{"count":38486,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=20100","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=19900","results":[{"pk":27144,"title":"The Interplay Between Self-evaluation, Goal Orientation, and Self-efficacy onPerformance and Learning","subtitle":null,"abstract":"Objective Self-awareness Theory (Duval & Wicklund,1972) proposes that self-evaluation increases an individual’sawareness of any discrepancy between their currentperformance and an internal goal. In the current study weprompted self-evaluation throughout an intelligence test(Analysis-Synthesis Test – AST) using confidence ratings(CR). AST performance, the extent to which participantsincidentally learnt task-relevant rules (learning rules wasunnecessary because they were provided), self-efficacy, andgoals, were assessed. The results indicated an effect ofperforming CR on both performance and rule learning, butthe effect depended on self-efficacy. Compared to matchedcontrols (n=45), participants who performed CR (n=41) andhad high self-efficacy performed better on the AST butlearnt fewer rules. Performing CR had no effect onparticipants low in self-efficacy. This suggests that self-evaluation interacts with self-efficacy to modifyparticipants’ goals, specifically CR appear to shiftindividuals high in self-efficacy from a mastery goal to aperformance goal.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Reasoning"},{"word":"Intelligence"},{"word":"reactivity"},{"word":"goalorientation"},{"word":"Self-Efficacy"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/17w0g34r","frozenauthors":[{"first_name":"Kit","middle_name":"S.","last_name":"Double","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Damian","middle_name":"P.","last_name":"Birney","name_suffix":"","institution":"University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27144/galley/16780/download/"}]},{"pk":27024,"title":"The Learning of Subordinate Word Meanings","subtitle":null,"abstract":"In three experiments, adults attempted to learn words with subordinate-level meanings (dalmatian) by sampling thereferent world cross-situationally. Xu & Tenenbaum, 2007 predicted that encountering three uses of a word, each referringto a dalmatian would evoke “suspicious coincidence” inferencing, leading to the subordinate meaning (dalmatian). Exp. 1found little evidence for this; cross-situational exposure led to a basic-level bias. This bias was unchanged even when thesample was increased to five subordinate exemplars (Exp. 2). Exp. 3 encouraged semantic contrast by simultaneously teachingeach subject a word for the subordinate-level and the basic-level category within the same semantic domain (dap=dalmatian;blit=dog). Participants now showed non-basic level learning, but more in line with mutual exclusivity: they may think “dap”means dalmatian but “blit” means all-dogs-except-dalmatians. We conclude that the basic-level interpretation is powerful andcannot be removed by the mere observation of exemplar items over multiple word instances.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3931253t","frozenauthors":[{"first_name":"Hao","middle_name":"","last_name":"Wang","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Lila","middle_name":"","last_name":"Gleitman","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"John","middle_name":"","last_name":"Trueswell","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27024/galley/16660/download/"}]},{"pk":27129,"title":"The Lego hands: changing the affording location of graspable objects","subtitle":null,"abstract":"The present study examined throughout three experiments the\nnature of stimulus-response compatibility (SRC) effects\nrelated to affordance perception in situations wherein object\naffordances and response effectors are irrelevant to each\nother. In the first experiment, using a foot-press response\ndispositive, we found a SRC effect between the orientation of\nthe graspable part of the presented object and the laterality of\nthe response. In Experiment 2a, we showed that constraining\nthe subject hands in a given position (i.e., a Lego hand shape)\nduring the same task interfered with the SRC effect. In\nExperiment 2b, participants performed a short training phase\nwith their hands constrained before performing the\nexperiment. This resulted in an inversion of the direction of\nthe SRC effect previously observed. We discuss these results\nand provide arguments in favor of a specific motor activation\naccount.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual Perception; affordances; categorization;\nmotor constraints"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bk4v4q3","frozenauthors":[{"first_name":"Fabrice","middle_name":"","last_name":"Da Silva","name_suffix":"","institution":"Paul Valéry University","department":""},{"first_name":"Brunel","middle_name":"","last_name":"Lionel","name_suffix":"","institution":"Paul Valéry University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27129/galley/16765/download/"}]},{"pk":27614,"title":"The Long and Short of It: The Role of Verb Stem Vowel Duration in SentenceProcessing","subtitle":null,"abstract":"When native English speakers say active and passive sentences, verb stems are longer in passive sentences thanin their active counterparts (Stromswold et al., 2002; Rehrig et al., 2015) because phrase-final lengthening and polysyllabicshortening cause the verb stem vowel to be longer in passives (Aveni et al., 2016; Mayro et al., 2016). Eye-tracking and gatingstudies of unaltered sentences revealed that listeners are able to predict whether a sentence is active or passive prior to hearingthe inflection on the verb (Stromswold et al., 2002; 2016). To examine whether listeners use vowel duration in online sentencecomprehension, we lengthened the vowel in half of the active verb stems and shortened it in half of the passive verb stems.Reaction times were longer for sentences with altered verb stem vowels (p < .001), consistent with listeners using verb stemvowel duration as a predictive cue in online comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4s7680q2","frozenauthors":[{"first_name":"Gwendolyn","middle_name":"","last_name":"Rehrig","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Sten","middle_name":"","last_name":"Knutsen","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Nicolaus","middle_name":"","last_name":"Schrum","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Paul","middle_name":"","last_name":"de Lacy","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Karin","middle_name":"","last_name":"Stromswold","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27614/galley/17250/download/"}]},{"pk":27194,"title":"The Meanings of Morality: Investigating the psychometric properties ofdistributed representations of latent moral concepts","subtitle":null,"abstract":"People’s beliefs about what is morally right and wrong vary widely between individuals, contexts, and cultures;however it is thought that they are governed by core latent constructs. While there is evidence that these constructs are reflectedin natural language, this requires further testing. We demonstrate that the structure of moral values in natural discourse can bemodeled by applying factor analyses to distributed representations of morally relevant terms learned by a neural network. Wefirst demonstrate that robust latent constructs can be estimated from the covariance of distributed representations of constructexemplars. We then test whether the factor structure proposed by Moral Foundations Theory (MFT) is reflected in naturallanguage. Finally, we conduct a bottom-up investigation of the structure of moral values in natural language using free-responses reported by participants. Ultimately, we find evidence that the representation of moral values in natural languagepartially corresponds to MFT.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/763156r0","frozenauthors":[{"first_name":"Joe","middle_name":"","last_name":"Hoover","name_suffix":"","institution":"University of Southern California, Los Angeles","department":""},{"first_name":"Katie","middle_name":"","last_name":"Horton","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27194/galley/16830/download/"}]},{"pk":26821,"title":"The most efficient sequence of study depends on the type of test","subtitle":null,"abstract":"Previous research has shown that the sequence in whichconcepts are studied changes how well they are learned. In aseries of experiments featuring naturalistic concepts(psychology concepts) and naïve learners, we extend previousresearch by showing that the sequence of study changes therepresentation the learner creates of the study materials.Interleaved study leads to the creation of relatively interrelatedconcepts that are represented by contrast to each other andbased on discriminating properties. Blocked study, instead,leads to the creation of relatively isolated concepts that arerepresented in terms of their central and characteristicproperties. The relative benefits of these representationsdepend on whether the test of conceptual knowledge requirescontrastive or characteristic information. These results arguefor the integrated investigation of the benefits of differentsequences of study as depending on the characteristics of thestudy and testing situation as a whole.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"study sequence; interleaving; interrelatedconcepts;"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4g53p2x7","frozenauthors":[{"first_name":"Paulo","middle_name":"F.","last_name":"Carvalho","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Robert","middle_name":"L.","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26821/galley/16457/download/"}]},{"pk":27208,"title":"The Motor System Does Not Use a Curvilinear Impetus Belief:Folk Physics and Embodied Cognition","subtitle":null,"abstract":"Previous work shows that people often believe, contrary toactual physics, that objects travelling in a curved path througha tube will continue to travel in a curved path after exiting thetube. In the present study, previous work was replicated, butaccuracy increased in a new condition in which people wereasked to catch an actual ball emerging from a tube. That is, inthis case there is a discrepancy between how we believe theworld works, and how our motor system responds to events inthe world. This finding supports the theory that the perceptionand action systems of the brain use different methods topredict how things move in the world, and that the abstractreasoning systems used to explain how the world works areoften in conflict with the action systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/27q1f2pf","frozenauthors":[{"first_name":"Jay","middle_name":"","last_name":"Jennings","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Jim","middle_name":"","last_name":"Davies","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27208/galley/16844/download/"}]},{"pk":27225,"title":"The Narrow Conception of Computational Psychology","subtitle":null,"abstract":"One particularly successful approach to modeling withincognitive science is computational psychology.Computational psychology explores psychological processesby building and testing computational models with humandata. In this paper, it is argued that a specific approach tounderstanding computation, what is called the ‘narrowconception’, has problematically limited the kinds of models,theories, and explanations that are offered withincomputational psychology. After raising two problems for thenarrow conception, an alternative, ‘wide approach’ tocomputational psychology is proposed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"narrow conception"},{"word":"individualism"},{"word":"computation"},{"word":"psychology"},{"word":"explanation"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0kt81958","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27225/galley/16861/download/"}]},{"pk":26862,"title":"The nature of quantities influences the representation of arithmetic problems:\nevidence from drawings and solving procedures in children and adults","subtitle":null,"abstract":"When solving arithmetic problems, semantic factors influence\nthe representations built (Gamo, Sander & Richard, 2010). In\norder to specify such interpretative processes, we created\nstructurally isomorphic word problems that could be solved\nwith two distinct algorithms. We tested whether a distinction\nbetween cardinal and ordinal quantities would lead solvers, due\nto their daily-life knowledge, to build different representations,\ninfluencing their strategies as well as the nature of their\ndrawings. We compared 5th grade children and adults in order\nto assess the validity of this hypothesis with participants of\nvarying arithmetic proficiency. The results confirmed that the\ndistinction between cardinal and ordinal situations led to\ndifferent solving strategies and to different drawings among\nboth age groups. This study supports the ontological distinction\nof cardinal versus ordinal quantities and calls for the\nconsideration of the role of daily-life semantics when\naccounting for arithmetic problem solving processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"arithmetic problem solving; interpreted\nstructure; semantic encoding; strategy choice."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gh8r6mq","frozenauthors":[{"first_name":"Hippolyte","middle_name":"","last_name":"Gros","name_suffix":"","institution":"Université Paris Descartes","department":""},{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"Université de Bourgogne Franche-Comté","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Sander","name_suffix":"","institution":"Université Paris","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26862/galley/16498/download/"}]},{"pk":27433,"title":"The Neural Mechanisms of Relational Reasoning:\nDissociating Representational Types","subtitle":null,"abstract":"The ability to reason about information is an essential human\ncapability. It is less understood from the perspective of neuro-\ncognitive processes which can serve to constrain cognitive\ntheories by implications from neuroscientific data. Despite\nsome progress in the last decades, some disagreement about\nthe experimental results and the cognitive processes of\nreasoning with abstract relations versus visuospatial relations\npersist. We conducted a cross-study meta-analysis of\nneuroimaging studies to determine the neural correlates of\nvisuospatial and abstract relational reasoning. We analyzed\n884 stereotactic data points from 38 studies and 692 subjects.\nWe found that relational reasoning is mediated by the fronto-\nparietal network, especially the right precuneus and the left\npars triangularis. Problems with abstract relations are\nprocessed by enhanced activation in the inferior parietal lobe,\nwhereas visuospatial reasoning is promoted by prefrontal\ndomains. Our results disentangle the neurocognitive\nmechanisms of different representational types of relational\nreasoning across study designs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"meta-analysis; fMRI; reasoning; relational\nreasoning; analogical reasoning; mental representation"},{"word":"precuneus"},{"word":"pars triangularis"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4011f658","frozenauthors":[{"first_name":"Julia","middle_name":"","last_name":"Wertheim","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":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27433/galley/17069/download/"}]},{"pk":35999,"title":"The Observational Practicum: A Stepping-Stone to Praxis in TESOL","subtitle":null,"abstract":"While a practicum is usually regarded as a place to practice\nteaching, or as a place to turn what one has learned in the\nclassroom into real practice, an observational practicum\ncan also substantially further one’s professional growth.\nIndeed, an observational practicum can be an ideal site for\nnovice ESOL practitioners to develop the groundwork of\npraxis, which requires reflection and action in teaching to\nprovide students with meaningful L2 learning. Drawing\nfrom scholastic literature in TESOL and her own observational practicum experience, the author advocates conducting an observational practicum as a means to practice\nseeing teaching before intensively doing teaching.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3r46q1qt","frozenauthors":[{"first_name":"Ayaka","middle_name":"","last_name":"Ihara","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35999/galley/26851/download/"}]},{"pk":27380,"title":"Theory of Mind and Valuation during Cooperation","subtitle":null,"abstract":"Societal progress requires humans to excel at cooperation over time. To sustain successful cooperation, peoplecoordinate, especially about who is in the best position at any given moment to make the best decision or to take the best actionfor the team as a whole. We used a novel cooperation task between involving dynamic assignment of Teacher and a Learnerunder conditions of uncertainty both about reward and about who is the expert at any given time. The task is similar to Theoryof Mind tasks but actually gives the participants a stake in the outcome. We found evidence for effortful representation ofthe preferences of others, and that successful prediction fosters cooperative success. Neural components and putative sourcessignaled changes in the role of expert in the task. Further, the task design allows novel applications of computational models tothe cognitive dynamics and associated neural systems for cooperation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/15n194mk","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Spezio","name_suffix":"","institution":"Scripps College","department":""},{"first_name":"Tessa","middle_name":"","last_name":"Rusch","name_suffix":"","institution":"University Medical Center Hamburg-Eppendorf Hamburg","department":""},{"first_name":"Yuqing","middle_name":"","last_name":"Lei","name_suffix":"","institution":"Scripps College","department":""},{"first_name":"Vanessa","middle_name":"","last_name":"Hayes","name_suffix":"","institution":"Scripps College","department":""},{"first_name":"Jan","middle_name":"","last_name":"Glaescher","name_suffix":"","institution":"University Medical Center Hamburg-Eppendorf Hamburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27380/galley/17016/download/"}]},{"pk":27106,"title":"The paradox of relational development is not universal:Abstract reasoning develops differently across cultures","subtitle":null,"abstract":"Recent studies demonstrate a puzzling decline in relationalreasoning during development. Specifically, 3-year-olds failin a relational match-to-sample (RMTS) task, while youngerchildren (18-30 months) succeed (Walker, Bridgers, &Gopnik, 2016). Hoyos, Shao, and Gentner (2016) propose thatolder children fail because of a bias toward individual objectproperties induced by “avid noun learning.” If this is the case,children learning a language with a stronger emphasis onverbs, like Mandarin Chinese, may show an attenuateddecline in relational reasoning. We first test this possibility byreproducing the causal RMTS task in China, and find thatMandarin-speaking 3-year-olds outperform their English-speaking peers in the U.S. In a second experiment, we showthat Mandarin speakers exhibit a corresponding bias towardrelational solutions while English speakers prefer object-based solutions in an ambiguous context. We discuss possiblemechanisms through which language and culture maypromote (or hinder) the early development of relationalreasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Development"},{"word":"Causal Learning"},{"word":"relationalreasoning"},{"word":"overhypotheses"},{"word":"Language"},{"word":"culture."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0m82j4vz","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Carstensen","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Caren","middle_name":"M.","last_name":"Walker","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27106/galley/16742/download/"}]},{"pk":27510,"title":"The Perceived Duration of Vast Spaces","subtitle":null,"abstract":"Experiencing awe may make us believe we have more time (Rudd, Vohs, & Aaker, 2012). Awe can be evoked byencountering a vast experience (Keltner & Haidt, 2003), for example an endless ocean or large mountains (Klatzky, Thompson,Stefanucci, Gill, & McGee, 2017). Vast environments may lead to distortions in perceived time that are reported after awe expe-riences. Participants reproduced the perceived duration of images of natural environments that varied in vastness and estimatedthe degree awe they would experience in those spaces. Results show that as actual duration increased, perceived duration of theimage decreased, whereas estimated awe increased. The perceived duration of highly vast images was underestimated less thanother images. Participants reported they would experience more awe in highly vast images compared to low and medium vastimages. These findings suggest that distortions of time associated with awe may be related to the vastness of the environment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wq0d6dh","frozenauthors":[{"first_name":"Devin","middle_name":"","last_name":"Gill","name_suffix":"","institution":"University of Utah","department":""},{"first_name":"Jeanine","middle_name":"","last_name":"Stefanucci","name_suffix":"","institution":"University of Utah","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27510/galley/17146/download/"}]},{"pk":27217,"title":"\"The Polar Express\" is Bipolar: Critical Film Reviews Influence\nUncanny Valley Phenomenon in Semi-Realistic Animation Films","subtitle":null,"abstract":"Previous research suggests that semi-realistic animation films\nsuch as The Polar Express are representative of the uncanny\nvalley (UV) hypothesis, which predicts that highly human-\nlike artificial characters can appear eerie. In the present study,\nwe investigated the extent to which critical film reviews can\ninfluence the perceived eeriness of such films. The reviews\nwere adopted from authentic ones and expressed either\nnegative or positive attitudes towards the animation\ntechniques. Audiovisual speech asynchrony, which is known\nto induce eeriness, was included as an objective manipulation.\nOur results showed large review tone effects for both implicit\nand explicit eeriness evaluations. In contrast, speech\nasynchrony failed to elicit significant effects. These results\ndemonstrate that critical film reviews representing opposite\nattitudinal poles can elicit consistent changes in the viewers’\nevaluations of semi-realistic animations. The present findings\ncannot, however, be taken as evidence against the UV\nhypothesis itself in computer-generated characters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Uncanny Valley hypothesis; anthropomorphism;\nsocial influence; animation films"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jb8r762","frozenauthors":[{"first_name":"Jari","middle_name":"","last_name":"Kätsyri","name_suffix":"","institution":"Maastricht University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27217/galley/16853/download/"}]},{"pk":27169,"title":"The Pragmatic Parliament: A Framework for Socially-Appropriate UtteranceSelection in Artificial Agents","subtitle":null,"abstract":"One of the hallmarks of human natural language (NL) inter-action is the ability for people to balance a variety of so-cial and communicative goals when choosing how to realizetheir speech actions. These goals can include pragmatic criteriasuch as correctness, informativeness, and brevity (i.e., Griceanconversational maxims) or social factors such as politeness.However, there currently does not exist a general algorithmicmethod to explicitly modulate language generated by artificialagents based on an arbitrary number of pragmatic and socialcriteria. We propose a novel method to accomplish this task,in which rankings of candidate utterances by different prag-matic or social criteria are fused by use of a voting algorithm.We then give a proof-of-concept demonstration of the applica-tion of this method in the context of directive generation forhuman-robot interaction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Human-Robot Interaction; Pragmatics; NaturalLanguage Generation; Politeness"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7fj3g3w7","frozenauthors":[{"first_name":"Felix","middle_name":"","last_name":"Gervits","name_suffix":"","institution":"Tufts University","department":""},{"first_name":"Gordon","middle_name":"","last_name":"Briggs","name_suffix":"","institution":"Naval Research Laboratory","department":""},{"first_name":"Matthias","middle_name":"","last_name":"Scheutz","name_suffix":"","institution":"Tufts University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27169/galley/16805/download/"}]},{"pk":27506,"title":"The Price of Fear: Developing a behavioural assessment of fear-related avoidanceincorporating dynamic response measures.","subtitle":null,"abstract":"In economics, “willingness to pay” reflects subjective value which has been employed to price goods, and morerecently, negative outcomes. The current project proposes a protocol for the behavioural assessment of fear-related avoidancebased on how much an individual is willing to pay to avoid their fears.The proposed protocol consists of a “card game” interface in which participants make choices in several stages. Duringbaseline, participants chose between two decks that provide differential point rewards. Across a series of experimental blocks,feared stimuli (e.g. a spider image) were presented in addition to rewards when the richer deck was chosen. Rewards were thenmanipulated, in a staircase fashion, to establish the value of the feared stimulus. Mouse and eye movements were tracked inan attempt to track cognitive processes during decision-making and avoidance. Preliminary results indicate sensitivity of theprotocol, and strengths and weaknesses 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/1bz7q9vp","frozenauthors":[{"first_name":"Santiago","middle_name":"","last_name":"Garcia-Guerrero","name_suffix":"","institution":"National University of Ireland","department":""},{"first_name":"Denis","middle_name":"","last_name":"O’Hora","name_suffix":"","institution":"National University of Ireland","department":""},{"first_name":"Arkady","middle_name":"","last_name":"Zgonnikov","name_suffix":"","institution":"National University of Ireland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27506/galley/17142/download/"}]},{"pk":26906,"title":"The provenance of modal inference","subtitle":null,"abstract":"People reason about possibilities routinely, and reasoners caninfer “modal” conclusions, i.e., conclusions that concern whatis possible or necessary, from premises that make no mentionof modality. For instance, given that Cullen was born in NewYork or Kentucky, it is intuitive to infer that it’s possible thatCullen was born in New York, and a recent set of studies onmodal reasoning bear out these intuitions (Hinterecker,Knauff, & Johnson-Laird, 2016). What explains the tendencyto make modal inferences? Conventional logic does not applyto modal reasoning, and so logicians invented manyalternative systems of modal logic to capture valid modalinferences. But, none of those systems can explain theinference above. We posit a novel theory based on the ideathat reasoners build mental models, i.e., iconic simulations ofpossibilities, when they reason about sentential connectivessuch as and, if, and or (Johnson-Laird, 2006). The theoryposits that reasoners represent a set of conjunctivepossibilities to capture the meanings of compound assertions.It is implemented in a new computational process model ofsentential reasoning that can draw modal conclusions fromnon-modal premises. We describe the theory andcomputational model, and show how its performance matchesreasoners’ inferences in two studies by Hinterecker et al.(2016). We conclude by discussing the model-based theory inlight of alternative accounts of reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mental models"},{"word":"modal reasoning"},{"word":"possibilities"},{"word":"Reasoning"},{"word":"probability logic"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2p11s0hq","frozenauthors":[{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"US Naval Research Laboratory","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Hinterecker","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""},{"first_name":"Phil","middle_name":"N.","last_name":"Johnson-Laird","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26906/galley/16542/download/"}]},{"pk":27242,"title":"The Puzzle of Conditionals with True Clauses: Against the Gricean Account","subtitle":null,"abstract":"ndicative conditionals, that is sentences of the form “If p, thenq,” belong to the most puzzling phenomena of language. Onthe majority of accounts of indicative conditionals, the truth ofp and q suffices for “If p, then q” to be true or highly accept-able. Yet, many conditionals with true clauses, even if there isa meaningful connection between them, sound odd. The mostcommon reaction to this phenomenon is to attribute the oddityof conditionals with true clauses to natural language pragmat-ics. We present an experimental study investigating how thepresence or absence of a connection between the clauses af-fects the assertability of conditionals and conjunction express-ing generic and specific kind of content. The results refute thestandard pragmatic explanation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"indicative conditionals; conjunctions; relevance;specific content; generic content; assertability"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hr2c5n3","frozenauthors":[{"first_name":"Karolina","middle_name":"","last_name":"Krzy ̇zanowska","name_suffix":"","institution":"LMU Munich","department":""},{"first_name":"Peter","middle_name":"J.","last_name":"Collins","name_suffix":"","institution":"University of London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27242/galley/16878/download/"}]},{"pk":27458,"title":"The Redundancy Effect in Human Causal Learning: Evidence Against a\nComparator Theory Explanation","subtitle":null,"abstract":"The blocking effect, canonical in the study of associative\nlearning, is often explained as a failure of the blocked cue to\nbecome associated with the outcome. However, this\nperspective fails to explain recent findings that suggest\nlearning about a blocked cue is superior to a different type of\nredundant cue. We report an experiment designed to test the\nproposal that blocking is not a failure of association, but a\nperformance effect arising from a comparator process\n(Denniston, Savastano, & Miller, 2001). Participants received\nA+ AX+ BY+ CY- training containing a blocked cue X and\nanother redundant cue Y, before rating outcome expectancies\nfor individual cues. These ratings were inconsistent with the\nassociation-failure view. After subsequent A- Y+ training,\nparticipants rated cues again. Ratings in the second test were\ninconsistent with the comparator theory. Our data suggest that\nneither perspective is likely to provide a complete account of\ncausal learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"associative learning; comparator theory;\nredundancy effect; blocking; cue competition"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/02t2v52b","frozenauthors":[{"first_name":"Tara","middle_name":"","last_name":"Zaksaite","name_suffix":"","institution":"Plymouth University","department":""},{"first_name":"Peter","middle_name":"M.","last_name":"Jones","name_suffix":"","institution":"Plymouth University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27458/galley/17094/download/"}]},{"pk":26801,"title":"The Refugees’ Dilemma: not all deontological moral choices are of the same kind","subtitle":null,"abstract":"The focus of the present work concerns the nature ofdeontological decisions. We test the hypothesis that it ispossible to specify deontological moral choices based on anunemotional rule, norm or principle and that such moralchoices can be distinguished from emotion-driven ones.Using a novel paradigm for moral choice that we call TheRefugees’ Dilemma, we provide evidence for such a rule-based route to moral choice. We show that participants withhigh scores in a Cognitive Reflection Test (CRT) were morelikely to adopt utilitarian or rule-based responses, as opposedto emotional ones. We also found that rule-based respondentsreported the highest average psychological distance, more sothat even utilitarian respondents. These findings show howemotional and rule-based influences can be separated with theappropriate scenario and challenges the approach of assumingboth influences can be combined into a single deontologicalroute in dual-process models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Dual-Process Models; Deontological Ethics;Moral Judgment; Moral Psychology."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/18k2j8d6","frozenauthors":[{"first_name":"Albert","middle_name":" ","last_name":"Barque-Duran","name_suffix":"","institution":"University of London","department":""},{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26801/galley/16437/download/"}]},{"pk":26960,"title":"The Relational Luring Effect: False Recognition via Relational Similarity","subtitle":null,"abstract":"We present evidence for a novel relational luring effect (RLE) in recognition memory. Participants performeda continuous associative recognition task in which they had to discriminate between new, old and recombined word pairs.Participants made more false alarms and responded more slowly to lures (TABLE CLOTH) that were relationally similarto studied pairs (FLOOR CARPET). RTs and false alarms for lures increased linearly as the number of previously studieddifferent exemplars of the relation increased (e.g., 0 to 4 previous exemplars). The RLE effect was stronger for relations thatwere represented by exemplars that were more typical of the relation. These results suggest that semantic relations exist asindependent representations in LTM, and that during associative recognition these representations can be a spurious source offamiliarity. The RLE has implications for models of semantic and episodic memory, unitization in associative recognition,analogical reasoning, and constructive memory research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5km3d3tt","frozenauthors":[{"first_name":"Vencislav","middle_name":"","last_name":"Popov","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Penka","middle_name":"","last_name":"Hristova","name_suffix":"","institution":"New Bulgarian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26960/galley/16596/download/"}]},{"pk":27519,"title":"The Relationship between Anxiety, Mind Wandering and Task-switching: ADiffusion Model Analysis","subtitle":null,"abstract":"The current study aims to examine the mechanisms underlying the negative impact of anxiety on task-switching. Todo so, we employed a stochastic diffusion model analysis along with a thought-probe technique in task-switching paradigm.Across 152 participants, we found state anxiety was associated to higher switch costs in nondecision time but not drift rateparameter of diffusion model, implying that the locus of task-switching impairment in anxious individuals is pertinent to theefficiency of task-set reconfiguration but not proactive interference processes. Furthermore, we found boundary separationparameter – which quantifies conservative decisional styles – heightened as a function of anxiety, supporting the existence ofcompensatory strategy in anxious individuals. Lastly, we found that impaired performance by anxiety was not attributed tothe frequency of worrisome thoughts during task-switching. These findings elucidate several theoretical assumptions on therelationship between anxiety and task-switching.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0wv986ks","frozenauthors":[{"first_name":"Andree","middle_name":"","last_name":"Hartanto","name_suffix":"","institution":"Singapore Management UniversityHwajin Yang","department":""},{"first_name":"Hwajin","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Singapore Management UniversityHwajin Yang","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27519/galley/17155/download/"}]},{"pk":27085,"title":"The Relationship Between Executive Functions and Science Achievement","subtitle":null,"abstract":"Executive function is a fundamental component of the human cognitive architecture. Here, we investigate the rela-tionship between executive function and scientific reasoning. Eighth graders completed measures of three executive functions(EFs): shifting, inhibiting, and updating. They also completed a measure of cognitive flexibility, the Wisconsin Card Sort Task(WCST), that has predicted scientific reasoning in prior studies. Scientific reasoning was measured by a standardized test ofscience achievement. A principal components analysis found that the three EFs were separable. Different EFs predicted dif-ferent aspects of cognitive flexibility; notably, participants with poor shifting ability made more perseverative errors. Both EFand WCST predicted science achievement. Of note was the finding that better updating (i.e., working memory) was associatedwith higher science scores. These findings illuminate the role of EF in cognitive flexibility and scientific reasoning, and pointthe way to future studies of the effect of training EF on science achievement.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8pz9s5vf","frozenauthors":[{"first_name":"Drake","middle_name":"","last_name":"Bauer","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Sashank","middle_name":"","last_name":"Varma","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Keisha","middle_name":"","last_name":"Varma","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Martin","middle_name":"","last_name":"Van Boekel","name_suffix":"","institution":"University of Illinois at Urbana Champaign","department":""},{"first_name":"Alyssa","middle_name":"","last_name":"Worley","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Jean-Baptiste","middle_name":"","last_name":"Quillien","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Tayler","middle_name":"","last_name":"Loiselle","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Purav","middle_name":"","last_name":"Patel","name_suffix":"","institution":"University of Minnesota","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27085/galley/16721/download/"}]},{"pk":27114,"title":"The relationship between fairness, cognitive control, and numerical encoding","subtitle":null,"abstract":"Fairness, or the ability to distribute resources in a manner thataccords with societally recognized principles of justice, is ahallmark of human cooperation. Young children rapidlydevelop the ability to enact fairness, but the cognitiveunderpinnings of this ability remain unknown. The presentstudy investigated 4-7-year-olds’ acquisition of threeprinciples of fairness -- equality (the principle that all partiesshould have the same), merit (the principle that those whowork harder should get more), and starting opportunity (theprinciple that those who started with less should get more) --in relation to their emerging cognitive control and memory fornumerical information (numerical accuracy). Cognitivecontrol predicted children’s equal sharing, whereas numericalaccuracy predicted merit-based sharing. Children up throughthe oldest age we tested ignored starting opportunities. Theresults suggest that different principles of fairness may beunderpinned by distinct cognitive processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"fairness; cognitive control; resource distribution;children; social and cognitive development"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/14g2b957","frozenauthors":[{"first_name":"Nadia","middle_name":"","last_name":"Chernyak","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Peter","middle_name":"R.","last_name":"Blake","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27114/galley/16750/download/"}]},{"pk":27303,"title":"The relationship between self-control in intertemporal choices and the control ofegocentric during perspective taking","subtitle":null,"abstract":"We infer the thoughts and feelings of other people by takingtheir perspectives, the accuracy of which depends on abilitiesto control egocentric bias. Similar processes could arguablybe used to understand how we would be affected by futureevents, such as delayed rewards in intertemporal decisions, byallowing us to accurately take the perspective of future selves.In this paper, we test this idea in two studies. In Study 1, weattempted to lower preferences for delayed rewards toexamine if this redced abilities to control egocentric bias in avisual perspective-taking task. In Study 2, we examined theneural overlap in intertemporal decision-making and thecontrol of egocentric bias in a false-belief theory-of-mindtask. In both studies, a positive relationship was identifiedbetween behavioural and neural markers of egocentric biascontrol and preferences for delayed rewards. The overallpattern of results suggest the overlap in processes ofegocentric bias control and those that determine preferencesin intertemporal choices, and demonstrate for the first timethe effect of sexual arousal on social cognition in reducingabilities to separate one’s own perspective from others’.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intertemporal choice"},{"word":"temporal discounting"},{"word":"egocentric bias"},{"word":"perspective-taking"},{"word":"temporoparietal junction"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8pj8p5wk","frozenauthors":[{"first_name":"Garret","middle_name":"","last_name":"O’Connell","name_suffix":"","institution":"Humboldt-Universität zu Berlin","department":""},{"first_name":"Bhismadev","middle_name":"","last_name":"Chakrabarti","name_suffix":"","institution":"University of Reading","department":""},{"first_name":"Hsu","middle_name":"","last_name":"Chun-Ting","name_suffix":"","institution":"Pennsylvania State University","department":""},{"first_name":"Anastasia","middle_name":"","last_name":"Christakou","name_suffix":"","institution":"University of Reading","department":""},{"first_name":"Isabel","middle_name":"","last_name":"Dziobek","name_suffix":"","institution":"Humboldt-Universität zu Berlin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27303/galley/16939/download/"}]},{"pk":27542,"title":"The relationship between verbal route descriptions and personal characteristics ofempathy","subtitle":null,"abstract":"Empathy is important for good verbal navigation instructions. The present study examined the relationship betweenverbal route descriptions and personal characteristics of empathy using a verbal navigation task and the Japanese InterpersonalReactivity Index (IRI-J). In the verbal navigation task, participants were presented a maze map and were instructed to provideverbal route instructions to reach a goal, to a person who is lost in the maze. Then, the participants answered a questionnaireabout their own navigation abilities and responded to the IRI-J. The descriptive data were objectively evaluated with reference tothe following three points: types of spatial description (survey or route), consideration for the other person’s point of view, andunambiguity of instruction. We analyzed the relationships between the descriptive traits and scores on the two questionnaires,and found that the three points were good predictors for some empathy-related factors measured by the IRI-J.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9339h1w7","frozenauthors":[{"first_name":"Takatsugu","middle_name":"","last_name":"Kojima","name_suffix":"","institution":"Shiga University of Medical Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27542/galley/17178/download/"}]},{"pk":27363,"title":"The Role of Causality in Temporal Binding: Evidence for an Intentional Boost","subtitle":null,"abstract":"Temporal binding refers to the subjective contraction in timebetween an action and its consequence. Since it was reportedin 2002 the effect has generated much interest, although aconsensus regarding the mechanisms behind it remainselusive. While multiple theoretical accounts have beenproposed, a key point of contention remains whether theeffect is the result of the perception of intentionality orcausality. We deployed a new apparatus to compareintentional to mechanical causation. Thirty participantsreported the interval between two events in self-causal,mechanical-causal and non-causal conditions. The results of aBayesian analysis pointed to smaller temporal estimates in theself-causal condition compared with the mechanical-causalcondition, in addition to smaller estimates in the mechanical-causal condition compared with the non-causal condition. Theevidence presented here suggests that causality alone may besufficient for temporal binding to occur, but that this effect isboosted by the presence of intentional action.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4563m0ft","frozenauthors":[{"first_name":"Daniel","middle_name":"A.","last_name":"Shiloh","name_suffix":"","institution":"Cardiff University","department":""},{"first_name":"Peter","middle_name":"A.","last_name":"White","name_suffix":"","institution":"Cardiff University","department":""},{"first_name":"Marc","middle_name":"J.","last_name":"Buehner","name_suffix":"","institution":"Cardiff University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27363/galley/16999/download/"}]},{"pk":26837,"title":"The Role of Imagination in Exemplar Generation:\nThe Effects of Conflict and Explanation","subtitle":null,"abstract":"Structured imagination refers to reliance upon prior knowledge\nwhen generating novel examples of a provided category. Yet\nstudies supporting this tenet use experimental designs where\nthe stimuli themselves cue exemplars based on culturally\nrelevant items. The present study combined exemplar\ngeneration with abstract stimuli as a means of attenuating\ninstructional bias. Participants were shown a group of abstract\nshapes identified as a single category and instructed to generate\nanother member of this category. We additionally examined\nwhether the introduction of a cognitive conflict (by including\nan anomalous category member) and self-explanation during\ngeneration affected the level of imaginative responses.\nContrary to expectations, the presentation of a conflicting\ncategory member did not result in more imaginative responses\nwhen compared to more homogenous stimuli sets. However, a\nsignificantly greater degree of imaginative responses was\nobserved from participants who were required to explain their\nthinking prior to and whilst constructing their exemplars.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"imagination; exemplar generation; cognitive\nconflict; self-explanation; reflective abstraction."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64n3300n","frozenauthors":[{"first_name":"Tammy","middle_name":"M.","last_name":"Dennis","name_suffix":"","institution":"The University of Melbourne","department":""},{"first_name":"Daniel","middle_name":"R.","last_name":"Little","name_suffix":"","institution":"The University of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26837/galley/16473/download/"}]},{"pk":26846,"title":"The role of intentionality in causal attribution is culturally mediated: evidence from\nChinese, Mayan, and Spanish populations","subtitle":null,"abstract":"Speakers of Mandarin, Spanish, and Yucatec Maya watched\nvideos of two actors involved in a causal chain initiated by\none of them. After watching each video, participants divided\n10 tokens into piles indicating their assignment of\nresponsibility for the resulting event. There was a significant\ninteraction between intentionality and population: causer and\ncausee intentionality made a significant difference only for\nthe Spanish and Yucatec participants, but not for the Chinese\nparticipants. This is in line with previous findings suggesting\nthat internal dispositions play a lesser role in responsibility\nattribution in societies in which attention to individual agency\nis far more common than attention to group agency.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causality; agency; responsibility; intentionality;\ncultural mediation; linguistics; social psychology"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4z83s49r","frozenauthors":[{"first_name":"Stephanie","middle_name":"","last_name":"Evers","name_suffix":"","institution":"University at Buffalo","department":""},{"first_name":"Erika","middle_name":"","last_name":"Bellingham","name_suffix":"","institution":"University at Buffalo","department":""},{"first_name":"Katharine","middle_name":"","last_name":"Donelson","name_suffix":"","institution":"University at Buffalo","department":""},{"first_name":"Jing","middle_name":"","last_name":"Du","name_suffix":"","institution":"Beihang University","department":""},{"first_name":"José","middle_name":"Antonio Jódar","last_name":"Sánchez","name_suffix":"","institution":"University at Buffalo","department":""},{"first_name":"Fuyin","middle_name":"","last_name":"Li","name_suffix":"","institution":"Beihang University","department":""},{"first_name":"Jürgen","middle_name":"","last_name":"Bohnemeyer","name_suffix":"","institution":"University at Buffalo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26846/galley/16482/download/"}]},{"pk":27057,"title":"The role of learning mechanisms in understanding spoken words","subtitle":null,"abstract":"Word meaning priming has become a key method to studyhow listeners (and readers) retune their lexical semanticrepresentations in response to their linguistic environment inorder to facilitate access to word meanings. We present asummary of recent findings using this method that help toconstrain our theories of how this important form of lexical-semantic learning occurs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"lexical ambiguity; semantic ambiguity; learning;speech; language"}],"section":"Talks: Publication-Based","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7mw9m4jj","frozenauthors":[{"first_name":"Jennifer","middle_name":"M.","last_name":"Rodd","name_suffix":"","institution":"University College London","department":""},{"first_name":"Rebecca","middle_name":"A.","last_name":"Gilbert","name_suffix":"","institution":"University College London","department":""},{"first_name":"Hannah","middle_name":"N.","last_name":"Betts","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27057/galley/16693/download/"}]},{"pk":27065,"title":"The Role of Letter Frequency on Eye Movements in Sentential Pseudoword Reading","subtitle":null,"abstract":"For a language learner, any new word is a pseudoword. Apseudoword is a string of of letters or phonemes that soundslike an existing word in a language, though it has no meaningin the lexicon. On the other hand, speakers are well aware ofpermissible phonemes, their frequencies and collocations intheir language due to the phonotactics inherent in thelanguage. For example, saktal is a pseudoword in Turkish,whereas szyan is not, due to Turkish phonotactics. This studyinvestigates the relationship between pseudoword letterformation and eye movement characteristics in reading. Inparticular, we examine the role of Turkish vowel harmony,middle-word consonant collocation, and word-initial andword-final consonants on eye movements with adult nativespeakers reading sentences that involve predesigned Turkishpseudowords. The results of an experiment with 34participants are indicative of the role of pseudowordformation on a set of eye movement parameters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Consonant collocations; Eye movements"},{"word":"Pseudowords; Reading; Turkish; Vowel harmony."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36s4d8tv","frozenauthors":[{"first_name":"Cengiz","middle_name":"","last_name":"Acartürk","name_suffix":"","institution":"Middle East Technical University","department":""},{"first_name":"Özkan","middle_name":"","last_name":"Kılıç","name_suffix":"","institution":"Yildirim Beyazit University","department":""},{"first_name":"Bilal","middle_name":"","last_name":"Kırkıcı","name_suffix":"","institution":"Middle East Technical University","department":""},{"first_name":"Burcu","middle_name":"","last_name":"Can","name_suffix":"","institution":"Hacettepe University","department":""},{"first_name":"Ayşegül","middle_name":"","last_name":"Özkan","name_suffix":"","institution":"Middle East Technical University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27065/galley/16701/download/"}]},{"pk":27419,"title":"The Role of Linguistic Information in Learning Abstract Words:Evidence from Children with Specific Language Impairment (SLI)","subtitle":null,"abstract":"Accounts of abstract word learning suggest that learning thesewords relies primarily on access to linguistic cues, such as thestatistical co-occurrence of words with similar semanticproperties. Thus, children with language impairment (LI),who by definition have impoverished access to linguisticcontext, should have disproportionate impairments in abstractword knowledge. Here, we compared verbal definitions andlexical decisions to both abstract and concrete words ofchildren with LI (ages 8 to 13) and both age-matched andvocabulary-matched typically developing (TD) peers. Relativeto age-matched peers, children with LI had significant deficitsin both tasks. Crucially, however, there was not greaterimpairment of abstract words. We conclude that that linguisticknowledge is not a sine qua non to learning abstract wordsand concepts and other mechanisms, which are notspecifically impaired in LI, are at play.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"abstract concepts; semantic representation;distributional semantics; lexical decision; specific languageimpairment (SLI); vocabulary development."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8d93q7tv","frozenauthors":[{"first_name":"Gabriella","middle_name":"","last_name":"Vigliocco","name_suffix":"","institution":"University College London","department":""},{"first_name":"Marta","middle_name":"","last_name":"Ponari","name_suffix":"","institution":"University of Kent","department":""},{"first_name":"Courtenay","middle_name":"F.","last_name":"Norbury","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27419/galley/17055/download/"}]},{"pk":27185,"title":"The role of presentation order and orientation on information search and\nevaluations: An eye-tracking study","subtitle":null,"abstract":"Previous research conducted by Bergus et al. (2002) identified\nthat treatment evaluations are more negative when risks are\npresented last. Extending discussion of this order effect, the\ncurrent studies investigate this effect in tabular style displays,\nmanipulating both order and orientation; and using eye-tracking\nmethodology, explores the effect of these variables on the\ninformation search process. Analysis from eye-tracking data\nrevealed a tendency to read information sets sequentially (i.e.\nread all risk information before transitions to the other set),\nwhich is stronger for the vertical orientation where switching\nbetween information sets is less common. Further, while\nbalanced search was observed when benefits presented first,\nwhen presented with the risks first, search becomes more risk-\nheavy. Eye-tracking measures did not strongly predict treatment\nevaluations, although, when holding other variables constant,\ntime proportion spent on benefits positively predicted treatment\nevaluations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Eye-Tracking; Information Search; Order\nEffects; Information Design"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3507s83t","frozenauthors":[{"first_name":"Claire","middle_name":"L.","last_name":"Heard","name_suffix":"","institution":"Department of Psychology, King’s College London","department":""},{"first_name":"Tim","middle_name":"","last_name":"Rakow","name_suffix":"","institution":"Department of Psychology, King’s College London","department":""},{"first_name":"Tom","middle_name":"","last_name":"Foulsham","name_suffix":"","institution":"Department of Psychology, King’s College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27185/galley/16821/download/"}]},{"pk":27200,"title":"The role of prior knowledge and expertise on choice of referring expression","subtitle":null,"abstract":"Referential success depends on choice of referring expression.The choice of referring expression will depend on contextualfactors as well as factors related to speaker and addresseeknowledge. A shared-learning paradigm was used in whichpartners learned names of objects together and separately beforea referential task. Items differed on commonality, with someindependently rated as more common and some as more rare.Speakers were less likely to use names versus other forms whenitems were rare than common (p<0.001) and less likely to usenames when items were new than learned together (p<0.001).Asymmetry effects showed that speakers were more likely touse a name when the addressee was deemed moreknowledgeable in post-test ratings (p<0.01). Together, we takethis to show speakers choose to use a name versus a descriptionbased on the likelihood that their interlocutor will know thename. Factors affecting the likelihood include prior knowledgeof what a typical addressee will know and shared experience,which includes inferring an interlocutor’s expertise, asdynamically updated during a dialog.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interactive conversation; referring expressions;common ground; expertise"},{"word":"belief updating"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/54f0k8v0","frozenauthors":[{"first_name":"Alyssa","middle_name":"","last_name":"Ibarra","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Jeffrey","middle_name":"","last_name":"Runner","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Michael","middle_name":"","last_name":"Tanenhaus","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27200/galley/16836/download/"}]},{"pk":27288,"title":"The Role of Schema-Governed Relational Categories in Analogical Inference","subtitle":null,"abstract":"The standard approach posits that analogical inferences aregenerated by copying unmapped base relations, substitutingbase entities by their corresponding target ones, and generatingslots for unmapped base entities. Contra this account, resultsfrom Experiment 1 revealed that analogical inferences seldominclude relations that resemble the base relation from whichthey were derived. Most of the inferences, however, could becategorized as exemplars of a schema-governed categorycapable of characterizing the base information to be projected.To gather further precision about the criteria that guide inferencegeneration, in Experiment 2 we showed that analogicalinferences tend to match the base information from which theyare derived in values of salient dimensions of the relationalcategory to which they belonged. Our results suggest that therelational constructs employed in modeling analogical inferenceshould move beyond one-term multiplace predicates so as toinclude more complex relational structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy; inference; relational category."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8v41w7mf","frozenauthors":[{"first_name":"Ricardo","middle_name":"A.","last_name":"Minervino","name_suffix":"","institution":"University of Comahue","department":""},{"first_name":"Adrián","middle_name":"","last_name":"Margni","name_suffix":"","institution":"University of Comahue","department":""},{"first_name":"Máximo","middle_name":"","last_name":"Trench","name_suffix":"","institution":"University of Comahue","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27288/galley/16924/download/"}]},{"pk":27511,"title":"The role of spatial skills in mathematics cognition: Evidence from children aged5-10 years","subtitle":null,"abstract":"While there is evidence of associations between spatial skills and mathematics, relatively few studies explore theseassociations in children aged 5-10 years. I will present findings from longitudinal and cross-sectional studies to highlight theimportance of spatial skills as both longitudinal and concurrent predictors of mathematics. First, secondary data analysis of theMillennium Cohort Study indicates that spatial performance at both 5 and 7 years is a significant predictor of mathematics at age7 (N = 12099). Second, cross-sectional findings from children aged 5-10 years (N=156), suggest that spatial skills explain 10-12% of the variation in standardised maths performance and approximate number sense, even after accounting for vocabularyskills. That is, spatial scaling was a significant predictor of mathematics for all age groups, while the role of mental rotationand mental folding varied with age. These findings have implications for the design of mathematics interventions customisedfor specific developmental stages.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2jc6p28m","frozenauthors":[{"first_name":"Katie","middle_name":"","last_name":"Gilligan","name_suffix":"","institution":"UCL Institute of Education","department":""},{"first_name":"Alex","middle_name":"","last_name":"Hodgkiss","name_suffix":"","institution":"UCL Institute of Education","department":""},{"first_name":"Michael","middle_name":"","last_name":"Thomas","name_suffix":"","institution":"Birkbeck College","department":""},{"first_name":"Emily","middle_name":"","last_name":"Farran","name_suffix":"","institution":"UCL Institute of Education","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27511/galley/17147/download/"}]},{"pk":27361,"title":"The role of talker similarity in the perceptual learning of L2 tone categories","subtitle":null,"abstract":"Different hypotheses were proposed concerning the role oftalker variability in lexical learning. It remains unclearwhether new phonetic categories are acquired as episodicmemory traces with talkers’ voice information preserved or asabstract categories. The current study investigated the role ofvoice similarity in perceptual learning of Cantonese tones. Sixhigh-variability training sessions were given to 12 Mandarinspeakers. Voice similarity was controlled in the training andpre-and posttests. Results indicate that the training positivelytransferred to both similar and dissimilar talkers. However, inthe pretest, the performance was not significantly differentbetween similar and dissimilar voices, whereas significantbetter performance was found in the similar voices in theposttest. These results suggest that learners retained speakers’information in the learning process and made use of suchinformation for future perception. This implies that lexicaltones are probably encoded episodically in the mentalrepresentation of Mandarin L2 learners.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Talker similarity"},{"word":"high variability training"},{"word":"Cantonese lexical tones"},{"word":"Mandarin leaners of Cantonese"},{"word":"mental representation."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8967j2kf","frozenauthors":[{"first_name":"Jing","middle_name":"","last_name":"Shao","name_suffix":"","institution":"The Hong Kong Polytechnic University","department":""},{"first_name":"Joanna","middle_name":"Chor Yan","last_name":"Mak","name_suffix":"","institution":"The Hong Kong Polytechnic University","department":""},{"first_name":"Caicai","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"The Hong Kong Polytechnic University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27361/galley/16997/download/"}]},{"pk":27355,"title":"The roles of item repetition and position in infant sequence learning","subtitle":null,"abstract":"We examined mechanisms underlying infants’ ability to\ndetect, extract, and generalize sequential patterns, focusing on\nhow saliency and consistency of distributional information\nguide infant learning of the most “likely” pattern in\naudiovisual sequences. In Experiment 1, we asked if 11- and\n14-month-old infants could learn a “repetition anywhere” rule\n(e.g., ABBC, AABC, ABCC). In Experiment 2 we asked if\n11- and 14-month-olds could generalize a “medial repetition”\nrule when its position is consistent in sequence, and in\nExperiment 3 we asked if 11-month-olds could identify a\nnonadjacent dependency occurring at edge positions. Infants\nwere first habituated to 4-item sequences (shapes + syllables)\ncontaining repetition- and/or position-based structure, and\nwere then tested with “familiar” structure instantiated across\nnew items or combinations of items vs. “novel” (random)\nsequences. We found that 11-month-olds failed to learn the\nrepetition rule both when the structure appeared in initial,\nmedial, or final position (Experiment 1) and when it was\nrestricted to the medial position (Experiment 2). Fourteen-\nmonth-olds learned repetition rules under both conditions.\nFinally, in Experiment 3 11-month-olds succeeded in learning\na nonadjacent dependency in sequences identical to those\nused to test repetition learning in Experiment 2. Our results\nsuggest that infants at 11 months, like adults, are relatively\ninsensitive to patterns in the middle of sequences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"infant learning; rule learning; sequence learning"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/55v1v7jd","frozenauthors":[{"first_name":"Christina","middle_name":"","last_name":"Schonberg","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Gary","middle_name":"F.","last_name":"Marcus","name_suffix":"","institution":"New York University","department":""},{"first_name":"Scott","middle_name":"P.","last_name":"Johnson","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27355/galley/16991/download/"}]},{"pk":26889,"title":"The Semantics and Pragmatics of Logical Connectives: Adults’ and Children’sInterpretations of And and Or in a Guessing Game","subtitle":null,"abstract":"The development of the ubiquitous logical connectives and andor provides a window into the role of semantics and pragmat-ics in children’s linguistic development. Previous research hassuggested that adults and children might differ in their interpre-tation of or in two ways. First, unlike adults, children mightinterpret or as logical conjunction, akin to and. Second, chil-dren might interpret or as inclusive disjunction while adultsinterpret it as exclusive. We report experimental studies thatprobe interpretations of and and or in adults and children us-ing truth value judgements as well as children’s spontaneouslinguistic feedback. Both truth judgements and linguistic feed-back showed that four-year-olds do not interpret or as and.While children’s truth judgments suggested that they did notderive exclusivity implicatures, however, their corrective feed-back showed signs of sensitivity to the implicature, suggestingthat the truth value judgement task could have underestimatedchildren’s pragmatic competence. More generally, four-year-olds’ interpretation of logical connectives may not be as differ-ent from adults as previously supposed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language development; semantics; pragmatics;logical connectives; disjunction; conjunction."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1t0472h6","frozenauthors":[{"first_name":"Masoud","middle_name":"","last_name":"Jasbi","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"C.","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26889/galley/16525/download/"}]},{"pk":26995,"title":"The Semantic Spaces of Child-Directed Speech, Child Speech and Adult-directed\nSpeech: a Manifold Perspective","subtitle":null,"abstract":"Child-directed speech (CDS) is a talking style adopted by\ncaregivers when they talk to toddlers (Snow, 1995). We\nconsider the role of distributional semantic features of CDS\nin language acquisition. We view semantic structure as a\nmanifold on which words lie. We compare the semantic\nstructure of verbs in CDS to the semantic structure of child\nspeech (CS) and adult-directed speech (ADS) by measuring\nhow easy it is to align the manifolds. We find that it is easier\nto align verbs in CS to CDS than to align CS to ADS,\nsuggesting that the semantic structure of CDS is reflected in\nchild productions. We also find, by measuring verbs vertex\ndegrees in a semantic graph, that a mixed initialized set of\nverbs with high degrees and medium degrees has the best\nperformance among all alignments, suggesting that both\nsemantic generality and diversity may be important for\ndeveloping semantic representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"child-directed speech; lexical development;\nmanifold learning; distributional semantics; graph theory"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gm536zf","frozenauthors":[{"first_name":"Hao","middle_name":"","last_name":"Sun","name_suffix":"","institution":"University at Buffalo","department":""},{"first_name":"John","middle_name":"","last_name":"Pate","name_suffix":"","institution":"University at Buffalo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26995/galley/16631/download/"}]},{"pk":27590,"title":"The space and time of contamination: Complete, continual, spreading effects","subtitle":null,"abstract":"People sometimes report feeling “totally” different (complete affectedness) and that “they’ll never be the same again”(continual affectedness) after negative events. It’s been proposed that complete, and continual negative effects characterizecontamination or impurity. Meanwhile, whether impurity is a legitimate moral domain apart from harm has been debated inmoral psychology. We address these matters using novel approaches from cognitive linguistics. First, according to a prominenttheory of verb semantics, verbs that convey impurity (contaminate, taint) belong to a class that implies complete affectedness(the “fill” class), such that contaminated entities are seen as completely contaminated. Second, people rated perpetrators equally,and highly, “contaminated”, “contaminating”, and “injuring”, whereas victims were rated straightforwardly “injured” (Turk;n=126, replicated twice). For ”contaminated” perpetrators, the taint carried on – they were continually ”contaminating”. Insum, impurity is distinct from harm: the process underlying impurity, contamination, involves inferences of complete, continualnegative effects that spread.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5tf066hd","frozenauthors":[{"first_name":"Laura","middle_name":"","last_name":"Niemi","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Liane","middle_name":"","last_name":"Young","name_suffix":"","institution":"Boston College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27590/galley/17226/download/"}]},{"pk":27577,"title":"The spontaneous creation of systems of conventions","subtitle":null,"abstract":"We used a non-linguistic experimental paradigm to explore the instantaneous creation and adaption of novel commu-nicative systems of conventions. Groups of participants played a computer game, in which they sent and interpreted minimalsignals to obtain shared rewards within a virtual scene. Within groups, trials manipulated the space of possible signals thatcould be sent, and the set of meanings to be expressed (the range of cases for the locations and quantities of rewards). Betweengroups, initial conditions were manipulated through early exposure to different sets of communicative cases.We observed participants spontaneously develop systems of conventions that were adapted to the full range of signal-meaningmappings encountered. Groups favoured systems optimised to their particular initial learning environment. These systemsbecome entrenched and transferred to new signal-mapping environments to which they were not adapted.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5qm807h2","frozenauthors":[{"first_name":"Jennifer","middle_name":"","last_name":"Misyak","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Nick","middle_name":"","last_name":"Chater","name_suffix":"","institution":"University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27577/galley/17213/download/"}]},{"pk":27015,"title":"The statistical significance filter leads to overconfident expectations of replicability","subtitle":null,"abstract":"We show that publishing results using the statistical signif-icance filter—publishing only when the p-value is less than0.05—leads to a vicious cycle of overoptimistic expectationof the replicability of results. First, we show analytically thatwhen true statistical power is relatively low, computing powerbased on statistically significant results will lead to overesti-mates of power. Then, we present a case study using 10 exper-imental comparisons drawn from a recently published meta-analysis in psycholinguistics (J ̈ager et al., 2017). We show thatthe statistically significant results yield an illusion of replica-bility. This illusion holds even if the researcher doesn’t con-duct any formal power analysis but just uses statistical signifi-cance to informally assess robustness (i.e., replicability) of re-sults.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Statistical significance; p-values; replicability"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mc3x8dc","frozenauthors":[{"first_name":"Shravan","middle_name":"","last_name":"Vasishth","name_suffix":"","institution":"University of Potsdam,","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Gelman","name_suffix":"","institution":"Columbia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27015/galley/16651/download/"}]},{"pk":27273,"title":"The strategic advantages of micro-targeted campaigning: A proof of principleBayesian Agent-Based Model","subtitle":null,"abstract":"Predicting the effect of persuasion campaigns is difficult, asbelief changes may cascade through a network. In recentyears, political campaigns have adopted micro-targetingstrategies that segment voters into fine-grained clusters formore specific targetting. At present, there is little evidencethat explores the efficiency of this method. Through anAgent-Based Model, the current paper provides a novelmethod for exploring predicted effects of strategic persuasioncampaigns.The voters in the model are rational and revise their beliefsin the propositions expounded by the politicians inaccordance with Bayesian belief updating through a sourcecredibility model.The model provides a proof of concept and shows strategicadvantages of micro-targeted campaigning. Despite havingonly little voter data allowing crude segmentation, the micro-targeted campaign consistently beat stochastic campaignswith the same reach. However, given substantially greaterreach, a positively perceived stochastic candidate can nullifyor beat a strategic persuasion campaigns.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Agent-Based Model; Persuasion; Strategiccampaigns; Politics; Voting simulation"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/55f2z6rt","frozenauthors":[{"first_name":"Jens","middle_name":"Koed","last_name":"Madsen","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Toby","middle_name":"D.","last_name":"Pilditch","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27273/galley/16909/download/"}]},{"pk":27401,"title":"The Stroop Effect From a Mixture of Reading Processes: AFixed-Point Analysis","subtitle":null,"abstract":"For the last 80 years, the Stroop task has been used totest theories of attention and cognitive control and ithas been applied in many clinical settings. Most theo-ries posit that the overwhelming power of written wordsovercomes strict instructions to focus on print color andignore the word. Recent evidence suggests that trials inthe Stroop task could in fact be a mixture of readingtrials and non-reading trials. Here we conduct a criticaltest of this mixture hypothesis, where a mixture of pro-cesses should satisfy the fixed-point property (Falmagne,1968).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Stroop Effect; Mixture Model; Fixed-PointAnalysis"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6kj725rh","frozenauthors":[{"first_name":"Gabriel","middle_name":"","last_name":"Tillman","name_suffix":"","institution":"University of Newcastle","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Howard","name_suffix":"","institution":"University of Newcastle","department":""},{"first_name":"Paul","middle_name":"","last_name":"Garret","name_suffix":"","institution":"University of Newcastle","department":""},{"first_name":"Ami","middle_name":"","last_name":"Eidels","name_suffix":"","institution":"University of Newcastle","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27401/galley/17037/download/"}]},{"pk":27095,"title":"The Structure of Goal Systems Predicts Human Performance","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74n8q366","frozenauthors":[{"first_name":"David","middle_name":"D.","last_name":"Bourgin","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"University of California, Berkely","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Reichman","name_suffix":"","institution":"Weizmann Institute of Science","department":""},{"first_name":"Nimrod","middle_name":"","last_name":"Talmon","name_suffix":"","institution":"Weizmann Institute of Science","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkely","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27095/galley/16731/download/"}]},{"pk":27451,"title":"The Structure of Young Children’s Numerical and Spatial Abilities","subtitle":null,"abstract":"We conducted a study of 400 preschool children to determine whether spatial and numerical skills rely on commonprocesses. Children completed a battery of mathematical tasks as part of an ongoing preschool formative assessment develop-ment project. We created theoretically meaningful skills from these tasks and carried out item response theoretic analyses oneach skill. We extracted Rasch scores for each of the skills and carried out multiple factor analyses to determine whether oneor more factors best characterized spatial and numerical skills. Finally, we regressed factor scores on demographic variables,including age, gender, socioeconomic status, and verbal ability. We discuss how our results add to our understanding of theconnection between spatial and numerical processes and their implications for closing the achievement gap in early education.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6jr298qp","frozenauthors":[{"first_name":"Christopher","middle_name":"","last_name":"Young","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Raudenbush","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Brittney","middle_name":"","last_name":"Fraumeni","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Susan","middle_name":"","last_name":"Levine","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27451/galley/17087/download/"}]},{"pk":27630,"title":"The Sufficiency Principle: Predicting when children will regularize inconsistentlanguage variation","subtitle":null,"abstract":"Children exposed to inconsistent language variation regularize this variation in their productions (Hudson-Kam &Newport, 2005). Existing demonstrations of regularization observe this behavior when the signal-to-noise ratio is greater-than-or-equal-to 40%, but whether regularization occurs when the dominant form is less widespread has not been investigated. Arecent computational model, the Sufficiency Principle, quantifies when a pattern is widespread enough to generalize (Yang,2016): Let R be a generalization over N items, of which M are attested to follow R. R extends to all N items iff: N-M","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qc9b2gr","frozenauthors":[{"first_name":"Kathryn","middle_name":"D.","last_name":"Schuler","name_suffix":"","institution":"Georgetown University","department":""},{"first_name":"Jaclyn","middle_name":"E.","last_name":"Horowitz","name_suffix":"","institution":"Georgetown University","department":""},{"first_name":"Charles","middle_name":"","last_name":"Yang","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Elissa","middle_name":"L.","last_name":"Newport","name_suffix":"","institution":"Georgetown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27630/galley/17266/download/"}]},{"pk":27141,"title":"The Temporal Cheerleader Effect:Attractiveness Judgments Depend on Surrounding Faces Through Time","subtitle":null,"abstract":"Previous research has found that people are seen as moreattractive when they appear in a group rather than in isolation.The present study asks whether faces that surround us in timealso affect how attractive we appear to be. Participants ratedthe attractiveness of famous female faces presented in asequence of three and in isolation. We found that people dointegrate information about attractiveness over time, but thattemporal context has the opposite effect of static context.People perceived faces as less attractive in a series than inisolation. We also varied the attractiveness of surroundingfaces in order to examine how the serial position of contextualinformation might figure into people’s judgments. We foundthat faces presented earlier in the sequence figured moreheavily into people’s judgment than did faces presented laterin the sequence. These findings highlight the role of temporalcontext in perceptions of attractiveness.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"face perception"},{"word":"attractiveness"},{"word":"serial positioneffects"},{"word":"ensemble coding"},{"word":"cheerleader effect"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zx573f9","frozenauthors":[{"first_name":"Alexia","middle_name":"Toskos","last_name":"Dils","name_suffix":"","institution":"Purchase College","department":""},{"first_name":"Scott","middle_name":"","last_name":"Niedopytalski","name_suffix":"","institution":"Purchase College","department":""},{"first_name":"Jeffrey","middle_name":"","last_name":"Arroyo","name_suffix":"","institution":"Purchase College","department":""},{"first_name":"Stephen","middle_name":"J.","last_name":"Flusberg","name_suffix":"","institution":"Purchase College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27141/galley/16777/download/"}]},{"pk":27003,"title":"The temporal dynamics of base rate neglect: People may not be intuitivestatisticians after all","subtitle":null,"abstract":"According to a classic view of reasoning, intuition is fast but fallible, while reflection is slow but reliable. Biases,therefore, emerge when a reasoner’s intuitions are wrong and they fail to notice. Recent evidence, however, suggests thatpeople may be aware when their intuitions are incorrect. A possible explanation reason for this is that both correct and incorrectresponses are cued in parallel, but the strongly-cued incorrect response is given unless people can inhibit it. We tested thisexplanation using base rate neglect problems, and recorded participants’ mouse cursor movements as they chose betweenpossible answers under time pressure. Descriptions affected both participants’ early movements and ultimate responses, andinterfered with their use of the base rates, while base rates rarely interfered with participants’ use of descriptions, and then onlyat a later point in time. Thus, despite suggestive findings elsewhere, our results support the classic of view reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2dx5q3q4","frozenauthors":[{"first_name":"Eoin","middle_name":"","last_name":"Travers","name_suffix":"","institution":"University of London","department":""},{"first_name":"Jonathan","middle_name":"J.","last_name":"Rolison","name_suffix":"","institution":"University of Essex","department":""},{"first_name":"Aidan","middle_name":"","last_name":"Feeney","name_suffix":"","institution":"Queen’s University Belfast","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27003/galley/16639/download/"}]},{"pk":27637,"title":"The time course of colour guidance in realistic scene search","subtitle":null,"abstract":"Colour is a source of attentional guidance and object segmentation when viewing a scene. In an eye-tracking study,we examined its role during search of targets placed in consistent or inconsistent locations within realistic scene contexts. Boththe target template and the whole scene were presented in full colour or grayscale. Colour presence did not influence earlysearch, considering latency, direction or gain of the first saccade, but affected later phases, with longer scene scanning andmore fixations required to locate the target in the grayscale condition, which also lengthened verification of template-objectmatching. These effects were enhanced in inconsistent scenes. Our results suggest that observers may not utilise colour cueswhen initiating scene inspection during search but also that colour information modulates efficiency of the search process interms of attentional selection and object recognition, in particular when the context of the scene does not provide reliablehigh-level guidance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00x9h0sk","frozenauthors":[{"first_name":"Sara","middle_name":"","last_name":"Spotorno","name_suffix":"","institution":"University of Glasgow","department":""},{"first_name":"Ben","middle_name":"","last_name":"Tatler","name_suffix":"","institution":"University of Aberdeen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27637/galley/17273/download/"}]},{"pk":27623,"title":"The time course of Intentional Binding","subtitle":null,"abstract":"Environmental stimuli caused by actions (i.e., effects) are perceived earlier than stimuli not caused by actions. Thisphenomenon is termed intentional binding (IB), and serves as implicit measure of sense of agency. We investigated the influenceof effect delay and temporal predictability on IB, measured with the classic clock procedure as the bias to perceive the effectas temporally shifted towards the action. For short delays, IB increased with delay (Experiment 1: 200 ms, 250 ms, 300 ms)and this initial increase declined for longer delays (Experiment 2: 100 ms, 250 ms, 400 ms). These results extend previousfindings showing IB to decrease with increasing delays for delay ranges of 250 ms to 650 ms. Further, the indication that IB,that is, sense of agency, might be maximal for different delays depending on the specific characteristics and context of actionand effect, has important implications for human-machine interfaces.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5w73g2t1","frozenauthors":[{"first_name":"Miriam","middle_name":"","last_name":"Ruess","name_suffix":"","institution":"Albert-Ludwigs-Universit ̈at Freiburg","department":""},{"first_name":"Roland","middle_name":"","last_name":"Thomaschke","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":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27623/galley/17259/download/"}]},{"pk":27368,"title":"The tortoise wins only when the race is long: How the task environment changesthe behavior of Tetris models","subtitle":null,"abstract":"Tetris can be viewed as a highly complex decision making task, and used as a paradigm for studying human expertise.We hypothesized that models capable of playing Tetris for a long time are doing so by adopting slow but steady strategies toaccumulate points, while human players are much more prone to using high-risk, high-reward strategies that earn more pointsin a shorter time frame. This work used the MindModeling.org computational cognitive modeling platform to develop the bestmodels capable of playing long term games and short term games, and then compared the performance of the two. The bestlong term model adopted the slow and steady strategy, while the best short term model displayed the higher-risk, higher-rewardstrategy that more closely matches behavior observed in human players. Models that ”trained long” but ”played short” didworse than those that both trained and played ”short.”","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mx0p4pf","frozenauthors":[{"first_name":"Catherine","middle_name":"","last_name":"Sibert","name_suffix":"","institution":"Rensselear Polytechnic Institute","department":""},{"first_name":"Wayne","middle_name":"","last_name":"Gray","name_suffix":"","institution":"Rensselear Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27368/galley/17004/download/"}]},{"pk":27467,"title":"The Use of Ambiguous Messages as a Strategy to Appeal to Multiple DecisionMakers","subtitle":null,"abstract":"Messages that are tailored to specific audiences (matched messages) are typically more persuasive compared tomessages that are crafted for a general audience (Hirsh, Kang, & Bodenhauser, 2012). However, tailoring messages can havethe effect that messages are less persuasive for audiences for which they were not tailored (mismatched messages; Sillince,Jarzabkowski, & Shaw, 2012). Eisenberg (1984) introduced the concept of strategic ambiguity to appeal to multiple audiencessimultaneously. We systematically compared effects of matched/mismatched tailored messages with the effects of ambiguousmessages on multiple-criteria choice behavior. We found evidence that ambiguous messages can be used under certain con-ditions to simultaneously appeal to multiple audiences within the context of credit card choices. Using the financial controltypology developed by Shefrin and Nicols (2014) to define different audiences, the study (154 participants) provided somesupport for the use of ambiguity as a tool for tailoring messages to diverse credit-card holders.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21n2z8pk","frozenauthors":[{"first_name":"Devika","middle_name":"","last_name":"Banerji","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Torsten","middle_name":"","last_name":"Reimer","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Chris","middle_name":"","last_name":"Roland","name_suffix":"","institution":"Purdue University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27467/galley/17103/download/"}]},{"pk":26952,"title":"The Use of Iconic Words in Early Child-Parent Interactions","subtitle":null,"abstract":"This paper examines the use of iconic words in earlyconversations between children and caregivers. Thelongitudinal data include a span of six observations of 35children-parent dyads in the same semi-structured activity.Our findings show that children’s speech initially has a highproportion of iconic words, and over time, these wordsbecome diluted by an increase of arbitrary words. Parents’speech is also initially high in iconic words, with a decreasein the proportion of iconic words over time – in this casedriven by the use of fewer iconic words. The level anddevelopment of iconicity are related to individual differencesin the children’s cognitive skills. Our findings fit with thehypothesis that iconicity facilitates early word learning andmay play an important role in learning to produce new words","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"iconicity; vocabulary development; child-directedspeech; sound symbolism"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3584v815","frozenauthors":[{"first_name":"Marcus","middle_name":"","last_name":"Perlman","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Riccardo","middle_name":"","last_name":"Fusaroli","name_suffix":"","institution":"Aarhus University","department":""},{"first_name":"Deborah","middle_name":"","last_name":"Fein","name_suffix":"","institution":"University of Connecticut","department":""},{"first_name":"Letitia","middle_name":"","last_name":"Naigles","name_suffix":"","institution":"University of Connecticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26952/galley/16588/download/"}]},{"pk":26963,"title":"The Wason Selection Task: A Meta-Analysis","subtitle":null,"abstract":"In Wason’s selection task, participants select whichever offour cards could provide evidence about the truth or falsity ofa conditional rule. As our meta-analysis of hundreds of ex-periments corroborates, participants tend to overlook one ofthe cards that could falsify the rule. 15 distinct theories aimto explain this phenomenon and others, but many of thempresuppose that cards are selected independently of one an-other. We show that this assumption is false: Shannon’s en-tropy for selections is reliably redundant in comparison withthose of 10,000 simulated experiments using the same fourindividual probabilities for each real experiment. This resultrules out those theories presupposing independent selections.Of the remaining theories, only two predict the frequenciesof selections, one (due to Johnson-Laird & Wason, 1970a)provides a better fit to the experimental data than the other(due to Klauer et al., 2007). We discuss the implications ofthese results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Conditional reasoning; Entropy; Falsity"},{"word":"Selec-tion task; Mental models."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rv0k45d","frozenauthors":[{"first_name":"Marco","middle_name":"","last_name":"Ragni","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Ilir","middle_name":"","last_name":"Kola","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Phil","middle_name":"N.","last_name":"Johnson-Laird","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26963/galley/16599/download/"}]},{"pk":27126,"title":"They Know as Much as We Do: Knowledge Estimation and Partner Modelling ofArtificial Partners","subtitle":null,"abstract":"Conversation partners’ assumptions about each other’sknowledge (their partner models) on a subject are importantin spoken interaction. However, little is known about whatinfluences our partner models in spoken interactions withartificial partners. In our experiment we asked people to name15 British landmarks, and estimate their identifiability to aperson as well as an automated conversational agent of eitherBritish or American origin. Our results show that people’sassumptions about what an artificial partner knows are relatedto their estimates of what other people are likely to know -but they generally estimate artificial partners to have moreknowledge in the task than human partners. These findingsshed light on the way in which people build partner models ofartificial partners. Importantly, they suggest that people useassumptions about what other humans know as a heuristicwhen assessing an artificial partner’s knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"knowledge estimation"},{"word":"human-computer interac-tion"},{"word":"partner modelling"},{"word":"Theory of mind"},{"word":"human-computerdialogue"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9dw9120v","frozenauthors":[{"first_name":"Benjamin","middle_name":"R.","last_name":"Cowan","name_suffix":"","institution":"University College Dublin","department":""},{"first_name":"Holly","middle_name":"","last_name":"Branigan","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Habiba","middle_name":"","last_name":"Begum","name_suffix":"","institution":"University of Birmingham","department":""},{"first_name":"Lucy","middle_name":"","last_name":"McKenna","name_suffix":"","institution":"Trinity College Dublin","department":""},{"first_name":"Eva","middle_name":"","last_name":"Szekely","name_suffix":"","institution":"KTH Royal Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27126/galley/16762/download/"}]},{"pk":26849,"title":"Thinking about the future: The role of spatial metaphors for time","subtitle":null,"abstract":"People often use spatial language to talk about time, and thisis known to both reflect and shape how they think about it.Despite much research on the spatial grounding of temporallanguage and thought, little attention has been given to howspatial metaphors influence reasoning about real events,especially those in the future. In a large online study(N=2362), we framed a discussion of climate change usingspatial metaphors that varied on reference-frame (ego- vs.time-moving), speed of movement (fast vs. slow), and timehorizon (near, medium, or far future). We found thatdescribing climate change as approaching (time-movingframe) – versus something we approach – made the issueseem more serious, but also more tractable, at least when therate of motion was fast (e.g., “it’s rapidly approaching”).These findings offer novel insights into the relationshipbetween spatial metaphors and temporal reasoning and howwe communicate about uncertain future events.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Metaphor"},{"word":"Space"},{"word":"time"},{"word":"framing"},{"word":"Reasoning"},{"word":"future"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/42v665q5","frozenauthors":[{"first_name":"Stephen","middle_name":"J.","last_name":"Flusberg","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Teenie","middle_name":"","last_name":"Matlock","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Paul","middle_name":"H.","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26849/galley/16485/download/"}]},{"pk":27241,"title":"Thinking and Guessing: Bayesian and Empirical Models of How Humans Search","subtitle":null,"abstract":"Searching natural environments, as for example, when foraging or looking for a landmark, combines reasoningunder uncertainty, planning and visual search. Existing paradigms for studying search in humans focus on step-by-step infor-mation sampling, without examining advance planning. We propose and evaluate a Bayesian model of how people search in anaturalistic maze-solving task. The model encodes environment exploration as a sequential process of acquiring informationmodelled by a Partially Observable Markov Decision Process (POMDP), which maximises the information gained. We showthat the search policy averaged across participants is optimal. Individual solutions, however, are highly variable and can beexplained by two heuristics: thinking and guessing. Self-report and inference, a Gaussian Mixture Model over inverse POMDP,consistently assign most subjects to one style or the other. By analysing individual participants’ decision times we show thatindividuals solve partial POMDPs and plan their search a limited number of steps in advance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0pq0t8jt","frozenauthors":[{"first_name":"Marta","middle_name":"","last_name":"Kryven","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Tomer","middle_name":"","last_name":"Ullman","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"William","middle_name":"","last_name":"Cowan","name_suffix":"","institution":"University of Waterloo,","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27241/galley/16877/download/"}]},{"pk":27376,"title":"Thinking inside the box:Motion prediction in contained spaces uses simulation","subtitle":null,"abstract":"Theories of the mental processes people use to perform physi-cal reasoning often differ on whether they are based on simu-lation or on logical reasoning. Here we test how these differentprocesses might combine in a motion-prediction task that canbe solved either by simulation or by reasoning about the topol-ogy of the scene. Participants were asked to predict which oftwo goals a computerized ball would reach first, but in someof these scenes the ball was ‘contained’ in the same space asone goal but was topologically separated from the other. Evenin these contained scenes, participants responded faster whenthey received motion information that would speed up simu-lation but not affect topological parsing. This suggests thatsimulation contributes to predicting short-range motion, evenwhen alternate strategies are available.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intuitive physics; simulation; topology; containers"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5cd8m3sf","frozenauthors":[{"first_name":"Kevin","middle_name":"A.","last_name":"Smith","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Filipe","middle_name":"de A B","last_name":"Peres","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Edward","middle_name":"","last_name":"Vul","name_suffix":"","institution":"University of California, San Diego","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":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27376/galley/17012/download/"}]},{"pk":27448,"title":"Three-Way Bindings in Associative Recognition","subtitle":null,"abstract":"To avoid interference among similar memory traces it is re-quired to form complex memory structures that include mul-tiple components of the event, which helps one to distinguishone event from another. In a laboratory setting, these complexbinding structures have been studied through a paradigm whereone has to form a memory structure that includes two items andthe context together (i.e., three-way binding). However, de-spite the long history of the theoretical concept, its importance,and the existence of the laboratory paradigm, three-way bind-ing structures have only been examined in recall paradigms.Moreover, not all memory models consider the ability to formthree-way binding structures as a default. Therefore, the cur-rent study examined the use and formation of three-way bind-ing structures in an associative recognition paradigm. Resultsprovide evidence that three-way binding structures are usedduring recognition, which implies that it is critical for mem-ory models to properly represent them.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"episodic memory; recognition; three-way binding"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4b87b5t3","frozenauthors":[{"first_name":"Hyungwook","middle_name":"","last_name":"Yim","name_suffix":"","institution":"The University of Newcastle","department":""},{"first_name":"Adam","middle_name":"F.","last_name":"Osth","name_suffix":"","institution":"The University of Melbourne","department":""},{"first_name":"Vladimir","middle_name":"M.","last_name":"Sloutsky","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Simon","middle_name":"J.","last_name":"Dennis","name_suffix":"","institution":"The University of Newcastle","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27448/galley/17084/download/"}]},{"pk":26790,"title":"Time in the mind of a child: Perspectives on the development of temporal cognition","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"time"},{"word":"Cognitive Development"},{"word":"concepts"},{"word":"eventrepresentation"},{"word":"future"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8ww394wt","frozenauthors":[{"first_name":"Katharine","middle_name":"A.","last_name":"Tillman","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Meng","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Florie","middle_name":"","last_name":"Monier","name_suffix":"","institution":"Université Clermont Auvergne","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Redshaw","name_suffix":"","institution":"University of Queensland","department":""},{"first_name":"Teresa","middle_name":"","last_name":"McCormack","name_suffix":"","institution":"Queens University Belfast","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26790/galley/16426/download/"}]},{"pk":26962,"title":"Timing Time: Why Early Vision is Cognitively Impenetrable","subtitle":null,"abstract":"Newen and Vetter (2016) argue that cognitive penetration (CP) ofperceptual experience is the most possible account of the evidence.They target both the weak impenetrability thesis that only some earlyvisual processes are cognitively impenetrable (CI), and the strongimpenetrability thesis that all perceptual processes are CI. Since Iagree that perceptual processing as a whole is CP, I will concentrateon their arguments against the weak CI thesis. In attacking weak CI,the authors take aim at Raftopoulos’ arguments supporting the CI ofearly vision. Their main argument comes from studies that, Newenand Vetter think, show that early vision is CP by demonstrating theexistence of cognitive effects on early vision. I examine the sameempirical evidence that Newen and Vatter discuss and argue thissame evidence strongly supports the view that early vision is CI.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ps928xc","frozenauthors":[{"first_name":"Athanassios","middle_name":"","last_name":"Raftopoulos","name_suffix":"","institution":"University of Cyprus","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26962/galley/16598/download/"}]},{"pk":27683,"title":"To organize or not to organize? Examining biases in search strategies using Legobuilding blocks","subtitle":null,"abstract":"A widely-accepted notion is that organization can improve task performance and generally allow us to better functionwithin a given task environment (Kirsh, 1995; 1996). However, it remains unclear the extent to which individuals believe thatorganization will help to improve task performance when they are asked to carry out mundane tasks in the real world. Toexamine this, individuals were asked to search through a pile of Lego building blocks for specific pieces. Prior to the searchtask, they were asked their preferred strategy for this task (e.g., organizing vs. not organizing the Lego pile prior to search) andto estimate how much time and effort each strategy would take for task completion. While both strategies were comparable interms of objective task completion time and subjective time and effort estimations, participants were overwhelmingly biasedagainst choosing the organization strategy. Implications for the current study 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/44d6t1ss","frozenauthors":[{"first_name":"Mona","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Kimberley","middle_name":"","last_name":"Yuen","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Evan","middle_name":"","last_name":"Risko","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27683/galley/17319/download/"}]},{"pk":26897,"title":"Touch Screen Text Entry as Cognitively Bounded Rationality","subtitle":null,"abstract":"Typing on a smartphone is an everyday activity that involves various cognitive and behavioural processes. This papermodels touch screen text entry as cognitively bounded rationality. The model aims to maximise error-free text throughput, whilebeing constrained by its architecture and task environment. Empirical data are used to calibrate the model, which demonstratesadequate fit. The model is used to explore how strategic choices under given constraints affect text entry performance. Thepreliminary model presented here serves as a confirmation that touch screen text entry can be modelled as cognitively boundedrationality. Future extensions by integration into richer cognitive architectures are outlined.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/502265r6","frozenauthors":[{"first_name":"Jussi","middle_name":"","last_name":"Jokinen","name_suffix":"","institution":"Aalto University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26897/galley/16533/download/"}]},{"pk":27328,"title":"Towards a Computational Analogical Theory of Mind","subtitle":null,"abstract":"Several theories about Theory of Mind (ToM) have beenproposed. The most well-known of these are Theory Theoryand Simulation Theory, although alternative and hybridtheories do exist. One such theory, proposed by Bach (2011,2014), is based on the Structure-Mapping theory of analogy,which has been shown to play a key role in cognitivedevelopment. There is evidence that children are more likely topass false belief tasks when trained using stories that are easyto compare via structural alignment, as opposed to stories thatare difficult to compare in this way (Hoyos, Horton & Gentner,2015). This paper shows how a computational model based onBach’s account can provide an explanation for the Hoyos et al.training study and proposes directions for future research onhuman subjects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy; theory of mind; false belief; structure-mapping; cognitive modeling"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dm4h007","frozenauthors":[{"first_name":"Irina","middle_name":"","last_name":"Rabkina","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Clifton","middle_name":"","last_name":"McFate","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Kenneth","middle_name":"D.","last_name":"Forbus","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Christian","middle_name":"","last_name":"Hoyos","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27328/galley/16964/download/"}]},{"pk":27079,"title":"Towards Automated Classification of Emotional Facial Expressions","subtitle":null,"abstract":"Emotional state influences nearly every aspect of human cog-nition. However, coding emotional state is a costly processthat relies on proprietary software or the subjective judgmentsof trained raters, highlighting the need for a reliable, automaticmethod of recognizing and labeling emotional expression. Wedemonstrate that machine learning methods can approach near-human levels for categorization of facial expression in natural-istic experiments. Our results show relative success of modelson highly controlled stimuli and relative failure on less con-trolled images, emphasizing the need for real-world data forapplication to real-world experiments. We then test the poten-tial of combining multiple freely available datasets to broadlycategorize faces that vary across age, race, gender and photo-graphic quality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Classification"},{"word":"machine learning"},{"word":"computer vision"},{"word":"Support Vector Machines"},{"word":"emotion and cognition"},{"word":"facial recog-nition"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hg6h3f3","frozenauthors":[{"first_name":"Lewis","middle_name":"J.","last_name":"Baker","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Vanessa","middle_name":"","last_name":"LoBue","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"#N/A","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"#N/A","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27079/galley/16715/download/"}]},{"pk":27048,"title":"Tracking Meaning Change Over Time: A Dynamic Field Theory Model","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"meaning; spatial language; dynamic field theory"}],"section":"Talks: Publication-Based","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2fr1s1tq","frozenauthors":[{"first_name":"Kenny","middle_name":"R.","last_name":"Coventry1","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Harmen","middle_name":"B.","last_name":"Gudde","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Holger","middle_name":"","last_name":"Schultheis","name_suffix":"","institution":"University of Bremen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27048/galley/16684/download/"}]},{"pk":27307,"title":"Tracking the temporal course of counterfactual understanding","subtitle":null,"abstract":"This paper explores the dual meaning of counterfactual conditionals, such as ‘if there had been gloves, then therewould have been scarves’, by tracking the temporal course to envisage the possibility corresponding to the conjecture ‘therewere gloves and there were scarves’ and the presupposed facts, ‘there were no gloves and there were no scarves’. To testthis, we used the visual world paradigm, in which counterfactual and indicative conditionals were heard while four imagescorresponding to the conjecture, such as an image of gloves and scarves, and the presupposed facts, such as an image of nogloves and no scarves, and two distractors were shown on the screen and eye movements were monitored. We found thatpeople looked at the affirmative image in the indicative conditional, and both types of images (affirmative and negative) in thecounterfactual conditional. Results support the dual meaning of counterfactuals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2f86c8qk","frozenauthors":[{"first_name":"Isabel","middle_name":"","last_name":"Orenes","name_suffix":"","institution":"UNED","department":""},{"first_name":"Juan","middle_name":"Antonio Garcia","last_name":"Madruga","name_suffix":"","institution":"UNED","department":""},{"first_name":"Isabel","middle_name":"","last_name":"G ́omez-Veiga","name_suffix":"","institution":"UNED","department":""},{"first_name":"Orlando","middle_name":"","last_name":"Espino","name_suffix":"","institution":"Universidad de La Laguna","department":""},{"first_name":"Ruth","middle_name":"","last_name":"Byrne","name_suffix":"","institution":"UNIVERSITY OF DUBLIN","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27307/galley/16943/download/"}]},{"pk":27160,"title":"TRACX2: a RAAM-like autoencoder modeling\ngraded chunking in infant visual-sequence learning","subtitle":null,"abstract":"Even newborn infants are able to extract structure from a\nstream of sensory inputs and yet, how this is achieved remains\nlargely a mystery. We present a connectionist autoencoder\nmodel, TRACX2, that learns to extract sequence structure by\ngradually constructing chunks, storing these chunks in a\ndistributed manner across its synaptic weights, and\nrecognizing these chunks when they re-occur in the input\nstream. Chunks are graded rather than all-or-none in nature.\nAs chunks are learned their component parts become more\nand more tightly bound together. TRACX2 successfully\nmodels the data from four experiments from the infant visual\nstatistical-learning literature, including tasks involving low-\nsalience embedded chunk items, part-sequences, and illusory\nitems. The model also captures performance differences\nacross ages through the tuning of a single learning rate\nparameter. These results suggest that infant statistical learning\nis underpinned by the same domain general learning\nmechanism that operates in auditory statistical learning and,\npotentially, in adult artificial grammar learning.1","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/776340ph","frozenauthors":[{"first_name":"Robert","middle_name":"M.","last_name":"French","name_suffix":"","institution":"University Bourgogne Franche-Comté","department":""},{"first_name":"Denis","middle_name":"","last_name":"Mareschal","name_suffix":"","institution":"Birkbeck University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27160/galley/16796/download/"}]},{"pk":27444,"title":"Training Graph Literacy: Developing the RiskLiteracy.org Outreach Platform","subtitle":null,"abstract":"Visual aids have been found to provide an unusually efficientmeans of risk communication for diverse and vulnerableindividuals facing high-stakes choices (e.g., health, finance,natural hazards). Research indicates the benefits of visual aidsfollow from scaffolding of cognitive and metacognitiveprocesses that enable independent evaluation andunderstanding of risk—i.e., risk literacy (see Skilled DecisionTheory; Cokely et al.,. 2012; in press). Here, we present a briefreview and progress report on the development of an onlineadaptive graph literacy tutor developed as part of theRiskLiteracy.org decision education platform. We begin witha brief review of theoretical foundations of the current tutorbased on graph comprehension theory. Next, we discuss keysteps in developing and validating our pseudo-intelligentadaptive tutor with emphasis on cognitive and psychometricitem analyses and transfer assessments (i.e., decision-makingbiases). Finally, we present recent changes in technicalimplementation of the RiskLiteracy.org platform (i.e., Pythonbased with a NoSQL database) that are designed to facilitateinteractive, yet brief (5 minute to 3 hour) and easier-to-developtraining and risk communication tutors. Discussion focuses onemerging opportunities including cognitive oriented usabilityanalyses that should help promote an effective, enjoyable, andinclusive user experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Graph literacy"},{"word":"decision making"},{"word":"risk literacy"},{"word":"intelligent tutors"},{"word":"Risk Communication"},{"word":"brain training"},{"word":"numeracy"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/69g5z065","frozenauthors":[{"first_name":"Vincent","middle_name":"T.","last_name":"Ybarra","name_suffix":"","institution":"The University of Oklahoma","department":""},{"first_name":"Edward","middle_name":"T.","last_name":"Cokely","name_suffix":"","institution":"The University of Oklahoma","department":""},{"first_name":"Cody","middle_name":"","last_name":"Adams","name_suffix":"","institution":"The University of Oklahoma","department":""},{"first_name":"Margo","middle_name":"","last_name":"Woller-Carter","name_suffix":"","institution":"Michigan Technological University","department":""},{"first_name":"Jinan","middle_name":"N.","last_name":"Allan","name_suffix":"","institution":"The University of Oklahoma","department":""},{"first_name":"Adam","middle_name":"","last_name":"Feltz","name_suffix":"","institution":"Michigan Technological University","department":""},{"first_name":"Rocio","middle_name":"","last_name":"Garcia-Retamero","name_suffix":"","institution":"University of Granada","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27444/galley/17080/download/"}]},{"pk":27117,"title":"Transcranial Direct Current Stimulation (tDCS) and the Face Inversion Effect:\nAnodal stimulation at Fp3 reduces recognition for upright faces","subtitle":null,"abstract":"Perceptual learning is a key perceptual skill that people possess,\nin particular, it contributes to their ability to distinguish between\nfaces thus recognize individuals. Recently, we showed that anodal\ntranscranial Direct Current Stimulation (tDCS) at Fp3 abolishes\nthe inversion effect (that would otherwise exist) for familiar\ncheckerboards created from a prototype. Because of the close\nanalogy between the inversion effect obtained with checkerboards,\nwhich we use as a marker for perceptual learning, and the\ntraditional face inversion effect (upright faces recognized better\nthan inverted ones), we investigated the effects of anodal tDCS at\nFp3 during an old/new recognition task for upright and inverted\nfaces. Results showed that stimulation significantly reduced the\nface inversion effect compared to controls. The effect was\nstrongest in reducing recognition performance to upright faces.\nThis result supports our account of perceptual learning and its role\nas a key factor in face recognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"TDCS; Perceptual learning; Face inversion effect;\nOld/new recognition task; Face recognition"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/898095pb","frozenauthors":[{"first_name":"Ciro","middle_name":"","last_name":"Civile","name_suffix":"","institution":"McMaster University","department":""},{"first_name":"Sukhvinder","middle_name":"","last_name":"Obhi","name_suffix":"","institution":"McMaster University","department":""},{"first_name":"I.P.L.","middle_name":"","last_name":"McLaren","name_suffix":"","institution":"University of Exeter","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27117/galley/16753/download/"}]},{"pk":27193,"title":"Translating a Reinforcement Learning Task into a Computational Psychiatry Assay:\nChallenges and Strategies","subtitle":null,"abstract":"Computational psychiatry applies advances from\ncomputational neuroscience to psychiatric disorders. A core\naim is to develop tasks and modeling approaches that can\nadvance clinical science. Special interest has centered on\nreinforcement learning (RL) tasks and models. However,\nlaboratory tasks in general often have psychometric\nweaknesses and RL tasks pose special challenges. These\nchallenges must be addressed if computational psychiatry is to\ncapitalize on its promise of developing sensitive, replicable\nassays of cognitive function. Few resources identify these\nchallenges and discuss strategies to mitigate them. Here, we\nfirst overview general psychometric challenges associated with\nlaboratory tasks, as these may be unfamiliar to cognitive\nscientists. Next, we illustrate how these challenges interact\nwith issues specific to RL tasks, in the context of presenting a\ncase example of preparing an RL task for computational\npsychiatry. Throughout, we highlight how considering\nmeasurement issues prior to a clinical science study can inform\nstudy design.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"computational modeling; reinforcement learning;\nmeasurement; psychometrics; computational psychiatry"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1j2659n8","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Hitchcock","name_suffix":"","institution":"Drexel University","department":""},{"first_name":"Angela","middle_name":"","last_name":"Radulescu","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Yael","middle_name":"","last_name":"Niv","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Chris","middle_name":"R.","last_name":"Sims","name_suffix":"","institution":"Drexel University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27193/galley/16829/download/"}]},{"pk":26773,"title":"Tutorial: Recent Advances in Deep Learning","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Deep learning"},{"word":"Reinforcement Learning"},{"word":"Artificial Intelligence"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1117f48f","frozenauthors":[{"first_name":"Matthew","middle_name":" ","last_name":"Botvinick","name_suffix":"","institution":"University College London","department":""},{"first_name":"Peter","middle_name":"","last_name":"Battaglia","name_suffix":"","institution":"DeepMind, London U.K.","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26773/galley/16409/download/"}]},{"pk":26916,"title":"Uncovering visual priors in spatial memory using serial reproduction","subtitle":null,"abstract":"Visual memory can be understood as an inferential process thatcombines noisy information about the world with knowledgedrawn from experience. Biases can arise during encoding ofinformation from the outside world into internal representa-tions, or during retrieval. In this work, we use the methodof serial reproduction, in which information is passed along achain of participants who try to recreate what they observed.We apply this method to the study of visual perception in thecontext of spatial memory biases for the remembered positionof dots inside different geometric shapes. We present the re-sults of non-parametric kernel density estimation of the end re-sult of serial reproduction to model visual biases. We confirmprevious findings, and show that memory biases revealed withour method are often more intricate and complex than whathad previously been reported, suggesting that serial reproduc-tion can be effective for studying perceptual priors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Vision; spatial memory; inductive biases; serialreproduction; iterated learning;"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2tq0r9b5","frozenauthors":[{"first_name":"Thomas","middle_name":"A.","last_name":"Langlois","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Nori","middle_name":"","last_name":"Jacoby","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Jordan","middle_name":"","last_name":"Suchow","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26916/galley/16552/download/"}]},{"pk":27137,"title":"Understanding the Role of Perception in the Evolution of Human Language","subtitle":null,"abstract":"In this paper, we propose a flexible modeling framework forstudying the role of perception in language learning and lan-guage evolution. This is achieved by augmenting some noveland some existing evolutionary signaling game models withexisting techniques in machine learning and cognitive science.The result is a “grounded” signaling game in which agentsmust extract relevant information from their environment viaa cognitive processing mechanism, then learn to communi-cate that information with each other. The choice of cogni-tive processing mechanism is left as a free parameter, allow-ing the model to be tailored to a wide variety of problemsand tasks. We present results from simulations using both aBayesian perception model and a neural network based per-ception model, which demonstrate how perception can “pre-process” environmental data in a way that is well suited forcommunication. Lastly, we discuss how the model can be ex-tended to study other roles that perception may play in lan-guage learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Evolutionary Signaling Games"},{"word":"perception"},{"word":"language evolution"},{"word":"Reinforcement Learning"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2g13m5gf","frozenauthors":[{"first_name":"Isaac","middle_name":"","last_name":"Davis","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27137/galley/16773/download/"}]},{"pk":27034,"title":"Unifying recommendation and active learning for human-algorithm interactions","subtitle":null,"abstract":"The enormous scale of the available information and productson the Internet has necessitated the development of algorithmsthat intermediate between options and human users. These al-gorithms do not select information at random, but attempt toprovide the user with relevant information. In doing so, thealgorithms may incur potential negative consequences relatedto, for example, “filter bubbles.” Building from existing al-gorithms, we introduce a parametrized model that unifies andinterpolates between recommending relevant information andactive learning. In a concept learning paradigm, we illustratethe trade-offs of optimizing prediction and recommendation,show that there is a broad parameter region of stable perfor-mance that optimizes for both, identify a specific regime thatis most robust to human variability, and identify the cause ofthis optimized performance. We conclude by discussing im-plications for the cognitive science of concept learning and thepractice of machine learning in the real world.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Recommender systems"},{"word":"active learning"},{"word":"conceptlearning"},{"word":"filter bubble"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2cz1c0nx","frozenauthors":[{"first_name":"Scott","middle_name":"Cheng-Hsin","last_name":"Yang","name_suffix":"","institution":"Rutgers University–Newark","department":""},{"first_name":"Jake","middle_name":"Alden","last_name":"Whritner","name_suffix":"","institution":"Rutgers University–Newark","department":""},{"first_name":"Olfa","middle_name":"","last_name":"Nasraoui","name_suffix":"","institution":"University of Louisville","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University–Newark","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27034/galley/16670/download/"}]},{"pk":27060,"title":"Unsupervised Learning in an Animal Model","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"unsupervised learning; supervised learning;associative learning; animal model; pigeons"}],"section":"Talks: Publication-Based","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ch0z1cs","frozenauthors":[{"first_name":"Edward","middle_name":"A.","last_name":"Wasserman","name_suffix":"","institution":"The University of Iowa","department":""},{"first_name":"Leyre","middle_name":"","last_name":"Castro","name_suffix":"","institution":"The University of Iowa","department":""},{"first_name":"Vladimir","middle_name":"M.","last_name":"Sloutsky","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27060/galley/16696/download/"}]},{"pk":27473,"title":"Using Analogical Processing to Categorize Musical Patterns","subtitle":null,"abstract":"Participants often categorize musical melodies (“themes”) based on perceptual features (e.g. loudness, fastness) in-stead of structural or relational features (e.g. pitch, rhythm) (Lamont & Dibben, 2001; Ziv & Eitan, 2007). In the present study,we investigate whether within-category analogical comparison (Markman & Gentner, 1993) influences participants to cate-gorize musical themes based on relational features, a prediction from structure-mapping theory (Gentner, 1983). Participantscompleted a forced-choice triad task where they had to choose whether one theme (relational match) or another (perceptualmatch) best fit the target theme. In a “no-compare” condition (between-subjects), participants heard one target theme. In a“compare” condition, participants heard and compared two target themes. Initial results indicate that participants who com-pared two themes chose more relational matches. We found this result for Western Classical themes and popular music chordprogressions. These results and their implications are discussed with respects to analogical processing and musical categoriza-tion.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44n2h75v","frozenauthors":[{"first_name":"Janet","middle_name":"","last_name":"Bourne","name_suffix":"","institution":"Bates College","department":""},{"first_name":"Elliot","middle_name":"","last_name":"Chun","name_suffix":"","institution":"Bates College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27473/galley/17109/download/"}]},{"pk":26898,"title":"Using Measurement Models to Understand Eyewitness Identification","subtitle":null,"abstract":"Much research effort has been expended improving police\nlineup procedures used in collecting eyewitness identification\nevidence. Sequential presentation of lineup members, in\ncontrast to simultaneous presentation, has been posited to\nincrease witness accuracy, though analyses based in Signal\nDetection Theory (SDT) have challenged these claims. A\npossible way to clarify the effect of presentation format on\nwitness accuracy is to develop SDT-based measurement\nmodels, which characterise decision performance in terms of\npsychologically-relevant parameters, particularly discrimin-\nability and response bias. A model of the sequential lineup\ntask was developed with a “first-above-criterion” decision\nrule, alongside a simultaneous model with a “maximum\nfamiliarity” decision rule. These models were fit to a corpus\nof data comparing simultaneous and sequential lineup\nperformance. Results showed no difference in\ndiscriminability between the procedures and more\nconservative responding for the sequential lineup. Future\nwork will examine criterion setting in the sequential lineup\nand model alternative decision rules.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Eyewitness identification; Signal Detection;\nmemory"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3396h55q","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Kaesler","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"John","middle_name":"","last_name":"Dunn","name_suffix":"","institution":"University of Western Australia","department":""},{"first_name":"Carolyn","middle_name":"","last_name":"Semmler","name_suffix":"","institution":"University of Adelaide","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26898/galley/16534/download/"}]},{"pk":27043,"title":"Using mouse-tracking data to visualise decision landscapes","subtitle":null,"abstract":"Computerised paradigms have enabled decision making re-searchers to gather rich data on human behaviour, includinginformation on motor execution of a decision, e.g., by track-ing mouse cursor trajectories. As the number and complexityof mouse-tracking studies rapidly increase, more sophisticatedmethodology is needed to analyse the decision trajectories.Here we present a new computational approach to generat-ing decision landscape visualisations based on mouse-trackingdata. Decision landscape is an analogue of energy potentialfield mathematically derived from velocity of mouse move-ment during a decision. Visualised as a 3D surface, it pro-vides a comprehensive overview of motor evolution of deci-sions. Employing the dynamical systems theory framework,we develop a new method for generating decision landscapesbased on arbitrary number of trajectories. The decision land-scape visualisation have potential to become a novel tool foranalysing mouse trajectories during decision execution, whichcan provide new insights into the dynamics of decision mak-ing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision making; mouse tracking; dynamical sys-tems; visualisation"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88d034wq","frozenauthors":[{"first_name":"Arkady","middle_name":"","last_name":"Zgonnikov","name_suffix":"","institution":"National University of Ireland, Galway","department":""},{"first_name":"Andrea","middle_name":"","last_name":"Aleni","name_suffix":"","institution":"University of Naples Federico II","department":""},{"first_name":"Petri","middle_name":"","last_name":"Piiroinen","name_suffix":"","institution":"National University of Ireland, Galway","department":""},{"first_name":"Denis","middle_name":"","last_name":"O’Hora","name_suffix":"","institution":"National University of Ireland, Galway","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27043/galley/16679/download/"}]},{"pk":27120,"title":"Using Prior Data to Inform Initial Performance Predictions of Individual Students","subtitle":null,"abstract":"The predictive performance equation (PPE) is a mathematicalmodel of learning and retention that uses regularities seen inhuman learning to predict future performance. Previous research(Collins, Gluck, Walsh Krusmark & Gunzelmann, , 2016) foundthat prior data could be used to inform PPE’s free parameterswhen generating predictions of a group’s aggregate performance,allowing for more accurate initial performance predictions. Herewe investigate an extension of this methodology to predictperformance of individuals, rather than aggregate samples. Thispaper documents the results of that investigation, which is on thecritical path to the use of this cognitive technology in educationand training.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mathematical model; Performance predictions; Skilllearning; Parameter generalization; Educational data mining"},{"word":"Individual predictionsIntroduction"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6v703795","frozenauthors":[{"first_name":"Michael","middle_name":"G.","last_name":"Collins","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Kevin","middle_name":"A.","last_name":"Gluck","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Matthew","middle_name":"","last_name":"Walsh","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Michael","middle_name":"","last_name":"Krusmark","name_suffix":"","institution":"Air Force Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27120/galley/16756/download/"}]},{"pk":27336,"title":"Using punctuation as a marker of sincerity and affective convergence during texting","subtitle":null,"abstract":"Face-to-face communication is a rich, natural form ofcommunication that incorporates multimodal behavioral cuesbelying meaning and intention. However, computer-mediatedcommunication (e.g., texting) removes many of themultimodal cues in face-to-face communication (e.g., vocalprosody). Recent research has suggested that punctuationmight mimic vocal prosody in text (Gunraj et al., 2016), butthere is no clear indication of what the overall effects may be.Therefore, the current study investigates the use ofpunctuation to express intonation. We first replicate Gunrajand his colleagues by showing that a single word ending in aperiod promotes the appraisal of negative affect. Interestingly,we extend this research by demonstrating that intonationalpunctuation has the potential to increase social distance,which our preliminary results suggest may occur throughprocesses of emotional contagion and interactive alignment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pragmatics; texting; emotion contagion;interactive communication"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mw7v01s","frozenauthors":[{"first_name":"Katherine","middle_name":"","last_name":"Reynolds","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Blair","middle_name":"","last_name":"Casarotto","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Noviski","name_suffix":"","institution":"Bowling Green State University","department":""},{"first_name":"Jennifer","middle_name":"M.","last_name":"Roche","name_suffix":"","institution":"Kent State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27336/galley/16972/download/"}]},{"pk":27046,"title":"Using single unit recordings in PDP and localist models to better understand how knowledge is coded in the cortex","subtitle":null,"abstract":"There is long history of studies documenting that some\nneurons respond to images of objects, faces, and scenes in a\nhighly selective manner. This includes neurons in the\nhuman hippocampus (e.g., the famous example of a neuron\nresponding to images of the actress Jennifer Aniston) and\nneurons in high-level visual cortex in monkey (for reviews\nsee Bowers, 2009; Ison, Quian Quiroga, & Fried, 2015).\nThese findings have led to a growing interest in the claim\nthat some neurons code for information in a localist\n(‘grandmother cell’) manner, as reflected in the many\ncontributions to a recent special issue on this topic in the\njournal Language, Cognition, & Neuroscience (Bowers,\n2017).\nBy contrast, it is only recently that interest in\ncharacterizing the selectivity of single units in connectionist\nnetworks has gathered speed. Critically, these studies also\nshow that networks learn highly selective representations\nunder a number of conditions, as detailed below. In this talk\nI will summarize recent research in my lab that explores the\nconditions in which artificial networks learn selective codes,\nand research comparing the responses of selective neurons\nand localist representations used in cognitive models. These\nfindings suggest when and why some neurons in cortex\nrespond in a highly selective manner, and highlight the\nbiological plausibility of localist models in psychology.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"localist representation; distributed\nrepresentation; grandmother cell; neural network"}],"section":"Talks: Publication-Based","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38209984","frozenauthors":[{"first_name":"Jeffrey","middle_name":"S.","last_name":"Bowers","name_suffix":"","institution":"University of Bristol","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27046/galley/16682/download/"}]},{"pk":27283,"title":"Utilizing simple cues to informational dependency","subtitle":null,"abstract":"Participants can adequately take into account several cues regarding the weight they should grant majority opinions,but that they do not consistently take into account cues regarding whether the members of the majority have formed theiropinions independently of each other. We suggest that these conflicting results can be explained by hypothesizing that somecues are evolutionarily valid (i.e. they were present and reliable during human evolution), and others not. Using this frameworkwe derive and test hypotheses about two facets of informational dependency. The first 3 experiments show that participantsadequately take into account cues to informational dependency when they are presented in a simple, evolutionarily valid way.Experiments 4 to 7 show that people consistently take into account shared motivation, but not shared cognitive traits, as a sourceof potential dependency, as predicted by the likely greater importance of differences in motivation during our evolutionaryhistory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2wv8s51t","frozenauthors":[{"first_name":"Hugo","middle_name":"","last_name":"Mercier","name_suffix":"","institution":"CNRS","department":""},{"first_name":"Helena","middle_name":"","last_name":"Miton","name_suffix":"","institution":"CEU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27283/galley/16919/download/"}]},{"pk":26843,"title":"Vanishing the mirror effect:The influence of prior history & list composition on recognition memory","subtitle":null,"abstract":"In the study of recognition memory, a mirror effect iscommonly observed for word frequency, with low frequencyitems yielding both a higher hit rate and lower false alarm ratethan high frequency items. The finding that LF itemsconsistently outperform HF items in recognition was oncetermed the “frequency paradox”, as LF items are less wellrepresented in memory. However, recognition is known to beinfluenced both by ‘context noise’—the prior contexts inwhich an item has appeared—and ‘item noise’—interferencefrom other items present within the list context. In a typicalrecognition list, HF items will suffer more interference thanLF items. To illustrate this principle, we deliberatelymanipulated both the contexts in which critical items hadbeen encountered prior to study, and the confusability oftargets and distractors. Our results suggest that when noisesources are balanced, the mirror effect disappears.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"recognition memory; context noise; item noise;prior history; semantic similarity; orthographic similarity; listlength; word frequency; mirror effect; differentiation"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zb81432","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":"Richard","middle_name":"","last_name":"Shiffrin","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26843/galley/16479/download/"}]},{"pk":27232,"title":"Variability in advice taking in decision making","subtitle":null,"abstract":"We investigated how people would change and vary inaccepting advice when the effectiveness of advice was unclear.In each trial, participants estimated a monthly rent of anapartment room based on the attribute list. Then, anotherestimate by a real-estate agent was given as advice.Participants made a final estimation, either by taking theadvice fully, partially, or rejecting it totally. They repeated 48estimations without feedback. The weight of advice index,representing how much each participant weighed a givenadvice, gradually decreased as the number of trials increased.Interestingly, the gradual reduction of acceptance was notobserved in participants with high empathy and lowdepressive scores; they kept accepting advice even when theeffectiveness of advice was unclear. These results suggest thatthe willingness of accepting and using advice depends onhistory of advice taking, the individual traits, and mood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision making; advice taking; individualdifference"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/43w723t3","frozenauthors":[{"first_name":"Miho","middle_name":"","last_name":"Kitamura","name_suffix":"","institution":"Waseda University","department":""},{"first_name":"Katsumi","middle_name":"","last_name":"Watanabe","name_suffix":"","institution":"Waseda University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27232/galley/16868/download/"}]},{"pk":26908,"title":"Variables Involved in Selective Sustained Attention Development: Advances inMeasurement","subtitle":null,"abstract":"Selective sustained attention (SSA) is an importantcognitive process that enables everyday functioning and taskperformance by allowing us to: 1) choose components of ourenvironment to process at the exclusion of others and 2)maintain focus on those components over time. AlthoughSSA is known to undergo rapid and marked changes duringthe preschool and early primary school children years, therehas been a paucity of behavioral data on these years ofdevelopment due to a lack of child-appropriate testingparadigms. TrackIt is a paradigm that was recently developedto fill the previously existing measurement gap for SSA inthese years. In this study, we analyzed errors that children(aged 3-7) make when performing TrackIt, to betterunderstand what factors drive improvement in theirperformance over age. In addition, we manipulatedparameters within TrackIt to place varying levels of demandon children’s SSA, and measured behavioral performanceover age, with the goal of measuring and characterizingdevelopmental trends during these years. Since TrackIt is stilla recent paradigm, our results also help suggest appropriateparameter settings for calibrating the task to different agegroups.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"selective sustained attention; TrackIt"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wv342kf","frozenauthors":[{"first_name":"Jaeah","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Anna","middle_name":"Vande","last_name":"Velde","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Erik","middle_name":"D.","last_name":"Thiessen","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Anna","middle_name":"V.","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26908/galley/16544/download/"}]},{"pk":27327,"title":"Varieties of Numerical Estimation: A Unified Framework","subtitle":null,"abstract":"There is an ongoing debate over the psychophysical functionsthat best fit human data from numerical estimation tasks. Totest whether one psychophysical function could account fordata across diverse tasks, we examined 40 kindergartners, 38first graders, 40 second graders and 40 adults’ estimates usingtwo fully crossed 2 × 2 designs, crossing symbol (symbolic,non-symbolic) and boundedness (bounded, unbounded) onfree number-line tasks (Experiment 1) and crossing the samefactors on anchored tasks (Experiment 2). Across all 8 tasks,88.84% of participants provided estimates best fit by a mixedlog-linear model, and the weight of the logarithmiccomponent (λ) decreased with age. After controlling for age,the λ significantly predicted arithmetic skills, whereasparameters of other models failed to do so. Results suggestthat the logarithmic-to-linear shift theory provides a unifiedaccount of numerical estimation and provides uniquelyaccurate predictions for mathematical proficiency.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; numerical cognition;number-line estimation; psychophysical function"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37z064jg","frozenauthors":[{"first_name":"Jike","middle_name":"","last_name":"Qin","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Dan","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"John","middle_name":"","last_name":"Opfer","name_suffix":"","institution":"Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27327/galley/16963/download/"}]},{"pk":35996,"title":"Verb Errors of Bilingual and Monolingual Basic Writers","subtitle":null,"abstract":"This study analyzed the grammatical control of verbs exercised by 145 monolingual English and Generation 1.5\nbilingual developmental writers in narrative essays using\nquantitative and qualitative methods. Generation 1.5 students made more errors than their monolingual peers in\neach category investigated, albeit in only 2 categories was\nthe difference statistically significant. Yet the overall effect\nwas cumulative: The total number of verb errors in the essays of bilinguals was statistically larger than that in the\nessays of monolinguals. Both monolingual and bilingual\nwriters inappropriately transferred the features of spoken\nEnglish into the written medium, and both displayed difficulties in the appropriate use of the perfect aspect. However, Generation 1.5 learners also exhibited ESL-like traits\nin their writing, demonstrating a weak control of verbal\ninflection. The findings suggest that explicit grammar instruction may be warranted in all Developmental Writing\nclasses, especially those with large proportions of Generation 1.5 learners.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6557g3jw","frozenauthors":[{"first_name":"Olga","middle_name":"","last_name":"Griswold","name_suffix":"","institution":"California State Polytechnic University, Pomona","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/35996/galley/26848/download/"}]},{"pk":26892,"title":"Viewers’ Sensitivity to Abstract Event Structure","subtitle":null,"abstract":"Bounded and unbounded events differ in whether they include\nan inherent endpoint (Bach, 1986). Even though this\ndistinction can be important for the way events are identified\nand processed, the literature on event cognition has not\nfocused on such abstract aspects of event structure. In the\npresent study, we asked whether viewers are sensitive to the\ndistinction between bounded and unbounded events in a\ncategory learning task. Our results show that people were\nmore successful in forming the category of bounded events\nthan that of unbounded events. We discuss implications of\nthis finding for event cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"event structure; endpoint; boundedness"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80j8w1bg","frozenauthors":[{"first_name":"Yue","middle_name":"","last_name":"Ji","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":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26892/galley/16528/download/"}]},{"pk":27442,"title":"Visual and Audio Aware Bi-Modal Video Emotion Recognition","subtitle":null,"abstract":"With rapid increase in the size of videos online, analysis andprediction of affective impact that video content will haveon viewers has attracted much attention in the community.To solve this challenge several different kinds of informationabout video clips are exploited. Traditional methods normallyfocused on single modality, either audio or visual. Later onsome researchers tried to establish multi-modal schemes andspend a lot of time choosing and extracting features by differ-ent fusion strategy. In this research, we proposed an end-to-end model which can automatically extract features and targetan emotional classification task by integrating audio and vi-sual features together and also adding the temporal character-istics of the video. The experimental study on commonly usedMediaEval 2015 Affective Impact of Movies has shown thismethod’s potential and it is expected that this work could pro-vide some insight for future video emotion recognition fromfeature fusion perspective.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"videos; multi-modal scheme; modal fusion; end-to-end; temporal characteristics"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9pt6f7qx","frozenauthors":[{"first_name":"Siqi","middle_name":"","last_name":"Xiang","name_suffix":"","institution":"Beihang University","department":""},{"first_name":"Wenge","middle_name":"","last_name":"Rong","name_suffix":"","institution":"Beihang University","department":""},{"first_name":"Zhang","middle_name":"","last_name":"Xiong","name_suffix":"","institution":"Beihang University","department":""},{"first_name":"Min","middle_name":"","last_name":"Gao","name_suffix":"","institution":"Chonqing University","department":""},{"first_name":"Qingyu","middle_name":"","last_name":"Xiong","name_suffix":"","institution":"Chonqing University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27442/galley/17078/download/"}]},{"pk":27292,"title":"Visual Data Exploration: How Expert Astronomers UseFlipbook-Style Visual Approaches to Understand New Data","subtitle":null,"abstract":"What are the cognitive processes in play when someone uses avisualization tool to interactively explore a new dataset? Here,we focus on one particular type of visualization—the scatterplot—which, despite (or perhaps because of) its simplicity, isstill one of the most frequently used plot types in many data-intensive disciplines. We conducted a pilot study to investigatehow expert astronomers interact with an unfamiliar dataset us-ing a visualization tool called Filtergraph, which supports rapidand easy visualization of large datasets. We present both quali-tative and quantitative results, including observations about thetemporal dynamics of visual data exploration as well as inter-esting behavioral patterns that we saw in our participants, suchas users taking “circular walks” through the data at various lev-els of abstraction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Data exploration; graph understanding; informa-tion visualization; scatter plots; visualization software."}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1621c36z","frozenauthors":[{"first_name":"Fernanda","middle_name":"Monteiro","last_name":"Eliott","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Keivan","middle_name":"","last_name":"Stassun","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Maithilee","middle_name":"","last_name":"Kunda","name_suffix":"","institution":"Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27292/galley/16928/download/"}]},{"pk":27260,"title":"Visuomotor Adaptation and Sensory Recalibration inReversed Hand Movement Task","subtitle":null,"abstract":"Visuomotor adaptation plays an important role in motor plan-ning and execution. However, it remains unclear how senso-rimotor transformations are recalibrated when visual and pro-prioceptive feedback are decoupled. To address this question,the present study asked participants to reach toward targets ina virtual reality (VR) environment. They were given visualfeedback of their arm movements in VR that was either con-sistent (normal motion) with the virtual world or reflected (re-versed motion) with respect to the left-right and vertical axes.Participants completed two normal motion experimental ses-sions, with a reversed motion session in between. While re-action time in the reversed motion session was longer than inthe normal motion session, participants showed the learningimprovement by completing trials in the second normal mo-tion session faster than in the first. The reduction in reactiontime was found to correlate with greater use of linear reach-ing trajectory strategies (measured using dynamic time warp-ing) in the reversed and second normal motion sessions. Thisresult appears consistent with linear motor movement plan-ning guided by increased attention to visual feedback. Suchstrategical bias persisted into the second normal motion ses-sion. Participants in the reversed session were grouped intotwo clusters depending on their preference for proximal/distaland awkward/smooth motor movements. We found that partic-ipants who preferred distal-smooth movements produced morelinear trajectories than those who preferred proximal-awkwardmovements.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Virtual reality; motor planning; scene representa-tion; visual misalignment"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2pf168tt","frozenauthors":[{"first_name":"Jenny","middle_name":"","last_name":"Lin","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Yixin","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"James","middle_name":"","last_name":"Kubricht","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Song-Chun","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27260/galley/16896/download/"}]},{"pk":27476,"title":"Vowel Harmony as a Distributional Learning Problem","subtitle":null,"abstract":"Vowel harmony is a class of phonotactic restrictions in which vowels in a language are divided into two or moresubclasses, and words must contain only vowels from only one such subclass regardless of intervening consonants. Languagesworldwide (Turkish, Finnish, Mongolian, Warlpiri, but not English) exhibit vowel harmony. The opacity of such potentiallylong distance alternations poses a challenge for the learner. Nevertheless, infants are sensitive to vowel harmony alternationsat as young as seven months. We present a computational model for vowel harmony acquisition. By normalizing transitionalprobabilities over the vowel tier, and making minimal assumptions about the phonology, we successfully determine which testlanguages have harmony processes and correctly categorize their vowels into harmonizing classes. Using universal typologicalpatterns to inform the search space, we find that phenomena which appear opaque can be captured by simple distributionallearning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1cp3w8j7","frozenauthors":[{"first_name":"Spencer","middle_name":"","last_name":"Caplan","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Jordan","middle_name":"","last_name":"Kodner","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27476/galley/17112/download/"}]},{"pk":27681,"title":"Walking dynamics of intertemporal choice","subtitle":null,"abstract":"The notion that cognitive processes ”leak” into motor output of decisions inspired much recent process-tracingresearch. In mouse-tracking, an increasingly popular decision-making paradigm, difficult choices lead to increased curvatureof the mouse trajectories towards the unchosen option. Here we explore whether traces of a decision process can be found inits motor output in a more naturalistic setting. Our subjects performed a series of choices between a smaller reward now and alarger reward at some delay. Using Kinect camera, we recorded subjects’ walking trajectories when they moved towards theirpreferred option displayed in one of the corners across the room. We found that deviation of subjects’ trajectories from theideal trajectory increased with delay when they preferred the ”later” option, and decreased with delay in trials where the ”now”option was chosen. Our results suggest that walking trajectory of a person can provide information about their ongoing thoughtprocesses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters: Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2cd7v7bm","frozenauthors":[{"first_name":"Arkady","middle_name":"","last_name":"Zgonnikov","name_suffix":"","institution":"National University of Ireland","department":""},{"first_name":"I  ̃naki","middle_name":"","last_name":"Ra  ̃n ́o","name_suffix":"","institution":"University of Ulster","department":""},{"first_name":"Denis","middle_name":"","last_name":"O’Hora","name_suffix":"","institution":"National University of Ireland","department":""},{"first_name":"Kongfatt","middle_name":"","last_name":"Wong-Lin","name_suffix":"","institution":"University of Ulster","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27681/galley/17317/download/"}]},{"pk":27266,"title":"Want to prime exercise? Calorie labels work better than activity ones!","subtitle":null,"abstract":"‘Activity-equivalent’ food labels are believed to encourageconsumers to partake in exercise. This may occur by semanticpriming, where featuring images of physical activity increasesthe mental accessibility of the concept of exercise, making itmore ‘fluent’ and therefore more influential on people’sbehaviour. We tested how the format of labels (image vs.text) and representation of energy (‘activity’ vs. ‘calorie)affected mental accessibility of exercise in a word-fragmentcompletion task and participants’ behavioural intentions forexercise (N = 142). Participants exposed to calorie labelsproduced more exercise-related words and viewed animagined exercise scenario as shorter and more enjoyable.Images led to higher intentions to exercise than text whenthey described activities but they led to lower intentions toexercise than text when they described calories. Findingssuggest that activity labels do not trigger more activity relatedthoughts, but could increase exercise intentions only ifpresented in pictorial format.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"priming; exercise; obesity; health; food labels;behavioural intentions"}],"section":"Posters: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2jg7p7b4","frozenauthors":[{"first_name":"Dawn","middle_name":"","last_name":"Liu","name_suffix":"","institution":"University of Essex","department":""},{"first_name":"Marie","middle_name":"","last_name":"Juanchich","name_suffix":"","institution":"University of Essex","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27266/galley/16902/download/"}]},{"pk":26999,"title":"Warm (for winter): Comparison class understanding in vague language","subtitle":null,"abstract":"Speakers often refer to context only implicitly when using lan-guage. The utterance “it’s warm outside” could signal it’swarm relative to other days of the year or just relative to thecurrent season (e.g., it’s warm for winter). Warm vaguely con-veys that the temperature is high relative to some contextualcomparison class, but little is known about how a listener de-cides upon such a standard of comparison. Here, we formalizehow world knowledge and listeners’ internal models of speechproduction can drive the resolution of a comparison class incontext. We introduce a Rational Speech Act model and de-rive two novel predictions from it, which we validate using aparaphrase experiment to measure listeners’ beliefs about thelikely comparison class used by a speaker. Our model makesquantitative predictions given prior world knowledge for thedomains in question. We triangulate this knowledge with afollow-up language task in the same domains, using Bayesiandata analysis to infer priors from both data sets","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"comparison class; pragmatics; Rational SpeechAct; Bayesian cognitive model; Bayesian data analysis"}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0hq7w5bn","frozenauthors":[{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Lopez-Brau","name_suffix":"","institution":"University of Central Florida","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26999/galley/16635/download/"}]},{"pk":26816,"title":"Watching Non-Corresponding Gestures Helps Learners with High VisuospatialAbility to Learn about Movements with Dynamic Visualizations: An fNIRS Study","subtitle":null,"abstract":"This study investigates whether making and observing(human) gestures facilitates learning about non-humanbiological movements and whether correspondence betweengesture and to-be-learned movement is superior to non-correspondence. Functional near-infrared spectroscopy wasused to address whether gestures activate the human mirror-neuron system (hMNS) and whether this activation mediatesthe facilitation of learning. During learning, participantsviewed the animations of the to-be-learned movements twice.Depending on the condition, the second viewing wassupplemented with either a self-gesturing instruction (Y/N)and/or a gesture video (corresponding/non-corresponding/no).Results showed that high-visuospatial-ability learners showedbetter learning outcomes with non-corresponding gestures,whereas those gestures were detrimental for low-visuospatial-ability learners. Furthermore, the activation of the inferior-parietal cortex (part of the hMNS) tended to predict betterlearning outcomes. Unexpectedly, making gestures did notinfluence learning, but cortical activation differed for learnerswho self-gestured depending on which gesture they observed.Results and implications are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Learning about movements; dynamicvisualizations; human mirror-neuron system; gestures;functional near-infrared spectroscopy."}],"section":"Talks: Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3127s9x8","frozenauthors":[{"first_name":"Birgit","middle_name":" ","last_name":"Brucker","name_suffix":"","institution":"Leibniz-Institut für Wissensmedien","department":""},{"first_name":"Björn","middle_name":"","last_name":"de Koning","name_suffix":"","institution":"Erasmus University Rotterdam","department":""},{"first_name":"Ann-Christine","middle_name":"","last_name":"Ehlis","name_suffix":"","institution":"University Hospital Tuebingen,","department":""},{"first_name":"David","middle_name":"","last_name":"Rosenbaum","name_suffix":"","institution":"University Hospital Tuebingen,","department":""},{"first_name":"Peter","middle_name":"","last_name":"Gerjets","name_suffix":"","institution":"Leibniz-Institut für Wissensmedien","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2017-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26816/galley/16452/download/"}]}]}