{"count":38486,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=19900","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=19700","results":[{"pk":27321,"title":"Perception is in the Details:A Predictive Coding Account of the Psychedelic Phenomenon","subtitle":null,"abstract":"Psychedelic substances are used for clinical applications(e.g., treatment of addictions, anxiety and depression) aswell as an investigative tool in neuroscientific research.Recently it has been proposed that the psychedelicphenomenon stems from the brain reaching an increasedentropic state. In this paper, we use the predictive codingframework to formalize the idea of an entropic brain. Wepropose that the increased entropic state is created whentop-down predictions in affected brain areas break up anddecompose into many more overly detailed predictions dueto hyper activation of 5-HT2A receptors in layer Vpyramidal neurons. We demonstrate that this novel, unifiedtheoretical account can explain the various and sometimescontradictory effects of psychedelics such as hallucination,heightened sensory input, synesthesia, increased trait ofopenness, ‘ego death’ and time dilation by up-regulation ofa variety of mechanisms the brain can use to minimizeprediction under the constraint of decomposed prediction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"predictive coding; psychedelics; level of detail;Bayesian networks"},{"word":"Lysergic acid diethylamide"},{"word":"Psilocybin."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1j71c2hn","frozenauthors":[{"first_name":"Sarit","middle_name":"","last_name":"Pink-Hashkes","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Iris","middle_name":"","last_name":"van Rooij","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Johan","middle_name":"","last_name":"Kwisthout","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27321/galley/16957/download/"}]},{"pk":27077,"title":"Perception Meets Examination: Studying Deceptive Behaviors in VR","subtitle":null,"abstract":"Students cheating on an exam in an academic setting createsan environment where one person (the student) must reasonabout the perception of another (the teacher). In exploring thestudent’s mindset, trends concerning how humans make deci-sions based on their understanding of another human’s inten-tions and knowledge can be uncovered. In this work, we studyhuman cheating behavior through simulated examinations invirtual reality, showing that the teacher’s animacy and orienta-tion plays a large part in the student’s reasoning of the teacher’sawareness. By utilizing a virtual classroom setting and accu-rately tracking a users behavior (through head tracking, eyemovement, etc.), we have also demonstrated how a novel vir-tual reality approach can be used for such experiments involv-ing human behavioral observations, which can be further ex-plored in other cognitive science research experiments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"deceptive behavior; behavior modeling; virtual re-ality; game experimentation; human vision; Theory of Mind"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/78b2v9m3","frozenauthors":[{"first_name":"Carla","middle_name":"","last_name":"Aravena","name_suffix":"","institution":"University of Massachusetts Boston","department":""},{"first_name":"Mark","middle_name":"","last_name":"Vo","name_suffix":"","institution":"University of Massachusetts Boston","department":""},{"first_name":"Tao","middle_name":"","last_name":"Gao","name_suffix":"","institution":"General Electric","department":""},{"first_name":"Takaaki","middle_name":"","last_name":"Shiratori","name_suffix":"","institution":"University of Massachusetts Boston","department":""},{"first_name":"Lap-Fai","middle_name":"","last_name":"Yu","name_suffix":"","institution":"University of Massachusetts Boston","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27077/galley/16713/download/"}]},{"pk":27556,"title":"Perception of others: Representation of immigrant groups in newspaper articles","subtitle":null,"abstract":"Immigrants always have difficulties in integrating into a local society, and sometimes these difficulties come fromthe fact that they are subconsciously regarded as someone from the outside. How they are represented in the main stream mediacould reflect people’s perceptions towards the ‘otherness’ of different social members. We analyzed the representation of 29US immigrant groups in newspaper articles in 2 related studies. The favorability of an immigrant groups is highly associatedwith its perceived social distance (reflected through usage of concrete language) in our research. To further understand whatcaused the positive or negative image of immigrants, we applied Latent Dirichlet Allocation to identify topics associated withimmigrant groups. We also investigated into how these news topics differ in terms of lingual social distance and favorability.The results provide both qualitative and quantitative insights in how the image of immigrants are reproduced in social media.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2tc6m2s4","frozenauthors":[{"first_name":"Ying","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Hills","name_suffix":"","institution":"University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27556/galley/17192/download/"}]},{"pk":27192,"title":"Perceptions of Psychological Momentum in Basketball","subtitle":null,"abstract":"Psychological momentum (PM) and the hot hand are relatedconcepts describing people’s beliefs regarding streaks ofsuperior performance. This study examined the susceptibilityof perceptions of PM to changes in the streakiness ofotherwise equivalent series. Fifty-five male participants (31basketballers and 24 control) completed a ‘hot-cognition’experiment where they rated individual and team momentumand assessed the likelihood of a future shot’s success afterwatching sequences of basketball shots. The experimentalmanipulation of the order of shots strongly affectedparticipants’ ratings of momentum and, less strongly, theprobability they assigned to the future shot (i.e. the hot handeffect). Basketballers showed stronger reactions tomanipulations of order than the controls, which could beattributed to greater investment in the task. The resultsdemonstrate the importance of distinguishing between PMand the hot hand and also provide a valuable extension ofprior work showing such effects into more realistic scenarios.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"hot hand; psychological momentum; basketball."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4st022vw","frozenauthors":[{"first_name":"Thomas","middle_name":"","last_name":"Hilbig","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Matthew","middle_name":"B.","last_name":"Welsh","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Paul","middle_name":"H.","last_name":"Delfabbro","name_suffix":"","institution":"University of Adelaide","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27192/galley/16828/download/"}]},{"pk":26868,"title":"Perceptual contrast and response assimilation in sequential categorization\nwithout feedback","subtitle":null,"abstract":"Sequential categorization of perceptual stimuli typically\nshows contrast from one trial to the next. Using familiar\ncategories of animals and faces, contrast effects were\ndissociated from assimilation effects. Two independent main\neffects were observed: contrast to the preceding stimulus, and\nassimilation to the previous response. It is argued that\ncontrast and assimilation may reflect different processes in\ncategorization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Categorization"},{"word":"Contrast"},{"word":"assimilation"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1898h6kt","frozenauthors":[{"first_name":"James","middle_name":"A.","last_name":"Hampton","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26868/galley/16504/download/"}]},{"pk":27638,"title":"Perceptual decision making from correlated samples","subtitle":null,"abstract":"The optimal perceptual decision making strategy for weighting serially presented information depends on the degreeof sample dependence. Uniform weighting produces optimal estimates from independent samples, but increases in autocorre-lation should be matched by increasing and symmetric overweighting of early and late samples in order to maintain optimalperformance.In the current experiment, participants (N = 30) observed briefly presented sequences of eight dots and were asked to estimatetheir center of mass by dragging the cursor. The autocorrelation of the series was manipulated in two distinct blocks (either 0or .7). Preliminary results show that the weight assignment to uncorrelated inputs did not differ significantly from the optimaluniform allocation. In contrast, in the high-dependence block participants used different weighting profiles - overweightingthe first and/or last samples of the sequence. This suggests that humans flexibly adapt to changes in statistical structure in thepredicted direction of optimality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5b80v3nz","frozenauthors":[{"first_name":"Oana","middle_name":"","last_name":"Stanciu","name_suffix":"","institution":"Central European University","department":""},{"first_name":"Mate","middle_name":"","last_name":"Lengyel","name_suffix":"","institution":"University of Cambridge","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Wolpert","name_suffix":"","institution":"University of Cambridge","department":""},{"first_name":"Jozsef","middle_name":"","last_name":"Fiser","name_suffix":"","institution":"Central European University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27638/galley/17274/download/"}]},{"pk":27131,"title":"Perspective-Taking in Referential Communication: Does Stimulated Attention to\nAddressee’s Perspective Influence Speakers’ Reference Production?","subtitle":null,"abstract":"We investigated whether speakers’ referential communication\nbenefits from an explicit focus on addressees’ perspective.\nDyads took part in a referential communication game and were\nallocated to one of three experimental settings. Each of these\nsettings elicited a different perspective mindset (none, self-\nfocus, other-focus). In the two perspective settings, speakers\nwere explicitly instructed to regard their addressee’s (other-\nfocus) or their own (self-focus) perspective before construing\ntheir referential message. Results indicated that eliciting\nspeakers’ self- versus other-focus did not influence their\nreference production. We did find that speakers with an elicited\negocentric perspective reported a higher perspective-taking\ntendency than speakers in the other two settings. This tendency\ncorrelated with actual referring behavior during the game,\nindicating that speakers who reported a high perspective-taking\ntendency were less likely to make egocentric errors such as\nleaking information privileged to speakers themselves. These\nfindings are explained using the objective self-awareness\ntheory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"perspective-taking; referential communication;\negocentricity bias; privileged information."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8492m4qv","frozenauthors":[{"first_name":"Debby","middle_name":"","last_name":"Damen","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Per","middle_name":"","last_name":"van der Wijst","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Marije","middle_name":"","last_name":"van Amelsvoort","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Emiel","middle_name":"","last_name":"Krahmer","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27131/galley/16767/download/"}]},{"pk":27635,"title":"Phonological Competition during Spoken-Word Recognition in Infants and Adults","subtitle":null,"abstract":"An ongoing debate concerns whether spoken word recognition happens in an incremental or continuous manner(Marslen-Wilson & Zwitserlood, 1989; McClelland & Elman, 1986). In the current study, participants (31 adults and 49 infantsaged 24-30months) were presented with four images while they heard a sentence like “Look at the cat”. Among the imageswas one object that rhymed with the spoken word, one object that shared its onset and two phonologically unrelated objects.Growth curve analysis of eye-tracking data revealed that adults preferentially fixated onset competitors over unrelated objectssoon after word onset but did not preferentially fixate rhyme competitors. Fixations of the onset competitors were modulatedby the degree to which the onsets of the three remaining competitors were phonologically similar to the spoken word. Infantsshowed no preference for either type of phonologically related competitor. The absence of a rhyme effect contradicts continuoustheories of spoken word recognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75n2x3dt","frozenauthors":[{"first_name":"Marlene","middle_name":"","last_name":"Spangenberg","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Kim","middle_name":"","last_name":"Plunkett","name_suffix":"","institution":"University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27635/galley/17271/download/"}]},{"pk":27072,"title":"Phonological features in the bilingual lexicon: Insights from tonal accent inSwedish","subtitle":null,"abstract":"Scandinavian languages like Swedish employ tonal accent as a lexical phonological feature, where suprasegmentalinformation can be the sole factor differentiating between words. Using cross-modal semantic fragment priming we testedthe following: (a) Do monolingual speakers of Swedish use tonal accent information during lexical access? (b) Do bilingualspeakers, who grew up with one tonal (Swedish) and one non-tonal language, treat this feature the same way as monolinguals?Our results show that for monolinguals, accent mispronunciations eliminate priming effects, implying that tone is used duringlexical access. For bilinguals, by contrast, mispronunciation sensitivity depends on both the accent type and its distributionacross the linguistic input, as well as on the lexical neighbourhood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/46w174xr","frozenauthors":[{"first_name":"Nadja","middle_name":"","last_name":"Althaus","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Allison","middle_name":"","last_name":"Wetterlin","name_suffix":"","institution":"University of Agder,","department":""},{"first_name":"Aditi","middle_name":"","last_name":"Lahiri","name_suffix":"","institution":"University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27072/galley/16708/download/"}]},{"pk":27447,"title":"Physical problem solving:Joint planning with symbolic, geometric, and dynamic constraints","subtitle":null,"abstract":"In this paper, we present a new task that investigates how peo-ple interact with and make judgments about towers of blocks.In Experiment 1, participants in the lab solved a series of prob-lems in which they had to re-configure three blocks from aninitial to a final configuration. We recorded whether they usedone hand or two hands to do so. In Experiment 2, we askedparticipants online to judge whether they think the person inthe lab used one or two hands. The results revealed a closecorrespondence between participants’ actions in the lab, andthe mental simulations of participants online. To explain par-ticipants’ actions and mental simulations, we develop a modelthat plans over a symbolic representation of the situation, exe-cutes the plan using a geometric solver, and checks the plan’sfeasibility by taking into account the physical constraints of thescene. Our model explains participants’ actions and judgmentsto a high degree of quantitative accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"planning; problem solving; logic-geometric pro-gramming; intuitive physics; scene understanding"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6x48848d","frozenauthors":[{"first_name":"Ilker","middle_name":"","last_name":"Yildirim","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Tobias","middle_name":"","last_name":"Gerstenberg","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Basil","middle_name":"","last_name":"Saeed","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Marc","middle_name":"","last_name":"Toussaint","name_suffix":"","institution":"University of Stuttgart","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27447/galley/17083/download/"}]},{"pk":27579,"title":"Picture book reading in the lives of 18-30 month old children: A diary study","subtitle":null,"abstract":"Picture book reading is a common activity in the lives of many children. This work describes the frequency andcharacter of picture book reading in American homes. Seventy-seven monolingual English-speaking families with childrenbetween the ages of 18-30 months took part in a 5-day diary study in which caregivers recorded details about picture book read-ing activities. This sample is characteristic of some laboratory samples but less nationally representative; 92.2% of caregiversheld a college degree. Relative to previously reported averages, caregivers reported reading to children more often (6.8x/day),reported beginning reading at a younger age (2.2 months) and reported more books in the home (111.1 books). Caregiversreported both reading the book text and discussing the pictures with their children. These numbers suggest an extremely highupper-limit to the amount of language input some children receive from picture book reading. Consequences for languageenvironments and language development will be discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/78n8v9d4","frozenauthors":[{"first_name":"Jessica","middle_name":"","last_name":"Montag","name_suffix":"","institution":"University of California, Riverside","department":""},{"first_name":"Linda","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27579/galley/17215/download/"}]},{"pk":27001,"title":"Picturing time: Children’s preferences for visual representations of events","subtitle":null,"abstract":"English-speaking adults recruit a left-to-right “mentaltimeline” (MTL) when thinking about time. The origins of theMTL are debated, with some arguing that it is a culturalconstruct and others arguing that it is rooted in innateassociations between time and space. Here we ask whetherpreschoolers, with limited experience with cultural practicesthought to shape the MTL, prefer conventional linearrepresentations of temporal events. English-speakingpreschoolers and adults were told stories and asked to choosewhich of two visual representations best illustrated the story.As expected, adults overwhelmingly preferred images thatwere linearly ordered from left-to-right. Five-year-olds alsopreferred left-to-right to right-to-left series, but were equallylikely choose left-to-right and top-to-bottom. By contrast,3-year-olds chose at random, apparently insensitive to thespatial ordering of event-denoting images. These resultssuggest that attention to the ordinal structure of visualrepresentations of time increases across early childhood, andthat adults’ preference for horizontal space-time mappingsresults from increased cultural conditioning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"time; space; mental timeline; events; abstractconcepts"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7b08z6sc","frozenauthors":[{"first_name":"Katharine","middle_name":"A.","last_name":"Tillman","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Eren","middle_name":"","last_name":"Fukuda","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27001/galley/16637/download/"}]},{"pk":35998,"title":"Placement, Progress, and Promotion: ESL Assessment in California’s Adult Schools","subtitle":null,"abstract":"In California adult schools, standardized language assessments are typically administered to adult English as a second language (ESL) students upon enrollment; students\nthen take these same state-approved tests throughout the\nacademic year to demonstrate progress. As these tests\nassess only listening and reading skills, schools may use\ntheir own internally developed assessments to more accurately place students and subsequently to determine level\npromotion. Engaged in participatory action research, the\nresearcher interviewed adult school staff to document\ntheir varying assessment policies and procedures of adult\nESL learners, highlighting the agency-created assessments\nthat provide critical information of students’ language\nproficiencies and achievements. This study underscores\nthe discrepancies between the state’s policies and actual\npedagogical needs, and it proposes ways to reconstruct\nhow ESL assessment is conducted, such as making available a wider, more comprehensive base of assessments for\nschools to use, and proposing an updated, common set of\nstandards for use statewide.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/33f1f5j2","frozenauthors":[{"first_name":"Lisa","middle_name":"","last_name":"Gonzalves","name_suffix":"","institution":"University of California, Davis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35998/galley/26850/download/"}]},{"pk":27187,"title":"Planning in Action: Interactivity Improves Planning Performance","subtitle":null,"abstract":"Planning is an everyday activity that is extended in timeand space, yet is frequently studied in the absence ofinteractivity. Successful planning relies on an array ofexecutive functions including self-control. Weinvestigated the effects of interactivity and self-controlon planning using a sequential-task paradigm. Half ofthe participants first completed a video-viewing taskrequiring self-control of visual attention, whereas theother half completed the same task without the self-control constraint. Next, and within each of thesegroups, half of the participants manipulated cards tocomplete their plan (high-interactivity condition); for theother half, plans were made with their hands down (low-interactivity condition). Planning performance wassignificantly better in the high- than in the low-interactivity conditions; however the self-controlmanipulation had no impact on planning performance.An exploration of individual differences revealed thatlong-term planning ability and non-planningimpulsiveness moderated the impact of interactivity onplanning. These findings suggest that interactivityaugments working memory resources and planningperformance, underscoring the importance of aninteractive perspective on planning research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"personal planning"},{"word":"time management"},{"word":"distributed cognition"},{"word":"self-control"},{"word":"ego depletion"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4pf013kj","frozenauthors":[{"first_name":"Emma","middle_name":"","last_name":"Henderson","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Gaëlle","middle_name":"","last_name":"Vallée-Tourangeau","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Frédéric","middle_name":"","last_name":"Vallée-Tourangeau","name_suffix":"","institution":"Kingston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27187/galley/16823/download/"}]},{"pk":27022,"title":"Please Explain: Radical Enactivism and its Explanatory Debt","subtitle":null,"abstract":"Radical Enactivism is a position in the philosophy of\ncognitive science that aims to displace representationalism,\nthe dominant position in cognitive science for the last 50-60\nyears. To accomplish this aim, radical enactivism must\nprovide an alternative explanation of cognition. Radical\nenactivism offers two alternative explanations of cognition.\nThe first I call the dynamical explanation and the second I call\nthe historical explanation. The mechanists have given us\nreasons for doubting that the first alternative makes for a good\nexplanation. The historical explanation does not hit the right\nexplanatory target without the introduction of a proximate\nmechanism, but the proximate mechanisms suggested by\nradical enactivism are associationist mechanisms, the\nlimitations of which led to the initial widespread endorsement\nof representationalism. Therefore, radical enactivism cannot\ndisplace representationalism in cognitive science.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"radical enactivism"},{"word":"Representation"},{"word":"dynamical\nexplanation"},{"word":"computationalism"},{"word":"explanation"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/86s219rv","frozenauthors":[{"first_name":"Lachlan","middle_name":"Douglas","last_name":"Walmsley","name_suffix":"","institution":"Australian National University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27022/galley/16658/download/"}]},{"pk":26986,"title":"Population size, learning, and innovation determine linguistic complexity","subtitle":null,"abstract":"There are a number of claims regarding why linguistic com-plexity varies, for example: i) different types of societalstructure (e.g. Wray & Grace, 2007), ii) population size (e.g.Lupyan & Dale, 2010), and iii) the proportion of child vs. adultlearners (e.g. Trudgill, 2011). This simple model of interact-ing agents, capable of learning and innovation, partially sup-ports all these accounts. However, several subtle points arise.Firstly, differences in the capacity or opportunity to learn deter-mine how much complexity can remain stable. Secondly, smallpopulations are susceptible to large amounts of drift and sub-sequent loss, unless innovation is frequent. Conversely, largepopulations remain resilient to change unless there is too muchinnovation, which leads to a collapse in complexity. Next, ifadult learners are prevalent, we can instead expect less sus-tained complexity in large populations. Finally, creolisationdoes not imply simplification in smaller populations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"linguistic complexity; language variation; innova-tion; social networks; agent-based models; cultural evolution."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3x3355t4","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Spike","name_suffix":"","institution":"The Australian National University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26986/galley/16622/download/"}]},{"pk":27654,"title":"Poverty of materials makes recursive combination operation evolvable","subtitle":null,"abstract":"Humans can use recursive combination operation in various behaviors; other primates, however, rarely perform thisoperation. In our previous research, using an evolutionary simulation of combination behavior, we showed that recursive com-bination was more adaptive than repetitive combination in cases where the robustness of production or the diversity of productswas required. In this research, we examined the evolvability of recursive combination in combinatorial space parametrizedby kinds of elemental materials and the number of elements per product. Recursive combination evolved in the region of lowkinds of elemental materials and large number of elements per product. This region may be compared with the situation of themiddle stone age when invented diversified tools with limited kinds of materials such as stone, bone, and woods. The recursivecombinatorial operation could scaffold the evolution of general recursive combination abilities including language, technology,music, and mathematics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9fm330xh","frozenauthors":[{"first_name":"Genta","middle_name":"","last_name":"Toya","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""},{"first_name":"Takashi","middle_name":"","last_name":"Hashimoto","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27654/galley/17290/download/"}]},{"pk":27566,"title":"Practicing an auditory working memory task recruits lower-level auditory areas ina task-specific manner","subtitle":null,"abstract":"We studied the impact of the trained auditory task on the pattern of behavioural improvement, and its relation tothe underlying neural mechanisms. Specifically, we asked whether training with tone retention and manipulation (workingmemory, WM) transferred to pitch discrimination and vice versa, and whether training modified the brain areas that underlietask performance. Training substantially improved performance, but did not transfer across tasks, even when using the samestimuli. Pre and post training fMRI scans revealed that WM training enhanced activity in bilateral auditory cortices, butnot in frontal areas that are initially associated with higher cognitive functions. These results suggest that training-inducedimprovement is associated with back-tracking along the reverse hierarchy in a task specific manner, as predicted by the ReverseHierarchy Theory of perceptual learning (Ahissar & Hochstein, 2004). Thus, low-level areas are recruited, but there is nogeneral upgrade in WM or in auditory skills.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1qk646cr","frozenauthors":[{"first_name":"Tamar","middle_name":"","last_name":"Malinovitch","name_suffix":"","institution":"Hebrew University of Jerusalem","department":""},{"first_name":"Philippe","middle_name":"","last_name":"Albouy","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Merav","middle_name":"","last_name":"Ahissar","name_suffix":"","institution":"Hebrew University of Jerusalem","department":""},{"first_name":"Robert","middle_name":"","last_name":"Zatorre","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27566/galley/17202/download/"}]},{"pk":27178,"title":"Pragmatic aspects of spatial language acquisition and use across languages","subtitle":null,"abstract":"Across languages, back is produced earlier and more\nfrequently than front. This asymmetry has been attributed\neither to a conceptual/semantic asymmetry in the early\nmeanings of these locatives (with back being more basic than\nfront; conceptual immaturity account) or to the fact that Back\nconfigurations are inherently more ‘noteworthy’ than Front\nconfigurations (pragmatic account). Here, we tested the two\naccounts. In Study 1, children and adult speakers of English\nand Greek described Front/Back motion events. In Study 2,\nadult speakers of 10 additional languages described the same\nevents. Despite cross-linguistic differences, speakers of all age\nand language groups typically used more Back than Front\nadpositions; furthermore, they often encoded Back information\nin occlusion verbs (e.g. hide) but no such verbs were available\nfor Front. Thus, the front/back asymmetry is not due to\nchildren’s conceptual immaturity but should be linked to\npragmatic factors that also shape adult spatial language\nproduction cross-linguistically.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"front; back; motion events; spatial cognition;\nlanguage production; pragmatics; theories of acquisition"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gv932wg","frozenauthors":[{"first_name":"Myrto","middle_name":"","last_name":"Grigoroglou","name_suffix":"","institution":"University of Delaware","department":""},{"first_name":"Megan","middle_name":"","last_name":"Johanson","name_suffix":"","institution":"University of Delaware","department":""},{"first_name":"Anna","middle_name":"","last_name":"Papafragou","name_suffix":"","institution":"University of Delaware","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27178/galley/16814/download/"}]},{"pk":27317,"title":"Pragmatics Influence Children’s Use of Majority Information","subtitle":null,"abstract":"Do children always conform to a majority’s testimony, or do\nthe pragmatics of that testimony matter? We investigate\nchildren’s reasoning about mapping a novel word to a referent\nin an object-labeling task. Across four conditions, we\nmodified the testimony in an object-labeling task, to account\nfor pragmatic principles, so that the majority does and does\nnot provide an explicit opinion about the alternative object\nchosen by the minority. Four- and 5-year-olds were given a\nchoice between an object endorsed by a three-person\nmajority, or one endorsed by a single minority informant. In\nthe unendorsed condition, informants explicitly unendorsed\nthe unchosen object. In the nothing condition, informants said\nnothing about the unchosen object. In the ignorance\ncondition, informants explicitly expressed uncertainty about\nthe unchosen object, and in the hidden condition, the chosen\nobject was the only one present at the time of the\nendorsement. Children were most likely to endorse the\nmajority object in the unendorsed condition, in which the\nmajority explicitly stated that the label applied to only one\nreferent, whereas in the hidden condition, where only one\nobject at a time was present in the discourse, children chose\nobjects endorsed by the majority and the minority equally,\nwith the other two conditions intermediate. This suggests that\nchildren might not simply have a conformity bias; rather, they\nare sensitive to the majority’s implied intentions when\nlearning from testimony.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social learning; social cognition; consensus;\ntestimony; causal reasoning; pragmatics"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1rt8m9qk","frozenauthors":[{"first_name":"Theresa","middle_name":"","last_name":"Pham","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Jane","middle_name":"C.","last_name":"Hu","name_suffix":"","institution":"University of Washington, Seattle","department":""},{"first_name":"Daphna","middle_name":"","last_name":"Buchsbaum","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27317/galley/16953/download/"}]},{"pk":27660,"title":"Predicting Future Performance in an ITS system via Gradient BoostingClassification","subtitle":null,"abstract":"Gradient Boosting Classification (GBC) models are well known to machine learning and artificial intelligence.Having the ability to predict user performance is imperative to the outcomes and purpose of an intelligent tutoring system.The Center for the Study of Adult Literacy (CSAL) intelligent tutoring system aims to improve reading comprehension inlow-literacy adult learners. A GBC was applied to preliminary data gathered from high-literacy adult readers (N =1800 ob-servations). Our model was shown high accuracy in predicting users’ correct/incorrect responses to our multiple choice items.Specifically, users’ reaction times and order of question presentation are important features of the model to consider. Lessimportant features are difficulty of the item and the users reading ability. Our next steps are to apply GBC to high-literacycollege students, followed by low-literacy readers, as a test set. Our eventual goal is to predict correctness prior to scoring.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nf0r8wk","frozenauthors":[{"first_name":"Breya","middle_name":"","last_name":"Walker","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Anne","middle_name":"","last_name":"llippert","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Raven","middle_name":"","last_name":"Davis","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Zhiqiang","middle_name":"","last_name":"Cai","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Cheng","middle_name":"","last_name":"Qinyu","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Genghu","middle_name":"","last_name":"Shi","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Arthur","middle_name":"","last_name":"Graesser","name_suffix":"","institution":"University of Memphis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27660/galley/17296/download/"}]},{"pk":27290,"title":"Predicting Individual Differences in Working Memory Training Gain: A MachineLearning Approach","subtitle":null,"abstract":"Working memory (WM) capacity is critically important for the success in school and complex cognitive activitiesacross the lifespan. Training WM skills has shown to lead to improvements in a variety of important cognitive tasks. One’sperformance on an adaptive and challenging longitudinal WM intervention may serve as an assay of cognitive plasticity. Withover 400 participants having completed a minimum of 15 sessions of WM training, we have a rich dataset that allows investigat-ing individual differences and other factors that might determine training outcome using a novel machine learning techniques.Preliminary results suggest that factors such as age, type of n-back, and baseline abilities significantly impact one’s ability toimprove in training. Other factors such as gender and whether or not training was supervised were not significant. Finally, ourmodel allows prediction of training gain with 78% accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5r66r7t1","frozenauthors":[{"first_name":"Shafee","middle_name":"","last_name":"Mohammed","name_suffix":"","institution":"University of California Irvine, Irvine,","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Katz","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Chelsea","middle_name":"","last_name":"Parlett","name_suffix":"","institution":"University of California Irvine, Irvine,","department":""},{"first_name":"Martin","middle_name":"","last_name":"Buschkuehl","name_suffix":"","institution":"MIND Research Institute,","department":""},{"first_name":"Susanne","middle_name":"","last_name":"Jaeggi","name_suffix":"","institution":"University of California Irvine, Irvine,","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27290/galley/16926/download/"}]},{"pk":27464,"title":"Predicting Preschool-Aged Children’s Behavior Regulation from Attention Tasksin the Lab","subtitle":null,"abstract":"One challenge in studying cognition over the lifespan is designing tasks that measure the same construct in dif-ferent age groups and relate reliably to real-world outcomes. The current study confronts this challenge by testing a newparadigm to assess attention in preschool-aged children for comparison with other measures. Children completed the new“Pop-the-Bubbles” paradigm plus Flanker and Visual Search tasks, for comparison with parental reports of behavioral regula-tion. Correlations between behavioral regulation and measures from both Flanker and Pop-the-Bubbles suggest that children’sability to ignore irrelevant stimuli in these lab tasks relates to their ability to behave appropriately in everyday situations. Fur-ther development of Pop-the-Bubbles for eye-tracking and a color version of Flanker are underway to test these relationshipsmore extensively in young children.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4b9911gd","frozenauthors":[{"first_name":"Chelsea","middle_name":"","last_name":"Andrews","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Emily","middle_name":"","last_name":"Coates","name_suffix":"","institution":"Ripon College","department":""},{"first_name":"Kristine","middle_name":"","last_name":"Kovack-Lesh","name_suffix":"","institution":"Ripon College","department":""},{"first_name":"Vanessa","middle_name":"","last_name":"Simmering","name_suffix":"","institution":"University of Wisconsin - Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27464/galley/17100/download/"}]},{"pk":27263,"title":"Prediction and uncertainty in an artificial language","subtitle":null,"abstract":"Probabilistic prediction is a central process in language com-prehension. Properties of probability distributions over predic-tions are often difficult to study in natural language. To obtainprecise control over these distributions, we created artificiallanguages consisting of sequences of shapes. The languageswere constructed to vary the uncertainty of the probability dis-tribution over predictions as well as the probability of the pre-dicted item. Participants were exposed to the languages in aself-paced presentation paradigm, which provides a measureof processing difficulty at each element of a sequence. Therewas a robust pattern of graded predictability: shapes were pro-cessed faster the more predictable they were, as in natural lan-guage. Processing times were also affected by the uncertainty(entropy) over predictions at the point at which those predic-tions were made; this effect was less consistent, however.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"entropy"},{"word":"prediction"},{"word":"statistical learning"},{"word":"artificiallanguage"},{"word":"Psycholinguistics"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dv7f9sw","frozenauthors":[{"first_name":"Tal","middle_name":"","last_name":"Linzen","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Noam","middle_name":"","last_name":"Siegelman","name_suffix":"","institution":"Hebrew University of Jerusalem","department":""},{"first_name":"Louisa","middle_name":"","last_name":"Bogaerts","name_suffix":"","institution":"Hebrew University of Jerusalem","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27263/galley/16899/download/"}]},{"pk":26989,"title":"Preemption in Singular Causation Judgments: A Computational Model","subtitle":null,"abstract":"Causal queries about singular cases are ubiquitous, yet thequestion of how we assess whether a particular outcome wasactually caused by a specific potential cause turns out to bedifficult to answer. Relying on the causal power approach,Cheng and Novick (2005) proposed a model of causal attribu-tion intended to help answering this question. We challengethis model, both conceptually and empirically. The centralproblem of this model is that it treats the presence of sufficientcauses as necessarily causal in singular causation, and thus ne-glects that causes can be preempted in their efficacy. Also, themodel does not take into account that reasoners incorporateuncertainty about the underlying causal structure and strengthof causes when making causal inferences. We propose a newmeasure of causal attribution and embed it into our structure in-duction model of singular causation (SISC). Two experimentssupport the model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"singular causation; causal attribution; preemption;causal reasoning; Bayesian modeling; computational modeling"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44x609gj","frozenauthors":[{"first_name":"Simon","middle_name":"","last_name":"Stephan","name_suffix":"","institution":"University of G ̈ottingen","department":""},{"first_name":"Michael","middle_name":"R.","last_name":"Waldmann","name_suffix":"","institution":"University of G ̈ottingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26989/galley/16625/download/"}]},{"pk":26902,"title":"Preparatory Effects of Problem Posing on Learning from Instruction","subtitle":null,"abstract":"A randomized-controlled study compared the preparatory effects of problem-posing on learning from subsequentinstruction. Students engaged in problem-posing either with solution generation (where they generated problems and solutionsto a novel situation) or problem-posing without solution generation (where they generated only problems) prior to learning anovel math concept. Problem-posing with solution generation prior to instruction resulted in significantly better conceptualknowledge, without any significant difference in procedural knowledge and transfer. These findings suggest that althoughsolution generation prior to instruction plays a critical role in the development of conceptual understanding, and generatingproblems can further enhance transfer.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9j94z6f2","frozenauthors":[{"first_name":"Manu","middle_name":"","last_name":"Kapur","name_suffix":"","institution":"ETH Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26902/galley/16538/download/"}]},{"pk":27252,"title":"Preschoolers and Infants Calibrate Persistence from Adult Models","subtitle":null,"abstract":"Perseverance, above and beyond IQ, predicts academic outcomes in school age children, however, little is knownabout what factors affect persistence in early childhood. Here, we propose a formal Bayesian model of how children mightlearn how to calibrate effort from observing adult models and then explore this idea behaviorally across two experiments inchildren and infants. Results from Experiment 1 show that preschoolers persist more after watching an adult persist, but onlyif the adult is successful at reaching their goal. Experiment 2 and a pre-registered replication extend these findings, showingthat even infants use adult models to modulate their persistence, and can generalize this inference to novel situations. Theseresults suggest that both preschoolers and infants are sensitive to adult persistence and use it to calibrate their own effort infar-reaching ways.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37k8712r","frozenauthors":[{"first_name":"Julia","middle_name":"","last_name":"Leonard","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Max","middle_name":"","last_name":"Kleiman-Weiner","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Yuna","middle_name":"","last_name":"Lee","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27252/galley/16888/download/"}]},{"pk":26930,"title":"Preschoolers appropriately allocate roles based on relative ability in acooperative interaction","subtitle":null,"abstract":"In cooperative activities, all parties have a shared goalbut may not have the same set of skills. The currentstudy considers whether preschoolers are sensitive toprobable differences in individuals’ competence whenallocating roles. We found that 3.5- to 5.5-year-olds userelative competence, as indexed by the age of theirintended partner, to determine who should do the harderand easier of two tasks in a cooperative interaction. Asecond experiment demonstrated that children allocateroles differently in a competitive context. Youngchildren infer differences in others’ ability and candivide labor efficiently to achieve their goals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cooperation; self/other knowledge;planning."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20s6q8jn","frozenauthors":[{"first_name":"Rachel","middle_name":"W.","last_name":"Magid","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Mary","middle_name":"","last_name":"DePascale","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"E.","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26930/galley/16566/download/"}]},{"pk":27533,"title":"Pre-term infants exhibit impaired prediction and learning in Audio-Visualassociation paradigm","subtitle":null,"abstract":"Forming reliable predictions about upcoming events are both essential to and the product of successful learning.Using fNIRS recording of cortical hemodynamics, we measured infants’ prediction of upcoming visual events that were pre-ceded by auditory cues in infants who are at-risk for poor development due to premature birth and their full-term peers. Wecompared prediction and learning across groups by fitting their occipital cortex response (which we assumed to reflect themagnitude of the prediction error) to a reinforcement learning model with a dynamic learning rate. We found that preemies hada lower learning rate than full-terms. These findings shed light on the origins of the developmental difficulties associated withprematurity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6h92m1f5","frozenauthors":[{"first_name":"Sagi","middle_name":"","last_name":"Jaffe-Dax","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Alex","middle_name":"M.","last_name":"Boldin","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Nathaniel","middle_name":"D.","last_name":"Daw","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Lauren","middle_name":"L.","last_name":"Emberson","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27533/galley/17169/download/"}]},{"pk":27333,"title":"Priming the production of implications","subtitle":null,"abstract":"We present two experiments investigating the production of\nimplicit constructions. Using a confederate scripting paradigm\nwe find that after making an inference participants were more\nlikely to subsequently produce an implicature. This effect\noccurred at a global and a local level and was unaffected by\nthe perceived role of the conversational partner. Our findings\ndemonstrate that the choice of whether to be implicit is\ndetermined by the activation levels of representations specific\nto implicatures and that inference and implications have\noverlapping processing representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Priming; Scalar Implicatures; Speech Production;\nInferring"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mt7r90g","frozenauthors":[{"first_name":"Alice","middle_name":"","last_name":"Rees","name_suffix":"","institution":"Cardiff University","department":""},{"first_name":"Lewis","middle_name":"","last_name":"Bott","name_suffix":"","institution":"Cardiff University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27333/galley/16969/download/"}]},{"pk":26895,"title":"Principles Used to Evaluate Mathematical Explanations","subtitle":null,"abstract":"Mathematics is critical for making sense of the world. Yet,little is known about how people evaluate mathematicalexplanations. Here, we use an explanatory reasoning taskto investigate the intuitive structure of mathematics. Weshow that people evaluate arithmetic explanations bybuilding mental proofs over the conceptual structure ofintuitive arithmetic, evaluating those proofs using criteriasimilar to those of professional mathematicians.Specifically, we find that people prefer explanationsconsistent with the conceptual order of the operations(“9÷3=3 because 3 ́3=9” rather than “3 ́3=9 because9÷3=3”), and corresponding to simpler proofs (“9÷3=3because 3 ́3=9” rather than “9÷3=3 because 3+3+3=9”).Implications for mathematics cognition and education arediscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mathematics cognition; philosophy ofmathematics; explanation; reasoning; concepts andcategories."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/96c0200k","frozenauthors":[{"first_name":"Samuel","middle_name":"G. B.","last_name":"Johnson","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Angie","middle_name":"M.","last_name":"Johnston","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Marissa","middle_name":"L.","last_name":"Koven","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Frank","middle_name":"C.","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26895/galley/16531/download/"}]},{"pk":26977,"title":"Prior Expectations in Linguistic Learning: A Stochastic Model of IndividualDifferences","subtitle":null,"abstract":"When learners are exposed to inconsistent input, do they reproduce the probabilities in the input (probability match-ing), or produce some variants disproportionately often (regularization)? Laboratory results and computational models ofartificial language learning both argue that the learning mechanism is basically probability matching, with regularization aris-ing from additional factors. However, these models were fit to aggregated experimental data, which can exhibit probabilitymatching even if all individuals regularize. To assess whether learning can be accurately characterized as basically probabilitymatching or systematizing at the individual level, we ran a large-scale experiment. We found substantial individual variation.The structure of this variation is not predicted by recent beta-binomial models. We introduce a new model, the Double ScalingSigmoid (DSS) model, fit its parameters on a by-participant basis, and show that it captures the patterns in the data. Priorexpectations in the DSS are abstract, and do not entirely represent previous experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/48t844bn","frozenauthors":[{"first_name":"R.","middle_name":"Alexander","last_name":"Schumacher","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Janet","middle_name":"","last_name":"Pierrehumbert","name_suffix":"","institution":"University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26977/galley/16613/download/"}]},{"pk":27539,"title":"Priors, informative cues and ambiguity aversion","subtitle":null,"abstract":"Ambiguity aversion, or the preference for options with known rather than unknown probabilities, is a robust findingwithin the decision making literature (see Camerer & Weber, 1992, for a review). There are some suggestions this aversenessis due differences in the inferred prior distribution (G ̈uney & Newell, 2015). In this study we investigated the relationshipbetween prior distributions and information cues on decision making and participants’ judgments of underlying distribution.We used three different prior cues; a positive underlying distributional cue, a negative underlying distributional cue, and aneutral cue. We also used five different information cues which varied both the bias of the information and the degree ofambiguity. Whilst we found that both prior and information manipulations had the expected impact for participants’ judgmentsof underlying distributions, they only impacted the decisions participants made in some cases. There were also interestinginteractions between the prior and information manipulations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0wx9p9df","frozenauthors":[{"first_name":"Lauren","middle_name":"","last_name":"Kennedy","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Amy","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Navarro","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27539/galley/17175/download/"}]},{"pk":27195,"title":"Probability judgement from samples: accurate estimates and the conjunctionfallacy","subtitle":null,"abstract":"This paper investigates a fundamental conflict in the literatureon people’s probability estimation. Research on ‘perception’of probability shows that people are accurate in their estimatesof probability of various simple events from samples. Equally,however, a large body of research shows that people’s probabil-ity estimates are fundamentally biased, and subject to reliableand striking fallacies in reasoning. We investigate this con-flict in an experiment that examines the occurrence of the con-junction fallacy in a probability perception task where peopleare asked to estimate the probability of simple and conjunc-tive events in a presented set of items. We find that people’sprobability estimates are accurate, especially for simple events,just as seen in previous studies. People’s estimates also showhigh rates of occurrence of the conjunction fallacy. We showhow this apparently contradictory result is consistent with arecent model of probability estimation, the probability theoryplus noise’ model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Conjunction fallacy; Disjunction fallacy; Percep-tual probabilities; Probability estimation"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6dq246rq","frozenauthors":[{"first_name":"Rita","middle_name":"","last_name":"Howe","name_suffix":"","institution":"School of Computer Science, Belfield","department":""},{"first_name":"Fintan","middle_name":"J.","last_name":"Costello","name_suffix":"","institution":"School of Computer Science, Belfield","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27195/galley/16831/download/"}]},{"pk":27498,"title":"Probability matching as a cognitive basis of cultural drift","subtitle":null,"abstract":"In the field of cultural evolution, cognitive agents are either seen as perfect imitators who reproduce cultural variantsveridically (e.g. Boyd & Richerson 1985) or as imperfect imitators who transform the variants as they replicate them (e.g.Sperber 1996). In this poster, I explain how the transformative view of cognition applies to not only to the generation ofvariants, but also to the way we learn frequency distributions. Probability matching is a widely-observed human behaviorwhere learners reproduce a frequency distribution over variants with a small amount of error and is equivalent to Wright-Fisher drift when the variance in error is binomial/multinomial. However, humans and learning algorithms can produce errordistributions that are non-binomial/non-multinomial, which constitute a broader class of drift processes than those that exist ingenetic evolution or in perfect-imitator models of cultural evolution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9610g5pn","frozenauthors":[{"first_name":"Vanessa","middle_name":"","last_name":"Ferdinand","name_suffix":"","institution":"Santa Fe Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27498/galley/17134/download/"}]},{"pk":27625,"title":"Probability matching in choice behavior influenced by virtual rewards","subtitle":null,"abstract":"We recognize the amount of ”reward” according to our choices. In repeated binary choice tasks, human behaveaccording to the theoretical basis of ”probability matching” (Shanks et al., 2002), which has been advocated in several studies.However, the quality of reward may influence their choice-behavior. It is acknowledged that the sensitivity of values for gains orlosses differs among individuals because of risk aversion (Kahneman & Tversky, 1979). We conducted a series of experimentsto investigate how participants’ choices change when the ratio of hit-items was set up. Virtual rewards, -3/0, -3/+3, and 0/+3point for each choice, were given to participants. The results showed that the choice-ratio of the weighted correct side washigher in conditions involving losses, suggesting that participants’ choices indicate risk aversion even though rewards werevirtual. Our results suggest that probability matching can be found only when people implicitly recognize their choices haveno loss.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0fc4q0t0","frozenauthors":[{"first_name":"Yuichi","middle_name":"","last_name":"Saito","name_suffix":"","institution":"Kogakuin University","department":""},{"first_name":"Miyuki","middle_name":"G.","last_name":"Kamachi","name_suffix":"","institution":"Kogakuin University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27625/galley/17261/download/"}]},{"pk":27529,"title":"Processing of Filler-gap Dependency in Island Constraints and its Relation toWorking Memory for Non-native Speakers of English","subtitle":null,"abstract":"Whether non-native speakers’ on-line processing can be native-like remains a hot issue. Recently many have shownthat qualitatively native-like processing is attainable, especially for learners with high proficiency. However, most of the studiesrecruited learners who had been immersed to the English-speaking country. The current study investigated processing of filler-gap dependency and island constraints for Chinese learners of English as a second but foreign language. We also attempted tolook into individual differences by taking different variables into account. The results showed that native-like active gap-fillingstrategy positively correlated with L2 proficiency, native-like island effect negatively correlated with age of acquisition, butneither one correlated with working memory capacity. These findings lent more support to the grammar-based account forisland effects, though future studies adopting more precise measure of working memory would be needed. The study alsocalled for further investigation into L1 background on processing islands in an L2.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jr2f21r","frozenauthors":[{"first_name":"Kuan-Jung","middle_name":"","last_name":"Huang","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung Univeristy","department":""},{"first_name":"Anastazija","middle_name":"","last_name":"Rajkovic","name_suffix":"","institution":"National Cheng Kung University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27529/galley/17165/download/"}]},{"pk":27227,"title":"Processing Spatial Relations: A Meta-Analysis","subtitle":null,"abstract":"The ability to reason about relations is relevant for many spa-tial cognitive processes. This can involve: (i) to represent spa-tial information mentally, (ii) to manipulate the spatial repre-sentation, and (iii) to infer new spatial information. Severalcognitive theories make assumptions and predictions about theunderlying processes. A detailed and systematic overview andanalysis of ireliable effects across studies is missing. This ar-ticle presents a meta-analysis of 35 studies about spatial rela-tional reasoning. Studies were classified according to differentfactors including the ambiguity of the spatial description, i.e.,if it the description allows for more than one representation, thepresentation of information, i.e., if the information has beenpresented auditorily or in a written form, and the task, i.e., ifa conclusion or model of the premises needs to be generatedor verified. Implications of the findings for the mental modeltheory and working memory are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"reasoning; spatial relations; meta-analysis."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0mz5q72p","frozenauthors":[{"first_name":"Ann-Kathrin","middle_name":"","last_name":"Kießner","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Marco","middle_name":"","last_name":"Ragni","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27227/galley/16863/download/"}]},{"pk":27497,"title":"Production of morphologically complex words as revealed by a typing task:Morphological influences on keystroke dynamics","subtitle":null,"abstract":"In a production by typing task, with extraneous factors (e.g., length) controlled, measures such as latency to initialkeystroke as well as mean inter keystroke interval typically vary systematically according to the word’s lexical properties.Conventionally, lexical effects in production tasks get interpreted as evidence of cascaded processing between central andperipheral levels. We compare mean and distribution of keystroke latencies within the same stem as it undergoes affixation insets such as DEPRESS, DEPRESSION, DEPRESSIVE. Novel is the comparison of stems that differ with respect to number ofaffixes like SUPER, SUPERIOR, SUPERIORITY. Results provide new insights into the ways in which morphological structurecan influence purportedly peripheral motor processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8d67651d","frozenauthors":[{"first_name":"Laurie","middle_name":"","last_name":"Feldman","name_suffix":"","institution":"SUNY Albany & Haskins Labs","department":""},{"first_name":"Rick","middle_name":"","last_name":"Dale","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Jacolien","middle_name":"","last_name":"van Rij","name_suffix":"","institution":"University of Groningen","department":""},{"first_name":"David","middle_name":"","last_name":"Vinson","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27497/galley/17133/download/"}]},{"pk":27621,"title":"Progress in building a machine that can ask interesting and informative questions","subtitle":null,"abstract":"Asking creative questions is a hallmark of human cognition. In comparison, machine learning systems that attemptto mimic this ability are still extremely limited (e.g., current chatbots ask questions based on preprogrammed routines). In thepresent work, we developed a computational model of question generation. Based on a corpus of questions collected from onlineparticipants playing an information-seeking game, we designed a “grammar of questions.” The grammar is powerful enough torepresent all human questions we collected and thus defines the “question space.” Given a particular context (game scenario),people are more likely to ask (generate) some questions that others. Our computational model predicts these likelihoods, thatis, a probability distribution over the question space. In addition, the model can generalize to novel contexts. Key modelingredients are informativity, compositionality, and length of a question.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/53v803hh","frozenauthors":[{"first_name":"Anselm","middle_name":"","last_name":"Rothe","name_suffix":"","institution":"New York University","department":""},{"first_name":"Brenden","middle_name":"","last_name":"Lake","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27621/galley/17257/download/"}]},{"pk":27469,"title":"Projecting space into the future: peripersonal space remaps in anticipation of anobject manipulation","subtitle":null,"abstract":"Manipulation planning relies on anticipatory processes, aimed at achieving the desired goal state, such as a grasp.This implies that peripersonal space is remapped to the anticipated grasp posture on the targeted object. Vibrotactile-visualinteractions were probed at different times during a grasp-and-place task. Thumb or index finger were stimulated concurrentlywith a visual distractor on the to-be-grasped object. Object orientation (upright/upside down) afforded a thumb-up or thumb-down grasp, inverting the congruency between haptic and visual stimulation. Response times about which finger was stimulatedshow the expected crossmodal congruency effect already before motion onset, with shorter times when the visual distractor andthe future position of the stimulated finger overlapped. Moreover, eye-tracking data show that the tactile stimulation influencesthe gaze in anticipation of the upcoming grasp. Thus peripersonal hand space is mapped into the future, predictively mediatingbetween tactile and visual perceptions as a function of the final state.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1t10v78k","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Belardinelli","name_suffix":"","institution":"University of T ̈ubingen","department":""},{"first_name":"Johannes","middle_name":"","last_name":"Lohmann","name_suffix":"","institution":"University of T ̈ubingen","department":""},{"first_name":"Martin","middle_name":"","last_name":"Butz","name_suffix":"","institution":"University of T ̈ubingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27469/galley/17105/download/"}]},{"pk":26893,"title":"Promoting Children’s Relational Understanding of Equivalence","subtitle":null,"abstract":"Deep understanding of mathematical equivalence is criticalfor later mathematical understandings. However, researchstudies and national test results have repeatedly demonstratedthat many students fail to develop adequate understanding ofequivalence. Recent work from McNeil and colleaguesproposes that this failure is partly due to the format oftraditional instruction and practice with highly similarproblems. Specifically, the change-resistance account(McNeil & Alibali, 2005) proposes that students struggle withequivalence because they have developed overgeneralized“rules” that affect how they process and approach mathproblems, (e.g., the operators are always on the left side, theequal sign means to “do something” or “give the answer”)and fail to see equations having two separate sides that arebeing related to one another. Extensive practice withproblems in a similar format (e.g., those that present allarithmetic operations on the left side of the equal sign)encourages students to develop ineffective mental models ofproblem types. We replicate and extend prior work that bringscognitive science research to the classroom. Our findingsindicate that applying research-based design principles toarithmetic practice improves student understanding ofmathematical equivalence enough to support transfer to novelproblem types.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mathematical representations; relationalreasoning; mathematics education; randomized control trial"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/796373ht","frozenauthors":[{"first_name":"Kristen","middle_name":"","last_name":"Johannes","name_suffix":"","institution":"","department":""},{"first_name":"Jodi","middle_name":"","last_name":"Davenport","name_suffix":"","institution":"","department":""},{"first_name":"Yvonne","middle_name":"","last_name":"Kao","name_suffix":"","institution":"","department":""},{"first_name":"Caroline","middle_name":"Byrd","last_name":"Hornburg","name_suffix":"","institution":"","department":""},{"first_name":"Nicole","middle_name":"M.","last_name":"McNeil","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26893/galley/16529/download/"}]},{"pk":27004,"title":"Promoting Spontaneous Analogical Transfer by Idealizing TargetRepresentations","subtitle":null,"abstract":"Recent results demonstrate that inducing an abstractrepresentation of target analogs at retrieval time aids access toanalogous situations with mismatching surface features (i.e.,the late abstraction principle). A limitation of currentimplementations of this principle is that they either require theexternal provision of target-specific information or demandvery high intellectual engagement. Experiment 1 demonstratedthat constructing an idealized situation model of a targetproblem increases the rate of correct solutions compared toconstructing either concrete simulations or no simulations.Experiment 2 confirmed that these results were based on anadvantage for accessing the base analog, and not merely on anadvantage of idealized simulations for understanding the targetproblem in its own terms. This target idealization strategy hasbroader applicability than prior interventions based on the lateabstraction principle, because it can be achieved by a greaterproportion of participants and without the need to receivetarget-specific information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy"},{"word":"transfer"},{"word":"idealization"},{"word":"retrieval"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0pf787c8","frozenauthors":[{"first_name":"Máximo","middle_name":"","last_name":"Trench","name_suffix":"","institution":"Universidad Nacional del Comahue","department":""},{"first_name":"Lucía","middle_name":"Micaela","last_name":"Tavernini","name_suffix":"","institution":"Universidad Nacional del Comahue","department":""},{"first_name":"Robert","middle_name":"L.","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27004/galley/16640/download/"}]},{"pk":27377,"title":"Promoting Spontaneous Analogical Transfer: The Role of Category Status","subtitle":null,"abstract":"Analogical comparison promotes spontaneous transfer by\nencouraging a more abstract representation that may be easier\nto retrieve. The category status hypothesis states that: if\nknowledge is represented as a relational category, it is easier\nto activate as a result of categorizing (as opposed to cue-based\nreminding). To investigate these two pathways to analogical\ntransfer, participants were assigned to different study\nconditions: 1) standard comparison of two analogs; 2)\nstandard comparison followed by a second comparison of two\nnew analogs; or 3) a guided category-building task based on\nsequential summarization. Category-building showed a\nreliably higher rate of spontaneous transfer during an\nanalogical problem solving task than standard comparison\n(numerically higher than double-comparison). Another\nexperiment measured spontaneous remindings to cues on the\nbasis of matching structure. Category-building showed a\nreliable advantage over both comparison conditions. This\nsupports categorization as a novel pathway to spontaneous\ntransfer by enhancing retrieval of structurally similar\ninformation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concepts and categories; analogy; problem\nsolving; comparison; transfer"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/35t5814n","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Snoddy","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"J.","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27377/galley/17013/download/"}]},{"pk":27456,"title":"Pseudoneglect and development: Age-related spatial bias in bisection and drawing","subtitle":null,"abstract":"The numerous studies on pseudoneglect have generated\ninconsistent results and disagreement concerning the\nunderlying mechanisms. Most research supports the\nhypothesis that hemispheric lateralization is the main reason\nfor the persistent leftward bias in spatial tasks. Findings on\nthe influence of reading direction, handedness and participant\nage are largely contradictory. As a result of brain maturation\nadults usually perform with significant leftward bias.\nHowever, both hemispheric activation and scanning habits\nexert an influence on space representation, which varies\nacross age groups. Preschoolers, middle school children and\nadults were tested on the line and word bisection tasks and on\nhouse-person-tree drawing tasks. The analysis of their\nperformance produced results consistent with an explanatory\naccount that the direction of the spatial bias shifts leftwards in\nthe course of development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pseudoneglect"},{"word":"line bisection"},{"word":"age differences"},{"word":"house-person-tree drawing task"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0w23c2j6","frozenauthors":[{"first_name":"Yordanka","middle_name":"","last_name":"Zafirova","name_suffix":"","institution":"New Bulgarian University","department":""},{"first_name":"Asenia","middle_name":"","last_name":"Giagtzidou","name_suffix":"","institution":"New Bulgarian University","department":""},{"first_name":"Dara","middle_name":"","last_name":"Vassileva","name_suffix":"","institution":"New Bulgarian University","department":""},{"first_name":"Elena","middle_name":"","last_name":"Andonova","name_suffix":"","institution":"New Bulgarian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27456/galley/17092/download/"}]},{"pk":27371,"title":"Pupil Dilation and Cognitive Reflection as Predictors of Performance on the Iowa\nGambling Task","subtitle":null,"abstract":"Risky decisions involve cognitive and emotional factors. As\nthe primary test for the Somatic Marker Hypothesis (SMH),\nthe Iowa Gambling Task (IGT) examines these factors. Skin\nconductance shows anticipatory physiological responses on\nthe IGT supporting SMH. Pupil dilation offers an alternative\nphysiological marker. Predictive effects of anticipatory\npupillary responses to positive and negative decks on IGT\nperformance were examined in an extended IGT. The\nextended Cognitive Reflection Test (CRT) examined the\nrelationship between reflective thinking and IGT\nperformance. Data demonstrated correlations between\nreflective thinking and performance from the second block\nonwards and that task learning continued into the additional\nblocks - performance was not optimized even in the final\nblock. Regression analysis showed both anticipatory pupil\ndilation for disadvantageous and advantageous decks, and\nreflective thinking were strong predictors of IGT\nperformance. While both emotional and reflective processes\nare implicated in IGT performance, analytic cognition is more\nimportant than traditionally acknowledged.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Pupil dilation; Iowa Gambling Task; Cognitive\nRefection; Somatic Marker Hypothesis; Dual-process Theory."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0zq9w41h","frozenauthors":[{"first_name":"Boban","middle_name":"","last_name":"Simonovic","name_suffix":"","institution":"University of Derby","department":""},{"first_name":"Edward","middle_name":"J.N.","last_name":"Stupple","name_suffix":"","institution":"University of Derby","department":""},{"first_name":"Maggie","middle_name":"","last_name":"Gale","name_suffix":"","institution":"University of Derby","department":""},{"first_name":"David","middle_name":"","last_name":"Sheffield","name_suffix":"","institution":"University of Derby","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27371/galley/17007/download/"}]},{"pk":26807,"title":"Quantifying Infants' Statistical Word Segmentation: A Meta-Analysis","subtitle":null,"abstract":"Theories of language acquisition and perceptual learning\nincreasingly rely on statistical learning mechanisms. The\ncurrent meta-analysis aims to clarify the robustness of this\ncapacity in infancy within the word segmentation literature.\nOur analysis reveals a significant, small effect size for\nconceptual replications of Saffran, Aslin, & Newport (1996),\nand a nonsignificant effect across all studies that incorporate\ntransitional probabilities to segment words. In both\nconceptual replications and the broader literature, however,\nstatistical learning is moderated by whether stimuli are\nnaturally produced or synthesized. These findings invite\ndeeper questions about the complex factors that influence\nstatistical learning, and the role of statistical learning in\nlanguage acquisition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; statistical learning; word\nsegmentation; meta-analysis"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nr3v125","frozenauthors":[{"first_name":"Alexis","middle_name":" ","last_name":"Black","name_suffix":"","institution":"Totem Field Research Station","department":""},{"first_name":"Christina","middle_name":"","last_name":"Bergmann","name_suffix":"","institution":"Ecole Normale Supérieure","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26807/galley/16443/download/"}]},{"pk":26877,"title":"Quantifying the impact of active choice in word learning","subtitle":null,"abstract":"Past theoretical studies on word learning have offeredsimple sampling models as a means of explaining realword learning, with a particular goal of addressing thespeed of word learning: people learn tens of thousandsof words within their first 18 years. The present studyrevisits past theoretical claims by considering a more re-alistic word frequency distribution in which a large num-ber of words are sampled with extremely small probabil-ities (e.g., according to Zipf’s law). Our new mathemati-cal analysis of a recently-proposed simple learning modelsuggests that the model is unable to account for wordlearning in feasible time when the distribution of wordfrequency is Zipfian (i.e., power-law distributed). Toameliorate the difficulty of learning real-world word fre-quency distributions, we consider a type of active, self-directed learning in which the learner can influence theconstruction of contexts from which they learn words.We show that active learners who choose optimal learn-ing situations can learn words hundreds of times fasterthan passive learners faced with randomly-sampled situ-ations. Thus, in agreement with past empirical studies,we find theoretical support for the idea that statisticalstructure in real-world situations–potentially structuredfor learning by both a self-directed learner, and by abeneficent teacher–is a potential remedy for the patho-logical case of learning words with Zipf-distributed fre-quency.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive models of language acquisition;cross-situational word learning; statistical learning"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/17j2k9kp","frozenauthors":[{"first_name":"Shohei","middle_name":"","last_name":"Hidaka","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""},{"first_name":"Takuma","middle_name":"","last_name":"Torii","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""},{"first_name":"George","middle_name":"","last_name":"Kachergis","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26877/galley/16513/download/"}]},{"pk":26969,"title":"Quantitative Models of Human-Human Conversational Grounding Processes","subtitle":null,"abstract":"Natural language dialogue between multiple participants re-quires conversational grounding, a process whereby interlocu-tors achieve a shared understanding. However, the mecha-nisms involved in the grounding process are under dispute.Two prominent models of dialogue between multiple partici-pants are: interactive alignment, a simpler model that relieson automatic priming processes within individuals, and in-terpersonal synergy, a more complicated model emphasizingcoordinated interaction across participants. Using recurrenceanalysis methods, Fusaroli and Tyl ́en (2016) simultaneouslyevaluated both models and showed that alignment is an insuf-ficient explanation for grounding or for the teams’ task per-formance. However, their task and resulting dialogues lackthe typical complexity of conversations or teamwork. Further-more, the interpersonal synergy model was not clearly differ-entiated from other coordination-focused models of groundingwith explicit foundations in strategy and intentionality (i.e., au-dience design, joint activity, perspective taking). Here we testrecurrence-based models in a collaborative task that stressedthe grounding process. Results support a coordination modelof dialogue over the alignment model as a predictor of perfor-mance. Content-based mediation analyses showed that the co-ordination recurrence model includes critical aspects of strate-gic design and is not purely interpersonal synergy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Communication; Dialogue; ConversationalGrounding; Multi-person Cognitive Models"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5457b1z7","frozenauthors":[{"first_name":"Clayton","middle_name":"D.","last_name":"Rothwell","name_suffix":"","institution":"Infoscitex Corp.","department":""},{"first_name":"Valerie","middle_name":"L.","last_name":"Shalin","name_suffix":"","institution":"Wright State University","department":""},{"first_name":"Griffin","middle_name":"D.","last_name":"Romigh","name_suffix":"","institution":"Air Force Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26969/galley/16605/download/"}]},{"pk":26869,"title":"Radical Embodied Cognition, Affordances, and the (Hard) Problemof Consciousness","subtitle":null,"abstract":"Tony Chemero advances the radical thesis thatcognition and consciousness is actually the samething. He draws this conclusion from his understandingof cognition as an extended process. I question thisconclusion because this view expands cognition beyondbeing the sort of natural kind to which one can tiephenomenal experience. Moreover, because cognition hasbeen radically inflated, despite Chemero’s claim to thecontrary, embodied cognition does not solve any of thehard problems associated with consciousness.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"radical embodied cognition; consciousness;perception-in-action; the hard problem"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4sn6v6tx","frozenauthors":[{"first_name":"Valerie","middle_name":"Gray","last_name":"Hardcastle","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26869/galley/16505/download/"}]},{"pk":27335,"title":"Randomness in binary sequences: Conceptualizing and connecting two recentdevelopments","subtitle":null,"abstract":"Recent theoretical research has shown that the assumptionsthat both laypeople and researchers make about randomsequences can be erroneous. One strand of research showedthat the probability of non-occurrence of streaks of repeatedoutcomes (e.g., HHHHHH) is much higher than that for amore irregular sequence (e.g., HTTHTH) in short series ofcoin flips. This tallies with human judgments of theirlikelihood of occurrence, which have conventionally beencharacterized as inaccurate and heuristic-driven. Anotherstrand of research has shown that patterns of hits and missesin games like basketball, traditionally seen as evidence for theabsence of a hot-hand effect, actually support the presence ofthe effect. I argue that a useful way of conceptualizing thesetwo distinct phenomena is in terms of the distribution ofdifferent sequences of outcomes over time: Specifically, thatstreaks of a repeated outcome cluster whereas less regularpatterns are more evenly distributed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"randomness; rationality; hot hand fallacy"},{"word":"gambler’s fallacy"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0tw9p5tb","frozenauthors":[{"first_name":"Stian","middle_name":"","last_name":"Reimers","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27335/galley/16971/download/"}]},{"pk":27422,"title":"Rank Aggregation and Belief Revision Dynamics","subtitle":null,"abstract":"In this paper we compare several popular rank aggregationmethods by accuracy of finding the true (correct) ranked list.Our research reveals that under most common circumstancessimple methods such as the average or majority actually tendto outperform computationally-intensive distance-based meth-ods. We then conduct a study to compare how actual peopleaggregate ranks in a group setting. Our finding is that individ-uals tend to adopt the group mean in a third of all revisions,making it the most popular strategy for belief revision.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"rank aggregation; distance measure; probabilisticmodel"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1n54x77z","frozenauthors":[{"first_name":"Igor","middle_name":"","last_name":"Volzhanin","name_suffix":"","institution":"University of London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of London","department":""},{"first_name":"Dell","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27422/galley/17058/download/"}]},{"pk":27425,"title":"Rational and Semi-Rational Explanations of the Conjunction Fallacy:\nA Polycausal Approach","subtitle":null,"abstract":"Conjunction fallacies (CF) have not only been a major\nobstacle in justifying the rationality of a Bayesian theory of\nbelief update; they have also inspired a variety of theories on\nprobability judgment and logical predication. Here we provide\nan overview of Bayesian logic (BL) as rational formulation of\na pattern-based class of conjunction fallacies. BL is described\nhere as a generalization of Bayesian Occam’s razor. BL\ncaptures the idea that probabilities are sometimes used not\nextensionally but intensionally, determining the probabilistic\nadequacy of ideal logical patterns. It is emphasized that BL is\na class of models that depend on representations and the mea-\nnings of logical connectives. We discuss open questions and\nlimits of BL. We also briefly discuss whether other theories of\nthe CF may be good supplementary theories of CFs (and\npredication) as well, if linked to functional explanations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"probability judgments; biases; conjunction\nfallacy; inclusion fallacy; inductive logics; intensional logics;\nBayesian logics; predication; strong sampling; categories;\nLockean Thesis; rationality deba"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1zp3952f","frozenauthors":[{"first_name":"Momme","middle_name":"","last_name":"von Sydow","name_suffix":"","institution":"University of Munich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27425/galley/17061/download/"}]},{"pk":27384,"title":"Rationalizing subjective probability distortions","subtitle":null,"abstract":"You cannot know the contents of a memory until after you have actually retrieved it. This paper considers theimplications of this straightforward observation upon the psychological process of preference construction. We show that thisconstraint renders observers with random access memory susceptible to tail risks. We show that this difficulty can be rectifiedby permitting observers to weight memory retrieval for such observations, that outcome utility cannot be used for this purpose,but information-theoretic surprise can serve as a useful proxy for it. Using two novel experiments, we present evidence insupport of our account. With the first, we show that humans find surprising experiences easier to remember. With the second,we show that surprising experiences in the past have a greater influence on future decisions than is statistically warranted. Thistwofold demonstration substantiates a psychologically plausible account for the origin of subjective probability distortions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vj1b5k4","frozenauthors":[{"first_name":"Nisheeth","middle_name":"","last_name":"Srivastava","name_suffix":"","institution":"IIT Kanpur","department":""},{"first_name":"Ed","middle_name":"","last_name":"Vul","name_suffix":"","institution":"UCSD Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27384/galley/17020/download/"}]},{"pk":26992,"title":"Rational use of prosody predicts projection in manner adverb utterances","subtitle":null,"abstract":"Speakers can be taken to be committed to utterance con-tent even when that content is contributed in the scope ofan entailment-canceling operator, like negation (e.g., Chier-chia & McConnell-Ginet, 1990). We develop a probabilisticmodel of this phenomenon, called ‘projection’, that relies onthe prosodic realization of utterances. We synthesize exist-ing theoretical claims about prosody, information structure andprojection into a model that assumes a rational speaker (Frank& Goodman, 2012) who produces utterances with prosodicmelodies that can signal which utterance content she is com-mitted to. Predictions of the probabilistic model are comparedto the responses of an experiment designed to test the effect ofprosody on projection in manner adverb utterances. Key be-haviors of the model are borne out empirically, and the quan-titative fit is surprisingly good given that the model has onlyone free parameter. Our findings lend support to analyses ofprojection that are sensitive to the information structure of ut-terances (e.g., Simons, Beaver, Roberts, & Tonhauser, 2017).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Projection; prosody; information structure; proba-bilistic pragmatics; rational speech acts; manner adverbs"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8p82k85g","frozenauthors":[{"first_name":"Jon","middle_name":"Scott","last_name":"Stevens","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Marie-Catherine","middle_name":"","last_name":"de Marneffe","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Shari","middle_name":"R.","last_name":"Speer","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Judith","middle_name":"","last_name":"Tonhauser","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26992/galley/16628/download/"}]},{"pk":27076,"title":"Reading Skill Test to Diagnose Basic Language Skills in Comparison to Machines","subtitle":null,"abstract":"A reading skill test to diagnose basic language skills is\nintroduced. The test is designed to measure six component\nskills relevant to reading in comparison with those of state-of-\nthe-art natural language processing technologies. The results\nof the first large-scale experiments using the test are reported.\nSurprisingly, almost half of Japanese junior high school\nstudents do no better than machines in dependency analysis.\nMore than half of 7th grade students do no better than making\nrandom choices on questions involving inferences and\ndefinition understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Reading Skills"},{"word":"Language Comprehension"},{"word":"Test Theory"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7n28239g","frozenauthors":[{"first_name":"Noriko","middle_name":"H.","last_name":"Arai","name_suffix":"","institution":"National Institute of Informatics","department":""},{"first_name":"Naoya","middle_name":"","last_name":"Todo","name_suffix":"","institution":"Hitotsubashi University Kodaira International Campus","department":""},{"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":"Shingo","middle_name":"","last_name":"Sugawara","name_suffix":"","institution":"Hosei University","department":""},{"first_name":"Miwa","middle_name":"","last_name":"Inuzuka","name_suffix":"","institution":"Taisho University","department":""},{"first_name":"Takuya","middle_name":"","last_name":"Matsuzaki","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Koken","middle_name":"","last_name":"Ozaki","name_suffix":"","institution":"University of Tsukuba","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27076/galley/16712/download/"}]},{"pk":27207,"title":"Reasoning ability predicts irrational worldview but not conspiracy belief","subtitle":null,"abstract":"Previous research showed that individual tendency to believe in\nconspiracy theories is related to numerous social, personality, and\ncognitive variables. Moreover, such a tendency may reflect a\nbroader trait for epistemic irrationality, which drives other pseudo-\nscientific and paranormal beliefs. However, the relationship\nbetween conspiracy belief and reasoning ability (fluid intelligence;\nGf) was not sufficiently studied to date, even though Gf level\nstrongly influence the way in which individuals think and reason.\nUsing confirmatory factor analysis, we found the robust link\nbetween conspiracy belief and other irrational beliefs. All those\nirrational beliefs were also substantially related to the close-\nminded cognitive style. However, even though Gf significantly\npredicted other irrational beliefs, it explained less than 2% of\nvariance in conspiracy belief. This result suggests that effective\nreasoning cannot prevent even highly intelligent people from\nendorsing conspiracy theories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"rationality; intelligence; conspiracy theory;\nparanormal beliefs; pseudoscience;"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0d92d957","frozenauthors":[{"first_name":"Jan","middle_name":"","last_name":"Jastrzębski","name_suffix":"","institution":"Jagiellonian University","department":""},{"first_name":"Adam","middle_name":"","last_name":"Chuderski","name_suffix":"","institution":"Jagiellonian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27207/galley/16843/download/"}]},{"pk":27168,"title":"Reasoning with Fundamental Rights","subtitle":null,"abstract":"People often withdraw previously drawn conclusions in light\nof new information. This defeasible reasoning is also im-\nportant for law, where judges often have to change their ver-\ndicts in light of new evidence. Here we investigate defeasibil-\nity in the context of conflicting fundamental rights. When, for\ninstance, law to property conflicts with law to information,\ncan one of these rights be “defeated” by the other? We em-\nbedded conflicting fundamental rights in inference tasks (Ex-\nperiment 1) and in elaborated vignettes (Experiment 2). Re-\nsults show that people decide between two conflicting funda-\nmental rights in a rational way. Case by case, participants pro-\ntected that fundamental right whose violation evoked the\nhighest moral outrage (Experiment 1) or whose violation was\nconsidered to be more serious (Experiment 2). We discuss the\nimplications of our findings for law theory and psychology.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"defeasibility"},{"word":"Legal reasoning"},{"word":"conditionals"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2804q10p","frozenauthors":[{"first_name":"Lupita","middle_name":"Estefania","last_name":"Gazzo Castañeda","name_suffix":"","institution":"Justus-Liebig University","department":""},{"first_name":"Antje","middle_name":"","last_name":"Stemmler","name_suffix":"","institution":"Justus-Liebig University","department":""},{"first_name":"Markus","middle_name":"","last_name":"Knauff","name_suffix":"","institution":"Justus-Liebig University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27168/galley/16804/download/"}]},{"pk":27080,"title":"Reasons and the “Motivated Numeracy Effect”","subtitle":null,"abstract":"Does the ability to reason well make one less likely to engage\nin motivated reasoning? Following a paradigm used by Kahan,\nPeters, Dawson, and Slovic (2013), this study aims to replicate,\nextend, and explain the surprising finding that those most likely\nto process politicized data in a biased manner are those who\nscore highest on a measure of numerical proficiency. Although\nour study found general effects of motivated reasoning, we\nfailed to replicate Kahan et al.’s “motivated numeracy effect”.\nHowever, our study did find that, when forced to consider\ncompeting statistical interpretations of the data before\nresponding, highly numerate participants were more likely than\nless numerate ones to choose a correct but belief-contradicting\ninterpretation of data. These results suggest that while\nnumerate participants were biased when generating responses,\nthey were not when evaluating reasons to justify their\nresponses","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"reasoning; motivated reasoning; decision making"},{"word":"science communication; inference; intelligence; rationality"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1p554756","frozenauthors":[{"first_name":"Cristina","middle_name":"","last_name":"Ballarini","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Steven","middle_name":"","last_name":"Sloman","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27080/galley/16716/download/"}]},{"pk":27633,"title":"Recently rewarded task-irrelevant stimuli do not distract 2-year-olds during visualsearch","subtitle":null,"abstract":"In adults, stimuli associated with reward capture attention, even when task-irrelevant, resulting in distraction (Awhet al., 2012). Here we examine whether rewarded stimuli capture attention in 2-year-old children. Toddlers (N = 46, mean age:28;10, range: 19;16 - 36;18) performed a visual search task where the target switched between blocks. Search arrays consistedof the current target, a previous target, and six feature conjunction distractors. On each trial, the current target was cued, andfollowing a fixed search period, rotated as a reward. We used a Tobii T120 eye-tracker to record toddlers’ eye-movements.Following a target switch, toddlers fixated the current target before the previous target, despite the previous target’s recentreward history F(1, 44) = 31.183, p < 0.001). Our study is one of the first to investigate the early development of reward-basedattentional selection.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1701g87x","frozenauthors":[{"first_name":"Hayley","middle_name":"K.","last_name":"Smith","name_suffix":"","institution":"University of Massachusetts","department":""},{"first_name":"Erik","middle_name":"","last_name":"Blaser","name_suffix":"","institution":"University of Massachusetts","department":""},{"first_name":"Zsuzsa","middle_name":"","last_name":"Kaldy","name_suffix":"","institution":"University of Massachusetts","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27633/galley/17269/download/"}]},{"pk":27198,"title":"Reconsideration on Linking Eye-movement Data with Argument Realization","subtitle":null,"abstract":"Previous studies have found a processing difference between unaccusative sentences and unergative sentences. Theyargued that the difference is derived from a syntactic difference, i.e. an unaccusative sentence involves movement whereas anunergative sentence does not. In this study, we are going to show that those studies are uninterpretable due to uncontrolledstimuli and confounds in the materials. After examining their data anlysis, we argue that the effects they found does seem to bestable. This reopens the question whether there is a syntactic difference between unaccusative and unergative verbs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8609v1gp","frozenauthors":[{"first_name":"Yujing","middle_name":"","last_name":"Huang","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Laine","middle_name":"","last_name":"Stranahan","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Jesse","middle_name":"","last_name":"Snedeker","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27198/galley/16834/download/"}]},{"pk":27175,"title":"Recruitment of the motor system in the perception of handwritten andtyped characters","subtitle":null,"abstract":"Many different functional roles have been ascribed to themotor system due to its prevalent recruitment in perceptualand cognitive tasks other than motor production. We discussfindings that suggest the motor system might take on multipleroles that vary with context and the brain networks involved.Using single-pulse TMS, we measured the corticospinalexcitability of the FDI muscle in primary motor cortex asparticipants viewed words that were either typed orhandwritten. We observed consistent facilitation ofcorticospinal excitability during reading of handwritten text.Although we observed facilitation in corticospinal excitabilityduring the presentation of typed text, this effect decreasedwith repetitive presentations of stimuli. We suggest that thefacilitation during presentation of typed words is a case ofaction simulation, and that the diminishing facilitation in thecase of typed stimuli is representative of sensory predictionby the motor system. These findings suggest that we shouldconsider multiple roles for motor recruitment during theobservation of visual stimuli, taking context intoconsideration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Action observation"},{"word":"motor involvement inreading"},{"word":"sensorimotor prediction."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8kz512j4","frozenauthors":[{"first_name":"Chelsea","middle_name":"L.","last_name":"Gordon","name_suffix":"","institution":"University of California at Merced","department":""},{"first_name":"Ramesh","middle_name":"","last_name":"Balasubramaniam","name_suffix":"","institution":"University of California at Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27175/galley/16811/download/"}]},{"pk":27100,"title":"Recursion in Children’s Comprehension and Formulation of Algorithms","subtitle":null,"abstract":"Recursive loops in informal algorithms are difficult to formulate, even for na ̈ıve adults (Khemlani et al., 2013).Children can formulate algorithms that do not require loops (Bucciarelli et al., 2016), and anecdotal evidence suggests thatthey can understand loops. As there were no previous studies, we examined how they made deductions of the consequencesof loops, and how they abduced loops in creating informal algorithms in everyday language. We therefore tested fifth-gradechildren’s ability carry out both these tasks in algorithms that rearrange the order of cars on a toy railway track with onesiding. Experiment 1 showed that they could deduce rearrangements from algorithms containing loops, and Experiment 2showed that they could formulate at least some algorithms that contained loops. These abilities are the likely precursors to thecomprehension of recursion and to computer programming.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4td696r3","frozenauthors":[{"first_name":"Monica","middle_name":"","last_name":"Bucciarelli","name_suffix":"","institution":"Universit`a di Torino","department":""},{"first_name":"Robert","middle_name":"","last_name":"Mackiewicz","name_suffix":"","institution":"University of Social Sciences and Humanities","department":""},{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"US Naval Research Laboratory","department":""},{"first_name":"Philip","middle_name":"","last_name":"Johnson-Laird","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27100/galley/16736/download/"}]},{"pk":27615,"title":"Recycling or Trash Bin? Modeling Consumers’ Recycling Behavior in a FieldStudy","subtitle":null,"abstract":"What affects people’s behavior when they dispose items? The distance hypothesis predicts that the number ofmisplaced items is a function of the distance of an appropriate bin. We categorized and mapped bins at 140 locations onthe campus of a major research university in the Midwest and calculated the distances between adjacent bins. The distancehypothesis predicts that users dispose more recyclables in single, isolated trash bins than in trash bins that are paired withrecycling bins. Likewise, it is expected that more trash items can be found in isolated compared to paired recycling bins. Weconducted a field study that involved systematic comparisons of matched locations and focused on behavioral data that wereobtained through systematic audits of trash and recycling bins. The study provided partial support for the distance hypothesis,which was supported for certain items. The role of item difficulty and weather conditions will be discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9bq7g20t","frozenauthors":[{"first_name":"Torsten","middle_name":"","last_name":"Reimer","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Juan","middle_name":"Pablo","last_name":"Ramirez","name_suffix":"","institution":"National University of Colombia","department":""},{"first_name":"Chris","middle_name":"","last_name":"Roland","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Devika","middle_name":"","last_name":"Banerji","name_suffix":"","institution":"Purdue University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27615/galley/17251/download/"}]},{"pk":26878,"title":"Reference Systems in Spatial Memory for Vertical Locations","subtitle":null,"abstract":"Three experiments investigated the frame of reference used in memory to represent vertical spatial layouts perceiv-able from a single viewpoint. We tested for the selection of three different reference systems: the body orientation, the visualvertical of the surrounding room, and the direction of gravity. Participants learned and retrieved differently colored objects ona vertical board with body and room orientations varying in relation to gravity and each other systematically. Across all threeexperiments participants were quicker or more accurate in memory recall when they saw the vertical spatial layout in the sameorientation in relation to their body vertical as during learning, irrespective of the direction of gravity or visual room upright.These results indicate that spatial long-term memories for small-scale vertical relations are mainly defined in an egocentricreference system with respect to the body vertical despite the availability of alternative highly salient allocentric referencedirections.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2672752t","frozenauthors":[{"first_name":"Thomas","middle_name":"","last_name":"Hinterecker","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""},{"first_name":"Caroline","middle_name":"","last_name":"Leroy","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""},{"first_name":"Maximilian","middle_name":"E.","last_name":"Kirschhock","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""},{"first_name":"Mintao","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""},{"first_name":"Martin","middle_name":"","last_name":"Butz","name_suffix":"","institution":"University of T ̈ubingen, Computer Science, Cognitive Modeling","department":""},{"first_name":"Heinrich","middle_name":"H.","last_name":"B  ̈ulthoff","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""},{"first_name":"Tobias","middle_name":"","last_name":"Meilinger","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26878/galley/16514/download/"}]},{"pk":27578,"title":"Refining the cognitive semantic web: The tensor method to represent thetopographic emplacement of different word categories","subtitle":null,"abstract":"A central problem concerning the organization of the cognitive semantic web is to understand how different cate-gories of words are stored in the brain with a well-defined topographical organization. This topography is a natural constructionthat plausibly is strongly related with the syntactic and semantic organization of natural languages. An eloquent experimentalevidence of the existence of a continuous semantic representation of object and action categories in the human brain has beenpublished by Huth et al (Neuron 76:1210, 2012). One of the ways to explain the emergence of a topographical organization inthe brain cortex using neurocomputational models, is by means of Kohonen’s self-organizing maps. Here we show that thesetopographies can be operationally represented with associative memories spatially organized by tensor contexts. We illustrateformally and numerically this fact. In addition, we show that, consistently with evidence from pathology, different semanticcategories can be specifically damaged.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6621m2r5","frozenauthors":[{"first_name":"Eduardo","middle_name":"","last_name":"Mizraji","name_suffix":"","institution":"Universidad de la Rep ́ublica","department":""},{"first_name":"Andr ́es","middle_name":"","last_name":"Pomi","name_suffix":"","institution":"Universidad de la Rep ́ublica","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27578/galley/17214/download/"}]},{"pk":26841,"title":"Refining the distributional hypothesis:A role for time and context in semantic representation","subtitle":null,"abstract":"Distributional models of semantics assume that the meaningof a given word is a function of the contexts in which itoccurs. In line with this, prior research suggests that a word’ssemantic representation can be manipulated – pushed towarda target meaning, for example – by situating that word indistributional contexts frequented by the target. Left open toquestion is the role that order plays in the distributionalconstruction of meaning. Learning occurs in time, and it canproduce asymmetric outcomes depending on the order inwhich information is presented. Discriminative learningmodels predict that systematically manipulating a word’spreceding context should more strongly influence its meaningthan should varying what follows. We find support for thishypothesis in three experiments in which we manipulatedsubjects’ contextual experience with novel and marginallyfamiliar words, while varying the locus of manipulation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"distributional semantics; vector space models;discriminative learning; word frequency; semantic priming"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3g4992x4","frozenauthors":[{"first_name":"Melody","middle_name":"","last_name":"Dye","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Michael","middle_name":"N.","last_name":"Jones","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yarlett","name_suffix":"","institution":"Referral Exchange","department":""},{"first_name":"Michael","middle_name":"","last_name":"Ramscar","name_suffix":"","institution":"University of Tübingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26841/galley/16477/download/"}]},{"pk":26839,"title":"Refixations gather new visual information rationally","subtitle":null,"abstract":"The standard model is that word identification in reading isa holistic process, most efficient when words are centered inthe visual field. In contrast, rational models of reading predictword identification to be a constructive process, where readersefficiently gather visual information about a word, and maycombine visual information about different parts of the wordobtained across multiple fixations to identify it. We tease apartthese accounts by arguing that rational models should predictthat the most efficient place in a word to make a second fixa-tion (refixation) depends on the visual information the readerhas already obtained. We present evidence supporting this pre-diction from an eye movement corpus. Computational modelsimulations confirm that a rational model predicts this find-ing, but a model implementing holistic identification does not.These results suggest that refixations can be well understoodas rationally gathering visual information, and that word iden-tification works constructively.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"eye movements; reading; word identification; ra-tional analysis; refixation"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4626q25n","frozenauthors":[{"first_name":"Yunyan","middle_name":"","last_name":"Duan","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Klinton","middle_name":"","last_name":"Bicknell","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26839/galley/16475/download/"}]},{"pk":27326,"title":"Refuting Overconfidence:\nRefutation Texts Prevent Detrimental Effects of Misconceptions on Text\nComprehension and Metacomprehension Accuracy in the Domain of Statistics","subtitle":null,"abstract":"Refutation texts are beneficial for removing misconceptions\nand supporting comprehension in science. Whether these\nbeneficial effects hold true in the domain of statistics is,\nhowever, an open question. Moreover, the role of refutation\ntexts for the accuracy in judging one’s own comprehension\n(metacomprehension accuracy) has received little attention.\nTherefore, we conducted an experiment in which students with\nvarying levels of statistical misconceptions read either a\nstandard text or a refutation text in statistics, judged their text\ncomprehension, and completed a comprehension test. The\nresults showed that when students read the standard text,\nhaving more misconceptions resulted in poorer text\ncomprehension and more inaccurate metacomprehension as\nindicated by overconfident predictions. In contrast, when\nstudents read the refutation text, the number of misconceptions\nwas unrelated to text comprehension and metacomprehension\naccuracy. Apparently, refutation texts help students to pay\nattention to inaccuracies in their knowledge and, thereby, can\npromote self-regulated learning from texts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metacomprehension accuracy; misconceptions;\nprocedural and conceptual understanding; text comprehension"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39r9t8tk","frozenauthors":[{"first_name":"Anja","middle_name":"","last_name":"Prinz","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Stefanie","middle_name":"","last_name":"Golke","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Jörg","middle_name":"","last_name":"Wittwer","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27326/galley/16962/download/"}]},{"pk":26951,"title":"Relational Concept Learning via Guided Interactive Discovery","subtitle":null,"abstract":"A key goal in both education and higher-order cognitionresearch is to understand how relational concepts are bestlearned. In the current work, we present a novel approach forlearning complex relational categories – a low-support,interactive discovery interface. The platform, which allowslearners to make modifications to exemplars and see thecorresponding effects on membership, holds the potential toaugment relational learning by facilitating self-directed,alignably-different comparisons that explore what the learnerdoes not yet understand. We compared interactive learning to anidentification learning task. Participants were assessed on theirability to generalize category knowledge to novel exemplarsfrom the same domain. Although identification learners wereprovided with seven times as many positive examples of thecategory during training, interactive learners demonstratedenhanced generalization accuracy and knowledge of specificmembership constraints. Moreover, the data suggest thatidentification learners tended to overgeneralize categoryknowledge to non-members – a problem that interactive learnersexhibited to a significantly lesser degree. Overall, the resultsshow interactive training to be a powerful tool forsupplementing relational category learning, with particularutility for refining category knowledge. We conclude withimplications of these findings and promising future directions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relational categories; structural alignment;discovery learning; category learning; generalization"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3ph322f4","frozenauthors":[{"first_name":"John","middle_name":"D.","last_name":"Patterson","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"David","middle_name":"","last_name":"Landy","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Kenneth","middle_name":"J.","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26951/galley/16587/download/"}]},{"pk":27483,"title":"Relations Between Intuitive Biological Thought and Scientific Misconceptions","subtitle":null,"abstract":"Students enter educational settings with complex and well-established intuitive conceptual understandings of theworld, which have important educational consequences. In biology, intuitive thinking can be characterized in terms of cogni-tive construals (anthropocentric, teleological, and essentialist thinking, Coley & Tanner, 2015). We examined relations betweenintuitive thinking and biological misconceptions, and how formal biology education might influence such relations. 137 bi-ology and non-science majors completed measures of anthropocentric, teleological, and essentialist thinking, and indicatedagreement/disagreement with common misconceptions and explained their responses. Teleological thinking (but not anthro-pocentric or essentialist thinking) predicted teleological misconceptions. Anthropocentric and teleological thinking (but notessentialist thinking) predicted anthropocentric misconceptions. Agreement with essentialist misconceptions was unrelated tointuitive thinking. Similar patterns for non-majors and majors suggests formal biology education may have little influence onrelations between intuitive reasoning and misconceptions. These findings demonstrate a clear impact of intuitive thinking onlearning biology at the university level.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3mz5j26m","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Coley","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Nicole","middle_name":"","last_name":"Betz","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Leffers","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Yian","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Michal","middle_name":"","last_name":"Fux","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Kristin","middle_name":"","last_name":"de Nesnera","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Kimberly","middle_name":"","last_name":"Tanner","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27483/galley/17119/download/"}]},{"pk":27646,"title":"Relationship between four measures reflecting representations of fractionmagnitude in adults: number line estimation, comparison, calculation of fractions,and immediate serial recall of fractions","subtitle":null,"abstract":"Our previous studies (presented at the London meeting of EPS in 2017 and submitted for ICPS 2017) suggested thatimmediate serial recall tasks access magnitude representation of fraction. A subsequent research task is to explore the inter-correlations among four tasks stimulating representations of fraction magnitude: an immediate serial recall task with fractionstimuli and three typical tasks, number line estimation, comparison, and calculation of fractions. The purpose of this study is toexamine whether our new measure, the size of the magnitude similarity effect on immediate serial recall of fractions, relates toother typical measures for adults. The results from 36 university students showed a significant correlation between the size ofthe magnitude similarity effect and the RT of fraction calculation tasks but no correlations among any other tasks. This resultsuggests that it is necessary to reexamine what tasks could access the magnitudinal representation of fraction in adults.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44z988hf","frozenauthors":[{"first_name":"Yuki","middle_name":"","last_name":"Tanida","name_suffix":"","institution":"Osaka University","department":""},{"first_name":"Yu","middle_name":"","last_name":"Koshima","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":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27646/galley/17282/download/"}]},{"pk":27677,"title":"Relevance Theory, Pragmatic Inference and Cognitive Architecture","subtitle":null,"abstract":"Relevance Theory (RT: Sperber&Wilson, 1986) argues that human interpretative processes maximize relevance andpostulates that there is a relevance-based procedure that a listener follows when trying to understand utterances. However, Maz-zone (2013) points out that RT fails to explain how speaker-related information, such as the speaker’s abilities or preferences, isincorporated into pragmatic processes. He proposes that situational or goal schemata, with the speaker represented as a compo-nent, are sufficient to activate the hearer’s speaker-related knowledge and further asserts that human communication is drivenby goal management and action rather than relevance maximization. Yet Mazzone cannot fully explain how linguistic meaningand speaker-related knowledge are integrated within a modular system. Based on RT’s cognitive requirements and contempo-rary cognitive theory, we argue that this integration is realized within working memory via production-like conversational ruleswith which the constructed utterance interpretation should be consistent, and present a simple model of this process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1rv2v61x","frozenauthors":[{"first_name":"Wen","middle_name":"","last_name":"Yuan","name_suffix":"","institution":"Beihang University","department":""},{"first_name":"Richard","middle_name":"","last_name":"Cooper","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27677/galley/17313/download/"}]},{"pk":26924,"title":"Repeated Interactions Can Lead to More Iconic Signals","subtitle":null,"abstract":"Previous research has shown that repeated interactions cancause iconicity in signals to reduce. However, data from sev-eral recent studies has shown the opposite trend: an increase iniconicity as the result of repeated interactions. Here, we dis-cuss whether signals may become less or more iconic as a re-sult of the modality used to produce them. We review severalrecent experimental results before presenting new data frommulti-modal signals, where visual input creates audio feed-back. Our results show that the growth in iconicity presentin the audio information may come at a cost to iconicity inthe visual information. Our results have implications for howwe think about and measure iconicity in artificial signallingexperiments. Further, we discuss how iconicity in real worldspeech may stem from auditory, kinetic or visual information,but iconicity in these different modalities may conflict","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Iconicity; Modality; Artificial Language Experi-ment; Communication; Conventionalisation"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1pk2q9n4","frozenauthors":[{"first_name":"Hannah","middle_name":"","last_name":"Little","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Marcus","middle_name":"","last_name":"Perlman","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Kerem","middle_name":"","last_name":"Eryılmaz","name_suffix":"","institution":"Vrije Universiteit Brussel","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26924/galley/16560/download/"}]},{"pk":27322,"title":"Repetition improves memory by strengthening existing traces: Evidence from paired-associate learning under midazolam","subtitle":null,"abstract":"Here, we examined how repetition under midazolam, abenzodiazepine that prevents the storage of novel associations,affects cued-recall performance of paired-associates. We contrastedword pairs that were initially studied and tested repeatedly withoutany successful recall prior to the midazolam injection, with otherpairs that were studied for the first time after the injection ofmidazolam. According to our SAC (Source of ActivationConfusion) memory model, repetition leads to strengtheningexisting memory traces rather than creating multiple traces for eachrepetition. As such, it predicts that repetition under midazolamshould benefit only pairs that were originally studied prior to themidazolam injection. This prediction was confirmed. The resultssuggest that memory traces for pairs studied prior to the midazolaminjection were strengthened under midazolam. However, word pairsthat had not been studied prior to the injection were not bound inlong-term memory because midazolam prevents the formation ofnew associations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory strength; paired associate learning; episodicmemory; practice; midazolam;"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gb486n1","frozenauthors":[{"first_name":"Vencislav","middle_name":"","last_name":"Popov","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Lynne","middle_name":"","last_name":"Reder","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27322/galley/16958/download/"}]},{"pk":27313,"title":"Replacing Language:\nChildren Use Non-Linguistic Cues and Comparison in Category Formation","subtitle":null,"abstract":"Language is a powerful instrument for extracting relational\ninformation from stimuli. In a label extension task common labels\ninvite comparison processes that help children focus on the more\nsubtle relational similarity and away from the readily available\nperceptual similarity of the stimuli. The current experiment aims to\nexplore whether non-linguistic representations of category\nmembership are sufficient to invite such abstractions of relational\ninformation. Preschool children were asked to extend a category to\neither a relational or an object match. When given the opportunity\nto compare two instances of the category, and provided with a non-\nlinguistic cue children extended the category to the relational\nmatch. These results further extend the benefit of comparison in\nlearning, and suggest that language labels are not the only cue\nchildren can use in category formation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"categorization; cognitive development; relational\nprocessing; non-linguistic representations of relations."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1617q6zw","frozenauthors":[{"first_name":"Margarita","middle_name":"","last_name":"Pavlova","name_suffix":"","institution":"New Bulgarian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27313/galley/16949/download/"}]},{"pk":27149,"title":"Representing the Richness of Linguistic Structure in Models of Episodic Memory","subtitle":null,"abstract":"The principal aim of a cognitive model is to infer the processby which the human mind acts on some select set ofenvironmental inputs such that it produces the observed set ofbehavioral outputs. In this endeavor, one of the centralrequirements is that the input to the model be represented asfaithfully and accurately as possible. However, this is ofteneasier said than done. In the study of recognition memory, forinstance, words are the environmental input of choice—yetbecause words vary on many different dimensions, andbecause the problem of quantifying this variation has longbeen out of reach, modelers have tended to rely on idealized,randomly generated representations of their experimentalstimuli. In this paper, we introduce new resources from large-scale text mining that may improve upon this practice,illustrating a simple method for deriving feature informationdirectly from word pools and lists.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"recognition memory; word frequency; wordlength; feature frequency; orthographic similarity; semanticsimilarity; corpus analysis; vector space models"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6z12x930","frozenauthors":[{"first_name":"Melody","middle_name":"","last_name":"Dye","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Michael","middle_name":"","last_name":"Ramscar","name_suffix":"","institution":"University of Tübingen","department":""},{"first_name":"Michael","middle_name":"N.","last_name":"Jones","name_suffix":"","institution":"Indiana University, Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27149/galley/16785/download/"}]},{"pk":27087,"title":"Representing time in terms of space: Directions of mental timelines in Norwegian","subtitle":null,"abstract":"People often use spatial vocabulary to describe temporal rela-tions, and this has increasingly motivated attempts to mapspatial frames of reference (FoRs) onto time. How people as-sign FRONT to time and to temporal entities depends on cul-tural conventions, and is crucial for diagnosing which tem-poral FoR a person actually adopts. Here, we report findingsfrom a survey with speakers of Norwegian that aimed at as-sessing the cultural conventions involved in FRONT assign-ment. Data on temporal movements of events, on the temporalorder of events, and on explicit FRONT assignments to events,time units, and “time itself” suggest that participants use dif-ferent principles for describing fixed relations (static time)versus moving events (dynamic time).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"space; time; space-time mapping; frames of ref-erence; mental timeline."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8tt0j703","frozenauthors":[{"first_name":"Andrea","middle_name":"","last_name":"Bender","name_suffix":"","institution":"University of Bergen","department":""},{"first_name":"Kristin","middle_name":"","last_name":"Sjåfjell","name_suffix":"","institution":"University of Bergen","department":""},{"first_name":"Annelie","middle_name":"","last_name":"Rothe-Wulf","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Sieghard","middle_name":"","last_name":"Beller","name_suffix":"","institution":"University of Bergen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27087/galley/16723/download/"}]},{"pk":26835,"title":"Re-representation in comparison and similarity","subtitle":null,"abstract":"Re-representation is a crucial component of structure mappingtheory, allowing individuals to notice structural commonalitiesbetween situations that do not initially have identical relationalrepresentations. Despite its theoretical importance, however, thisconcept has been the subject of very little empirical work. In twoexperiments, we find that a case’s participation in one comparisonsystematically changes its perceived similarity to new cases, in apattern consistent with re-representation. Additional work rules outalternative explanations based on relational priming.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy; re-representation; similarity"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gq9q7hn","frozenauthors":[{"first_name":"Samuel","middle_name":"","last_name":"Day","name_suffix":"","institution":"Susquehanna University","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Asmuth","name_suffix":"","institution":"Susquehanna University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26835/galley/16471/download/"}]},{"pk":27580,"title":"Resemblance among similarity measures in semantic representation","subtitle":null,"abstract":"Similarity measures, extent to which two concepts have similar meanings, are key to understanding how conceptsare represented, with different theoretical perspectives relying on very different sources of data from which similarity canbe calculated. Experiential/embodied theories use verbal features or property ratings; distributional/relational ones use co-occurrence. Similarity may also be estimated from tasks like word-association, priming, and other rating studies. Often thedifferent theoretical perspectives are placed in opposition; here we test the extent to which similarity representations basedon different measures converge. We used Representational Similarity Analysis and multidimensional scaling on 31 similaritymeasures. Similarity in age-of-acquisition and word-length were related to similarity in naming and priming; and affectivesimilarity and co-occurrence were also related. More importantly, representational resemblance was shown among embodied,distributional and association-based representations, demonstrating that different data sources are employed in a similar way inbuilding meaningful conceptual representation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dh2b0kp","frozenauthors":[{"first_name":"Maria","middle_name":"","last_name":"Montefinese","name_suffix":"","institution":"University College London","department":""},{"first_name":"David","middle_name":"","last_name":"Vinson","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27580/galley/17216/download/"}]},{"pk":36012,"title":"Resisting the Coloniality of English: A Research Review of Strategies","subtitle":null,"abstract":"The colonial legacy of English instruction has become especially\nrelevant within the field of TESOL. While it is promising that increasing attention is being paid to the issue of colonialism and its\nhistorical and contemporary impact on the teaching of English,\neducators might be left without a clear sense of how to traverse\nthe precarious path of English teaching given the realities of the\ncolonial context. The purpose of this article is to present a brief\noverview of the different proposed strategies for addressing the\nenduring influence of colonialism in English language teaching.\nSpecifically, it provides a research review of the various methods and pedagogical applications for addressing colonialism in\nEnglish instruction. This article is intended as a resource to aid\npractitioners in working reflectively with the continuing effects\nof colonial English while moving toward decolonial options for\nEnglish language teaching.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Language, Identity, and the Legacy of Colonialism","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07g1x1sg","frozenauthors":[{"first_name":"Funie","middle_name":"","last_name":"Hsu","name_suffix":"","institution":"San José State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36012/galley/26864/download/"}]},{"pk":27226,"title":"Resolving Two Tensions in 4E Cognition Using Wide Computationalism","subtitle":null,"abstract":"Recently, some authors have begun to raise questions about thepotential unity of 4E (enactive, embedded, embodied, extended)cognition as a distinct research programme within cognitivescience. Two tensions, in particular, have been raised: (i) thatthe body-centric claims embodied cognition militate against thedistributed tendencies of extended cognition and (ii) that thebody/environment distinction emphasized by enactivism standsin tension with the world-spanning claims of extendedcognition. The goal of this paper is to resolve tensions (i) and(ii). The proposal is that a form of ‘wide computationalism’ canbe used to reconcile the two tensions and, in so doing, articulatea common theoretical core for 4E cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"4E cognition"},{"word":"wide computationalism"},{"word":"body-centrism"},{"word":"extended functionalism"},{"word":"autopoietic theory"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jf6613f","frozenauthors":[{"first_name":"Luke","middle_name":"","last_name":"Kersten","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Joe","middle_name":"","last_name":"Dewhurst","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"George","middle_name":"","last_name":"Deane","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27226/galley/16862/download/"}]},{"pk":27644,"title":"Respecting UP and Despising DOWN: Emotional and Body-based Image inJapanese Verbs","subtitle":null,"abstract":"The aim of this study was to examine the image-schematic representations that arise from sentences referring toconcrete/abstract action in Japanese verbs. We used a free positioning task that required the participants to draw the position ofan object in a sentence referring to an agent’s concrete/abstract action and a simple rating task that investigated the agent’s needfor body movement and emotional evaluation for the object. The results showed that the drawn object’s position in not only aconcrete but also an abstract action sentence is changed before and after the action. Further, the results indicated that the heightand distance from the agent to the object in the sentence is related to the emotional evaluation of the agent for the object in thesentence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/806689p5","frozenauthors":[{"first_name":"Tomohiro","middle_name":"","last_name":"Taira","name_suffix":"","institution":"Osaka City University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27644/galley/17280/download/"}]},{"pk":26866,"title":"Reverse-engineering the process:Adults’ and preschoolers’ ability to infer the difficulty of novel tasks","subtitle":null,"abstract":"The ability to reason about the difficulty of novel tasks is criti-cal for many real-world decisions. To decide whether to tacklea task or how to divide labor across people, we must estimatethe difficulty of the goal in the absence of prior experience.Here we examine adults’ and preschoolers’ inferences aboutthe difficulty of simple block-building tasks. Exp.1 first estab-lished that building time is a useful proxy for difficulty. Exp.2asked participants to view the initial and final states of variousblock-building tasks and judge their relative difficulty. Whileadults were near-ceiling on all trials, children showed varyinglevels of performance depending on the nature of the dimen-sions that varied across structures. Exp. 3 replicated the pat-tern. These results suggest that children can reverse-engineerthe process of goal-directed actions to infer the relative diffi-culty of novel tasks, although their ability to incorporate morenuanced factors may continue to develop.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Difficulty; Physical reasoning; Social cognition"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3k3724jw","frozenauthors":[{"first_name":"Hyowon","middle_name":"","last_name":"Gweon","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Mika","middle_name":"","last_name":"Asaba","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Grace","middle_name":"","last_name":"Bennett-Pierre","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26866/galley/16502/download/"}]},{"pk":27409,"title":"Right hemisphere lateralization and holistic processing do not always go together:An ERP investigation of a training study","subtitle":null,"abstract":"Holistic processing (HP) and right-hemispheric lateralizationboth mark expertise in visual object recognition such as faceand sub-ordinate object perception. However, counter-examples have been found recently: Experiences of selectiveattention to parts such as writing experiences in Chinesecharacters reduced HP while increased right hemispherelateralization. We investigated the association between HPand brain activities measured by event-related potentials(ERP) in participants trained to recognize artificially-createdscripts using either whole-word or grapheme-to-phonemeapproaches. Stronger N170 activities were found in bothhemispheres in both training approaches. Though the type oftraining approaches induced opposite directions incorrelations between HP and the ERP signals in the righthemisphere: In the whole-word condition, the HP effectincreased with stronger right-hemispheric N170 activities;while the direction of this correlation was reversed in thegrapheme-to-phoneme condition. This demonstrates that HPand right hemispheric lateralization are separate processesthat are associated with different perceptual mechanisms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"holistic processing"},{"word":"hemisphere lateralization"},{"word":"ERP"},{"word":"EEG"},{"word":"Perceptual expertise"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/91c8w669","frozenauthors":[{"first_name":"Ricky","middle_name":"Van-yip","last_name":"Tso","name_suffix":"","institution":"The Education University of Hong Kong","department":""},{"first_name":"Hangyu","middle_name":"","last_name":"Chen","name_suffix":"","institution":"The University of Hong Kong","department":""},{"first_name":"Yui","middle_name":"Andrew","last_name":"Yeung","name_suffix":"","institution":"The University of Hong Kong","department":""},{"first_name":"Terry","middle_name":"Kit-fong","last_name":"Au","name_suffix":"","institution":"The University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"Hui-wen","last_name":"Hsiao","name_suffix":"","institution":"The University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27409/galley/17045/download/"}]},{"pk":26800,"title":"Rise and fall of conflicting intuitions during reasoning","subtitle":null,"abstract":"Recent dual process models proposed that the strength of\ncompeting intuitions determines reasoning performance. A\nkey challenge at this point is to search for boundary\nconditions; identify cases in which the strength of different\nintuitions will be weaker/stronger. Therefore, we ran two\nstudies with the two-response paradigm in which people are\nasked to give two answers to a given reasoning problem. We\nadopted base-rate problems in which base rate and stereotypic\ninformation can cue conflicting intuitions. By manipulating\nthe information presentation order, we aimed to manipulate\ntheir saliency; and by that, indirectly the activation strength of\nthe intuitions. Contrary to our expectation, we observed that\nthe order manipulation had opposite effects in the initial and\nfinal response stages. We explain these results by taking into\naccount that the strength of intuitions is not constant but\nchanges over time; they have a peak, a growth, and a decay\nrate.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"reasoning; conflict detection; hybrid dual process\nmodel"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3t699416","frozenauthors":[{"first_name":"Bence","middle_name":" ","last_name":"Bago","name_suffix":"","institution":"Paris Descartes University","department":""},{"first_name":"Wim","middle_name":"","last_name":"De Neys","name_suffix":"","institution":"Paris Descartes University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26800/galley/16436/download/"}]},{"pk":27186,"title":"Risk and Rationality in Decisions to Commit Crime","subtitle":null,"abstract":"Criminal behavior and related disorders have been associated with abnormal neural activity when experiencingor anticipating risks and rewards, as well as when exercising inhibition. However, behavioral and neural substrates of riskpreferences and criminality have received scant attention when unconfounded with experience, anticipation, and inhibition. Wetest predictions of fuzzy-trace theory (FTT) in two experiments using a risky-choice framing task. Behavioral results show thatindividuals with a greater history of criminal behavior are less likely to engage in simple meaning-based processing and areless confident when doing so. These findings are supported by fMRI results showing a greater history of criminal behavioris associated with increased activation in regions associated with cognitive control when engaging in simple meaning-basedprocessing. These results provide insight into the cognitive processes and brain mechanisms that are associated with criminalbehavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3zq543cp","frozenauthors":[{"first_name":"Rebecca","middle_name":"","last_name":"Helm","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Valerie","middle_name":"","last_name":"Reyna","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Renee","middle_name":"","last_name":"Williamson","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Allison","middle_name":"","last_name":"Franz","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27186/galley/16822/download/"}]},{"pk":27161,"title":"Risk, Cognitive Control, and Adolescence: Challenging the Dual Systems Model","subtitle":null,"abstract":"According to the dual systems model, adolescence is a period\nof imbalance between cognitive and motivational systems that\nresults in increased tendency towards risk. In the study, we\ninvestigated the effects of rewards on risk-taking and\ncognitive control in 90 adolescents (13-16) and 96 adults (18-\n35). Our results challenge the assumptions of the model as we\nobserved that rewards lead adolescents to more conservative\ndecisions in one of the risk tasks used in the study. We also\nobserved that in cognitive control tasks, rewards influenced\nreaction latencies, but not the efficiency of control processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"risk taking strategy"},{"word":"cognitive control"},{"word":"sensitivity\nto rewards"},{"word":"dual systems model"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/60p4691s","frozenauthors":[{"first_name":"Joanna","middle_name":"","last_name":"Fryt","name_suffix":"","institution":"Pedagogical University of Krakow","department":""},{"first_name":"Tomasz","middle_name":"","last_name":"Smolen","name_suffix":"","institution":"Pedagogical University of Krakow","department":""},{"first_name":"Karolina","middle_name":"","last_name":"Czernecka","name_suffix":"","institution":"Pedagogical University of Krakow","department":""},{"first_name":"Amelia","middle_name":"","last_name":"La Torre","name_suffix":"","institution":"Jagiellonian University","department":""},{"first_name":"Monika","middle_name":"","last_name":"Szczygieł","name_suffix":"","institution":"Jagiellonian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27161/galley/16797/download/"}]},{"pk":27115,"title":"Risky Decision Making for Medications: Age and Social Influence Effects","subtitle":null,"abstract":"Prior studies on older adults’ risk taking have paid little\nattention to the healthcare domain or social influences on\ndecision making. This study examined age-related differences\nin medication risk taking and the effects of a collaborative\ndecision-making experience on individuals’ tendency to take\nrisks. We recruited 24 younger (mean age = 19.50, SD = 1.41)\nand 24 older adults (mean age = 70.54, SD = 2.30), and asked\nthem to choose between hypothetical medications that\ndiffered in probabilities and outcomes of treatment success.\nTo investigate the effects of risk-neutral versus risk-\nadvantageous trials, participants chose between a risky option\nand a sure option that had equal expected values (risk-neutral)\nor between a risky option and a sure option that had a lower\nexpected value (risk-advantageous). Participants completed\nthe decision task first individually (the pre-collaboration\nphase), then in dyads (the collaboration phase), and once\nagain individually (the post-collaboration phase). During the\npre-collaboration phase older adults showed a smaller\nincrease in risk-taking tendency in response to risk-\nadvantageous trials compared to younger adults. The pre-and\npost-collaboration data showed that older adults’ risk\npreferences converged towards their partner’s preference to a\ngreater extent following collaboration relative to younger\nadults. These findings highlight the importance of designing\ndecision aids to encourage older adults to take risks when risk\ntaking is beneficial, and considering how social processes\ninfluence patients’ medication decisions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"risky decision making"},{"word":"health"},{"word":"aging"},{"word":"social\ninfluence"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qh087pz","frozenauthors":[{"first_name":"Amy","middle_name":"W.","last_name":"Chong","name_suffix":"","institution":"University of Illinois Urbana-Champaign","department":""},{"first_name":"Michael","middle_name":"T.","last_name":"Bixter","name_suffix":"","institution":"University of Illinois Urbana-Champaign","department":""},{"first_name":"Wendy","middle_name":"A.","last_name":"Rogers","name_suffix":"","institution":"University of Illinois Urbana-Champaign","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27115/galley/16751/download/"}]},{"pk":27588,"title":"Robot as Moral Agent: A Philosophical and Empirical Approach","subtitle":null,"abstract":"What is necessary for robots to coexist with human beings? In order to do so, we suppose, robots must be moralagents. To be a moral agent is to bear its own responsibility which others cannot take for it. We will argue that such anirreplaceability consists in its having an inner world — one which others cannot directly experience, just as pleasure and pain.And personality of a moral agent, which is to be irreducible to a mere difference of traits or features of individuals, is firmlyrooted in such an inner world.We will support our theses by referring to our experiment in which humans and robots interact with each other doing acoordination task. This experiment will provide an empirical analysis of the human-robot relationship with regard to learningmechanism, moral judgement, and the ascription of the inner world.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1t47x9mz","frozenauthors":[{"first_name":"Shoji","middle_name":"","last_name":"Nagataki","name_suffix":"","institution":"Chukyo University","department":""},{"first_name":"Masayoshi","middle_name":"","last_name":"Shibata","name_suffix":"","institution":"Kanazawa University","department":""},{"first_name":"Tatsuya","middle_name":"","last_name":"Kashiwabata","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Takashi","middle_name":"","last_name":"Hashimoto","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Konno","name_suffix":"","institution":"Kanazawa Institute of Technology","department":""},{"first_name":"Hideki","middle_name":"","last_name":"Ohira","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Toshihiko","middle_name":"","last_name":"Miura","name_suffix":"","institution":"University of Tokyo","department":""},{"first_name":"Shinichi","middle_name":"","last_name":"Kubota","name_suffix":"","institution":"Kanazawa University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27588/galley/17224/download/"}]},{"pk":26871,"title":"Sampling frames, Bayesian inference and inductive reasoning","subtitle":null,"abstract":"We outline and test a Bayesian model of the effects of evidencesampling on property induction. Our model assumes thatpeople are sensitive to the effects of different sampling framesapplied to sampled evidence. Two studies tested the model bycomparing property generalization following exposure tosamples selected because they belong to the same taxonomiccategory or because they share a salient property. Both studiesfound that category-based sampling led to broadergeneralization than property-based sampling. In line withmodel predictions, these differences were attenuated when amixture of positive and negative evidence was presented(Experiment 1) and when category-property relations wereprobabilistic rather than deterministic (Experiment 2).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Inductive reasoning; Sampling; Hypothesistesting; Bayesian models; Categorization"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1x680969","frozenauthors":[{"first_name":"Brett","middle_name":"K.","last_name":"Hayes","name_suffix":"","institution":"University of New South Wales","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Banner","name_suffix":"","institution":"University of New South Wales","department":""},{"first_name":"Daniel","middle_name":"J.","last_name":"Navarro","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26871/galley/16507/download/"}]},{"pk":27403,"title":"Scarcity impairs online detection and prospective memory","subtitle":null,"abstract":"Operating under limited resources poses significant demands\non the cognitive system. Here we demonstrate that people\nunder time scarcity failed to detect time-saving cues as they\noccur in the environment (Experiment 1a). These time-saving\ncues, if noticed, would have saved time for the time-poor\nparticipants. Moreover, the visuospatial proximity of the\ntime-saving cues to the focal task determined successful\ndetection, suggesting that scarcity altered the spatial scope of\nattention (Experiment 1b & 1c). People under time scarcity\nwere also more likely to forget previous instructions to\nexecute future actions (Experiment 2). These instructions, if\nremembered and followed, would have saved time for the\ntime-poor participants. Failures of online detection and\nprospective memory are problematic because they cause\nneglect and forgetting of beneficial information, perpetuating\nthe condition of scarcity. The current study provides a new\ncognitive account for the counterproductive behaviors in the\npoor, and relevant implications for interventions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"scarcity"},{"word":"attention"},{"word":"perception"},{"word":"memory"},{"word":"Recall"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2062z2wk","frozenauthors":[{"first_name":"Brandon","middle_name":"M.","last_name":"Tomm","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Jiaying","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27403/galley/17039/download/"}]},{"pk":27649,"title":"Scheduling system delays for optimal user performance: Don’t predict time; lettime predict!","subtitle":null,"abstract":"System delays affect user performance and experience when interacting with computers. We investigated the effectsof different prediction relations between delay duration and response requirements on user performance. In one experiment,delay duration predicted, to different degrees (50 % vs. 75 % vs. 100 %), the following system response. Predictabilitysubstantially increased users’ response speed, while adaptation was highly flexible, between different prediction regimes. Ina second experiment, users’ responses predicted system delay duration. Compared to the first experiment, users’ responsespeed was moderately increased, while the adaptation was rather inflexible across different prediction regimes. In a thirdexperiment, we directly compared both types of predictability. The results confirmed a stronger and more flexible adaptationeffect when time predicted the system response, compared to when users’ responses predicted time. These findings haveimportant implications for scheduling data transmission rates across different users in internet-based parallel computing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3xc1g6vq","frozenauthors":[{"first_name":"Roland","middle_name":"","last_name":"Thomaschke","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""},{"first_name":"Lennart","middle_name":"","last_name":"Koch","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""},{"first_name":"Miriam","middle_name":"","last_name":"Ruess","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""},{"first_name":"Andrea","middle_name":"","last_name":"Kiesel","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27649/galley/17285/download/"}]},{"pk":27611,"title":"Scientific Reasoning Ability in Middle Schoolers related to MasterMind DiscoveryStrategy","subtitle":null,"abstract":"A study, investigating the relationship between scientific reasoning and the capacity to discover the strategy to playan hypothetico-deductive game (MasterMind), posits that students being able to discover Complex Strategies (vs. GeneralStrategy, Feedback Related, No Strategy) were also, on average, performing higher on our measure of scientific reasoning,itself composed of evaluative, experimental and scientific knowledge measures. In addition to bridge the discovery of complexstrategies with higher SR ability, the finding also suggests the necessity to integrate rule discovery exercises in curriculum to 1-practice while 2- recognize valid reasoning procedures. Finally, inquiring about the middle schooler’s capacity to recognize themost effective strategy, will help to assess the class level as a whole. Such assessment will help the teacher identify some needsand target effective lessons to explain and facilitate the transfer of CoV strategies to novel situations, as suggested by “real life”problem demands.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7dx2r7s3","frozenauthors":[{"first_name":"Jean-Baptiste","middle_name":"","last_name":"Quillien","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Keisha","middle_name":"","last_name":"Varma","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Purav","middle_name":"","last_name":"Patel","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Martin","middle_name":"","last_name":"an Boekel","name_suffix":"","institution":"University of Illinois at Urbana Champaign","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27611/galley/17247/download/"}]},{"pk":27059,"title":"Scientific Sensemaking: A Critical Resource for Science Learning in School","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Science Learning; cognitive resources"}],"section":"Talks: Publication-Based","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1g7869w5","frozenauthors":[{"first_name":"Christian","middle_name":"D.","last_name":"Schunn","name_suffix":"","institution":"The University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27059/galley/16695/download/"}]},{"pk":27569,"title":"Search Your Feelings, Luke: Emotional Fluency Predicts Well-being andEmotional Intelligence","subtitle":null,"abstract":"How we feel reflects a combination of recalled and recognized emotions. All existing self-report measures are basedsolely on recognized emotions. To understand the influence of recalled emotions, we developed a new method to recover humanemotional states based on emotional free association, in a task we call the emotional fluency. The present work investigated thedifferences between recall and recognition in human emotional states. We compared the emotional fluency task with self-reportmeasures, including PANAS, WEMWBS, and the Emotional Intelligence Scale. Using language statistics computed from theemotional fluency task, we developed multiple models for predicting self-report measures. We find that while recalled emotionscan predict recognized emotions, they highlight important problems with existing recognition measures, including emotionalcoverage and the difference between availability and accessibility. We also investigate the search process in emotional memory,supporting the role of unbiased memory sampling and higher emotional intelligence and mental well-being.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/14n2d5tz","frozenauthors":[{"first_name":"Masitah","middle_name":"","last_name":"Masitah","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Ying","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Hills","name_suffix":"","institution":"University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27569/galley/17205/download/"}]},{"pk":27041,"title":"Seeing Is Not Enough for Sustained Visual Attention","subtitle":null,"abstract":"Sustained visual attention is crucial to many developmentaloutcomes. We demonstrate that, consistent with thedevelopmental systems view, sustained visual attentionemerges from and is tightly tied to sensory motor coordination.We examined whether changes in manual behavior altertoddlers’ eye gaze by giving one group of children heavy toysthat were hard to pick up, while giving another group ofchildren perceptually identical toys that were lighter, easy topick up and hold. We found a tight temporal coupling betweenthe dynamics of visual attention and the dynamics of manualactivities on objects, a relation that cannot be explained byinterest alone. In the Heavy condition, toddlers looked atobjects just as much as did toddlers in the Light condition butdid so through many brief glances, whereas in Light conditionlooks to the objects were longer and sustained. We discuss theimplication of hand-eye coordination in the development ofvisual attention.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sustained visual attention; hand-eye coordination;multimodal; perception action; manual behavior;developmental systems"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9t93n2vg","frozenauthors":[{"first_name":"Lei","middle_name":"","last_name":"Yuan","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Tian","middle_name":"Linger","last_name":"Xu","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Linda","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27041/galley/16677/download/"}]},{"pk":27071,"title":"Segmentation as Retention and Recognition: the R&R model","subtitle":null,"abstract":"We present the Retention and Recognition model (R&R), aprobabilistic exemplar model that accounts for segmentationin Artificial Language Learning experiments. We show thatR&R provides an excellent fit to human responses in threesegmentation experiments with adults (Frank et al., 2010),outperforming existing models. Additionally, we analyze theresults of the simulations and propose alternative explanationsfor the experimental findings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"artificial language learning; segmentation;statistical learning; cognitive modelling"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2312c3hw","frozenauthors":[{"first_name":"Raquel","middle_name":"G.","last_name":"Alhama","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Willem","middle_name":"","last_name":"Zuidema","name_suffix":"","institution":"University of Amsterdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27071/galley/16707/download/"}]},{"pk":26911,"title":"Selective Information Sampling and the In-Group Heterogeneity Effect","subtitle":null,"abstract":"People often perceive their in-groups as more heterogeneousthan their out-groups. We propose an information samplingexplanation for this in-group heterogeneity effect. We analyzea model in which an agent forms beliefs and attitudes aboutsocial groups from her experience. Consistent with robust evi-dence from the social sciences, we assume that people are morelikely to interact again with in-group members than with out-group members. This implies that people obtain larger sam-ples of information about in-groups than about out-groups. Be-cause estimators of variability tend to be right-skewed, but lessso when sample size is large, sampled in-group variability willtend to be higher than sampled out-group variability. This im-plies that even agents that process information correctly – evenif they are naive intuitive statisticians – will be subject to thein-group heterogeneity effect. Our sampling mechanism com-plements existing explanations that rely on how informationabout in-group and out-group members is processed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"information sampling"},{"word":"Judgment Bias"},{"word":"Perceptionof Variability."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/22k9j1d8","frozenauthors":[{"first_name":"Elizaveta","middle_name":"","last_name":"Konovalova","name_suffix":"","institution":"Universitat Pompeu Fabra","department":""},{"first_name":"Gael","middle_name":"","last_name":"Le Mens","name_suffix":"","institution":"Universitat Pompeu Fabra","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26911/galley/16547/download/"}]},{"pk":27218,"title":"Self-other distinction in the motor system during social interaction:A computational model based on predictive processing","subtitle":null,"abstract":"During interaction with others, we perceive and produce so-cial actions in close temporal distance or even simultaneously.It has been argued that the motor system is involved in bothprocesses, but how does it distinguish in this processing be-tween self and other? In this paper, we present a model ofself-other distinction within a hierarchical sensorimotor sys-tem that is based on principles of perception-action couplingand predictive processing. For this we draw on mechanisms as-sumed for the integration of cues to generate sense of agency,i.e., the sense that an action is self-generated. We report re-sults from simulations of different social scenarios, showingthat the model is able to solve the problem of the dual use ofthe sensorimotor system.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"perception-action coupling; social cognition; mir-roring; dual-use; sense of agency; predictive processing"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/60f6h32g","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Kahl","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Stefan","middle_name":"","last_name":"Kopp","name_suffix":"","institution":"Bielefeld University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27218/galley/16854/download/"}]}]}