Article suggests that current federal legislation should be amended to ban industry insider hold-back practices and the internal resale of tickets at inflated prices, thus making more tickets available for public sale at face value.  This Article further argues for the implementation of non-transferrable paperless ticketing procedures claiming the already proven benefits of such procedures significantly outweigh minor inconveniences to the consumer.\n \nLastly, this Article explores the likely effects of moving the sale and purchase of tickets onto an open-source blockchain that the public can participate in on a global scale.  The golden ticket here is that such blockchain technology does away with the need for a central database controlled by a ticket-sale platform vulnerable to scalpers.  Instead, blockchain constitutes a decentralized transaction platform that removes scalpers from the equation entirely; tickets exist as digital assets that cannot be transferred outside of the blockchain, rendering ticketing transactions virtually impervious to scalpers and free of the inflammatory forces cyber scalping otherwise superimposes on the marketplace.\n \n[1] All dollar amounts are in U.S. dollars unless otherwise indicated.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/056242s2","frozenauthors":[{"first_name":"Sammi","middle_name":"","last_name":"Elefant","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-07-12T22:45:24+06:00","date_accepted":"2018-07-12T22:45:24+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_elr/article/60242/galley/46201/download/"}]},{"pk":51161,"title":"Biceps Tendon Rupture","subtitle":null,"abstract":".","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64f5p5wr","frozenauthors":[{"first_name":"Daniel","middle_name":"M","last_name":"Polvino","name_suffix":"","institution":"","department":""},{"first_name":"Grant","middle_name":"","last_name":"Wei","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-01-16T11:47:13+06:00","date_accepted":"2018-01-16T11:47:13+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51161/galley/38993/download/"}]},{"pk":51274,"title":"Bilateral Tibia/Fibula Fractures in Automobile versus Pedestrian Accident","subtitle":null,"abstract":"ABSTRACT: History of present illness: A 25-year-old female presented to the emergency department (ED) with bilateral lower extremity deformities after being struck by a car while riding a skateboard. The patient was not wearing a helmet but did not report a loss of consciousness. She endorses using methamphetamine and crack cocaine on the day of the accident. Examination of the right lower extremity revealed a 10cm x 7cm soft tissue injury with a 5cm segment of exposed tibia on the anteromedial aspect and a deep abrasion on the lateral aspect of the leg just superior to the patella. Examination of the left leg revealed a small 0.5cm x 0.5cm open wound on the anteromedial aspect of the tibia with oozing blood containing fat droplets and superficial abrasions over the knee. Dorsalis pedis and posterior tibial pulses were 2+ bilaterally. There was low suspicion of compartment syndrome, and there was no neurological deficit noted in the lower extremities. \n \nSignificant findings: Plain film shows severely comminuted and displaced mid tibia/fibula fractures of bilateral lower extremities (red arrows) and comminuted right fibular head (blue arrow) and proximal shaft fracture (yellow arrow).\nDiscussion: Limb trauma is one of the most common injuries seen in emergency medicine and is the most common reason for hospitalization in nonfatal traumas. Approximately 25% of tibial fractures are open, making the tibia the most common long-bone in which an open fracture occurs.1 The largest threat of limb loss is vascular injury. Bleeding can be controlled with direct pressure,2 a tourniquet,3,4 or clamping of the vessel. One should not attempt to clamp a vessel if it cannot be visualized. \n \nIf there are no signs of vascular injury requiring immediate surgery, nerves, bones, and soft tissues should be assessed. Sensation and strength should be evaluated to assess the integrity of the femoral, sciatic, deep fibular, and tibial nerves. Skin should be evaluated for lacerations, avulsions, penetrating injury, contamination, and open fractures.5 If there is extensive muscle damage, one must also monitor for signs of rhabdomyolysis.6 \n \nExtremity radiography is indicated if there is presence of deformity. Assessment should include the joint above and below the site of injury. Comminuted fractures increase the risk of arterial damage and such an injury should lead to a full vascular assessment.5 If the fracture is open, prophylactic antibiotic treatment should be started as the patient is at risk for osteomyelitis.7 Surgery is required for comminuted or open fractures. With casting only, comminuted fractures have an increased risk of nonunion, malunion, or shortening of the limb.8 Furthermore, by stabilizing the fracture, the soft tissues are stabilized, decreasing bacterial spread and inflammatory responses. Debridement of an open fracture is necessary to remove debris and unhealthy tissue from the wound.9 \n \nThe patient in this case was given intravenous cefazolin and was taken to the operating room the same day by orthopedic surgery for bilateral lower extremity tibia and fibula open reduction and internal fixation. \n \nTopics: Tibia/fibula fracture, pedestrian vs. automobile, trauma.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"Tibia/fibula fracture, pedestrian vs. automobile, trauma"}],"section":"Visual EM","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23j4t4mz","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"Roy","name_suffix":"","institution":"University of California, Irvine, Department of Emergency Medicine, Orange, CA","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Peña","name_suffix":"","institution":"University of California, Irvine, Department of Emergency Medicine, Orange, CA","department":""}],"date_submitted":"2018-07-16T09:46:01+06:00","date_accepted":"2018-07-16T09:46:01+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uciem_jetem/article/51274/galley/39048/download/"}]},{"pk":45228,"title":"Black German by Theodor Michael","subtitle":null,"abstract":"Book Review for Professor Eve Rosenhaft's English-language translation of Theodor Michael's memoires: \nDeutsch sein und schwarz dazu: Erinnerungen eines Afro-Deutschen\n.","language":"en","license":{"name":"Creative Commons Attribution-NonCommercial-NoDerivatives  4.0","short_name":"CC BY-NC-ND 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by-nc-nd/4.0"},"keywords":[{"word":"autobiography"},{"word":"Africa"},{"word":"African diaspora"},{"word":"Afro-German"},{"word":"Black German studies"},{"word":"blackness"},{"word":"book review"},{"word":"identity"},{"word":"translation"}],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9tb3h0dw","frozenauthors":[{"first_name":"Molly","middle_name":"","last_name":"Krueger","name_suffix":"","institution":"UC Berkeley","department":"None"},{"first_name":"Michael","middle_name":"","last_name":"Sandberg","name_suffix":"","institution":"UC Berkeley","department":"None"},{"first_name":"Theodor","middle_name":"","last_name":"Michael","name_suffix":"","institution":"","department":"None"},{"first_name":"Eve","middle_name":"","last_name":"Rosenhaft","name_suffix":"","institution":"Liverpool University","department":"None"}],"date_submitted":"2018-03-13T03:02:16+06:00","date_accepted":"2018-03-13T03:02:16+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transit/article/45228/galley/34021/download/"}]},{"pk":56667,"title":"Black Study, Black Struggle","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Part II","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8cj8q196","frozenauthors":[{"first_name":"Robin","middle_name":"D. G.","last_name":"Kelley","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":"2018-09-13T16:56:22+06:00","date_accepted":"2018-09-13T16:56:22+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56667/galley/42999/download/"}]},{"pk":56686,"title":"Bodies that Matter: Calixthe Beyala’s Female Bodies and Strategies of Hegemonic Subversion","subtitle":null,"abstract":"Without challenging hegemony, liberal Francophone African feminists unearth aspects of patriarchal African cultural practices that objectify women. In contrast, radical Francophone African feminists call for drastic change to these practices through reappropriating the female body as a way to liberate African women from patriarchal oppression. They challenge the patriarchal order by opposing gender roles and stereotypes and by taking a decisive stand for total female liberation. They call for a radical reordering of patriarchal societies through the annulment of binary oppositions that classify women as “other.” In this article, I follow Judith Butler’s lead in Bodies That Matter: On the Discursive Limits of Sex1 and explore Calixthe Beyala’s commitment to African women’s liberation from oppression. Beyala’s approach presents auto-eroticism, homicide, infanticide, refusal of marriage, bodily and psychical dis-eroticization, and physical transformation of female bodies as strategies to secure women’s freedom.","language":"en","license":null,"keywords":[{"word":"Calixthe Beyala, Radical Feminism, Patriarchal Oppression, Female Bodies, Strategies"}],"section":"Part I — Essays","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1qc4w5v0","frozenauthors":[{"first_name":"Eyiwumi","middle_name":"Bolutito","last_name":"Olayinka","name_suffix":"","institution":"University of Ibadan","department":""}],"date_submitted":"2019-01-13T02:18:52+06:00","date_accepted":"2019-01-13T02:18:52+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56686/galley/43008/download/"}]},{"pk":21029,"title":"Book Review:  Desmond, Matthew. (2016). Evicted: Poverty and Profit in the American City. New York: Crown Publishers.","subtitle":null,"abstract":".","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wd082m2","frozenauthors":[{"first_name":"Luis","middle_name":"","last_name":"Flores","name_suffix":"","institution":"University of Michigan","department":"None"}],"date_submitted":"2018-03-05T05:24:01+06:00","date_accepted":"2018-03-05T05:24:01+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/criticalplanning/article/21029/galley/10719/download/"}]},{"pk":56657,"title":"Boubacar Sangaré, Être Etudiant au Mali: Chroniques d’une vie d’étudiant (Bamako: La Sahelienne, 2016). pp. 124.","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2dp1h9st","frozenauthors":[{"first_name":"Madina","middle_name":"","last_name":"Thiam","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":"2018-09-13T16:01:52+06:00","date_accepted":"2018-09-13T16:01:52+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56657/galley/42989/download/"}]},{"pk":59247,"title":"Bridging the Gap Between the Fossil Record and the Modern Day","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[{"word":"Seth Finnegan"},{"word":"marine paleobiology"},{"word":"Late Ordovician Mass Extinction"},{"word":"cratonic seaways"}],"section":"Interviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6hx705dh","frozenauthors":[{"first_name":"Cassidy","middle_name":"","last_name":"Hardin","name_suffix":"","institution":"","department":""},{"first_name":"Akash","middle_name":"","last_name":"Kulgod","name_suffix":"","institution":"","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Lee","name_suffix":"","institution":"","department":""},{"first_name":"Stuti","middle_name":"","last_name":"Raizada","name_suffix":"","institution":"","department":""},{"first_name":"Nikhil","middle_name":"","last_name":"Chari","name_suffix":"","institution":"","department":""}],"date_submitted":"2019-01-07T00:17:50+06:00","date_accepted":"2019-01-07T00:17:50+06:00","date_published":"2018-01-01T06:00:00+06:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/our_bsj/article/59247/galley/45259/download/"}]}]}