{"count":39538,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=18300","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=18100","results":[{"pk":28155,"title":"Do Pitch and Space Share Common Code?: Role of feedback on SPARC effect","subtitle":null,"abstract":"Previous research shows that performance is better when a highpitch is responded with up or right responses and a low pitch isresponded with down or left responses, called the spatial-pitchassociation of response codes (SPARC) effect. Despite the in-tuitive coupling of perception-action, studies investigating theSPARC effect have, however, used feedback to manipulate thestimulus-response mapping. Feedback contradicts the purposeof intuitive stimulus-response mapping by enabling short-termlearning. This study primarily investigates the role of feedbackon SPARC effect. We believe that feedback can facilitate in-congruent mapping and can, therefore, reduce the cost betweenincongruent and congruent mapping resulting in a diminishedSPARC effect. Our results, however, show that feedback hasno influence on the SPARC effect indicating that long-termassociations can not be overcome by short-term learning dueto robust perception-action coupling. Further, unlike previousstudies, we observed a strong horizontal SPARC effect in non-musicians as well.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"response selection"},{"word":"stimulus-response compat-ibility"},{"word":"cross-modal correspondence"},{"word":"pitch-space mapping"},{"word":"SPARC effect"},{"word":"Feedback"},{"word":"dimensional overlap"},{"word":"automaticity"},{"word":"dual-route model"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6vt5k11z","frozenauthors":[{"first_name":"Pulkit","middle_name":"","last_name":"Singhal","name_suffix":"","institution":"International Institute of Information Technology","department":""},{"first_name":"Aditya","middle_name":"","last_name":"Agarwala","name_suffix":"","institution":"Tata Institute of Social Science","department":""},{"first_name":"Priyanka","middle_name":"","last_name":"Srivastava","name_suffix":"","institution":"International Institute of Information Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28155/galley/17814/download/"}]},{"pk":27869,"title":"Dorsal Premotor Cortex and Conditional Rule Resolution: A High-Frequency TMS Investigation","subtitle":null,"abstract":"Behavior that is contingent on conditional rules necessitatesan abstraction away from concrete stimulus-response identi-ties in order to form a rule template, but also a subsequenttransformation of representation back into sensorimotor for-mat in order to produce concrete behavior. Evidence suggeststhat dorsal premotor cortex (PMd) is well-positioned to me-diate such an operation. We utilized repetitive transcranialmagnetic stimulation, a non-invasive manner of perturbing thefunctioning of targeted cortical regions, to investigate the roleof dorsal premotor cortex during performance of a Rapid In-structed Task Learning paradigm. The task required partici-pants to form conditional associations between stimuli and re-sponses carrying varying levels of abstraction. Selective inter-ference of response times to stimuli presentation was observedonly when the task necessitated the participants to resolve aconditional response referring to an internally-produced repre-sentation of a rule element with relatively abstracted quality.We conclude that PMd specifically supports conditional rulebehavior through transformation of abstract representations toconcrete response, when the conditional rule necessary to re-solve includes abstract, internally-produced identities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Prefrontal Cortex"},{"word":"Premotor cortex"},{"word":"Transcranial magnetic stimulation"},{"word":"Stimulus-Response associations"},{"word":"Abstract rule representation"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/42g5w7w5","frozenauthors":[{"first_name":"Patrick","middle_name":"J","last_name":"Rice","name_suffix":"","institution":"University of Washington (UW)","department":""},{"first_name":"Andrea","middle_name":"","last_name":"Stocco","name_suffix":"","institution":"UW","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27869/galley/17507/download/"}]},{"pk":27798,"title":"Do social media messages incorporated into television programming impact learning? The effects of disposition to critical thinking","subtitle":null,"abstract":"The present study explores the impact on memory and attitude\nchange of social media messages that are incorporated into\ntelevision programs, and the interaction of such messages with\nthe viewer’s disposition to critical thinking. Sixty university\nstudents were allocated to one of two experimental conditions\nand viewed television content: social media messages were\nincluded in only one condition. The results showed a\nsignificant interaction between participants’ disposition\n(Objectiveness) and the experimental condition: participants\nwith higher Objectiveness scores exhibited larger changes in\ntheir attitudes. An analysis of 10 participants’ eye fixations\nsuggested participants’ tendency to change their allocation of\nattention to different types of message over time. Additionally,\nthere was a significant correlation between the tendency to\nfocus on these messages and scores for disposition to critical\nthinking (Objectiveness and Logical thinking). We discuss the\npossible conclusions on the impact of showing social media\nmessages and the limitations of this study.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Critical thinking"},{"word":"attitudes"},{"word":"Mass media"},{"word":"Social media messages"},{"word":"Thinking disposition"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bw9x9z7","frozenauthors":[{"first_name":"Miwa","middle_name":"","last_name":"Inuzuka","name_suffix":"","institution":"Tokyo Gakugei University","department":""},{"first_name":"Yuko","middle_name":"","last_name":"Tanaka","name_suffix":"","institution":"Nagoya Institute of Technology","department":""},{"first_name":"Mio","middle_name":"","last_name":"Tsubakimoto","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27798/galley/17438/download/"}]},{"pk":27830,"title":"Drawings as a window into developmental changes in object representations","subtitle":null,"abstract":"How do children’s representations of object categories changeas they grow older? As they learn about the world aroundthem, they also express what they know in the drawings theymake. Here, we examine drawings as a window into how chil-dren represent familiar object categories, and how this changesacross childhood. We asked children (age 3-10 years) to drawfamiliar object categories on an iPad. First, we analyzed theirsemantic content, finding large and consistent gains in howwell children could produce drawings that are recognizable toadults. Second, we quantified their perceptual similarity toadult drawings using a pre-trained deep convolutional neuralnetwork, allowing us to visualize the representational layoutof object categories across age groups using a common featurebasis. We found that the organization of object categories inolder children’s drawings were more similar to that of adultsthan younger children’s drawings. This correspondence wasstrong in the final layers of the neural network, showing thatolder children’s drawings tend to capture the perceptual fea-tures critical for adult recognition. We hypothesize that thisimprovement reflects increasing convergence between chil-dren’s representations of object categories and that of adults;future work will examine how these age-related changes re-late to children’s developing perceptual and motor capacities.Broadly, these findings point to drawing as a rich source ofinsight into how children represent object concepts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Object representations"},{"word":"Drawings"},{"word":"Child Development"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/70m758ht","frozenauthors":[{"first_name":"Bria","middle_name":"","last_name":"Long","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Judith","middle_name":"E","last_name":"Fan","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27830/galley/17469/download/"}]},{"pk":28025,"title":"Drivers of Identical Category Learning","subtitle":null,"abstract":"Little is known about how categories are learned incidentallywithout instructions to group objects, overt decisions aboutcategory identity, or feedback about these decisions. Here weinvestigate how category learning may occur based on theassociation of categories with behaviorally-relevant events andactions. Previous research developed the SystematicMultimodal Associations Reaction Time (SMART) task inwhich participants report the location of a visual target with akeypress. The location of an upcoming visual target ispredicted by the identity of a novel sound category, exemplarsof which precede appearance of the visual target. Thiscategory-to-location mapping supports incidental learning ofauditory categories, with generalization to novel exemplars.Here, we examined whether this learning is driven by thecategory-to-location relationship, or instead by the associationwith distinct response alternatives. Across two experiments, weobserve that both a covert, reaction time measure of categorylearning and an overt labeling task testing generalization oflearning converge to indicate that the category-to-responserelationship drives incidental learning in the SMART task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"incidental learning; category learning; auditory"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3859q47x","frozenauthors":[{"first_name":"Lori","middle_name":"L","last_name":"Holt","name_suffix":"","institution":"Carnegie Mellon, CNBC","department":""},{"first_name":"Casey","middle_name":"L","last_name":"Roark","name_suffix":"","institution":"Carnegie Mellon, CNBC","department":""},{"first_name":"Matt","middle_name":"I","last_name":"Lehet","name_suffix":"","institution":"Carnegie Mellon, CNBC","department":""},{"first_name":"Frederic","middle_name":"","last_name":"Dick","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28025/galley/17664/download/"}]},{"pk":27821,"title":"Dynamic and distrobutional properties of prices","subtitle":null,"abstract":"Most models of pricing embody a static, deterministic theoryof value where the monetary amount people assign to an itemis computed as a fixed function of its attributes. Preference re-versals — where prices assigned to gambles conflict with pref-erence orders elicited through binary choices – indicate thatthe response processes going into value assessments are impor-tant. In this paper, we additionally show that price responsesare sensitive to time pressure, suggesting a dynamic underlyingcognitive process. We also show that the elicited price distribu-tions can possess strong positive or negative skew, indicatingthat diverging information is used to generate buying versusselling and certainty equivalent prices. We develop a computa-tional cognitive model that predicts these continuous distribu-tions of price responses and how they change over time, show-ing that it can account for the major dynamic and distributionalproperties of prices and decisions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pricing"},{"word":"Cognitive model"},{"word":"Buying"},{"word":"Selling"},{"word":"Certainty equivalent"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zf0c9sx","frozenauthors":[{"first_name":"Peter","middle_name":"D","last_name":"Kvam","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Jerome","middle_name":"R","last_name":"Busemeyer","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27821/galley/17460/download/"}]},{"pk":27873,"title":"Dynamic speech adaption to unreliable cues during intentional processing","subtitle":null,"abstract":"Human behavior is often remarkably flexible, showing theability to quickly adapt to the statistical peculiarities of aparticular local context. When it comes to language, previ-ous work has shown that listeners’ anticipatory interpretationsof intonational cues are adapted dynamically when cues areobserved to be stochastically unreliable. This paper reportsnovel empirical data from manual response dynamics (mouse-tracking) on how listeners adapt their predictive interpretationwhen some intonational cues are occasionally unreliable whileothers are consistently reliable. A model of rational belief dy-namics predicts that listeners adapt differently to different un-reliable intonational cues, as a function of their initial eviden-tial strength. These predictions are borne out by our data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intonation"},{"word":"Mouse-tracking"},{"word":"Prosody"},{"word":"Rational predictive processing"},{"word":"Speech adaptation"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19h4h097","frozenauthors":[{"first_name":"Timo","middle_name":"B","last_name":"Roettger","name_suffix":"","institution":"Northwestern, University of Cologne","department":""},{"first_name":"Michael","middle_name":"","last_name":"Franke","name_suffix":"","institution":"Universitat Tubingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27873/galley/17511/download/"}]},{"pk":27815,"title":"Early-Developing Casual Perception is Sensitive to Multiple Physical Constraints","subtitle":null,"abstract":"If an object A moves until it is adjacent with a stationary objectB, at which point object A stops and object B begins moving,adults and infants 6 months of age and older perceive that Acaused B to move. These “launching” events correspond toreal-world collisions, which are governed by Newtonianmechanics. Previous work showed that infants were sensitiveto Newtonian constraints on relative speed. Here, we show thatinfant causal perception is sensitive to other physicalconstraints on collision events as well. Infants habituated to alaunching event will dishabituate to an event in which object Bmoves at a 90° angle relative to object A, but not to a rotatedversion of the launching event. This selective dishabituationwas not found for non-causal events. The results suggest thatearly-developing causal perception is sensitive to the manyphysical principles of real-world collision events","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Casual perception"},{"word":"Naive physics"},{"word":"Cognitive Development"},{"word":"infant"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0rm715gf","frozenauthors":[{"first_name":"Jonathan","middle_name":"F","last_name":"Kominsky","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Susan","middle_name":"","last_name":"Carey","name_suffix":"","institution":"Harvard","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27815/galley/17454/download/"}]},{"pk":27882,"title":"Ecological Psychology and the Environmentalist Promise of Affordances","subtitle":null,"abstract":"What is ecological about Gibsonian Ecological Psychology?Well-known senses in which Gibson’s scientific program is‘ecological’ have to do with its theoretical, ontological andmethodological foundations. But, besides these, the Gibsonianframework is ‘ecological’ in an additional sense that has re-mained understudied and poorly understood—a sense of “eco-logical” that connects Gibson’s view to the environmentalismof environmental psychology and environmental ethics. Thispaper focuses on the latter sense of ‘ecological’, and exploresthe relevance of Gibson’s notion of “affordance” for thinkingabout environmental issues like deforestation, pollution andclimate change. One existing account is criticized and an al-ternative is proposed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Affordances"},{"word":"perception"},{"word":"environmental ethics"},{"word":"environmental psychology"},{"word":"moral psychology"},{"word":"responsibility"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19t8852h","frozenauthors":[{"first_name":"Guilherme","middle_name":"","last_name":"Sanches de Oliveira","name_suffix":"","institution":"U of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27882/galley/17520/download/"}]},{"pk":27794,"title":"Effectively Learning from Pedagogical Demonstrations","subtitle":null,"abstract":"When observing others’ behavior, people use Theory of Mind\nto infer unobservable beliefs, desires, and intentions. And\nwhen showing what activity one is doing, people will modify\ntheir behavior in order to facilitate more accurate interpretation\nand learning by an observer. Here, we present a novel model of\nhow demonstrators act and observers interpret demonstrations\ncorresponding to different levels of recursive social reasoning\n(i.e. a cognitive hierarchy) grounded in Theory of Mind. Our\nmodel can explain how demonstrators show others how to per-\nform a task and makes predictions about how sophisticated ob-\nservers can reason about communicative intentions. Addition-\nally, we report an experiment that tests (1) how well an ob-\nserver can learn from demonstrations that were produced with\nthe intent to communicate, and (2) how an observer’s interpre-\ntation of demonstrations influences their judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Theory of mind"},{"word":"Communicative intent"},{"word":"Cognitive heirarchy"},{"word":"Reinforcement Learning"},{"word":"Bayesian pedagogy"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16v54626","frozenauthors":[{"first_name":"Mark","middle_name":"K","last_name":"Ho","name_suffix":"","institution":"Brown","department":""},{"first_name":"Michael","middle_name":"L","last_name":"Littman","name_suffix":"","institution":"Brown","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Joseph","middle_name":"L","last_name":"Austerweil","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27794/galley/17434/download/"}]},{"pk":28302,"title":"Effectiveness of generic-parts technique in idea generation","subtitle":null,"abstract":"Generic-parts technique (GPT), a method developed by McCaffrey (2012), involves repeatedly breaking an object intoparts and rephrasing their descriptions to not imply fixed functions. A previous study showed that GPT facilitates insightproblem solving. We investigated this methods effectiveness in idea generation. Ninety-four undergraduates were assignedto either an experimental group using GPT or a control group. In the training phase, the GPT-group participants wereexplained how to create a generic-parts diagram with an example of a bell, and they drew two diagrams for other objectsby themselves. The control-group participants were given a word association test of 180 words and were instructed towrite the first word that came to their mind. All participants then engaged in an unusual uses task with an umbrella. Theresults showed that the GPT-group generated less ideas than the control group. We concluded that GPT is not particularlyeffective in idea generation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0074r50m","frozenauthors":[{"first_name":"Maho","middle_name":"","last_name":"Akao","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Mayu","middle_name":"","last_name":"Yamakawa","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Sachiko","middle_name":"","last_name":"Kiyokawa","name_suffix":"","institution":"Nagoya University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28302/galley/17968/download/"}]},{"pk":28335,"title":"Effect of denominator in the fraction on number line estimation: an exploration ofthe list of the basic fraction in Japanese university students","subtitle":null,"abstract":"Familiar fractions (e.g., 1/2, 2/3, and 3/4) play a key role in fraction representations. Recent studies showed that, evenin mathematically matured adults, fraction processing was facilitated for familiar fractions (Liu, 2017; Taniguchi, et al.,2017). The working hypothesis was that fractions with small denominators are represented through retrieval and underpinthe representation of larger denominator fractions (Liu, 2017). However, the list of the distinctive basic denominators hasnot been systematically investigated. Thirty university students performed number line estimation of fractions with 2-19in the denominators. The results showed that the fraction 1/2 showed shorter RT and error distance than fractions withother denominators. Additionally, fractions with three in the denominator showed shorter RT than other fractions, but wereequivalent in accuracy. This suggests that fractions with two and three in the denominator are distinctive, and those withlarger denominators would need additional processes at least for number line estimation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32g942nb","frozenauthors":[{"first_name":"Saho","middle_name":"","last_name":"Taniguchi","name_suffix":"","institution":"Osaka Prefecture University","department":""},{"first_name":"Yuki","middle_name":"","last_name":"Tanida","name_suffix":"","institution":"Osaka Prefecture University","department":""},{"first_name":"Masahiko","middle_name":"","last_name":"Okamoto","name_suffix":"","institution":"Osaka Prefecture University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28335/galley/18039/download/"}]},{"pk":28377,"title":"Effect of Exploration-type on Spatial Knowledge while using Desktop 360-degreeIndirect Visual Display","subtitle":null,"abstract":"360-degree indirect visual display (IVD) is becoming inevitable for emerging display technologies like security andsurveillance tasks. In this paper, we evaluated the effect of free- compared to goal-oriented exploration of an unknownvirtual environment on spatial knowledge, while using desktop 360-degree IVD. The ’goal-oriented exploration’ in thisstudy required returning to the starting position in order to complete the exploration. Spatial knowledge was assessed bycomparing the map-sketch score against the exploration-type. We found no difference in spatial knowledge across theexploration-types. However, participants with gaming experience scored significantly higher map-sketch score across theexploration-types, indicating the advantage of previous experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/26b5f8zf","frozenauthors":[{"first_name":"Priyanka","middle_name":"","last_name":"Srivastava","name_suffix":"","institution":"International Institute of Information Technology, Hyderabad","department":""},{"first_name":"Sushil","middle_name":"","last_name":"Chandra","name_suffix":"","institution":"Institute of Nuclear Medicine and Allied Sciences","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28377/galley/18124/download/"}]},{"pk":27764,"title":"Effects of Illustration Details on Attention and Comprehension in Beginning Readers","subtitle":null,"abstract":"Reading is a critical skill as it provides a gateway for other\nlearning within and outside of school. Many children struggle\nto acquire this fundamental skill. Suboptimal design of books\nfor beginning readers may be one factor that contributes to the\ndifficulties children experience. Specifically, extraneous\ndetails in illustrations (i.e., interesting but irrelevant to the story\nelements) could promote attentional competition and hamper\nemerging literacy skills. We used eye-tracking technology to\nexamine this possibility. The results of this study indicated that\nexcluding extraneous details from illustrations in a book for\nbeginning readers reduced attentional competition (indexed by\ngaze shifts away from text) and improved children’s reading\ncomprehension. This study suggests that design of reading\nmaterials for children learning to read can be optimized to\npromote literacy development in children.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"attention"},{"word":"Reading"},{"word":"Reading comprehension"},{"word":"Illustration"},{"word":"eye tracking"},{"word":"Book design"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7mx9866w","frozenauthors":[{"first_name":"Cassondra","middle_name":"M","last_name":"Eng","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Karrie","middle_name":"E","last_name":"Godwin","name_suffix":"","institution":"Ken State","department":""},{"first_name":"Kristen","middle_name":"A","last_name":"Boyle","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Anna","middle_name":"V","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27764/galley/17404/download/"}]},{"pk":28079,"title":"Effects of priming variability on adults learning about metamorphosis","subtitle":null,"abstract":"Prior research on biological concepts suggests that peopleunderestimate within-species variability and rejectmetamorphosis as a possible change for unfamiliar organisms.This may be due to psychological essentialism. This studyinvestigated whether manipulating perceptions of biologicalvariability (both within species and between species) led toincreases in endorsement of metamorphosis amongundergraduate students. We manipulated perceptions ofvariability by priming students before a lesson and byhighlighting variability in the diagrams used during the lesson.Priming led to more endorsement of metamorphosis, but onlyamong those with high prior knowledge. Our results suggestthat manipulating perceptions of variability is not only possiblebut might be beneficial for those who have strong priorknowledge about biology.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intuitive theories; psychological essentialism;metamorphosis"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vn091jn","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Menendez","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Martha","middle_name":"W","last_name":"Alibali","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Karl","middle_name":"S","last_name":"Rosengren","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28079/galley/17718/download/"}]},{"pk":28015,"title":"Effects of text availability and reasoning processes on test performance","subtitle":null,"abstract":"Learning from expository science texts is challenging. These\nstudies explore whether difficulties can be attributed to poor\nmemory or poor reasoning. To eliminate the need for memory\nduring testing, some students took the tests with the texts\navailable. To test for the effects of reasoning on performance,\nsome students were prompted to engage in explanation\nactivities during or after reading. The effects of these\nmanipulations were tested on text-based and inference\nquestions. Allowing the reader access to the texts during testing\nimproved performance for text-based questions. In contrast,\nengaging in explanation activities during reading improved\nperformance on inference questions. These results suggest that\nachieving a better understanding from expository texts depends\non engaging in constructive reasoning processes, and not\nsimply improving memory for the texts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Text comprehension; Explanation; Inferences;\nSituation model; Learning from text"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6f90c942","frozenauthors":[{"first_name":"Tricia","middle_name":"A","last_name":"Guerrero","name_suffix":"","institution":"University of Illinois at Chicago","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Wiley","name_suffix":"","institution":"University of Illinois at Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28015/galley/17654/download/"}]},{"pk":27809,"title":"Effects of visual representations on fraction arithmetic learning","subtitle":null,"abstract":"Two common visual representations of fractions are circulararea models and the number line. The present studyexamined effects of these visual representations onacquisition of fraction knowledge. In Experiment 1,elementary school students learned aspects of fractionarithmetic with a visual representation or with standardsymbolic notation alone. Results found no advantage for theinclusion of a visual representation. In Experiment 2,elementary and middle students were tested on their ability torecognize, discriminate, and construct area models offractions and number line representations of fractions. Theresults show higher accuracy for area model questions thanfor number line representation questions. Taken togetherthese findings suggest that for fractions less than 1, simplearea models may have advantages over the number line forrecognition and discrimination of fractions representations.However, the incorporation of area models into instruction onfractions arithmetic provided no benefit over instruction withsymbolic notation alone.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mathematics"},{"word":"fractions"},{"word":"Visual Representations"},{"word":"learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1p34f3tv","frozenauthors":[{"first_name":"Jennifer","middle_name":"A","last_name":"Kaminski","name_suffix":"","institution":"Wright State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27809/galley/17449/download/"}]},{"pk":28238,"title":"Effects of Visuomotor Engagement on Object Knowledge Retrieval","subtitle":null,"abstract":"Behavioral, neuroimaging, and neuropsychological studies have shown that certain aspects of object knowledge (e.g., theobjects function or mode of manipulation) can be accessed independently of more abstract properties (e.g., the objectsname) and faster when participants are presented with three-dimensional relative to two-dimensional objects. Here weexamined whether visual and manual exposure to three-dimensional objects, relative to two-dimensional pictures of theseobjects, would allow for differential access to semantic memory under conditions of impromptu relative to canonical goalachievement (i.e., when a participant has to come up with an unusual, relative to a typical, use for a common object).Our results showed that the combination of visual and manual exposure to three-dimensional objects interfered with thegeneration of uncommon uses, liked due to the facilitated access to sensorimotor object properties associated with theobjects canonical use. We discuss the implications of these results for theories of object knowledge retrieval.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h89r6hg","frozenauthors":[{"first_name":"Evangelia","middle_name":"","last_name":"Chrysikou","name_suffix":"","institution":"Drexel University","department":""},{"first_name":"Hannah","middle_name":"","last_name":"Morrow","name_suffix":"","institution":"University of Conneticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28238/galley/17897/download/"}]},{"pk":28249,"title":"Efficiency in Solving the Traveling Salesman Problem as Predictor of PerceivedHumanness","subtitle":null,"abstract":"Many studies have demonstrated that motion can convey intentionality and mental goals; for example, how do we distin-guish between a moving avatar thats controlled by a human being and a moving AI agent thats controlled by a computer?To answer this question, we use the travelling salesman problem (TPS), since it has been widely studied and, when thenumber of targets is limited, can be resolved optimally by both computers and human beings, even though with the useof different computational strategies (MacGregor & Chu, 2000). We asked 25 online participants to evaluate the perfor-mance of 5 human subjects and one AI agent in solving the TSP. The performances varied in efficiency. Results show thatoptimality is correlated with the perceived humanness of the agent: a lower efficiency in carrying out the task is perceivedas a distinctly human characteristic. Future directions include the analysis of the agent’s gaze direction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4nb2f92j","frozenauthors":[{"first_name":"Serena","middle_name":"","last_name":"De Stefani","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Samuel","middle_name":"","last_name":"Sohn","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Jacob","middle_name":"","last_name":"Feldman","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Mubbasir","middle_name":"","last_name":"Kapadia","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Peter","middle_name":"","last_name":"Pantelis","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28249/galley/17908/download/"}]},{"pk":27880,"title":"Efficiency of learning vs. processing: Towards a normative theory of multitasking","subtitle":null,"abstract":"A striking limitation of human cognition is our inability to ex-ecute some tasks simultaneously. Recent work suggests thatsuch limitations can arise from a fundamental trade-off in net-work architectures that is driven by the sharing of representa-tions between tasks: sharing promotes quicker learning, at theexpense of interference while multitasking. From this perspec-tive, multitasking failures might reflect a preference for learn-ing efficiency over parallel processing capability. We explorethis hypothesis by formulating an ideal Bayesian agent thatmaximizes expected reward by learning either shared or sep-arate representations for a task set. We investigate the agent’sbehavior and show that over a large space of parameters theagent sacrifices long-run optimality (higher multitasking ca-pacity) for short-term reward (faster learning). Furthermore,we construct a general mathematical framework in which ratio-nal choices between learning speed and processing efficiencycan be examined for a variety of different task environments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Multitasking"},{"word":"cognitive control"},{"word":"Bayesian inference"},{"word":"capacity constraints"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8501s6t8","frozenauthors":[{"first_name":"Yotam","middle_name":"","last_name":"Sagiv","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Sebastian","middle_name":"","last_name":"Musslick","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Yael","middle_name":"","last_name":"Niv","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Jonathan","middle_name":"D","last_name":"Cohen","name_suffix":"","institution":"Princeton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27880/galley/17518/download/"}]},{"pk":28120,"title":"Egocentric and allocentric learning of social-indexical meaning in American English, Datooga, and Murrinhpatha","subtitle":null,"abstract":"We address competing perspectives on how social-indexicalmeaning is learned in language, using data from artificial lan-guage learning experiments and two studies in small-scalesocieties. Our results indicate that learning social-indexicalmeaning is primarily allocentric as opposed to egocentric:speaker success in learning a social-indexical meaning patterndepends on overall exposure to the pattern more than the pat-tern’s relative importance to the speaker. We base these claimson data from American English-speaking adults, Datooga-speaking children, as well as adults and children speakingMurrinhpatha. The results highlight the importance of widen-ing the sample of methods and data sources in studying howvariation in language is learned and maintained.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"anguage learning"},{"word":"Variation"},{"word":"American English"},{"word":"Datooga"},{"word":"Murrinhpatha"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1tv3p387","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Racz","name_suffix":"","institution":"University of Bristol","department":""},{"first_name":"Alice","middle_name":"","last_name":"Mitchell","name_suffix":"","institution":"University of Bristol","department":""},{"first_name":"Joe","middle_name":"","last_name":"Blythe","name_suffix":"","institution":"Macquarie University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28120/galley/17780/download/"}]},{"pk":28385,"title":"Elementary school students ability to activate related concepts in a domainpredicts domain-based inferential reading comprehension","subtitle":null,"abstract":"The ability to make inferences has been identified as crucial for reading comprehension; yet, the mechanisms supportingsuch inferences remain poorly understood. We propose that the activation of related concepts in semantic memory supportsthe ability to make inferences, including in the context of reading comprehension. Consistent with this hypothesis, 2nd-and 3rd-grade students who more strongly co-activated related concepts in a domain (i.e., were more likely to notice thepresence of related distractors when searching for a target) showed better inferential comprehension of written passagesin that domain. This predictive relation was found across three different domains (natural kinds, music, and sports), andwhen controlling for individual differences in co-activation of concepts in a control, unrelated domain. We will discuss theimplications of these results for contemporary accounts of reading comprehension and for designing effective interventionsaimed at improving reading comprehension, a key ability in academic contexts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19s0b393","frozenauthors":[{"first_name":"Catarina","middle_name":"","last_name":"Vales","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Anna","middle_name":"","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28385/galley/18140/download/"}]},{"pk":35964,"title":"Embodied Pronunciation Learning: Research and Practice","subtitle":null,"abstract":"This article summarizes research on body language, embodiment, and the incorporation of proprioception, physical movement, gestures, and touch into second language education, particularly with regard to the pronunciation of English. It asserts that careful attention to breathing, vocalization, articulatory positions, pulmonic and tactile pressures, pitch and duration, scope and synchrony of body movements, in addition to the systematic use of gestures, enables more effective pronunciation. It presents ways that teachers of English can embody features of pronunciation— making them more perceptible and representing them in clear and obvious ways to enhance perception, pronunciation, and\nretention. Classroom techniques described include pronunciation workouts such as breath training and articulator exercises; the use of simple devices, hands, and fingers to illustrate aspects of articulation and prosody; and larger body movements, such as the “Stress Stretch,” “Haptic Syllable Butterfly,” and “Rhythm Fight Club” to improve stress and rhythm.","language":"eng","license":null,"keywords":[{"word":"Pronunciation"},{"word":"Embodiment"},{"word":"Gestures"},{"word":"movement"},{"word":"haptic"}],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/89p6w17t","frozenauthors":[{"first_name":"Marsha","middle_name":"J.","last_name":"Chan","name_suffix":"","institution":"Sunburst Media, Sunnyvale, CA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35964/galley/26818/download/"}]},{"pk":27783,"title":"Emergence of Structured Behaviors from Curiosity-Based Intrinsic Motivation","subtitle":null,"abstract":"Infants are experts at playing, with an amazing ability to gen-erate novel structured behaviors in unstructured environmentsthat lack clear extrinsic reward signals. We seek to replicatesome of these abilities with a neural network that implementscuriosity-driven intrinsic motivation. Using a simple but ecolog-ically naturalistic simulated environment in which the agent canmove and interact with objects it sees, the agent learns a worldmodel predicting the dynamic consequences of its actions. Si-multaneously, the agent learns to take actions that adversariallychallenge the developing world model, pushing the agent toexplore novel and informative interactions with its environment.We demonstrate that this policy leads to the self-supervisedemergence of a spectrum of complex behaviors, including egomotion prediction, object attention, and object gathering. More-over, the world model that the agent learns supports improvedperformance on object dynamics prediction and localizationtasks. Our results are a proof-of-principle that computationalmodels of intrinsic motivation might account for key featuresof developmental visuomotor learning in infants.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Development learning"},{"word":"Curiosity"},{"word":"Newral network models"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0hk971rx","frozenauthors":[{"first_name":"Nick","middle_name":"","last_name":"Haber","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Damian","middle_name":"","last_name":"Mrowca","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Li","middle_name":"","last_name":"Fei-Fei","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Daniel","middle_name":"L.K.","last_name":"Yamins","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27783/galley/17423/download/"}]},{"pk":27871,"title":"Emergence of vowel-like organization in a color-based communicatino system","subtitle":null,"abstract":"Vowel systems exhibit organization, and several theoretical ac-counts have been proposed to explain this. A prominent ac-count explains organization in terms of maximizing the disper-sion of vowels, increasing acoustic perceptibility while reduc-ing articulatory effort. This implies modality-independence,but leaves open questions about the extent to which dispersionis driven by articulatory or acoustic pressures. We investigatedwhether vowel-like organization would emerge in a novel vi-sual communication system in the laboratory, in which partic-ipants took turns to send color signals to communicate a set ofanimal referents by moving their fingers around a color space.We manipulated the extent to which sender and receiver needswere aligned. Overall, systems exhibited significant levels ofdispersion; participants also took into account receiver needs,withconsequences for the structure of the resulting systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language"},{"word":"Phonology"},{"word":"experimental"},{"word":"Communication game"},{"word":"Experimental semiotics"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9vn6518t","frozenauthors":[{"first_name":"Gareth","middle_name":"","last_name":"Roberts","name_suffix":"","institution":"UPenn","department":""},{"first_name":"Robin","middle_name":"","last_name":"Clark","name_suffix":"","institution":"UPenn","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27871/galley/17509/download/"}]},{"pk":27787,"title":"Emerging abstractions: Lexical conventions are shaped by communicative context","subtitle":null,"abstract":"Words exist for referring at many levels of specificity: from\nthe broadest (thing) to the most specific (Fido). What drives\nthe emergence of these taxonomies of reference? Recent com-\nputational theories of language evolution suggest that commu-\nnicative demands of the environment may play a deciding role.\nHere, we investigate local pragmatic mechanisms of lexical\nadaptation that may undergird global emergence by manipulat-\ning context in a repeated reference game where pairs of partic-\nipants interactively coordinate on an artificial communication\nsystem. We hypothesize that pairs should converge on specific\nnames (e.g. Fido) when the context requires frequently mak-\ning fine distinctions between entities; conversely, they should\nconverge on a more compressed system of conventions for ab-\nstract categories (e.g. dog) in coarser contexts, even if a finer\nmapping would be sufficient. We show differences in the lev-\nels of abstraction that emerged in different environments and\nintroduce a statistical approach to probe the dynamics of emer-\ngence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Convention"},{"word":"Pragmatics"},{"word":"Communication"},{"word":"interaction"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/81s4d7fv","frozenauthors":[{"first_name":"Robert","middle_name":"X.D.","last_name":"Hawkins","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Michael","middle_name":"","last_name":"Franke","name_suffix":"","institution":"University of Tubingen","department":""},{"first_name":"Kenny","middle_name":"","last_name":"Smith","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27787/galley/17427/download/"}]},{"pk":28133,"title":"Emotional Expressions as an Implicit Dimension of Categorization","subtitle":null,"abstract":"In this pre-registered study, we investigated whether facial\nexpressions were implicitly encoded when forming\nimpressions of others, and whether differences between people\nin their encoding of angry and happy facial expressionswere\nrelated to depressive symptoms. These questions were\naddressed using the category confusion or Who Said What\n(WSW) paradigm. Results indicated that both angry and happy\nemotional expressions from human faces were encoded when\nforming impressions of others, with no difference in strength\nof encoding between both.We observed no evidence for\nassociations between encoding of angry or happy facial\nexpressions and depressive symptoms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"who said what; facial expressions; depressive\nsymptoms; encoding; attention"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/500925gf","frozenauthors":[{"first_name":"Isa","middle_name":"","last_name":"Rutten","name_suffix":"","institution":"University of Leuven","department":""},{"first_name":"Wouter","middle_name":"","last_name":"Voorspoels","name_suffix":"","institution":"University of Leuven","department":""},{"first_name":"Ernst","middle_name":"H.W.","last_name":"Koster","name_suffix":"","institution":"Ghent University","department":""},{"first_name":"Wolf","middle_name":"","last_name":"Vanpaemel","name_suffix":"","institution":"University of Leuven","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28133/galley/17792/download/"}]},{"pk":27883,"title":"Emotion as a Form of Perception: Why William James was not a Jamesian","subtitle":null,"abstract":"Two main views have informed the literature on the psy-chology of emotion in the past few decades. On one side,cognitivists identify emotions with processes such as judg-ments, evaluations and appraisals. On the other side, advo-cates of non-cognitive approaches leave the “intellectual” as-pects of emotional experience out of the emotion itself, in-stead identifying emotions with embodied processes involv-ing physiological changes. Virtually everyone on either sideof the cognitive/non-cognitive divide identify William James’view, also known as the James-Lange theory, fully on the non-cognitivist side. But this is a mistake. Re-interpreting James’writings in its scientific context, this paper argues that he actu-ally rejected the cognitive/non-cognitive divide, such that hisview of emotions did not fit either side—that is, James was nota “Jamesian” in the sense the term is used in the literature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Emotion"},{"word":"cognitivism"},{"word":"James-Lange theory"},{"word":"perception"},{"word":"Sensation"},{"word":"physiological changes"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2kn6g303","frozenauthors":[{"first_name":"Guilherme","middle_name":"","last_name":"Sanches de Oliveira","name_suffix":"","institution":"U of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27883/galley/17521/download/"}]},{"pk":27895,"title":"Empirical Evidence from Neuroimaging Data for a Standard Model of the Mind","subtitle":null,"abstract":"In a recent paper, Laird, Lebiere, and Rosenbloom (2017)highlight how 40 years of research on cognitive architectureshas begun to yield a dramatic convergence of different ap-proaches towards a set of basic assumptions that they calledthe “Standard Model of the Mind” (SMM), in analogy to theStandard Model of particle physics. The SMM was designedto capture a consensus view of “human-like minds”, whetherfrom AI or cognitive science, which if valid must also be trueof the human brain. Here, we provide a preliminary test ofthis hypothesis based on a re-analysis of fMRI data from fourtasks that span a wide range of cognitive functions and cog-nitive complexity, and are representative of the specific formof intelligence and flexibility that is associated with higher-level human cognition. Using an established method (DynamicCausal Modeling) to examine functional connectivity betweenbrain regions, the SMM was compared against two alternativemodels that violate either functional or structural assumptionsof the SMM. The results show that, in every dataset, the SMMsignificantly outperforms the other models, suggesting that theSMM best captures the functional requirements of brain dy-namics in fMRI data among these alternatives.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive architectures"},{"word":"fMRI"},{"word":"Effective Connectivity"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gp961ht","frozenauthors":[{"first_name":"Andrea","middle_name":"","last_name":"Stocco","name_suffix":"","institution":"UW","department":""},{"first_name":"John","middle_name":"","last_name":"Laird","name_suffix":"","institution":"UMich","department":""},{"first_name":"Christain","middle_name":"","last_name":"Libiere","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Paul","middle_name":"","last_name":"Rosenbloom","name_suffix":"","institution":"USC","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27895/galley/17533/download/"}]},{"pk":27879,"title":"Endogenous orienting in the archer fish","subtitle":null,"abstract":"The literature has long emphasized the neocortex’s role in volitionalprocesses. In this work, we examined endogenous orienting in anevolutionarily older species, the archer fish, which lacks neocortex-like cells. We used Posner’s classic endogenous cuing task, in whicha centrally presented, spatially informative cue is followed by a tar-get. The fish responded to the target by shooting a stream of waterat it. Interestingly, the fish demonstrated a human-like “volitional”facilitation effect: their reaction times to targets that appeared onthe side indicated by the precue were faster than their reactiontimes to targets on the opposite side. The fish also exhibited inhi-bition of return, an aftermath of orienting that commonly emergesonly in reflexive orienting tasks in human participants. We believethat this pattern demonstrates the acquisition of an arbitrary con-nection between spatial orienting and a nonspatial feature of acentrally presented stimulus in nonprimate species. In the literatureon human attention, orienting in response to such contingencies hasbeen strongly associated with volitional control. We discuss theimplications of these results for the evolution of orienting, and forthe study of volitional processes in all species, including humans.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual orienting"},{"word":"Subcortical regions"},{"word":"endogenous orienting"},{"word":"IOR"},{"word":"attention"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xs6x920","frozenauthors":[{"first_name":"William","middle_name":"","last_name":"Saban","name_suffix":"","institution":"U of Haifa","department":""},{"first_name":"Liora","middle_name":"","last_name":"Sekely","name_suffix":"","institution":"U of Haifa","department":""},{"first_name":"Raymond","middle_name":"M","last_name":"Klein","name_suffix":"","institution":"Dalhousie University","department":""},{"first_name":"Shai","middle_name":"","last_name":"Gabay","name_suffix":"","institution":"U of Haifa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27879/galley/17517/download/"}]},{"pk":28399,"title":"English speakers gesture laterally for time regardless of the input modality","subtitle":null,"abstract":"Spontaneous gestures suggest that English speakers tend to conceptualize time on the lateral (left-right) axis, even thoughthey use sagittal (front-back) space-time metaphors in language. Here we tested a skeptical explanation for this counterin-tuitive finding: Perhaps participants in previous gesture studies were biased to spatialize time laterally because the stimuliwere presented in left-to-right text? We randomly assigned English speakers to read stories about the past and future,or to listen to the same stories, and then to retell the stories to their partners. Regardless of the presentation modality,participants made systematic use of the lateral axis but not the sagittal axis, contrary to predictions based on linguisticmetaphors. English speakers preferential use of the lateral axis for time cannot be explained by exposure to written textin the experimental setting, but may result from long-term exposure to English orthography, among other cultural artifactsand practices that spatialize time laterally.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6bt088t3","frozenauthors":[{"first_name":"De","middle_name":"Fu","last_name":"Yap","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Casasanto","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28399/galley/18170/download/"}]},{"pk":27840,"title":"Enhancing Adaptive Learning through Strategic Scheduling of Passive and Active Learning Modes","subtitle":null,"abstract":"Recent work suggests that optimal spacing in learningrequires adaptive procedures (Mettler, Massey & Kellman,2016). Here, we studied how adaptive techniques might befurther enhanced by combining active and passive learningmodes. Participants learned geography facts that werescheduled using the ARTS (Adaptive Reaction-Time-basedScheduling) system under four conditions involving passiveand/or active trials. Conditions included: a) Passive Onlypresentations of learning items, b) Passive Initial Blocksfollowed by active adaptive scheduling, c) Passive InitialItems followed by active adaptive scheduling for each itemintroduced, or d) Active Only learning with no passivepresentations. We found an advantage for combinations ofactive and passive presentation (by blocks or items) overPassive Only or Active Only presentation. Passive trialspresented in blocks at the beginning of learning showed bestperformance. We discuss possible explanations for thesedifferences and suggest principles underlying optimalcombinations of active and passive modes in adaptivelearning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Adaptive Learning"},{"word":"Spacing effect"},{"word":"memory"},{"word":"active learning"},{"word":"Passive learning"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8sw2n3jh","frozenauthors":[{"first_name":"Everett","middle_name":"","last_name":"Mettler","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Christine","middle_name":"M","last_name":"Massey","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Timothy","middle_name":"","last_name":"Burke","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Garrigan","name_suffix":"","institution":"St. Joseph's University","department":""},{"first_name":"Philip","middle_name":"J","last_name":"Kellman","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27840/galley/17479/download/"}]},{"pk":28143,"title":"Entropy, order and agency: The cognitive basis of the link between agents and order","subtitle":null,"abstract":"People often believe that orderly structures were created by\nagents. We examine the cognitive basis of this tendency,\nasking if learned associations or causal reasoning drives us to\nlink order with agents. Causal reasoning predicts that\nknowledge of an alternative physical-mechanical cause\nshould ‘explain away’ orderliness, weakening the link with\nagents. In a preregistered experiment, we manipulated the\ncontext to provide (or not provide) a physical-mechanical\nexplanation for orderly outcomes, and participants judged if\nan object or agent had been present. We compared outcomes\ndiffering in (a)levels of orderliness and (b)whether context\nprovided an alternative explanation. We found that\nenvironmental context ‘explained away’ orderliness, such that\nparticipants observing order inferred agency only when there\nwas no alternative explanation. The link between order and\nagents is moderated by causal reasoning, and is malleable: It\ncan be weakened by understanding alternative causal\nmechanisms by which order could arise.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning"},{"word":"inference"},{"word":"order"},{"word":"agency"},{"word":"animacy"},{"word":"music"},{"word":"event perception"},{"word":"social cognition"},{"word":"Religion"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74c6105q","frozenauthors":[{"first_name":"Adena","middle_name":"","last_name":"Schachner","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Min-Ju","middle_name":"","last_name":"Kim","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28143/galley/17802/download/"}]},{"pk":27953,"title":"Enumeration by pattern recognition requires attention: Evidence against immediate holistic processing of canonical patterns","subtitle":null,"abstract":"Enumeration of canonical patterns (e.g., faces of six-sideddice) has generally been characterized by researchers as aholistic process, in which all items are perceived collectively.In previous work, based on a holistic processing view of enu-meration by pattern recognition, we predicted that enumera-tion of canonical forms would not be significantly affected byattentional load. In this paper, we present the results from twoexperiments designed to test this prediction using a divided-attention paradigm. In contrast to our predictions, enumerationof canonical patterns was disrupted by attentional load. Fur-thermore, enumeration of patterns under high attentional loadshowed evidence of conflation between patterns with similarcontours, providing evidence against a holistic processing ac-count of canonical pattern recognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"numerosity judgment; subitizing; enumeration; attention; pattern recognition; canonical patterns"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3zc3v7ms","frozenauthors":[{"first_name":"Gordon","middle_name":"","last_name":"Briggs","name_suffix":"","institution":"US Naval Research Laboratory","department":""},{"first_name":"Christina","middle_name":"","last_name":"Wasylyshyn","name_suffix":"","institution":"US Naval Research Laboratory","department":""},{"first_name":"Paul","middle_name":"F","last_name":"Bello","name_suffix":"","institution":"US Naval Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27953/galley/17591/download/"}]},{"pk":27870,"title":"Episodic Control as Meta-Reinforcement Learning","subtitle":null,"abstract":"Recent research has placed episodic reinforcement learning(RL) alongside model-free and model-based RL on the list ofprocesses centrally involved in human reward-based learning.In the present work, we extend the unified account of model-free and model-based RL developed by Wang et al. (2017) tofurther integrate episodic learning. In this account, a genericmodel-free \"meta-learner\" learns to deploy and coordinate allof these RL algorithms. The meta-learner is trained on a broadset of novel tasks with limited exposure to each task, suchthat it learns to learn about new tasks. We show that whenequipped with an episodic memory system inspired by theoriesof reinstatement and gating, the meta-learner learns to use thesame pattern of episodic, model-free, and model-based RLobserved in humans in a task designed to dissociate among theinfluences of these learning algorithms. We discuss implicationsand predictions of the model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Reinforcement Learning"},{"word":"Model-based"},{"word":"Deep learning"},{"word":"Meta-learning"},{"word":"episodic memory"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zj8r415","frozenauthors":[{"first_name":"S","middle_name":"","last_name":"Ritter","name_suffix":"","institution":"Deepmind, Princeton","department":""},{"first_name":"JX","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Deepmind","department":""},{"first_name":"Z","middle_name":"","last_name":"Kurth-Nelson","name_suffix":"","institution":"MPS-UCL Centre for Computational Psychiatry","department":""},{"first_name":"M","middle_name":"","last_name":"Botvinick","name_suffix":"","institution":"Gatsby Computational Neuroscience Unit","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27870/galley/17508/download/"}]},{"pk":28379,"title":"Equality in Dictator Games: Methodological Concerns in InterpretingDefault-Mode Strategies and Norms for Equity","subtitle":null,"abstract":"Standard behavioral economic games assume that rational actors have stable, well-defined preferences. Two experimentswere created to simulate various priming factors within a standard dictator game. Throughout the first experiment nearly50% of the participants gave an equal distribution of value between themselves and the recipient. This trend persistedwhen the recipient was clearly labelled as a computer. The second study evaluated whether or not the equal distributionobserved in the first experiment was due to an automatic response, where the default mode is to allocate resources equitably.After providing participants with a time delay and critical thinking prompt, there was a 6% shift in the number of equaldistributions given. These results indicate that equal distributions may be the result of an automatic thinking process.Methodological implications pertaining to past studies in which automatic behavior was not considered during the use ofdictator games may arise.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kv0p16j","frozenauthors":[{"first_name":"Caden","middle_name":"","last_name":"Sumner","name_suffix":"","institution":"Michigan Technological University","department":""},{"first_name":"Samantha","middle_name":"","last_name":"Verran","name_suffix":"","institution":"Michigan Technological University","department":""},{"first_name":"Shane","middle_name":"","last_name":"Mueller","name_suffix":"","institution":"Michigan Technological University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28379/galley/18128/download/"}]},{"pk":27845,"title":"Estimating the costs of cognitive control from task performance: theoretical validation and potential pitfalls","subtitle":null,"abstract":"Cognitive control is critical for accomplishing daily tasks andyet we experience it as effortful or costly. Researchers havebeen increasingly interested in estimating how costly cognitivecontrol is for a given individual, to better understand underly-ing mechanisms and predict motivational impairments outsidethe lab. Here we leverage a computational model of controlallocation to (a) demonstrate a procedure for estimating indi-vidual’s control costs from task performance and (b) highlightthe conditions under which estimated costs will be confoundedwith other motivational variables. We show that costs of cog-nitive control can be reliably estimated under perfect assump-tions about other motivational variables. However, our simu-lation results indicate that poorly calibrated estimates of thoseother variables can lead to potentially drastic misestimations ofsubjects’ control costs, compromising the validity of empiricalobservations. We conclude by discussing the implications ofthese analyses for assessing individual differences in the costsof cognitive control.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mental effort"},{"word":"individual differences"},{"word":"cognitive control"},{"word":"Expected value of control"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/59r5d8sk","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Musslick","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Jonathan","middle_name":"D","last_name":"Cohen","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Amitai","middle_name":"","last_name":"Shenhav","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27845/galley/17484/download/"}]},{"pk":27986,"title":"Evaluating Compositionality in Sentence Embeddings","subtitle":null,"abstract":"An important challenge for human-like AI is compositional se-mantics. Recent research has attempted to address this by us-ing deep neural networks to learn vector space embeddings ofsentences, which then serve as input to other tasks. We presenta new dataset for one such task, “natural language inference”(NLI), that cannot be solved using only word-level knowledgeand requires some compositionality. We find that the perfor-mance of state of the art sentence embeddings (InferSent; Con-neau et al., 2017) on our new dataset is poor. We analyzethe decision rules learned by InferSent and find that they arelargely driven by simple heuristics that are ecologically validin its training dataset. Further, we find that augmenting train-ing with our dataset improves test performance on our datasetwithout loss of performance on the original training dataset.This highlights the importance of structured datasets in betterunderstanding and improving AI systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sentence embeddings; compositionality; testdatasets"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7pw490vw","frozenauthors":[{"first_name":"Ishita","middle_name":"","last_name":"Dasgupta","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Demi","middle_name":"","last_name":"Guo","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Stuhlm  ̈uller","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Samuel","middle_name":"J","last_name":"Gershman","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Harvard","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27986/galley/17625/download/"}]},{"pk":28225,"title":"Evaluating models of productivity in language acquisition","subtitle":null,"abstract":"One of the challenges facing a child learning language is when to generalize over their input and infer productive rules. Twomathematically precise models of this problem have been proposed recently: Fragment Grammars (ODonnell, 2015) andthe Tolerance Principle (Yang, 2016). Both are based on the learner optimizing computation costs: Fragment Grammarsbalance the costs of storing forms whole and decomposing them into parts, while the Tolerance Principle reflects a trade-offbetween the processing time of serial search over all forms or only irregular forms. We implement versions of these modelsthat are directly comparable and perform a series of analyses that show that the models make systematically differingpredictions in some domains and parameter regimes. We then compare these predictions to the empirical literature on theemergence of productivity over development and evaluate which model under what assumptions provides a more accurateaccount of childrens learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/97h6x3z9","frozenauthors":[{"first_name":"Mika","middle_name":"","last_name":"Braginsky","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28225/galley/17884/download/"}]},{"pk":27725,"title":"Evaluating Reading Support Systems Through Reading Skill Test","subtitle":null,"abstract":"We propose a computer-based testing environment, Reading\nSkill Test, to measure the effects of various types of systematic\nreading support systems. We prove its validity, reliability and\none-dimensionality using 31,000 subjects. The effects of\nfurigana system on the 5th to 8th grade students are analyzed\nusing this environment. Furigana is a widely used Japanese\nreading support system that has been believed to be beneficial\nespecially for pupils. Despite our expectation, we have to\nconclude that furigana failed to improve pupils’ reading\nsignificantly, and discuss why it did so.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Reading comprehension"},{"word":"Reading support systems"},{"word":"Item responce theory"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/41c5p41c","frozenauthors":[{"first_name":"Teiko","middle_name":"","last_name":"Arai","name_suffix":"","institution":"University of Tokyo","department":""},{"first_name":"Kyosuke","middle_name":"","last_name":"Bunji","name_suffix":"","institution":"University of Tokyo","department":""},{"first_name":"Naoya","middle_name":"","last_name":"Todo","name_suffix":"","institution":"University of Tsukuba","department":""},{"first_name":"Noriko","middle_name":"H","last_name":"Arai","name_suffix":"","institution":"National Institute of Informatics","department":""},{"first_name":"Takuya","middle_name":"","last_name":"Matsuzaki","name_suffix":"","institution":"Nagoya University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27725/galley/17365/download/"}]},{"pk":28109,"title":"Evaluating testimony from multiple witnesses: single cue satisficing or integration?","subtitle":null,"abstract":"Testimony is a fundamental feature of human life: typically, wereceive testimonial evidence from others multiple times each day.Often, we have more than one source attesting to a particularclaim. This paper examines the way people integrate testimonialevidence from multiple sources. We find evidence that participantsdeviate substantially from the normative expectation. Instead,results seem indicative of the operation of simple, non-compensatory heuristics, at least some of the time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Judgment; Reasoning; Decision Making; EvidenceEvaluation"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4b76w5b7","frozenauthors":[{"first_name":"Kirsty","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"University of London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of London","department":""},{"first_name":"Toby","middle_name":"D","last_name":"Pilditch","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28109/galley/17767/download/"}]},{"pk":28147,"title":"Evidence for an Intuitive Physics Engine in the Human Brain","subtitle":null,"abstract":"Humans demonstrate a remarkable ability to infer physical properties of objects and predict physical events in dynamicscenes. These abilities have been modeled as probabilistic simulations of a mental physics engine akin to 3D physicsengines used in computer simulations and video games (Battaglia, Hamrick & Tenenbaum 2013; Sanborn, Mansinghka &Griffiths 2013), but it is unknown if and how such a physics engine is implemented in the brain. Does the brain representquantities corresponding to the key latent variables of physical objects that contribute to their dynamics? To find out,we used multivariate pattern classification analyses of fMRI data from subjects viewing videos of dynamic objects. Themass of depicted objects could be decoded, across physical scenarios and object materials, from brain regions previouslyimplicated in intuitive physics. This invariant representation of mass may serve as a key variable in a generalized enginefor intuitive physics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2r38x003","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Schwettmann","name_suffix":"","institution":"MIT","department":""},{"first_name":"Jason","middle_name":"","last_name":"Fischer","name_suffix":"","institution":"John Hopkins","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"Nancy","middle_name":"","last_name":"Kanwisher","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28147/galley/17806/download/"}]},{"pk":28111,"title":"Evidence for evaluations of knowledge prior to belief","subtitle":null,"abstract":"We investigate the relationship between evaluations of knowl-edge and belief in human adult theory of mind, and provideevidence that evaluations of knowledge are made without priorevaluations of belief. Our studies find that (1) people can ac-curately evaluate others’ knowledge before they evaluate theirbeliefs; (2) this pattern cannot be not explained by pragmaticdifferences; (3) it occurs cross-linguistically and unlikely tobe accounted for by differences in word frequency, and (4) italso generalizes to the larger class of factive and non-factiveattitudes (to which knowledge and belief respectively belong).Together, these studies demonstrate that human adults can as-cribe knowledge without first ascribing a belief state. Moregenerally, they lend support to the view that knowledge repre-sentations are a distinctive and basic way in which we makesense of others’ minds.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"knowledge; belief; theory of mind; factive atti-tudes; non-factive attitudes; False Belief; knowledge first"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1dp0j198","frozenauthors":[{"first_name":"Jonathan","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Knobe","name_suffix":"","institution":"Yale","department":""},{"first_name":"Brent","middle_name":"","last_name":"Strickland","name_suffix":"","institution":"Institut Jean Nicod","department":""},{"first_name":"Pauline","middle_name":"","last_name":"Armary","name_suffix":"","institution":"Institut Jean Nicod","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28111/galley/17771/download/"}]},{"pk":27760,"title":"Evidence for hierarchically-structured reinforcement learning in humans","subtitle":null,"abstract":"Flexibly adapting behavior to different contexts is a critical\ncomponent of human intelligence. It requires knowledge to\nbe structured as coherent, context-dependent action rules, or\ntask-sets (TS). Nevertheless, inferring optimal TS is compu-\ntationally complex. This paper tests the key predictions of a\nneurally-inspired model that employs hierarchically-structured\nreinforcement learning (RL) to approximate optimal inference.\nThe model proposes that RL acts at two levels of abstrac-\ntion: a high-level RL process learns context-TS values, which\nguide TS selection based on context; a low-level process learns\nstimulus-actions values within TS, which guide action selec-\ntion in response to stimuli. In our novel task paradigm, we\nfound evidence that participants indeed learned values at both\nlevels: not only stimulus-action values, but also context-TS\nvalues affected learning and TS reactivation, and TS values\nalone determined TS generalization. This supports the claim\nof two RL processes, and their importance in structuring our\ninteractions with the world.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Reinforcement Learning"},{"word":"Structure learning"},{"word":"Hierarchical representation"},{"word":"Task sets"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3wx3881m","frozenauthors":[{"first_name":"Maria","middle_name":"K","last_name":"Eckstein","name_suffix":"","institution":"University of California, Berkley","department":""},{"first_name":"Anne","middle_name":"GE","last_name":"Collins","name_suffix":"","institution":"University of California, Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27760/galley/17400/download/"}]},{"pk":27851,"title":"Evidence of Partial Number Word Knowledge on the Give-N Task","subtitle":null,"abstract":"The most common measure of number word development isthe give-N task. Traditionally, to receive credit forunderstanding a number, N, children must understand that Ndoes not apply to other set sizes (e.g., a child who providesthree when asked for “three” but also when asked for “four”would not be credited with knowing “three”). We hypothesizedthat such performance may reveal a transitional knowledgestate that marks children who are ready to progress to the nextknower level. An analysis of six previous studies (N = 200)revealed that two, three, and four knowers flagged as havingpartial knowledge of N+1 at pretest outperformed those withno such knowledge on the give-N task at posttest. Resultssupport the idea of graded representations (Munakata, 2001) innumber word development and suggest the traditionalapproach to coding the give-N task may not completely capturechildren’s knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Give-N"},{"word":"Cardinality"},{"word":"Counting"},{"word":"Partial knowledge"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gn5m93t","frozenauthors":[{"first_name":"Connor","middle_name":"D","last_name":"O'Rear","name_suffix":"","institution":"Notre Dame","department":""},{"first_name":"Nicole","middle_name":"M","last_name":"McNeil","name_suffix":"","institution":"Notre Dame","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Kirkland","name_suffix":"","institution":"Notre Dame","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[]},{"pk":28034,"title":"Evidence that the Attention Blink Reflects Categorical Perceptual Dynamics","subtitle":null,"abstract":"Among the numerous formal and informal theories of the at-tentional blink, the common theoretical thread is that the deficitstems from selective attention and working memory processesbeing tied up in processing the first target (T1) when the sec-ond target (T2) appears. Rusconi & Huber (2017) challengedthis view by proposing the ’perceptual wink’ model of the AB,which posits that for categorical AB tasks (e.g., number/letter)the deficit reflects a failure to perceive that T2 belonged to thetarget category. The model makes the assumption that percep-tion is ’multi-faceted’; that is, there are separate, independentperceptual representations for an item’s identity and its cate-gory, and that either representation can be used to drive per-formance (e.g., trigger attentional encoding) depending on thetask demands. To differentiate between attention versus per-ceptual accounts of the AB, we used a stripped down RSVPtask where participants were asked to either report the iden-tity or category of the third item in a sequence of characters.In support of the perceptual account, we found priming foridentity or category depending on the task. Furthermore, wefound that the category results were analogous to the AB andthe spread of sparing even though the first character was nota target and there was no need to selectively filter items intoworking memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"perception; attention; priming; attentional blink"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2xb9z2sk","frozenauthors":[{"first_name":"Lucas","middle_name":"D","last_name":"Huszar","name_suffix":"","institution":"UMass","department":""},{"first_name":"David","middle_name":"E","last_name":"Huber","name_suffix":"","institution":"UMass","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28034/galley/17673/download/"}]},{"pk":28010,"title":"Examination of the Role of Book Layout, Executive Function, and Processing SpeedOn Children’s Decoding and Reading Comprehension","subtitle":null,"abstract":"Books designed for beginning readers typically intermix textwith illustrations in close proximity. Prior research suggeststhis standard layout may reduce literacy skills due toincreased attentional competition between text andillustrations. The current study extends this work byexamining whether manipulations to the book layout canenhance reading performance and explores whether individualdifferences in executive function and processing speed arerelated to children’s decoding and reading comprehensionwhen reading books which utilize the standard layout.Separating text and illustrations improved readingcomprehension. Preliminary results also suggest workingmemory, inhibitory control, and processing speed are relatedto reading performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"attention; selective sustained attention; reading;reading fluency; decoding; reading comprehension;illustrations; executive function; inhibitory control; workingmemory; processing speed"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9492c03x","frozenauthors":[{"first_name":"Karrie","middle_name":"E","last_name":"Godwin","name_suffix":"","institution":"Kent State","department":""},{"first_name":"Cassondra","middle_name":"M","last_name":"Eng","name_suffix":"","institution":"Carnegie Mellon","department":""},{"first_name":"Rachael","middle_name":"","last_name":"Todaro","name_suffix":"","institution":"Kent State","department":""},{"first_name":"Grace","middle_name":"","last_name":"Murray","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":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28010/galley/17649/download/"}]},{"pk":28197,"title":"Examining the Independence of Scales in Episodic Memory using Experience Sampling Data","subtitle":null,"abstract":"We investigated whether memories of different time scales(i.e., week, day, hour) are used independently (i.e., indepen-dence of scales). To overcome the limitations of previousstudies that have low ecological validity in selecting the teststimuli, we used experience sampling technology. Participantswore a smartphone around their neck for two weeks, whichwas equipped with an app.that automatically collected time,images, GPS, audio and accelerometry. After a one-week re-tention interval, participants were presented with an image thatwas captured during their data collection phase, and tested ontheir memory of when the event happened (i.e., week, day ofweek, and hour). We find that, in contrast to previous studies,memories of different time scales were not retrieved indepen-dently in everyday life. Additionally, we replicated previouslaboratory findings such as correlations between confidencerating and memory performance, and patterns found betweenvalence rating and memory accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"independence of scales; experience sampling;episodic memory"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/85h082b1","frozenauthors":[{"first_name":"Hyungwook","middle_name":"","last_name":"Yim","name_suffix":"","institution":"University of Melbourne; University of Tasmania","department":""},{"first_name":"Paul","middle_name":"M","last_name":"Garrett","name_suffix":"","institution":"University of Newcastle","department":""},{"first_name":"Megan","middle_name":"","last_name":"Baker","name_suffix":"","institution":"University of Newcastle","department":""},{"first_name":"Simon","middle_name":"J","last_name":"Dennis","name_suffix":"","institution":"University of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28197/galley/17856/download/"}]},{"pk":28236,"title":"Examining the Pre-Test and Interim-Test Effect in Inductive Learning","subtitle":null,"abstract":"Recent studies suggest that testing helps learning of materials studied after taking the test. However, it is not yet clearhow testing helps subsequent learning. The current study investigated whether testing benefit was due to test expectancyor adjustment of study strategies by contrasting pre-test and interim-test conditions in addition to the restudy controlcondition. Participants learned the painting styles of various artists that were divided into two sections. Participants hadeither a pre-test, interim-test, or interim-restudy on the first section before proceeding to the second section. On thefinal transfer test, the interim-test group outperformed those from the pre-test and restudy groups, implying that only theinterim-test effect existed, but not the pretesting effect. The result suggests that in inductive learning simply knowingabout the test format in advance of study session does not really help learning, rather it is important for learners to testthemselves after studying.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/304664vw","frozenauthors":[{"first_name":"Heeseon","middle_name":"","last_name":"Choi","name_suffix":"","institution":"Yonsei University","department":""},{"first_name":"Hee","middle_name":"Seung","last_name":"Lee","name_suffix":"","institution":"Yonsei University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28236/galley/17895/download/"}]},{"pk":28285,"title":"Examining the Representational Change Theory on the interpretation of Remote Associates Problem Solving","subtitle":null,"abstract":"The main purpose of current study is to examine the insight theory on the interpretation of remote associates problemsolving. In our experiment, we manipulated the position of keyword to alter the relaxation of constraint in the problem.Three kinds of problems were presented: the Keyword-in-Front (KF), Keyword-in-Middle (KM) and Keyword-in-Back(KB) problems. Fifty-eight undergraduates were recruited and the eye movements while they were solving these threeproblems were recorded. The results indicate that, (1) the correct rate of KM problems are higher than KB problems. (2)When individuals solve the KF problems or KB problems, they would display more regression counts and spend moretime gazing at the fixation region than key region. However, more time and regression counts are spent at the key regionwhile solving KM problems. The results of current experiment support the explanation of Representation Change Theoryon the solving process of remote associates problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0cg1v5f5","frozenauthors":[{"first_name":"Posheng","middle_name":"","last_name":"Huang","name_suffix":"","institution":"Hsuan Chuang University","department":""},{"first_name":"Shu-Ling","middle_name":"","last_name":"Peng","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Cheng-Hong","middle_name":"","last_name":"Liu","name_suffix":"","institution":"National Tsing Hua University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28285/galley/17944/download/"}]},{"pk":28272,"title":"Examining the role of the motor system in the beneficial effect of speaker’sgestures during encoding and retrieval","subtitle":null,"abstract":"Co-speech hand gesture facilitates learning and memory, yet little is known about the underlying mechanisms. Ian andBucciarelli (2017) investigated this: participants watched videos of a person producing sentences with or without concur-rent hand gestures. In one experiment, participants hands were occupied with an unrelated motor task while watching.Gesture enhanced memory for sentences except when hands were engaged in the motor task, indicating motor systeminvolvement when gesture enhances memory. We investigated when and how the motor system is engaged in service ofmemory. We replicated the above design and cued listeners at retrieval with the same or different manipulation they expe-rienced at encoding (gesture/motor task). We predict that participants in the same motor task condition for encoding andretrieval will have better recall performance than those in mismatch conditions, suggesting that re-engaging or simulatingprevious motor experiences is critical in the relationship between gesture and memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/92w5t6v5","frozenauthors":[{"first_name":"Alexa","middle_name":"","last_name":"Bushinski","name_suffix":"","institution":"Metropolitan State University","department":""},{"first_name":"Caitlin","middle_name":"","last_name":"Hilverman","name_suffix":"","institution":"Vanderbilt University Medical Center","department":""},{"first_name":"Kimberly","middle_name":"","last_name":"Halvorson","name_suffix":"","institution":"Metropolitan State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28272/galley/17931/download/"}]},{"pk":28135,"title":"Example Generation Under Constraints Using Cascade Correlation Neural Nets","subtitle":null,"abstract":"Humans not only can effortlessly imagine a wide range ofnovel instances and scenarios when prompted (e.g., a newshirt), but more remarkably, they can adequately generate ex-amples which satisfy a given set of constraints (e.g., a new,dotted, pink shirt). Recently, Nobandegani and Shultz (2017)proposed a framework which permits converting deterministic,discriminative neural nets into probabilistic generative models.In this work, we formally show that an extension of this frame-work allows for generating examples under a wide range ofconstraints. Furthermore, we show that this framework is con-sistent with developmental findings on children’s generativeabilities, and can account for a developmental shift in infants’probabilistic learning and reasoning. We discuss the impor-tance of integrating Bayesian and connectionist approaches tocomputational developmental psychology, and how our workcontributes to that research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cascade correlation neural networks; Determin-istic discriminative models; Probabilistic generative models;Bayesian vs. connectionist modeling of development"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9f71755r","frozenauthors":[{"first_name":"Ardavan","middle_name":"S","last_name":"Nobandegani","name_suffix":"","institution":"McGill","department":""},{"first_name":"Thomas","middle_name":"R","last_name":"Schultz","name_suffix":"","institution":"McGill","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28135/galley/17794/download/"}]},{"pk":27823,"title":"Exclusivity in casual reasoning","subtitle":null,"abstract":"Causal systems often include mutually exclusive events: events\nwhich cannot occur simultaneously. However, when events in\na causal system are exclusive, the normative properties of the\nwhole system change substantially. Are adults sensitive to the\nconsequences of exclusivity for causal reasoning? Here, we\nsystematically manipulated common-effect causal systems to\nhave either exclusive or non-exclusive causes while holding all\nother factors constant. Adults showed a rich understanding of\nexclusive systems in making both predictive (Experiment 1)\nand diagnostic (Experiments 2 and 3) causal inferences.\nAdults’ success in these tasks suggests that exclusivity is an\nimportant dimension in human causal reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Exclusivity"},{"word":"Independence"},{"word":"Casual reasoning"},{"word":"predictive"},{"word":"Diagnostic"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1511c7zv","frozenauthors":[{"first_name":"Alexander","middle_name":"","last_name":"LaTourrette","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"Mathew","middle_name":"","last_name":"Myers","name_suffix":"","institution":"Northwestern","department":""},{"first_name":"Lance","middle_name":"J","last_name":"Rips","name_suffix":"","institution":"Northwestern","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27823/galley/17462/download/"}]},{"pk":28115,"title":"Expectations bias judgments of harm against others","subtitle":null,"abstract":"People’s expectations play an important role in their evalua-tions and reactions to events. There is often disappointmentwhen events fail to meet expectations—sometimes even whenthe events are still positive overall—and there is a special thrillto having one’s expectations exceeded. In four studies, weexamined how expectations influence people’s judgments ofevents where another person or people were harmed. Partici-pants judged pairs of events where a victim experienced a sim-ilar harm, but where victims were at different prior risk of be-ing harmed. We found that people judged these events as beingworse when they were less expected–that is, when the victimswere initially at lower risk of being harmed. We argue that thisbias has pernicious moral consequences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Judgment and decision-making; Moral judgments;Bias"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2dv1g25p","frozenauthors":[{"first_name":"Derek","middle_name":"","last_name":"Powell","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Horne","name_suffix":"","institution":"Arizona State","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28115/galley/17775/download/"}]},{"pk":28200,"title":"Experientially Grounded Learning About the Roles of Variability, Sample Size, and Difference Between Means in Statistical Reasoning","subtitle":null,"abstract":"Despite its omnipresence in this information-laden\nsociety, statistics is hard. The present study explored the\napplicability of a grounded cognition approach to learning\nbasic statistical concepts. Participants in 2 experiments\ninteracted with perceptually rich computer simulations\ndesigned to foster understanding of the relations between\nfundamental statistical concepts and to promote the ability\nto reason with statistics. During training, participants were\nasked to estimate the probability of two samples coming\nfrom the same population, with sample size, variability, and\ndifference between means independently manipulated. The\namount of learning during training was measured by the\ndifference between participants’ confidence judgments and\nthose of an Ideal Observer. The amount of transfer was\nassessed by the increase in accuracy from a pretest to a\nposttest. Learning and transfer were observed when tailored\nguidance was given along with the perceptually salient\nproperties. Implications of our quantitative measures of\nhuman sensitivity to statistical concepts were discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"grounded cognition; statistical inferences;\nstatistics education; variability; sample size; mean"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2gq7d6xm","frozenauthors":[{"first_name":"Jingqi","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Robert","middle_name":"L","last_name":"Goldstone","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"David","middle_name":"","last_name":"Landy","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28200/galley/17859/download/"}]},{"pk":28032,"title":"Experimental Evidence of Emotional Learning in the Iowa Gambling Task","subtitle":null,"abstract":"The Iowa Gambling Task (IGT) is an established toolused for evaluating the role of emotional learning underconditions of uncertainty. To date, however, themajority of studies have not explicitly manipulated theemotional content within the IGT or examined the effectof doing so on different populations. We address thisgap in the present study, focusing our analysis on twogroups: low vs. high psychopathy individuals insubclinical populations. Our findings demonstrate thatemotional content boosted learning for the high but notthe low psychopathy group.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Iowa Gambling Task; emotional learning;psychopathy; decision making"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9n67k2d1","frozenauthors":[{"first_name":"Courtney","middle_name":"","last_name":"Humeny","name_suffix":"","institution":"Institute of Cognitive Science at Carleton University","department":""},{"first_name":"Kasia","middle_name":"","last_name":"Muldner","name_suffix":"","institution":"Institute of Cognitive Science at Carleton University","department":""},{"first_name":"Robert","middle_name":"","last_name":"West","name_suffix":"","institution":"Institute of Cognitive Science at Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28032/galley/17671/download/"}]},{"pk":28118,"title":"Experimentally Testing the Intuitions about Semantic Reference","subtitle":null,"abstract":"The debate about semantic reference between Frege’s (1948)\ndescriptivism and Kripke’s (1972) causal theory of reference\nhas recently been approached through experimental\npsychology. However, no consensus has been reached on the\ndirection of the results. While some studies face clear\nmethodological charges, even those that are currently\nuncontested do not reach a mutual conclusion. We propose a\nnovel experimental paradigm with methodology designed to\nevade the problems of previous studies. Contrary to the past\nliterature, we find a prevalence of descriptivists under lenient\ncriteria for consistency across trials, while under strict criteria\nwe find an equal amount of descriptivists and hybrids, with\nlow numbers of referentialists (causal theory of reference)\nunder both criteria. We suggest an interpretation of this result,\nand where future research might head.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"proper names; descriptivist theory; causal theory\nof reference; semantic reference"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zj1g2d7","frozenauthors":[{"first_name":"Ana","middle_name":"","last_name":"Puljic","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Leonidas","middle_name":"A.A.","last_name":"Doumas","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28118/galley/17778/download/"}]},{"pk":28273,"title":"Expertise seeks rewards: Error-related negativities and defensive motivation in spelling decisions","subtitle":null,"abstract":"The error-related negativity (ERN) is an event-related potential (ERP) component generated in anterior cingulate cortexthat reflects reward sensitivity and error aversion (Hajcak & Foti, 2008). In a spelling decision task that included a mon-etary reward for good performance, Harris, Perfetti, and Rickles (2014) found that mean ERN amplitude was associatedwith an offline behavioral measure of spelling knowledge, suggesting that expert spellers are more error-averse during areward-based spelling task than those with less expertise. However, task performance alone is an imperfect indicator of ex-pertise, because a correct response could result from guessing or motor error. In the present study, we investigated whetherthe left-lateralized N170, an ERP component directly tied to orthographic expertise, was associated with ERN effect size inthe spelling decision task. We found that mean N170 amplitude correlated positively with mean ERN amplitude, indicatingthat experts experience greater aversion to errors than non-experts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gv1j9vq","frozenauthors":[{"first_name":"Lindsay","middle_name":"","last_name":"Harris","name_suffix":"","institution":"Northern Illinois University","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Rickles","name_suffix":"","institution":"University of maryland","department":""},{"first_name":"Luis","middle_name":"","last_name":"Lopez","name_suffix":"","institution":"Northern Illinois University","department":""},{"first_name":"Charles","middle_name":"","last_name":"Perfetti","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28273/galley/17932/download/"}]},{"pk":28069,"title":"Explaining away: significance of priors, diagnostic reasoning, and structuralcomplexity","subtitle":null,"abstract":"Recent research suggests that people do not perform wellon some of the most crucial components of causal reason-ing: probabilistic independence, diagnostic reasoning, and ex-plaining away. Despite this, it remains unclear what con-texts would affect people’s reasoning in these domains. Inthe present study we investigated the influence of manipulatingpriors of causes and structural complexity of Causal BayesianNetworks (CBNs) on the above components. Overall we foundthat participants largely accepted the priors and understoodprobabilistic independence, but engaged in inaccurate diagnos-tic reasoning and insufficient explaining away behavior. More-over, the effect of manipulating priors on participants’ perfor-mance in diagnostic reasoning and explaining away was sig-nificantly larger in a structurally less complex CBN than in astructurally more complex CBN.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Explaining Away; Diagnostic Reasoning; Priorprobability; Causal Bayesian Networks; Network Complexity;Interpretations of Probability; Propensity"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9t25s82z","frozenauthors":[{"first_name":"Alice","middle_name":"","last_name":"Liefgreen","name_suffix":"","institution":"University College London","department":""},{"first_name":"Marko","middle_name":"","last_name":"Tesic","name_suffix":"","institution":"University of London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28069/galley/17708/download/"}]},{"pk":27941,"title":"Explaining Human Decisino Making in Optimal Stopping Tasks","subtitle":null,"abstract":"In an optimal stopping problem, people encounter a sequenceof options and are tasked with choosing the best one; once anoption is rejected, it is no longer available. Recent studies ofoptimal stopping suggest that people compare the current op-tion with an internal threshold and accept it when the optionexceeds the threshold. In contrast, we propose that humans de-cide to accept or reject an option based on an estimate of theprobability that a better option will be observed in the future.We develop a computational model that formalizes this idea,and compare the model to the optimal policy in two experi-ments. Our model provides a better account of the data thanthe optimal model. In particular, our model explains how thedistributional structure of option values affects stopping behav-ior, providing a step towards a more complete psychologicaltheory of optimal stopping.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"optimal stopping; cognitive modeling; sequential decision making; probabilistic choice behavior"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9v51f0hg","frozenauthors":[{"first_name":"Christiane","middle_name":"","last_name":"Baumann","name_suffix":"","institution":"University of Zurich","department":""},{"first_name":"Henrik","middle_name":"","last_name":"Singmann","name_suffix":"","institution":"U of Zurich","department":""},{"first_name":"Vassilios","middle_name":"E","last_name":"Kaxiras","name_suffix":"","institution":"Belmont High School","department":""},{"first_name":"Samuel","middle_name":"J","last_name":"Gershman","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Bettina","middle_name":"","last_name":"von Helveren","name_suffix":"","institution":"U of Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27941/galley/17579/download/"}]},{"pk":28188,"title":"Explaining Reasoning Effects: A Neural Cognitive Model of Spatial Reasoning","subtitle":null,"abstract":"According to mental model theory, spatial reasoning is basedon the construction and variation of mental modelsrepresenting spatial arrangements. Several effects in humanspatial reasoning are known to support this theory, forexample the ordering effect. Yet, reasoning effects have beenobserved for which the cognitive mechanisms are not entirelyexplained. To investigate how these effects can be attributedto neural computation, we modeled spatial reasoning in theNeural Engineering Framework.We selected three experiments to simulate tasks in a cognitivemodel based on an internal display. In our model,performance declines with an increase of objects which isexplained by the neural drift over time. We replicated effectsfrom the studies which we have found to be due to continuouspremise integration. By modeling and simulating spatialreasoning tasks, we showed that effects reported inpsychological studies can be explained by the emergentproperties of neural computation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Neural Engineering Framework; spatialreasoning; relational Reasoning; cognitive Modeling"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bx6p90b","frozenauthors":[{"first_name":"Julia","middle_name":"","last_name":"Wertheim","name_suffix":"","institution":"Albert-Ludwigs-University Freiburg","department":""},{"first_name":"Terrence","middle_name":"C","last_name":"Stewart","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28188/galley/17847/download/"}]},{"pk":28072,"title":"Explanation and its Limits: Mystery and the Need for Explanation in Science and Religion","subtitle":null,"abstract":"Both science and religion offer explanations for everydayevents, but they differ with respect to their tolerance formysteries. In the present research, we investigate laypeople’sperceptions about the extent to which religious and scientificquestions demand an explanation and the extent to which anappeal to mystery can satisfy that demand. In Study 1, wedocument a large domain difference between science andreligion: scientific questions are judged to be more in need ofexplanation and less appropriately answered by appeal tomystery than religious questions. In Study 2, we demonstratethat these differences are not driven by differing levels of beliefin the content of these domains. While the source of thesedomain differences remains unclear, we propose severalhypotheses in the General Discussion.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation; mystery; science; religion"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/006843x6","frozenauthors":[{"first_name":"Emily","middle_name":"G","last_name":"Liquin","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"S","middle_name":"Emlen","last_name":"Metz","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":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28072/galley/17711/download/"}]},{"pk":28077,"title":"Explanation Hubris and Conspiracy Theories: A Case of the 2016 Presidential Election","subtitle":null,"abstract":"While explanations provide the power to understand the worldaround us, people are often overconfident about their ownunderstanding. We explored how people’s perceptions of theirunderstanding of phenomena is related to endorsement ofconspiracy theories. We first tested people’s perceptions oftheir understanding of the 2016 Presidential electoral processand then measured their beliefs that the election itself wasillegitimate, a form of conspiratorial belief. We found thatparticipants who still endorsed high levels of understandingafter generating an explanation for the 2016 election were alsomore likely to endorse the election was illegitimate. However,this finding only obtained for participants who voted for thelosing candidate. These results suggest interesting avenues forexploring individual differences that may be related to theillusion of explanatory depth.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"illusion of explanatory depth; conspiracy beliefs;causal understanding; belief revision"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6c87b6bx","frozenauthors":[{"first_name":"Jessecae","middle_name":"K","last_name":"Marsh","name_suffix":"","institution":"Lehigh University","department":""},{"first_name":"Joseph","middle_name":"A","last_name":"Vitriol","name_suffix":"","institution":"Lehigh University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28077/galley/17716/download/"}]},{"pk":27946,"title":"Exploration and Attention in Young Children","subtitle":null,"abstract":"Exploration is critical for discovering how the world works.Exploration should be particularly valuable for young children,who have little knowledge about the world. Theories ofdecision-making describe systematic exploration as beingprimarily sub-served by prefrontal cortex (PFC). Recentresearch suggests that systematic exploration predominates inyoung children’s choices, despite immature PFC, suggestingthat this systematic exploration may be driven by differentmechanisms. We hypothesize that young children’s tendencyto distribute attention widely promotes broad informationgathering, which in turn translates to exploratory choicebehavior, and that interrupting distributed attention allocationthrough bottom up attentional capture would also disruptsystematic exploration. We test this hypothesis using a simplechoice task in which saliency of the options was manipulated.Saliency disrupted systematic exploration. These resultssuggest that attentional mechanisms may drive systematicexploratory behavior, and may be part of a larger tendencytoward broad information gathering in young children.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; exploration; decision-making; attention"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dq2422s","frozenauthors":[{"first_name":"Nathaniel","middle_name":"J","last_name":"Blanco","name_suffix":"","institution":"Ohio State","department":""},{"first_name":"Vladimir","middle_name":"M","last_name":"Sloutsky","name_suffix":"","institution":"Ohio State","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27946/galley/17584/download/"}]},{"pk":28210,"title":"Exploring automatic metacognitive monitoring processes: Are errors in equations detected without intentional calculation?","subtitle":null,"abstract":"Metacognitive monitoring, like error detection, is crucial for appropriate self-regulating processes. Some researchersargue that metacognitive monitoring automatically occurs (Spehn & Reder, 2000). Whether the automatic monitoringprocesses exist or not and what tasks are needed to investigate the processes have been topics of considerable discussion.We attempted to observe these automatic metacognitive monitoring processes. Two calculus equations were verticallypresented on a computer screen for 50ms, followed by an auditory cue to indicate one of the two equations. Twenty-sevenuniversity students were asked to judge whether the cued equation was correct or incorrect. The result showed that RTwas longer when the distractor, non-cued equation, was incorrect than when it was correct, although the distractor couldn’thave been intentionally calculated. This finding suggests that errors in equations were rapidly and automatically detected.We discuss whether automatic metacognitive monitoring processes are observed in our task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hx0k509","frozenauthors":[{"first_name":"Shogo","middle_name":"","last_name":"AMANO","name_suffix":"","institution":"Osaka Prefecture University","department":""},{"first_name":"Yoshihiro","middle_name":"","last_name":"Nakagawa","name_suffix":"","institution":"Osaka Prefecture University","department":""},{"first_name":"Masahiko","middle_name":"","last_name":"Okamoto","name_suffix":"","institution":"Osaka Prefecture University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28210/galley/17869/download/"}]},{"pk":28258,"title":"Exploring model-based versus model-free pupillometry correlates to reinforcement learning parameters","subtitle":null,"abstract":"While many recent studies have successfully used reinforcement learning (RL) frameworks to explain large portions ofvariance within neurobiological and decision-making datasets, the relatability of such models to the true mechanisms anddynamics underlying human learning, cognition, and behavior is arguably still quite limited–in part due to the exclusion ofwell-defined mechanisms controlling the dynamics of sensory-model updating (particularly during exploratory behavior)and sensory-model extraction (for use of exploitative behavior) processes. In an attempt to mend this gap, the currentstudy investigates the diameter of the pupil as a potential signature of both ongoing sensory-model updating and sensory-model extraction processes. With the use of a hybrid Q-learning model, these hypothesized correlates are found to accountfor discrepancies in pupil diameter between model-based and model-free learning strategies during exploratory and ex-ploitative behavior, and simultaneously frame human learning experience as a dynamic interplay between sensory-modelupdating and recollection processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0cf8s8dj","frozenauthors":[{"first_name":"Chris","middle_name":"","last_name":"Endemann","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28258/galley/17917/download/"}]},{"pk":35983,"title":"Exploring Options in Academic Writing: Effective Vocabulary and Grammar Use - Jan Frodesen and Margi Wald","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/58w2d44k","frozenauthors":[{"first_name":"Megan","middle_name":"M.","last_name":"Siczek","name_suffix":"","institution":"The George Washington University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35983/galley/26836/download/"}]},{"pk":27919,"title":"Exploring the Reality of the Knowledge Level: Pragmatism Embodied","subtitle":null,"abstract":"Allen Newell’s Knowledge Level theory is a philosophical\nposition on the reality of knowledge that is best understood\nthrough the lens of Pragmatism--specifically, the view that the\npractical effects of general concepts are indelibly linked with\nthe reality of those concepts. Consequently, the reality of the\nknowledge level is context-dependent. Newell’s theory\nreduces the complexity of analyzing every mechanism behind\nintelligence systems by abstracting away details irrelevant to\npredicting behavior and, as such, is more important than ever\nin light of current challenges in cognitive science.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Knowledge Level; Knowledge Representation; Cognitive Modeling; Cognitive Architectures; inter-theoretic Levels; Agency; Behavioral Prediction"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3657m2rp","frozenauthors":[{"first_name":"Jeremy","middle_name":"T","last_name":"young","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Robert","middle_name":"L","last_name":"West","name_suffix":"","institution":"Carleton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27919/galley/17557/download/"}]},{"pk":28266,"title":"Extending an integrated computational model of the time-based resource-sharingtheory of working memory","subtitle":null,"abstract":"The time-based resource-sharing (TBRS) model envisions working memory as a rapidly switching, serial, attentionalrefreshing mechanism. Executive attention trades its time between rebuilding decaying memory traces and processingextraneous activity. To thoroughly investigate the implications of the TBRS theory, we integrated TBRS within the ACT-Rcognitive architecture. This allowed us to test the TBRS model against both participant accuracy and RT data in a dual taskenvironment and in particular, determine the patterns in these data directly attributable to working memory limitations. Inthe current work, we extend the model to include articulatory rehearsal, which allows us to examine suppression effects.Additionally, we use the model to predict performance under a larger range of cognitive load. These predictions enable astronger test of the TBRS model that would not be possible without our complete computational account of TBRS and thegeneral assumptions of the ACT-R framework.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2k41t2g0","frozenauthors":[{"first_name":"Joseph","middle_name":"","last_name":"Glavan","name_suffix":"","institution":"Wright State University","department":""},{"first_name":"Joseph","middle_name":"","last_name":"Houpt","name_suffix":"","institution":"Wright State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28266/galley/17925/download/"}]},{"pk":27930,"title":"Face Recognition and Bilingual Lexical Access: Familiarized faces prime performance in a written language-selection task","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"bilingualism; face perception; priming"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jx4p3q8","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Abugaber","name_suffix":"","institution":"University of Illinois at Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27930/galley/17568/download/"}]},{"pk":28252,"title":"Facial thermal responses to moodboards: confirming implicit preferences to colorsas a function of motivation profiles for physical activity","subtitle":null,"abstract":"Facial thermal reactions were measured to confirm individuals preferences for the colors used in moodboards as a functionof their motivation profile to leisure physical activity (PA). Forty-five individuals were recruited as primary motivated byPsychological well-being (PSY), beauty appearance (APP) or Physical strength (PHY). Participants performed two taskssitting in front of a computer screen. In the first, a SMI-eye tracking system was used to measure fixation durations (in ms)when color-patches were presented. In the second task, a thermal camera measured emotional reactions to the presentationof motivation-designed moodboards. Specific eye-tracking patterns and thermal reactions were obtained as a function ofmotivation profiles. Green, pink and red/black were the preferred colors for PSY, APP and PHY profiles, respectively.Data from the thermal camera confirmed the specificity of the profile groups by indicating that greater emotional changesin face temperature were observed when individuals viewed moodboards that corresponded to their own profile.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8t87473m","frozenauthors":[{"first_name":"Yvonne","middle_name":"","last_name":"Delevoye-Turrell","name_suffix":"","institution":"Lille University","department":""},{"first_name":"Adamantia","middle_name":"","last_name":"Batistatou","name_suffix":"","institution":"Lille 3","department":""},{"first_name":"Antoine","middle_name":"","last_name":"Deplancke","name_suffix":"","institution":"University of Lille","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28252/galley/17911/download/"}]},{"pk":28294,"title":"Facilitating interpersonal action coordination in a movement control task","subtitle":null,"abstract":"The present experiment examined how individuals and dyads coordinate action in a movement control task either with orwithout additional action effects. Participants pressed computer keys to keep a moving dot stimulus within a rectangleby certain key-movement mapping. Pressing a key could also cause visual, auditory, or no effect. Participants completedthe task either alone or with a partner they could neither see nor hear. The results showed that individuals had betterperformance and longer key-press than dyads. The performance of dyads was improved by auditory effects, whereasthe performance of individuals was not influenced by any additional action effect. In a subsequent STROOP-like task,participants were asked to press a computer key they used in the movement control task while being primed by eithervisual or auditory effects. The results revealed an association between auditory effects and correspondent key, whereas nosuch association was found for visual effects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mj5w0w1","frozenauthors":[{"first_name":"Bai","middle_name":"","last_name":"Jiuyang","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Schloesser","name_suffix":"","institution":"UC Merced","department":""},{"first_name":"Jordan","middle_name":"J","last_name":"Scott","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28294/galley/17953/download/"}]},{"pk":27917,"title":"Factors Underlying Conceptual Change in the Sciences and Social Sciences","subtitle":null,"abstract":"Learning in the sciences is difficult for students from\nelementary school to university due to misconceptions, or\nincorrect prior knowledge, interfering with the acquisition of\nnew knowledge. The process of replacing previously incorrect\nideas with new and accurate ones is referred to as conceptual\nchange. Which factors and to what extent they facilitate the\nconceptual change is debated. This study primarily\ninvestigates two key components to conceptual change in\nscientific knowledge: text style and epistemic beliefs. We also\nexplored additional contributions of individual differences in\nprior knowledge, reading ability, and working memory. 157\ncollege students completed a two-part, within subjects design\nstudy in which they completed pretests, read passages\naddressing a misconception, completed posttests, and were\nassessed on a battery of the individual difference measures.\nWe noted conceptual change on the posttest, but individual\nreaders appeared to respond to the text differently.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conceptual change; epistemic beliefs; discourse processing"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/096421s9","frozenauthors":[{"first_name":"Angel","middle_name":"","last_name":"Yazbec","name_suffix":"","institution":"Florida State","department":""},{"first_name":"Arielle","middle_name":"","last_name":"Borovsky","name_suffix":"","institution":"Purdue","department":""},{"first_name":"Michael","middle_name":"","last_name":"Kaschak","name_suffix":"","institution":"Florida State","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27917/galley/17555/download/"}]},{"pk":28205,"title":"Fast Memory Integration Facilitated by Schema Consistency","subtitle":null,"abstract":"Many everyday decisions are based not only on memories ofdirect experiences, but on memories that are integrated acrossmultiple distinct experiences. Sometimes memory integrationbetween existing memories and newly learnt informationoccurs rapidly, without requiring inference during thedecision. It is known that prior knowledge (i.e. schema)affects the initial acquisition, and consolidation, of memories.In this study, we explore the effect of schema on theintegration of acquired memories between paired associates(e.g. integrating A-B and B-C into A-B-C) that were schemaconsistent or inconsistent, as confirmed with a latent semanticanalysis of text corpora. We find that enabling fast learning,by using material that is consistent with a schema, allows forfast memory integration. These behavioral results areconsistent with predictions generated from neuroscientifichypotheses suggesting that an existing schema might enableneocortical learning that is distinct from a more explicithippocampus-mediated integration of new information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Schema; Memory integration; Integrativeencoding; Complementary learning system"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07g160t6","frozenauthors":[{"first_name":"Qiong","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Carnegie Mellon; Center for Neural Basis of Cognition","department":""},{"first_name":"Vencislav","middle_name":"","last_name":"Popov","name_suffix":"","institution":"Carnegie Mellon; Center for Neural Basis of Cognition","department":""},{"first_name":"Griffin","middle_name":"E","last_name":"Koch","name_suffix":"","institution":"University of Pittsburgh; Center for Neural Basis of Cognition","department":""},{"first_name":"Regina","middle_name":"C","last_name":"Calloway","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Marc","middle_name":"N","last_name":"Coutanche","name_suffix":"","institution":"University of Pittsburgh; Center for Neural Basis of Cognition","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28205/galley/17864/download/"}]},{"pk":28262,"title":"Faultless disagreement judgments track adults’ estimates of population-level consensus over adjective-referent pairs","subtitle":null,"abstract":"How do we judge people wrong or right in their use of language? The words we use vary in how much their meanings de-pend on properties of the world we can all access (”wooden”), versus a speaker’s subjective construal (”pretty”). Previousstudies have obtained empirical estimates of phrases’ subjectivity by asking adults to rate how faultless a disagreementover that phrase would be (”Could both speakers be right?”). Where does this underlying dimension of subjectivity comefrom? We show that adults’ gradient judgments of faultless disagreement are systematically related to their estimates ofpopulation-level consensus (”Out of 100 people, how many would say this is a ’pretty shirt’?”) over utterance-referentpairs, but that the strength of that relation varies based on semantic class: estimated levels of consensus matter less forphrases with value adjectives, like ”pretty shirt.” Follow-ups will investigate simulating consensus as a potential develop-mental mechanism for inferring subjectivity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8wk8b6cx","frozenauthors":[{"first_name":"Ruther","middle_name":"","last_name":"Foushee","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Mahesh","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28262/galley/17921/download/"}]},{"pk":27799,"title":"Feature Ratings and Empirical Dimension-Specific Similarity Explain Distinct Aspect of Semantic SImilarity Judgments","subtitle":null,"abstract":"Predicting semantic similarity judgments is often modeled as\na three-step process: collecting feature ratings along multiple\ndimensions (e.g., size, shape, color), computing similarities\nalong each dimension, and combining the latter into an\naggregate measure (Nosofsky, 1985). However, such models\nfail to account for over half of the variance in similarity\njudgments pertaining to complex, real-world objects (e.g.,\nelephant and bear), even when taking into account their\ndescription along dozens of dimensions. To help explain this\nprediction gap, we propose a two-fold approach. First, we\nprovide the first empirical evidence of a mismatch between\nsimilarity predicted by feature ratings and that reported by\nparticipants directly along individual dimensions. Second, we\nshow that, surprisingly, separate sub-domains within directly\nreported dimension-specific similarities carry different\namounts of information for predicting object-level similarity\njudgments. Accordingly, we show that differentially\nweighting directly reported dimension-specific similarity sub-\ndomains significantly improves prediction of free (i.e.,\nunconstrained) semantic similarity judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Similarity judgements"},{"word":"Semantics"},{"word":"Representation"},{"word":"Feature dimension"},{"word":"Object"},{"word":"Category"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kv8j33k","frozenauthors":[{"first_name":"Marius","middle_name":"Catalin","last_name":"Iordan","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Cameron","middle_name":"T","last_name":"Ellis","name_suffix":"","institution":"Yale","department":""},{"first_name":"Michael","middle_name":"","last_name":"Lesnick","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Daniel","middle_name":"N","last_name":"Osherson","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Jonathan","middle_name":"D","last_name":"Cohen","name_suffix":"","institution":"Princeton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27799/galley/17439/download/"}]},{"pk":27834,"title":"Feedback in the Time-Invariant String Kernel model of spoken word recognition","subtitle":null,"abstract":"The Time-Invariant String Kernel (TISK) model of spokenword recognition (Hanngan et al., 2013) is an interactiveactivation model like TRACE (McClelland & Elman, 1986).However, it uses orders of magnitude fewer nodes andconnections because it replaces TRACE's time-specificduplicates of phoneme and word nodes with time-invariantnodes based on a string kernel representation (essentially aphoneme-by-phoneme matrix, where a word is encoded as byall ordered open diphones it contains; e.g., cat has /kæ/, /æt/,and /kt/). Hannagan et al. (2013) showed that TISK behavessimilarly to TRACE in the time course of phonologicalcompetition and even word-specific recognition times.However, the original implementation did not includefeedback from words to diphone nodes, precluding simulationof top-down effects. Here, we demonstrate that TISK can beeasily adapted to lexical feedback, affording simulation oftop-down effects as well as allowing the model todemonstrate graceful degradation given noisy inputs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"computational models"},{"word":"Neural Networks"},{"word":"Spoken word recognition"},{"word":"interaction"},{"word":"Feedback"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7fr0x16z","frozenauthors":[{"first_name":"James","middle_name":"S","last_name":"Magnuson","name_suffix":"","institution":"U of Conneticut","department":""},{"first_name":"Heejo","middle_name":"","last_name":"You","name_suffix":"","institution":"U of Conneticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27834/galley/17473/download/"}]},{"pk":27711,"title":"Fine-Grained Event Structure Representations for Language: Aspect, Force Dynamics, Mental Spaces","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"event structure"},{"word":"ASPECT"},{"word":"force dynamics"},{"word":"incremental theme"},{"word":"modality"},{"word":"mental spaces"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1dd9b7sg","frozenauthors":[{"first_name":"William","middle_name":"","last_name":"Croft","name_suffix":"","institution":"University of New Mexico","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27711/galley/17352/download/"}]},{"pk":27771,"title":"Folk economic beliefs moderate the effects of majority group status threat","subtitle":null,"abstract":"Folk theories guide behavior and shape how people make sense oftheir environment. We investigated whether folk economic beliefswould moderate the widely publicized finding that people show aconservative shift in their politics when their majority status insociety is threatened. Across three experiments, participants readabout either projected demographic changes (threat) or changes inonline dating (control), indicated whether they viewed the economyas a zero- or non-zero-sum system, and responded to measures ofsociopolitical attitudes. Compared to controls, participants in thethreat condition who conceptualized the economy in zero-sum termssupported more conservative policies. However, those whoconceptualized the economy in non-zero-sum terms actuallyendorsed more liberal positions in this condition. These effectsobtained only when participants expressed their economic viewsbefore their political attitudes. This suggests folk economic beliefsshape how people respond to threats to their majority status,provided those beliefs are first made explicit.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Fol theories"},{"word":"Folk economics"},{"word":"Zero-sum bias"},{"word":"Group threat"},{"word":"Demographic shifts"},{"word":"political attitudes"},{"word":"Metaphor"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/253264n6","frozenauthors":[{"first_name":"Stephen","middle_name":"J","last_name":"Flusberg","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Alexia","middle_name":"Toskos","last_name":"Dils","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Krystal","middle_name":"M","last_name":"Perkins","name_suffix":"","institution":"SUNY Purchase College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27771/galley/17411/download/"}]},{"pk":27908,"title":"Folk philosophy of mind: Changes in conceptual structure between 4-9y of age","subtitle":null,"abstract":"We explored children’s developing understanding of mentallife using a novel approach to track changes in conceptualstructure from the bottom up by analyzing patterns of men-tal capacity attributions. US children (n=247) evaluated ele-phants, goats, mice, birds, beetles, teddy bears, dolls, robots,and computers on a range of mental capacities, allowing us toassess which attributions “go together” and how these concep-tual connections might develop over early and middle child-hood. Replicating previous studies with adults and older chil-dren, an exploratory factor analysis of older children’s (7-9y)responses revealed a three-way distinction between physiolog-ical abilities (e.g., hunger, smell), social-emotional abilities(e.g., guilt, embarrassment), and perceptual-cognitive abili-ties (e.g., choice, memory), corresponding to traditional no-tions of BODY, HEART, and MIND. Hints of this three-way distinction emerged among younger children (4-6y), butyounger children appeared to perceive markedly stronger con-nections among physiological and social-emotional abilities,while clearly distinguishing both from the MIND.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mind perception; conceptual change; lay biology; lay psychology; cognitive development"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9h13526b","frozenauthors":[{"first_name":"Kara","middle_name":"","last_name":"Weisman","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Carol","middle_name":"S","last_name":"Dweck","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Ellen","middle_name":"M","last_name":"Markman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27908/galley/17546/download/"}]},{"pk":27948,"title":"Follow my Language! Effect of Power Relations on Syntactic Alignment","subtitle":null,"abstract":"Communication accommodation is a phenomenon in social in-teractions in which people adjust their language to that of theirinterlocutor. A component of communication accommodationis research on power and dominance relations which suggestslanguage use is dependent on power position. There are differ-ent linguistic markers which imply power standing of people.For example, when high power individuals interact with peoplein low power positions, the language of the interaction tends tofollow the language of the high power individuals. While pre-vious studies have mostly focused on the word-level features,we show that not only people in low power mirror word usageof people in high power, but they also adjust their syntacticstructures to those in high power. Notably, we apply a compu-tational tool on two corpora and show that individuals in lowpower align their syntactic structures to those in high powerwhile people in high power do not.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Syntactic Alignment; Communication Accomodation; Language of Power; ConversAtion level Syntax SImilarity Metric; Social Status; Coordination"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xz5k5d7","frozenauthors":[{"first_name":"Reihane","middle_name":"","last_name":"Boghrati","name_suffix":"","institution":"USC","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"USC","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27948/galley/17586/download/"}]},{"pk":28296,"title":"Forming Action-Effect Contingencies Through Observation","subtitle":null,"abstract":"Recent research reveals overlaps of perception and action-planning areas of the brain, both in the act of doing and the act ofobserving. The Theory of Event Coding (TEC) suggests we create action-effect contingencies when performing an action.However, this study was designed to assess whether these action-effect contingencies could be formed by participantssimply observing different levels of the action effect contingency. The experimenter performed a dot-control task, usingthe A and L keys (each keypress was paired with one of two tones). Participants watched the screen and listened to the toneseither with or without access to the actions of the experimenter, and afterwards took a compatibility test to assess responsetimes when presented compatible or incompatible action-effect pairings. Participants without access to the experimentersactions showed greater compatibility effects than participants with access, indicating action-effect contingencies can belearned simply through observation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7036b65n","frozenauthors":[{"first_name":"Jordan","middle_name":"J","last_name":"Scott","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Jasmine","middle_name":"","last_name":"Mason","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Alex","middle_name":"","last_name":"Dayer","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28296/galley/17956/download/"}]},{"pk":27888,"title":"For Teaching Perceptual Fluency, Mahines Beat Human Experts","subtitle":null,"abstract":"In STEM domains, students are expected to acquire domainknowledge from visual representations that they may not yetbe able to interpret. Such learning requires perceptual flu-ency, or the ability to intuitively and rapidly see the underlyingconcepts in visuals and to translate between them. Perceptualfluency is acquired via nonverbal, implicit learning processes.Thus far, we have lacked a principled approach for identify-ing a sequence of perceptual fluency problems that promoterobust learning. Here, we describe how a novel machine learn-ing technique can generate an optimal sequence of perceptualfluency problems. In a human experiment, we show that amachine-generated sequence outperforms both a random se-quence and a sequence generated by a human domain expert.Interestingly, the machine-generated sequence resulted in sig-nificantly lower accuracy during training, but higher posttestaccuracy. This suggests that the machine-generated sequenceinduced desirable difficulties. To our knowledge, our study isthe first to show that machine learning can yield desirable dif-ficulties for perceptual learning","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visuals"},{"word":"perceptual fluency"},{"word":"implicit learning"},{"word":"desirable difficulties"},{"word":"machine learning"},{"word":"machine teaching"},{"word":"chemistry optimal training"},{"word":"sequence effects"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6p2256bg","frozenauthors":[{"first_name":"Ayon","middle_name":"","last_name":"Sen","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Purav","middle_name":"","last_name":"Patel","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Martina","middle_name":"A","last_name":"Rau","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Blake","middle_name":"","last_name":"Mason","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Robert","middle_name":"","last_name":"Nowak","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Timothy","middle_name":"T","last_name":"Rogers","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Xiaojin","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27888/galley/17526/download/"}]},{"pk":28221,"title":"Fractions War: An iOS Game to Measure and Train Magnitude Processing with Fractions","subtitle":null,"abstract":"Although correlations between magnitude processing and math skills are well established, direct tests of interventionsthat improve magnitude processing are scarce, and the few extant studies have depended on lab-based tasks. Advancesin interactive technology create novel opportunities to design learning experiences that also permit directly testing causalmechanisms in more naturalistic contexts. To capitalize on these opportunities, we developed Fractions War, an iOS appfor tablets to train fractions magnitude representations. Players turn over pairs of cards that create a fraction, and indicatewhich player’s fraction has the larger magnitude to gain points. Cards can be altered to present comparisons betweensymbolic fractions (2/7), nonsymbolic ratios (2 diamonds over 7 hearts), or mixed representations (traditional cards). Weexamine hallmarks of fraction magnitude processing (e.g. the numerical distance effect) using in-game data and discussongoing work testing the effectiveness of Fractions War for improving fractions magnitude processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2w80d7n6","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Binzak","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Toomarian","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Percival","middle_name":"","last_name":"Matthews","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Edward","middle_name":"","last_name":"Hubbard","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28221/galley/17880/download/"}]},{"pk":28076,"title":"Friends in low-entropy places: Letter position influences orthographic neighbor effects in visual word identification","subtitle":null,"abstract":"In visual word recognition, having more orthographicneighbors (words that differ by a single letter) generallyspeeds access to a target word. But neighbors can mismatch atany letter position. In light of evidence that informationcontent varies between letter positions, we consider howneighbor effects might vary across letter positions. Resultsfrom a word naming task indicate that response latencies arebetter predicted by the relative number of positional friendsand enemies (respectively, neighbors that match the target at agiven letter position and those that mismatch) at some letterpositions than at others. In particular, benefits from friendsare most pronounced at positions associated with low a prioriuncertainty (positional entropy). We consider how theseresults relate to previous accounts of position-specific effectsand how such effects might emerge in serial and parallelprocessing systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual word recognition; orthographic neighbor;letter position; friend; enemy"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52v6c8cv","frozenauthors":[{"first_name":"Sahil","middle_name":"","last_name":"Luthra","name_suffix":"","institution":"University of Conneticut","department":""},{"first_name":"James","middle_name":"S","last_name":"Magnuson","name_suffix":"","institution":"University of Conneticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28076/galley/17715/download/"}]},{"pk":27804,"title":"From Dissimilar to Similar: Reverse Fading Assistance Improves Learning","subtitle":null,"abstract":"When students solve problems with access to examples show-\ning worked out solutions, they often resort to shallow methods\nlike copying that do not result in learning. An open question\nis therefore how to encourage deeper processing in this type of\ninstructional context. To address this question, in the present\nstudy, we investigate the impact of manipulating problem-\nexample similarity over the course of a problem-solving ses-\nsion in several ways, including faded assistance (high to low\nsimilarity), reverse faded assistance (low to high similarity),\nand a control group with high, constant assistance. We found\nthat the reverse faded assistance condition resulted in the great-\nest learning gains. We analyzed the gaze behaviours to shed\nlight on this finding and found that participants in this condi-\ntion focused significantly more on the problem solution, sug-\ngesting more cognitive processing during problem solving than\nin the other conditions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Worked examples"},{"word":"Faded assistance"},{"word":"learning"},{"word":"Eyetracking"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2949p052","frozenauthors":[{"first_name":"Jay","middle_name":"","last_name":"Jennings","name_suffix":"","institution":"Carleton College","department":""},{"first_name":"Kasia","middle_name":"","last_name":"Muldner","name_suffix":"","institution":"Carleton College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27804/galley/17444/download/"}]},{"pk":27931,"title":"From Middle School to Graduate School: Combining Conceptual and Simulation Modeling for Making Science Learning Easier","subtitle":null,"abstract":"MILA-S is an interactive open learning environment for sci-entific modeling (Joyner, Goel, & Papin, 2014). It enablesstudents to build conceptual models of ecological phenom-ena, evaluate them through simulation, and revise the modelsas needed. MILA-S automatically spawns simulations fromthe conceptual models, making modeling easier for the stu-dent. Earlier work had described the use of MILA-S in middleschool. In this paper, we report an experiment on the use ofMILA-S in two college-level classes. In one class, we foundthat almost half of the students showed improved understand-ing of scientific modeling; in the other class, about two thirdsof the students showed enhanced understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"education; ecology; learning; modeling; science"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/30310806","frozenauthors":[{"first_name":"Akshay","middle_name":"","last_name":"Agarwal","name_suffix":"","institution":"IBM Almaden Research Center","department":""},{"first_name":"Taylor","middle_name":"","last_name":"Hartman","name_suffix":"","institution":"Microsoft","department":""},{"first_name":"Ashok","middle_name":"","last_name":"Goel","name_suffix":"","institution":"Georgia Tech","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27931/galley/17569/download/"}]},{"pk":28126,"title":"From visual prominence to event construal:\n influences (and non-influences) of eyegaze","subtitle":null,"abstract":"Perceptual aspects of events, such as the visual prominence of\nevent participants, have been shown to influence how people\ndescribe events. We investigate the relationship between such\nperceptual effects and patterns of eyegaze, focusing on a little-\nexplored perceptual manipulation: the extent to which an event\nparticipant is wholly or partially visible. Using an eyetracking\nmethod, we found a correlation between this perceptual\ncontrast and patterns of eyegaze at the beginning of the event\nbut not the end. This finding supports the view that early visual\nattention to events has important downstream consequences for\nevent conceptualization and linguistic description.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"events; construal; agency; eyetracking; visual\nperception; conceptualization"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tn1k3mq","frozenauthors":[{"first_name":"Lilia","middle_name":"","last_name":"Rissman","name_suffix":"","institution":"Radboud","department":""},{"first_name":"Susan","middle_name":"","last_name":"Goldin-Meadow","name_suffix":"","institution":"UChicago","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Woodward","name_suffix":"","institution":"UChicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28126/galley/17785/download/"}]},{"pk":27691,"title":"Full Day Tutorial on Quantum Models of Cognition and Decision","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Classical information processing; Quantum information processing; logic and mathematical foundation; Bayesian probability; Quantum probibility; Markov and quantum process; Decision making; Quantum con"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ss1h35h","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Bruza","name_suffix":"","institution":"Queensland University of Technology","department":""},{"first_name":"Jerome","middle_name":"R","last_name":"Busemeyer","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Peter","middle_name":"D","last_name":"Kvam","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Zheng(Joyce)","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27691/galley/17332/download/"}]},{"pk":27980,"title":"Functional Load and Frequency as Predictors ofConsonant Emergence across Five Languages","subtitle":null,"abstract":"Frequency often predicts when children will acquire unitsof language such as words or phones. An additionalpredictor of language development may be a phone’sfunctional load (FL), or the contrastive work a soundperforms in a language. A higher FL may correlate withearlier phone emergence in child speech as childrenselectively converge upon the most meaningful contrasts intheir input. This hypothesis is tested across fivetypologically diverse languages that vary by phoneinventory size and structure as well as word composition.Consonant FL was calculated over more than 390,000words of child-directed speech. Results demonstrate thatthe relationship of frequency and FL to speechdevelopment is dependent upon the language of exposure.Models fit to bootstrapped corpus data suggest thatfrequency may be the stronger of the two parameters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; child development;functional load; modeling; entropy"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2db9r7dq","frozenauthors":[{"first_name":"Margaret","middle_name":"","last_name":"Cychosz","name_suffix":"","institution":"UC Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27980/galley/17619/download/"}]},{"pk":27903,"title":"Game Theoretic Models of Clear versus Plain Speech","subtitle":null,"abstract":"Clear speech is a vocal style used when a speaker wishes to im-prove comprehension, usually due to the presence of externalnoise, less-than-optimal listening conditions, or when they aresimply instructed to speak clearly. Clear speech has many dis-tinguishing features, including increased duration, pitch, andamplitude, as well as the exaggeration of articulatory move-ment. We use game theory to model the phenomenon of clearspeech, and make predictions of how it changes under differ-ent circumstances. We view the behaviours of speakers andhearers when communicating as optimal strategies in commu-nication games. When comprehension becomes more difficult,the optimal strategies of the games shift so that speakers exertmore energy to improve the likelihood of accurate communica-tion. We discuss how our models correspond to experimentalobservations and see what predictions are made for future ex-periments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"phonetics; game theory; communication games; clear speech; Lombard effect"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rc4k1wm","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Tupper","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Jie","middle_name":"","last_name":"Jian","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Keith","middle_name":"","last_name":"Leung","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Yue","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27903/galley/17541/download/"}]},{"pk":28016,"title":"Gender Categories as Dual-Character Concepts?","subtitle":null,"abstract":"The folk theory of gender seems to involve two contradictorybeliefs that people can hold simultaneously. One belief is thatgender is biologically determined and immutable, and theother is that one has to earn gender membership by followinggender norms or otherwise risk disqualifying oneself as a realmember of the gender category. To explain this contradiction,as Leslie (2015) suggested, we turned to the dual-characterconcept framework proposed by Knobe, Prasada, andNewman (2013). Within this framework, we examinedwhether gender has two separate, parallel dimensions forevaluating category membership such that one can be amember in one sense but not the other. We found that genderconcepts appeared dual-character-like in metalinguisticjudgments but not in judgments of specific individuals whoviolate prescriptive gender norms identified by previousresearch. We might be witnessing a historical change wheregender categories remain dual-character-like, but adherenceto specific gender norms is no longer seen as definitional.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gender"},{"word":"dual-character concepts"},{"word":"Categorization"},{"word":"normative judgment"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9fk975nh","frozenauthors":[{"first_name":"GCai","middle_name":"","last_name":"Guo","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Carol","middle_name":"S","last_name":"Dweck","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Ellen","middle_name":"M","last_name":"Markman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28016/galley/17655/download/"}]},{"pk":28310,"title":"Gene Duplication, Modularity, and the Evolution of Intelligence in Simulated andReal Robots","subtitle":null,"abstract":"A growing body of research suggests that modularity of both gene networks and behavioral phenotypes increases robust-ness and efficiency of the evolution of intelligence by natural selection. It remains far less clear how modularity itselfevolves in the first place. A smaller body of research points to the importance of considering the co-evolution of mor-phology and control systems in autonomous agents. We report research using both simulated and real robots that teststhe hypotheses that (1) genotype to phenotype (G-P) maps that allow for gene duplication evolve more modular structuresthan those that do not, and (2) more modular agents evolve more rapidly. We also provide preliminary evidence related tothe positive effects of morphology-controller co-evolution as compared with the evolution of controllers alone. An new,process rather than part based G-P map is also introduced.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dn344rn","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Livingston","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Ben","middle_name":"","last_name":"Tidswell","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Meghan","middle_name":"","last_name":"Willcoxon","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Theresa","middle_name":"","last_name":"Law","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Gabriel","middle_name":"","last_name":"Dell’Accio","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Mackenzie","middle_name":"","last_name":"Little","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"John","middle_name":"","last_name":"Long","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Josh","middle_name":"","last_name":"Bongard","name_suffix":"","institution":"University of Vermont, Burlington","department":""},{"first_name":"Ken","middle_name":"","last_name":"Livingston","name_suffix":"","institution":"Vassar College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28310/galley/17985/download/"}]},{"pk":27899,"title":"Generalization of novel names for relations in comparison settings: the role of conceptual distance during learning and at test","subtitle":null,"abstract":"Relational categories are notoriously difficult to learn. We\nstudied the impact of comparison on relational concept\nlearning with a novel word learning task in 3- and 4-year olds.\nWe contrasted a no-comparison (single) condition and two\ncomparison conditions. In the latter case, the set of learning\npairs was composed of either close or far pairs (e.g., close\npair: knife1- watermelon, knife2-orange; far pair: ax-\nevergreen tree, saw-log, for the “cutter for” relation). We also\nmanipulated the transfer stimuli semantic distance (near or\ndistant semantic domain, e.g., a scissor for a piece of paper in\nthe close case, and a shaver for a face in the far domain case).\nThe no-comparison condition led to random generalizations in\nthe younger group only. Overall the close learning condition\nand the near transfer condition led to good performance. We\ndiscuss these results in terms of the role of semantic distance\nand how participants integrate stimuli depending on distance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relational categories"},{"word":"relational language"},{"word":"comparisons"},{"word":"conceptual distance"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8st1j8dn","frozenauthors":[{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"Universite de Bourgogne Franche-Comte","department":""},{"first_name":"Ella","middle_name":"","last_name":"Stansbury","name_suffix":"","institution":"Universite de Bourgogne Franche-Comte","department":""},{"first_name":"Arnaud","middle_name":"","last_name":"Witt","name_suffix":"","institution":"Universite de Bourgogne Franche-Comte","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27899/galley/17537/download/"}]},{"pk":27705,"title":"Generalizations, from representations to transmission","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7d0130zc","frozenauthors":[{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"David","middle_name":"","last_name":"Danks","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Emily","middle_name":"","last_name":"Foster-Hanson","name_suffix":"","institution":"New York University","department":""},{"first_name":"Marjorie","middle_name":"","last_name":"Rhodes","name_suffix":"","institution":"New York University","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Carlson","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27705/galley/17346/download/"}]},{"pk":28091,"title":"Gestures may Help Resolve Disfluencies in Spontaneous Speech","subtitle":null,"abstract":"We gesture when we talk. Nonetheless, our speech is disfluent at times. The present study investigated whether ges-tures accompanying disfluencies may facilitate speech production by shortening the duration of disfluencies. FourteenEnglish-speaking adults were presented with educational videos and told to teach others after seeing these videos. Alltheir disfluencies and gestures were coded. Results reveal that disfluencies accompanied by representational gestures aresignificantly shorter as compared to if they had been accompanied by non-representational gestures or no gestures at all.There was no significant difference in duration between disfluencies accompanied by the latter two. This suggests thatrepresentational gestures may play a role in aiding speakers in the resumption of their speech. Implications for models ofhow gestures may help speech production are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8q02k0b4","frozenauthors":[{"first_name":"Melvin","middle_name":"M.R.","last_name":"Ng","name_suffix":"","institution":"The Chinese University of Hong Kong","department":""},{"first_name":"Wing","middle_name":"Chee","last_name":"So","name_suffix":"","institution":"The Chinese University of Hong Kong","department":""},{"first_name":"Sotaro","middle_name":"","last_name":"Kita","name_suffix":"","institution":"University of warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28091/galley/17730/download/"}]},{"pk":27718,"title":"Global and Incremental Updating of Event Representations in Discourse","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"discourse"},{"word":"narrative"},{"word":"Event cognition"},{"word":"working memory"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/92f2141b","frozenauthors":[{"first_name":"Jeffrey","middle_name":"M","last_name":"Zacks","name_suffix":"","institution":"Washington University","department":""},{"first_name":"Heather","middle_name":"R","last_name":"Bailey","name_suffix":"","institution":"Kansas State University","department":""},{"first_name":"Christopher","middle_name":"A","last_name":"Kurby","name_suffix":"","institution":"Grand Valley State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27718/galley/17358/download/"}]},{"pk":28388,"title":"Going through the Motions: Investigating Strategies for Spatial Integration of aSmall-Scale Array","subtitle":null,"abstract":"The ability to integrate locations viewed sequentially into a unified representation spatial integration is important forcultivating an accurate mental map. We investigate the cognitive strategies underlying this process by manipulating theencoding experience. Participants viewed an array piecemeal and experienced the transition between viewpoints by rotat-ing the array or moving around it. At test, participants reconstructed the layout by placing stamps of the spatial locationson a blank map. Participants who rotated the array at encoding mainly reconstructed the array by rotating it at test. How-ever, those who moved around it were equally likely to use a rotation or observer movement strategy during reconstruction,and did so more accurately than those who learned the array via rotation, regardless of strategy choice. Importantly, allparticipants used motion to reconstruct the array in a step-wise manner. These findings suggest that movement around aspatial array is key to flexible spatial integration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2px0m2vg","frozenauthors":[{"first_name":"Mia","middle_name":"","last_name":"Velazquez","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Corinne","middle_name":"","last_name":"Holmes","name_suffix":"","institution":"Trinity College","department":""},{"first_name":"Nora","middle_name":"","last_name":"Newcombe","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28388/galley/18147/download/"}]},{"pk":28337,"title":"Goodness of ideas is judged based on affective valence: A study using the remoteassociates task","subtitle":null,"abstract":"This study investigated the possibility that judgment about the goodness of ideas in insight problem solving is influencedby the solvers affect. In each trial of the remote associates tasks, participants were asked to judge whether or not the targetword was the solution. Immediately before the presentation of the target word, a positively or negatively valenced picturewas presented for a short period of time. Results showed that the presentation of positive pictures facilitated the correctresponse towards a solution word and interrupted the correct rejection of a non-solution one. The presentation of negativepictures had the opposite effect. Notably, participants did not notice the influence of the valenced pictures. These resultsindicate that implicit affective feelings can play a crucial role in the search for a solution and may sometimes lead solversto the false acceptance of non-solution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Abstracts-Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0723131z","frozenauthors":[{"first_name":"Ryo","middle_name":"","last_name":"Orita","name_suffix":"","institution":"University of East Asia","department":""},{"first_name":"Masasi","middle_name":"","last_name":"Hattori","name_suffix":"","institution":"Ritsumeikan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/28337/galley/18044/download/"}]},{"pk":27950,"title":"Grounding Compositional Hypothesis Generation in Specific Instances","subtitle":null,"abstract":"number of recent computational models treat concept learn-ing as a form of probabilistic rule induction in a space oflanguage-like, compositional concepts. Inference in such mod-els frequently requires repeatedly sampling from a (infinite)distribution over possible concept rules and comparing theirrelative likelihood in light of current data or evidence. How-ever, we argue that most existing algorithms for top-down sam-pling are inefficient and cognitively implausible accounts ofhuman hypothesis generation. As a result, we propose analternative, Instance Driven Generator (IDG), that constructsbottom-up hypotheses directly out of encountered positive in-stances of a concept. Using a novel rule induction task basedon the children’s game Zendo, we compare these “bottom-up” and “top-down” approaches to inference. We find thatthe bottom-up IDG model accounts better for human infer-ences and results in a computationally more tractable inferencemechanism for concept learning models based on a probabilis-tic language of thought.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"discovery; program induction; probabilistic language of thought"},{"word":"active learning; hypothesis generation"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zc3z5hs","frozenauthors":[{"first_name":"Neil","middle_name":"R","last_name":"Bramley","name_suffix":"","institution":"NYU","department":""},{"first_name":"Anslem","middle_name":"","last_name":"Rothe","name_suffix":"","institution":"NYU","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"UC Berkley","department":""},{"first_name":"Todd","middle_name":"M","last_name":"Gureckis","name_suffix":"","institution":"NYU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27950/galley/17588/download/"}]}]}