{"count":38465,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=22000","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=21800","results":[{"pk":26689,"title":"Predictable stimulus onsets improve memory","subtitle":null,"abstract":"Exploring and remembering are fundamental to many human activities. Characterizing influences on recognitionmemory can help clarify the workings of memory systems and facilitate design of effective learning environments. Studies ofself-directed learning show that a key determinant of self-directed benefits is in choosing when to see the next stimulus, butthese results do not establish whether it is the act of choosing or the knowledge of stimulus arrival times that primarily matters.We disentangle these factors by asking whether predictable stimulus timing that is not under participant control still leads to amemory benefit. Participants saw pictures of objects one at a time with either a constant or unpredictable inter-stimulus interval(ISI) and showed better memory with constant timing across a range of ISIs. These results speak to interactions betweenattention and memory, the efficiency of study protocols, and the factors influencing effective self-directed learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/61926982","frozenauthors":[{"first_name":"George","middle_name":"","last_name":"Kachergis","name_suffix":"","institution":"New York University","department":""},{"first_name":"Shannon","middle_name":"","last_name":"Tubridy","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26689/galley/16325/download/"}]},{"pk":26173,"title":"Predicting Decision in Human-Agent Negotiation using functional MRI","subtitle":null,"abstract":"The importance of human-agent negotiation, and the role ofemotion in such negotiations, have been emphasized in human-agent interaction research. Thus far, studies have focused onbehavioral effects, rather than examining the neural underpin-nings of different behaviors shown in human-agent interac-tions. Here, we used a multi-round negotiation platform, in-stead of the more common single-shot negotiation, and wereable to find distinct brain patterns in emotion-related regionsof the brain during different types of offers. Using multi-voxelpattern analysis to analyze brain imaging data acquired duringfunctional MRI scanning, we show that it is possible to pre-dict whether the negotiator concedes, does not change, or asksfor more during the negotiation. Most importantly, we demon-strate that left dorsal anterior insula, which is known to be anemotion-related brain region, shows a different pattern of ac-tivity for each of the three offer types.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Decision-making; Negotiation; fMRI"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5nb7k9bb","frozenauthors":[{"first_name":"Eunkyung","middle_name":"","last_name":"Kim","name_suffix":"","institution":"University of Southern California, Los Angeles","department":""},{"first_name":"Sarah","middle_name":"I.","last_name":"Gimbel","name_suffix":"","institution":"University of Southern California, Los Angeles","department":""},{"first_name":"Aleksandra","middle_name":"","last_name":"Litvinova","name_suffix":"","institution":"University of Southern California, Los Angeles","department":""},{"first_name":"Jonas","middle_name":"T.","last_name":"Kaplan","name_suffix":"","institution":"University of Southern California, Los Angeles","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"University of Southern California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26173/galley/15809/download/"}]},{"pk":26150,"title":"Predicting Overprecision in Range Estimation","subtitle":null,"abstract":"Overprecision (overconfidence in interval estimation) is a biaswith clear implications for economic outcomes in industriesreliant on forecasting possible ranges for future prices andunknown states of nature - such as mineral and petroleumexploration. Prior research has shown the ranges peopleprovide are too narrow given the knowledge they have – thatis, they underestimate uncertainty and are overconfident intheir knowledge. The underlying causes of this bias are,however, still unclear and individual differences research hasshed little light on traits predictive of susceptibility. Takingthis as a starting point, this paper directly contrasts the NaïveSampling Model and Informativeness-Accuracy Tradeoffaccounts of overprecision – seeing which better predictsperformance in an interval estimation task. This was achievedby identifying traits associated with these theories – ShortTerm Memory and Need for Cognitive Closure, respectively.Analyses indicate that NFCC but not STM predicts intervalwidth and thus, potentially, impacts overprecision.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"confidence; overprecision; need for cognitiveclosure; STM; informativeness; naïve sampling model."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/33m534nb","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Kaesler","name_suffix":"","institution":"The University of Adelaide","department":""},{"first_name":"Matthew","middle_name":"B.","last_name":"Welsh","name_suffix":"","institution":"The University of Adelaide","department":""},{"first_name":"Carolyn","middle_name":"","last_name":"Semmler","name_suffix":"","institution":"The University of Adelaide","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26150/galley/15786/download/"}]},{"pk":26568,"title":"Prediction of Single-Trial Behavior using a Layered Dynamic Systems Model withEvolutionary Algorithm Updating","subtitle":null,"abstract":"In this study we attempted to predict individual participants single trial behavior (response and reaction time) on anon-symbolic number comparison task. Experimental sessions included the completion of the number comparison task alongwith concurrent EEG measures. We then used a dynamic systems model with evolutionary algorithm updating to predict be-havior for each participant independently. The computational model approximated neural coding of number by calculatingtuning curves implemented through multilayered dynamic systems architecture. Typically dynamical systems models of cogni-tion have fixed parameters tailored to the particular task being modeled and selected by the researcher. The models used weredesigned to adapt such that each participant’s model is individually customized to their particular data. Average ERP amplitudeacross occipitoparietal areas were used as model input in addition to participant’s prior responses and reaction time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jc539n0","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Prather","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Sara","middle_name":"","last_name":"Heverly-Fitt","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26568/galley/16204/download/"}]},{"pk":26187,"title":"Predictions with Uncertain Categorization: A Rational Model","subtitle":null,"abstract":"A key function of categories is to help predictions about unob-served features of objects. At the same time, humans often findthemselves in situations where the categories of the objectsthey perceive are uncertain. How do people make predictionsabout unobserved features in such situations? We propose arational model that solves this problem. Our model comple-ments existing models in that it is applicable in settings wherethe conditional independence assumption does not hold (fea-tures are correlated within categories) and where the featuresare continuous as opposed to discrete. The qualitative predic-tions of our model are borne out in two experiments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Feature inferences"},{"word":"Categories"},{"word":"concepts"},{"word":"Predic-tions"},{"word":"Judgments"},{"word":"Rational Analysis"},{"word":"Bayesian model"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/93x06347","frozenauthors":[{"first_name":"Elizaveta","middle_name":"","last_name":"Konovalova","name_suffix":"","institution":"Universitat Pompeu Fabra","department":""},{"first_name":"Gael","middle_name":"Le","last_name":"Mens","name_suffix":"","institution":"Universitat Pompeu Fabra","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26187/galley/15823/download/"}]},{"pk":26688,"title":"Predictors of lexical stability in an artificially learnt language","subtitle":null,"abstract":"Lexical items in the vocabulary of a language undergo dramatic changes over time, explaining the mechanismsthat cause this change has been an important topic for the cognitive sciences. One particular focus for researchers has beenunderstanding the dynamics of change in word forms. The rate (or half-life) at which word forms change over time variesgreatly, and corpus-based cladistic studies have shown that certain properties, such as word frequency, length and age ofacquisition, can be used to predict this variation. We test through the use of an artificial language learning paradigm the extentto which these psycholinguistic factors affect accurate learning of word forms, linking processes of acquisition with processesof evolutionary change. Our findings provide an insight into the underlying mechanisms that drive diachronic change within alanguage’s vocabulary, highlighting the important role that the learning process has on lexical change.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2bb899jf","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Brand","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Lancaster University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26688/galley/16324/download/"}]},{"pk":26107,"title":"Preferring the Mighty to the Meek: Toddlers Prefer Novel Dominant Agents.","subtitle":null,"abstract":"Every human society includes social hierarchies—\nrelationships between individuals and groups of unequal rank\nor status. Recent research has shown that even preverbal\ninfants represent hierarchical relationships, expecting larger\nagents and agents from larger groups to win dominance\ncontests. However, to successfully navigate social hierarchies,\ninfants must also integrate information about social rank into\ntheir own behavior, such as when deciding which individuals\nto approach and which to avoid. Here we demonstrate that two-\nyear-old children (ages 21-31 months) preferred novel\ndominant agents to subordinates. That is, by the age of 21\nmonths, toddlers not only use phylogenetically stable cues to\npredict the winner of dominance contests, they also like the\ndominant agents better. This finding suggests that young\nchildren use their ability to infer relative rank to selectively\napproach dominant individuals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social hierarchy"},{"word":"naïve sociology"},{"word":"infant cognition"},{"word":"social cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/559808b1","frozenauthors":[{"first_name":"Ashley","middle_name":"J.","last_name":"Thomas","name_suffix":"","institution":"University of California Irvine","department":""},{"first_name":"Meline","middle_name":"","last_name":"Abramyan","name_suffix":"","institution":"University of California Irvine","department":""},{"first_name":"Angela","middle_name":"","last_name":"Lukowski","name_suffix":"","institution":"University of California Irvine","department":""},{"first_name":"Lotte","middle_name":"","last_name":"Thomsen","name_suffix":"","institution":"University of California Irvine","department":""},{"first_name":"Barbara","middle_name":"W.","last_name":"Sarnecka","name_suffix":"","institution":"University of California Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26107/galley/15743/download/"}]},{"pk":26769,"title":"Preschoolers evaluate risk and reward in exploration-exploitation tasks","subtitle":null,"abstract":"Children are drivers of their own discovery. To develop a complete characterization of the factors that drive explo-ration in early childhood, we must first understand how competing factors influence children’s decision making. We investigatedpreschool-aged children’s decision-making on explore-exploit tasks where the available information about the distribution ofrewards was controlled. When probability information is unknown, children preferred to exploit known rewards over exploringunknown ones. However, performance in Experiment 2 shows that children can use probabilistic information to form accurateexpectations about possible outcomes to effectively choose between exploiting and exploring. The degree to which individ-ual children are “exploratory” is also shown to be consistent over weeks, suggesting that individual children have “trait-like”exploratory drives. On aggregate, children incorporate these individual tendencies towards exploration or exploitation withprobability information; thus children readily form estimations of expected reward and use this information to guide efficientexploratory behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2jc8404g","frozenauthors":[{"first_name":"Elizabeth","middle_name":"","last_name":"Lapidow","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Elizabeth","middle_name":"Baraff","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26769/galley/16405/download/"}]},{"pk":26741,"title":"Priming Spatial Reference Frames for Memory","subtitle":null,"abstract":"We examined the role of spatial frames of reference in memory. Participants first verified verbal descriptions of visualscenes and spatial relations among objects. The intrinsic and relative frames of reference (FoR) were used in the descriptionswith varying degrees of frequency (availability) and veridicality (reliability). Descriptions in the two reference frames couldeither be equally distributed in terms of validity or were biased towards one of the two spatial frames. Participants’ performanceon the memory task was sensitive to priming from the spatial FoRs and their information distribution characteristics. Thesefindings provide evidence that spatial frames of reference can influence spatial memory and that this influence depends onthe frequency of use of a given frame of reference and on the frequency with which it is associated with valid and reliableinformation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nc3j93x","frozenauthors":[{"first_name":"Elena","middle_name":"","last_name":"Andonova","name_suffix":"","institution":"New Bulgarian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26741/galley/16377/download/"}]},{"pk":26367,"title":"Probabilistic Simulation Predicts Human Performance on Viscous Fluid-Pouring Problem","subtitle":null,"abstract":"The physical behavior of moving fluids is highly complex, yetpeople are able to interact with them in their everyday liveswith relative ease. To investigate how humans achieve thisremarkable ability, the present study extended the classicalwater-pouring problem (Schwartz & Black, 1999) to examinehow humans take into consideration physical properties of flu-ids (e.g., viscosity) and perceptual variables (e.g., volume) ina reasoning task. We found that humans do not rely on simplequalitative heuristics to reason about fluid dynamics. Instead,they rely on the perceived viscosity and fluid volume to makequantitative judgments. Computational results from a prob-abilistic simulation model can account for human sensitivityto hidden attributes, such as viscosity, and their performanceon the water-pouring task. In contrast, non-simulation mod-els based on statistical learning fail to fit human performance.The results in the present paper provide converging evidencesupporting mental simulation in physical reasoning, in addi-tion to developing a set of experimental conditions that rectifythe dissociation between explicit prediction and tacit judgmentthrough the use of mental simulation strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Intuitive physics; mental simulation; animation;reasoning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6294x329","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Kubricht","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Chenfanfu","middle_name":"","last_name":"Jiang","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":"Song-Chun","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Demetri","middle_name":"","last_name":"Terzopoulos","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":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26367/galley/16003/download/"}]},{"pk":26468,"title":"Probability Prediction in Children with ASD","subtitle":null,"abstract":"Individuals with Autism Spectrum Disorder (ASD) often\nstruggle with making inductive generalizations. Yet for\ntypically developing children, the capacity to make such\ngeneralizations is a hallmark of human learning. This ability\nrequires some understanding of “intuitive statistics” (i.e., the\nunderstanding that there is a relationship between samples\nand populations), which have been previously demonstrated\nto emerge early on in infancy. We hypothesized that the\nchallenges with inductive generalization among the ASD\npopulation may have its roots in weaknesses in probabilistic\nreasoning. In the current study, we gave children with ASD a\nprobability prediction task adapted from the method used with\ninfants in Teglas et al. (2007), and our results over two\nexperiments with two groups (one from the U.S. and one from\nSingapore) suggest that compared with typically developing\nchildren, children with autism may have difficulties in\nengaging in probabilistic reason","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"autism; probabilistic reasoning; prediction"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/95v8b3gg","frozenauthors":[{"first_name":"Zi","middle_name":"L.","last_name":"Sim","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26468/galley/16104/download/"}]},{"pk":36041,"title":"Processing Academic Language Through Four Corners Vocabulary Chart Applications","subtitle":null,"abstract":"4 Corners Vocabulary Charts (FCVCs) are explored as a multipurpose vehicle for processing academic language in a 5th-grade\nclassroom. FCVCs typically display a vocabulary word, an illustration of the word, synonyms associated with the word, a sentence using a given vocabulary word, and a definition of the term\nin students’ words. The use of personal dictionary entries in the\nform of FCVCs created on 3-by-5–inch index cards allowed for\nthe implementation of 4 key classroom activities—namely, a “fill\nin the square” review activity and 3 games: Heads Up, a modified\nversion of Connect 4, and Bingo. FCVCs are identified as optimal\ntools for the instruction of English learners because of the high\nlevel of vocabulary processing required for their creation and\ntheir functionality as key elements of engaging vocabulary games.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0762q8tc","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Texas Woman’s University","department":""},{"first_name":"Claudia","middle_name":"","last_name":"Sanchez","name_suffix":"","institution":"Texas Woman’s University","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Betty","name_suffix":"","institution":"Denton Independent School District","department":""},{"first_name":"Shiloh","middle_name":"","last_name":"Davis","name_suffix":"","institution":"Texas Woman’s University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36041/galley/26893/download/"}]},{"pk":26339,"title":"Processing Consequences of Onomatopoeic Iconicity in Spoken Language\nComprehension","subtitle":null,"abstract":"Iconicity is a fundamental feature of human language.\nHowever its processing consequences at the behavioral and\nneural level in spoken word comprehension are not well\nunderstood. The current paper presents the behavioral and\nelectrophysiological outcome of an auditory lexical decision\ntask in which native speakers of Dutch listened to\nonomatopoeic words and matched control words while their\nelectroencephalogram was recorded. Behaviorally,\nonomatopoeic words were processed as quickly and\naccurately as words with an arbitrary mapping between form\nand meaning. Event-related potentials time-locked to word\nonset revealed a significant decrease in negative amplitude in\nthe N2 and N400 components and a late positivity for\nonomatopoeic words in comparison to the control words.\nThese findings advance our understanding of the temporal\ndynamics of iconic form-meaning mapping in spoken word\ncomprehension and suggest interplay between the neural\nrepresentations of real-world sounds and spoken words.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8cc7n2x9","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Peeters","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26339/galley/15975/download/"}]},{"pk":26344,"title":"Process Modeling of Qualitative Decision Under Uncertainty","subtitle":null,"abstract":"Fuzzy-trace theory assumes that decision-makers processqualitative “gist” representations and quantitative “verbatim”representations in parallel. Here, we develop a formal modelof fuzzy-trace theory that explains both processes. The modelalso integrates effects of individual differences in numeracy,metacognitive monitoring and editing, and sensation seeking.Parameters of the model varied in theoretically meaningfulways with differences in numeracy, monitoring, and sensationseeking, accounting for risk preferences at multiple levels.Relations to current theories and potential extensions arediscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Decision making; need for cognition; riskychoice; framing effect; Allais paradox"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/56c7g2bg","frozenauthors":[{"first_name":"David","middle_name":"A.","last_name":"Broniatowski","name_suffix":"","institution":"The George Washington University","department":""},{"first_name":"Valerie","middle_name":"F.","last_name":"Reyna","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26344/galley/15980/download/"}]},{"pk":26562,"title":"Process of visual input does not decide the accuracy imitation performance","subtitle":null,"abstract":"The associative sequence learning (ASL) model states that error patterns in observed actions during physical imi-tation and verbal description are identical, because of the critical role played by the process of visual input compared to theprocess after visual input. Action models were presented that comprised four elements: using right or left hand, using right orleft stick, tapping right or left side of a box, and placing a stick on right or left side. In the condition in which identical elementsof video stimuli and manipulated objects placed in front of participants had the same color, the colored element was correctlyperformed compared to the condition with different colored elements. However, colored element was not correctly performedin the condition in which particular elements of video stimuli were colored, whereas manipulated objects were not colored.These results suggest the important role of the process occurring after the visual input.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7m1522q2","frozenauthors":[{"first_name":"Takashi","middle_name":"","last_name":"Mizuguchi","name_suffix":"","institution":"Shinshu University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26562/galley/16198/download/"}]},{"pk":26764,"title":"Promoting prosocial behavior and emotional awareness in preschoolers","subtitle":null,"abstract":"Human-animal interaction (HAI) supports a theory that animals may enhance social support both directly, as a sourceof comfort, and indirectly, as a facilitator of human interaction. Existing research found that dogs are suitable in helping childrendevelop healthy self-esteem and empathy for others and the classroom interaction between assistance dogs and children is alsoeffective in developing children’s sense of responsibility and empathy. The current study implemented dog-assisted interaction(DAI) and video interaction (VI) as two different experimental conditions to test their efficacies in promoting preschoolers’prosocial behaviors and emotional awareness. A total of 146 Chinese children (aged from 3 to 5.5 years old) participated in thestudy. The results indicated that both DAI and VI are more effective in promoting collaborative behaviors than regular teachingmethod on their collaborative ability and emotional awareness while only DAI significantly enhanced children’s emotionalawareness.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2c81z1n5","frozenauthors":[{"first_name":"Qiuwen","middle_name":"","last_name":"Dou","name_suffix":"","institution":"The Hong Kong Institute of Education","department":""},{"first_name":"Sarah-Jane","middle_name":"","last_name":"Vick","name_suffix":"","institution":"University of Stirling","department":""},{"first_name":"Michael","middle_name":"C. W.","last_name":"Yip","name_suffix":"","institution":"The Hong Kong Institute of Education","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26764/galley/16400/download/"}]},{"pk":36033,"title":"Pronunciation Fundamentals: Evidence-Based Perspectives for L2 Teaching and Research - Tracey M. Derwing and Murray J. Munro","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6q58m241","frozenauthors":[{"first_name":"Skyler","middle_name":"","last_name":"King","name_suffix":"","institution":"Chaffey College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36033/galley/26885/download/"}]},{"pk":36049,"title":"Pronunciation Myths: Applying Second Language Research to Classroom Teaching - Linda Grant (Ed.)","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9mt5x2tg","frozenauthors":[{"first_name":"Nicole","middle_name":"Hammond","last_name":"Carrasquel","name_suffix":"","institution":"University of Central Florida, Orlando","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36049/galley/26901/download/"}]},{"pk":26056,"title":"Proposal of the Second Workshop on Physical and Social Scene Understanding","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Functionality; Physics; Intentionality; Causality"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36t7j6t4","frozenauthors":[{"first_name":"Tao","middle_name":"","last_name":"Gao","name_suffix":"","institution":"MIT","department":""},{"first_name":"Chenfanfu","middle_name":"","last_name":"Jiang","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Yixin","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Yibiao","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"MIT","department":""},{"first_name":"Lap-Fai","middle_name":"Craig","last_name":"Yu","name_suffix":"","institution":"University of Massachusetts Boston","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26056/galley/15692/download/"}]},{"pk":26356,"title":"Putting the “th” in Tenths: The Role of Labeling Decimals in Revealing Place ValueStructure","subtitle":null,"abstract":"Language is a powerful cognitive tool. For example, labelingobjects or features of problems can support categorization andrelational thinking. Less is known about their role in makinginferences about the structure of mathematics problems. Wetest the impact of labeling decimals such as 0.25 using formalplace value labels (“two tenths and five hundredths”)compared to informal labels (“point two five”) or no labels onchildren’s problem-solving performance. Third- and fourth-graders (N = 104) were randomly assigned to one of threeconditions (formal labels, informal labels, or no labels) andlabeled decimals while playing a magnitude comparison gameand number line estimation task. Formal labels facilitatedperformance on comparison problems that requiredunderstanding the role of zero, which highlighted place valuestructure. However, formal labels hindered performance whenexplicit understanding of place value magnitudes wasrequired. Findings highlight how the language teachers andstudents use can impact problem-solving success.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mathematics; problem solving; labels; decimals"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mt8g7f8","frozenauthors":[{"first_name":"Abbey","middle_name":"M.","last_name":"Loehr","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Bethany","middle_name":"","last_name":"Rittle-Johnson","name_suffix":"","institution":"Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26356/galley/15992/download/"}]},{"pk":26399,"title":"Quantifying Joint Activities using Cross-Recurrence Block Representation","subtitle":null,"abstract":"Humans, as social beings, are capable of employing variousbehavioral cues, such as gaze, speech, manual action, and bodyposture, in everyday communication. However, to extract fine-grained interaction patterns in social contexts has beenpresented with methodological challenges. Cross-RecurrencePlot Quantification Analysis (CRQA) is an analysis methodinvented in theoretical physics and recently applied tocognitive science to study interpersonal coordination. In thispaper, we extend this approach to analyzing joint activities inchild-parent interaction. We define a new representation asCross Recurrence Block based on CRQA. With thisrepresentation, we are able to capture interpersonal dynamicsfrom more than two behavioral streams in one CrossRecurrence Plot and derive a suite of measures to quantifydetailed characteristics of coordination. Using a datasetcollected from a child-parent interaction study, we show thatthese quantitative measures of joint activities revealdevelopmental changes in coordinative behavioral patternsbetween children and parents.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cross-recurrence quantification analysis; childparent interaction; multimodal behavioral data; interpersonalinteraction; hand coordination; statistical methods"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6g27f06p","frozenauthors":[{"first_name":"Tian","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26399/galley/16035/download/"}]},{"pk":26247,"title":"Questions in informal teaching: A study of mother-child conversations","subtitle":null,"abstract":"Questioning is a core component of formal pedagogy. Parents\ncommonly question children, but do they use questions to teach?\nResearch has shown that informal pedagogical situations elicit\nstronger inferences than the same evidence observed in non-\npedagogical situations. Certain questions (“pedagogical questions”)\nhave similar features. We investigate the frequency and distribution\nof pedagogical questions from mother-child conversations\ndocumented in the CHILDES database. We show that pedagogical\nquestions are commonplace, are more frequent for middle-class\nmothers compared to working-class mothers, are more frequent\nduring free play than during daily routines, and are more frequent in\nmothers who ask more questions. The results serve as a first step\ntowards understanding the role of questions in informal pedagogy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"informal pedagogy; mother-child conversation;\nindividual differences; socioeconomic status; CHILDES."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7r10p95n","frozenauthors":[{"first_name":"Yue","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26247/galley/15883/download/"}]},{"pk":26286,"title":"Racial Essentialism is Associated with Prejudice Towards Blacks in 5- and 6-Year-\nOld White Children","subtitle":null,"abstract":"Psychological essentialism is a cognitive bias that leads people\nto view members of a category as sharing a deep, underlying,\ninherent nature that causes them to be fundamentally similar to\none another in non-obvious ways. Although essentialist beliefs\ncan be beneficial, allowing people to view the social world as\nstable and predictable, essentialist beliefs about social\ncategories such as race or ethnicity are also thought to underlie\nthe development of stereotyping and prejudice. Whereas\nrecent studies in adults have found that racial essentialism is\nassociated with increased prejudice, the development of this\nrelationship has rarely been examined. The present research\nexamined the implications of essentialism for prejudice in a\npopulation of white five- and six-year old children in the\nUnited States, and revealed that essentialist beliefs about race\nare associated with increased implicit and explicit prejudice\ntowards members of a minority racial group.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"essentialism; social; race; prejudice; cognitive\ndevelopment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1k7571zw","frozenauthors":[{"first_name":"Tara","middle_name":"","last_name":"Mandalaywala","name_suffix":"","institution":"New York University","department":""},{"first_name":"Marjorie","middle_name":"","last_name":"Rhodes","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26286/galley/15922/download/"}]},{"pk":26695,"title":"Rapid acquisition of novel information: Is disjunctive syllogism necessary for fastmapping?","subtitle":null,"abstract":"We investigated two possible mechanisms that may mediate the rapid acquisition of novel words and their corre-sponding referents (i.e., fast mapping, FM). In the standard paradigm that examines FM, a novel label is presented alongside anovel object and a familiar object, and subjects are asked to identify the item that corresponds to the novel label. Acquisitionof name-object pairing is subsequently assessed. One possible mechanism underlying FM is disjunctive syllogism: the activerejection of the familiar item, which allows for the novel object-to-label mapping (e.g., “I know this is a cricket, so “torato”can’t be referring to that; it must refer to the unfamiliar item.”). Another possible mechanism involves activation of a relevantsemantic network (e.g., insect) into which the novel concept can be incorporated. We found that semantic network activationalone is sufficient, and that active rejection is not necessary, for the rapid acquisition of novel object-name associations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1h05c0j5","frozenauthors":[{"first_name":"Hillary","middle_name":"","last_name":"Abel","name_suffix":"","institution":"Villanova University","department":""},{"first_name":"Anna","middle_name":"","last_name":"Drummey","name_suffix":"","institution":"Villanova University","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Vicari","name_suffix":"","institution":"Villanova University","department":""},{"first_name":"Irene","middle_name":"","last_name":"Kan","name_suffix":"","institution":"Villanova University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26695/galley/16331/download/"}]},{"pk":26655,"title":"Rapid emotion discrimination in the infant brain","subtitle":null,"abstract":"The ability to recognize facial expressions of emotion in social partners is important for successful social interactions.It is unknown how accurately and rapidly the infant brain discriminates between emotions with different valences (e.g., happyvs. fearful) and between emotions with similar valences (e.g., fearful vs. angry). The current study uses a novel approach—FastPeriodic Visual Stimulation (FPVS)—to evaluate emotion discrimination in infancy. FPVS is an electrophysiological techniquethat relies on rapid presentation of stimuli to create corresponding oscillations in the brain that can be measured at the scalpsurface. Preliminary results (n = 6) indicate that infants are indeed sensitive to the visual stimulation: EEG power, averagedover occipital and occipitotemporal areas, was 11.55 times larger at 6Hz compared to surrounding frequencies. This study aimsto shed light on a longstanding theoretical debate of whether emotion recognition is innate or learned through experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7cm473dk","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Marquis","name_suffix":"","institution":"Ryerson University","department":""},{"first_name":"Bruno","middle_name":"","last_name":"Rossion","name_suffix":"","institution":"University of Louvain","department":""},{"first_name":"Margaret","middle_name":"","last_name":"Moulson","name_suffix":"","institution":"Ryerson University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26655/galley/16291/download/"}]},{"pk":36048,"title":"Reading and Vocabulary Focus 3 - Jessica Williams","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2cv1n4hx","frozenauthors":[{"first_name":"Lauren","middle_name":"","last_name":"Butler","name_suffix":"","institution":"Middlebury Institute of International Studies at Monterey","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36048/galley/26900/download/"}]},{"pk":26525,"title":"Reading experience shapes the mental timeline but not the mental number line","subtitle":null,"abstract":"People conceptualize both time and numbers as unfoldingalong a horizontal line, either from left to right or from rightto left. The direction of both the mental timeline (MTL) andthe mental number line (MNL) are widely assumed to dependon the direction of reading and writing within a culture.Although experimental evidence supports this assumptionregarding the MTL, there is no clear evidence that readingdirection determines the direction of the MNL. Here wetested effects of reading experience on the direction of boththe MTL and MNL. Participants read English text eithernormally (from left to right) or mirror-reversed (from right toleft). After normal reading, participants showed the space-time associations and space-number associations typical ofWesterners. After mirror reading, participants’ space-timeassociations were significantly reduced but their space-number associations were unchanged. These results suggestthat the MTL and MNL have different experiential bases.Whereas the MTL can be shaped by reading experience, theMNL is shaped by other culture-specific practices throughwhich people experience numbers arrayed in left-right space.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"SNARC; Mental number line; Mental timeline;Space; Time; Reading direction; Numerical cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hq4n3gh","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Pitt","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Casasanto","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26525/galley/16161/download/"}]},{"pk":26751,"title":"Reasoners are influenced by conversational pragmatics in abstract conditionalreasoning tasks","subtitle":null,"abstract":"People demonstrate systematic logical failures when reasoning about conditional statements. In the Wason selectiontask, a test typically interpreted as a measure of abstract deductive reasoning, only about 10% of participants choose the cardsprescribed by deductive logic. One possibility is that people are simply bad at hypothesis testing – biased toward confirmingrather than falsifying abstract conditional rules. A second possibility, however, is that performance on the task is stronglyinfluenced by pragmatic effects of linguistic interpretation. In three experiments, we find that manipulating the instructions toemphasize falsification and that changing the formulation of the rule to increase the pragmatic salience of the correct choicesimproves performance. These results arise because people do not merely decode the logical content of linguistic expressions.Rather they attempt to understand the communicative intentions of the individual who produced the expression even in abstractreasoning tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7dq6v9qw","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Grodner","name_suffix":"","institution":"Swarthmore College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26751/galley/16387/download/"}]},{"pk":26554,"title":"Reciprocal altruism in preschool-aged children","subtitle":null,"abstract":"Young children are remarkably prosocial, yet the mechanisms driving their prosociality are poorly understood. Intwo studies, we looked at whether a need for reciprocity drives children’s prosocial behavior. In Experiment 1, children weregiven a puzzle task to complete in which they were either missing 2 pieces (experimental group) or not (control group). Allchildren then received 2 puzzle pieces from a confederate, resulting in either necessary instrumental help (experimental group)or unnecessary help (control group). Children were more prosocial (shared a greater proportion of their resources) with theconfederate after receiving instrumental help than after receiving unnecessary help. In Experiment 2, we investigated the typesof principles children use when paying back help. We found that children employed a mix of exact reciprocation and “needs-based” help when paying back individuals. Our results suggest an important role of gratitude and reciprocity in the developmentof early prosociality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4fr306n2","frozenauthors":[{"first_name":"Nadia","middle_name":"","last_name":"Chernyak","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Yarrow","middle_name":"","last_name":"Dunham","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Peter","middle_name":"","last_name":"Blake","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26554/galley/16190/download/"}]},{"pk":26290,"title":"Recursion in Nicaraguan Sign Language","subtitle":null,"abstract":"Syntactic recursion is argued to be a key property of naturallanguages, allowing us to create an infinite number ofutterances from a finite number of words and rules. Somehave argued that recursion is uniquely human. There are atleast two possibilities for the origins of recursion: 1)Recursion is a property of the language faculty. 2) Recursionis an historical accomplishment and is culturally constructedover millennia. Here we ask whether an emerging signlanguage, Nicaraguan Sign Language (NSL), exhibitssyntactic recursion by comparing the language of the firstthree age cohorts of signers. Signers (n=27) watched anddescribed vignettes designed to elicit relative clauses. Resultssuggest that signers from all three cohorts have strategies tofulfill the discourse function of relative clauses, picking outan individual from a set. The grammatical form of theutterances differs across cohorts, with signers from latercohorts clearly producing embedded structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language emergence; syntactic recursion"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4hc3p2jm","frozenauthors":[{"first_name":"Annemarie","middle_name":"","last_name":"Kocab","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Ann","middle_name":"","last_name":"Senghas","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Jesse","middle_name":"","last_name":"Snedeker","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26290/galley/15926/download/"}]},{"pk":26496,"title":"Recursive belief manipulation and second-order false-beliefs","subtitle":null,"abstract":"The literature on first-order false-belief is extensive, but less isknown about the second-order case. The attainment of second-order false-belief mastery seems to mark a cognitively signifi-cant stage, but what is its status? Is it an example of complex-ity only development, or does it indicate that a more funda-mental conceptual change has taken place? In this paper weextend Bra ̈uner’s hybrid-logical analysis of first-order false-belief tasks (Bra ̈uner, 2014, 2015) to the second-order case,and argue that our analysis supports a version of the concep-tual change position.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Second-order false-belief tasks; hybrid logic; nat-ural deduction; complexity only; conceptual change; beliefformation; belief manipulation; recursion"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9977v3s7","frozenauthors":[{"first_name":"Torben","middle_name":"","last_name":"Brauner","name_suffix":"","institution":"Roskilde University","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Blackburn","name_suffix":"","institution":"Roskilde University","department":""},{"first_name":"Irina","middle_name":"","last_name":"Polyanskaya","name_suffix":"","institution":"Roskilde University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26496/galley/16132/download/"}]},{"pk":26563,"title":"Reduced benefit from regularities in language among Dyslexics","subtitle":null,"abstract":"The ”Anchoring Deficit” hypothesis (Ahissar et al., Nat Neurosci. 2006) proposed that Dyslexics have a difficultyin automatic extraction of simple stimulus regularities in sound sequences. JaffeDax et al. (J Neurosci. 2015) modelled thesedifficulties as yielding noisy priors.The current study was aimed to assess the impact of long-term regularities in language, which listeners had life long experi-ence with. Our assumption was that this familiarity would enhance Controls’ performance more than Dyslexics’ due to a noisierprior formation among Dyslexics. This question was addressed in a series of experiments - in each there was one condition forwhich information accumulated over the life span could be utilized.In all three experiments Dyslexics did not benefit as much as Controls from the long term statistics associated with the input.These results suggest that Dyslexics could not compensate for the deficit despite multiple exposures to lingual input with thesame statistics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0q62997k","frozenauthors":[{"first_name":"Eva","middle_name":"","last_name":"Kimel","name_suffix":"","institution":"The Hebrew University of Jerusalem","department":""},{"first_name":"Merav","middle_name":"","last_name":"Ahissar","name_suffix":"","institution":"The Hebrew University of Jerusalem","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26563/galley/16199/download/"}]},{"pk":26744,"title":"Reexamining the Unaccusative Hypothesis: a Visual World Paradigm study","subtitle":null,"abstract":"The Unaccusative Hypothesis (UH) predicts that the subject of an unaccusative is mentally reactivated in the objectposition. Previous psycholinguistic studies have reported evidence of reactivation (Friedmann et al 2008, Koring et al 2012).However, these studies did not equate the unaccusative and unergative stimuli, resulting in confounds which jeopardize theirconclusions. We reexamined UH with two Visual World Paradigm experiments carefully controlled for the potential confoundsin the previous studies. On each trial, participants (n=40; n=52) saw 4 black-and-white drawings and heard a sentence. In thetest condition, but not the control condition, one image was semantically related to subject of the sentence. We measured theproportion of looks to the target image at three time regions after the verb onset and found a robust match-effect (p’s<.05)but no differences between the unaccusative and unergative conditions. We will discuss the consequences of our findings forsyntactic theory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0f77v0fq","frozenauthors":[{"first_name":"Yujing","middle_name":"","last_name":"Huang","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Laine","middle_name":"","last_name":"Stranahan","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Jesse","middle_name":"","last_name":"Snedeker","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26744/galley/16380/download/"}]},{"pk":26230,"title":"Referential choice in identification and route directions","subtitle":null,"abstract":"Though communicative goals are an important element in lan-guage production, few studies investigate the extent to whichthese goals might affect the form and content of referring ex-pressions. In this study, we directly contrast two tasks withdifferent goals: identification and instruction giving. Speak-ers had to refer to a target building nearby or further away, sothat their addressee would distinguish it between other build-ings (identification) or give route directions and use the samebuilding as a landmark (instructions). Our results showed thatirrespective of goals, the referring expressions consisted of thesame types of attributes, yet the attribute frequency and for-mulation differed. In the identification task, references werelonger, contained more locative and more post-nominal mod-ifiers. In addition, referential choices were influenced by thevisual distance between the speaker and the target: when thespeaker observed the target from far, references were longerand contained more often locative modifiers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"communicative goals; identification task; route di-rections; referring expressions"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/17s0067t","frozenauthors":[{"first_name":"Adriana","middle_name":"","last_name":"Baltaretu","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Emiel","middle_name":"","last_name":"Krahmer","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Alfons","middle_name":"","last_name":"Maes","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26230/galley/15866/download/"}]},{"pk":26240,"title":"Reflexive Spatial Attention to Goal-Directed Reaching","subtitle":null,"abstract":"Social interaction involves cues such as gaze direction, headorientation, and pointing gestures that serve to automaticallyorient attention to a specific referent or spatial location. In thispaper we demonstrate that an observed reaching actionsimilarly results in a reflexive shift in attention as evidencedby faster responses that are congruent with the direction of thereach, than responses that are incongruent. This facilitation isevident quickly after the onset of the reach action and is dueto the rapid prediction of the reach-goal. When the taskinvolves a saccadic response (Experiment 1) this prediction isinhibited and results in a reverse-congruence, faster responsesto incongruent than congruent cues, when the cue occurs afterthe reach is completed. This reverse-congruence is not presentwhen the task involves a key press (Experiment 2) or a mousemovement (Experiment 3). We propose that the inhibition ofthe predictive saccade is overcome when the eye movementstoward the goal are activated to guide the mouse movement.The three experiments together demonstrate that automaticattention distribution and its effects on behavior depend onthe response.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"action perception; reflexive attention; actionprediction"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0ht5q5pq","frozenauthors":[{"first_name":"Alexis","middle_name":"A.","last_name":"Barton","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Bennett","middle_name":"I.","last_name":"Bertenthal","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Samuel","middle_name":"","last_name":"Harding","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26240/galley/15876/download/"}]},{"pk":26594,"title":"Relational discovery in category learning: interactions of learning strategy andtask structure","subtitle":null,"abstract":"Often failures of problem solving on educational assessments are failures of problem categorization. That is, whenreasoners do not properly classify a novel problem they do not know what solution to apply. For example, often physics studentsdo not recognize the underlying commonalities in the relationships among the variables in different problems concerningNewton’s laws of motion (Chi, Feltovich, & Glaser, 1981). Addressing this challenge there have been separate lines of researchexamining 1. how differences in students’ learning strategies or cognitive abilities affects their propensity to discover relationalcommonalities (e.g., Little & MacDaniel, 2015) and 2. how variations in task structure change the likelihood of successfulcategorization (e.g., Roher & Pashler, 2010). However, relatively little research has examined whether the optimal task structuredepends on the learner’s strategy or ability. Across several experiments, we demonstrate multiple dependencies between theeffectiveness of different task structures on differences in learning strategy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/46j1h121","frozenauthors":[{"first_name":"Micah","middle_name":"","last_name":"Goldwater","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Hilary","middle_name":"","last_name":"Don","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Evan","middle_name":"","last_name":"Livesey","name_suffix":"","institution":"University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26594/galley/16230/download/"}]},{"pk":26199,"title":"Relation between bimanual coordination and whole-body balancing on a slackline","subtitle":null,"abstract":"To reveal the fundamental skills involved in slacklining,this study examined a hypothesis regarding single-legstanding on a slackline. In the field of practice,instructors teach learners how to maintain balance on aswinging flat belt (slackline), such as by moving theirhands in parallel. We hypothesized that bimanualcoordination in the horizontal direction mightcontribute to dynamic balancing on a slackline. In ourpilot study, two participants at different skill levelswere asked to maintain their balance on a slackline aslong as possible. The dynamic stability of bimanualcoordination was assessed by a nonlinear time seriesanalysis (cross recurrence quantification analysis), thencompared among the participants. Bimanualcoordination stability was higher in the experiencedplayer than in the novice player. The results suggestthat the single-leg standing skill might be correlatedwith bimanual coordination stability. Furtherinvestigations are expected to clarify this notion in thefuture.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"slackline; balance sport; dynamic stability;whole-body coordination; self-organization"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sq386hs","frozenauthors":[{"first_name":"Kentaro","middle_name":"","last_name":"KODAMA","name_suffix":"","institution":"Kanagawa University","department":""},{"first_name":"Yusuke","middle_name":"","last_name":"KIKUCHI","name_suffix":"","institution":"Future University Hakodate","department":""},{"first_name":"Hideo","middle_name":"","last_name":"YAMAGIWA","name_suffix":"","institution":"Tokyo Metropolitan Tobu Medical Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26199/galley/15835/download/"}]},{"pk":26708,"title":"Relative influence of anchoring and centering biases in reconstructive memory","subtitle":null,"abstract":"We report the results of an experiment probing the relative influence of centering and anchoring biases in recon-structive memory for line lengths. On each of 90 trials participants (N=120) viewed a target line, which they reproduced aftera delay by adjusting a response line. We manipulated the starting size of this response line in three conditions: one providedan anchoring bias opposite the centering bias (expand condition), one in the same direction (contract condition) and one thatprovided no anchoring bias (control). We eliminated the centering bias in the expand condition, increased it in the contract con-dition, and showed an attenuated centering bias in the control condition. We discuss the implications for these results in relationto cognitive models of stimulus reproduction that employ the method of serial reproduction. We suggest that experiments ofthis type should carefully control for the possible influence of anchoring biases in reconstructive memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2wf2264k","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Duffy","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"L.","middle_name":"Elizabeth","last_name":"Crawford","name_suffix":"","institution":"University of Richmond","department":""},{"first_name":"John","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26708/galley/16344/download/"}]},{"pk":26116,"title":"Representation: Problems and Solutions","subtitle":null,"abstract":"The current orthodoxy in cognitive science, what I describe as\na commitment to deep representationalism, faces intractable\nproblems. If we take these objections seriously, and I will\nargue that we should, there are two possible responses: 1. We\nare mistaken that representation is the locus of our cognitive\ncapacities — we manage to be the successful cognitive agents\nin some other, non-representational, way; or, 2. Our\nrepresentational capacities do give us critical cognitive\nadvantages, but they are not fundamental to us qua human\nbeings. As Andy Clark has convincingly argued, anti-\nrepresentationalism, option one, is explanatorily weak.\nConsequently, I will argue, we need to take the second option\nseriously. In the first half of the paper I rehearse the problems\nwith the current representational view and in the second half of\nthe paper I defend and give a positive sketch of a two-systems\nview of cognition – a non-representational perceptual system\ncoupled with a representational language-dependent one – and\nlook at some consequences of the view.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"representation; representation-hungry problem;\nconsciousness; animal cognition; perception; two-systems"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4t04p3jf","frozenauthors":[{"first_name":"Nancy","middle_name":"","last_name":"Salay","name_suffix":"","institution":"Queen's University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26116/galley/15752/download/"}]},{"pk":26687,"title":"Representations of Entropy and of the Relations Same and Different Early inHuman Development","subtitle":null,"abstract":"Animals typically fail 2-item Relational Match to Sample (RMTS), whereas animals from pigeons through primatessucceed at 16-item RMTS. Furthermore, training on the 16-item arrays does not transfer to 2-item arrays in these non-humanspecies. Animal researchers conclude that success on 16-item RMTS reflects a perceptual property of the set, variabilityor entropy, rather than conceptual representations of the relations ‘same’ and ‘different’. Four experiments explore youngchildren’s ability to pass 2-item and 16-item RMTS. Like non-human animals, three- and four-year-olds fail 2-item RMTSwhile passing the16-item task. As with animals, training with 16-item cards does not facilitate success on 2-item RMTS infour- and five-year-olds. These data, as well as data from within the 16-item task, suggests that young children, like non-humananimals, rely on entropy in RMTS tasks. Data from 5 and 6-year-olds suggest a representational change late in the preschoolyears.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/882794fd","frozenauthors":[{"first_name":"Rebecca","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Jean-Remy","middle_name":"","last_name":"Hochmann","name_suffix":"","institution":"CNRS, Bron, France","department":""},{"first_name":"Sophia","middle_name":"","last_name":"Sanborn","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Susan","middle_name":"","last_name":"Carey","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26687/galley/16323/download/"}]},{"pk":26743,"title":"Re-presenting a Story by Emotional Factors using Sentiment Analysis Method","subtitle":null,"abstract":"Remembering events is affected by personal emotional status. We examined the psychological status, personalfactors, and social factor of undergraduate students (N=64) and got summaries of a story, Chronicle of a Death Foretold fromthem. As transfer learning, we collected 38,265 movie review data to train a sentimental analysis model based on convolutionalneural network, using the model to score each summary. The results of CES-D and PANAS show the relationship betweenemotion and memory retrieval; depressed people have shown a tendency of representing a story more negatively, and seemedless expressive. People with full of emotion have retrieved their memory more expressively, using more negative words. Thecontributions of this study can be summarized as follows: First, we lighten the relationship between emotion and its effects onstoring or retrieving memories. Second, we suggest objective methods to evaluate the intensity of emotion in words, using asentimental analysis model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6j30z2wf","frozenauthors":[{"first_name":"Hwiyeol","middle_name":"","last_name":"Jo","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Yohan","middle_name":"","last_name":"Moon","name_suffix":"","institution":"Sungkyunkwan University","department":""},{"first_name":"Jongin","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Jeong","middle_name":"","last_name":"Ryu","name_suffix":"","institution":"Yonsei University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26743/galley/16379/download/"}]},{"pk":26141,"title":"Representing Sequence: The Influence of Timeline Axis and Directionon Causal Reasoning in Litigation Law","subtitle":null,"abstract":"Can the representation of event sequence influence how jurorsremember and reason in a legal case? We addressed this ques-tion by examining the interaction between an individual’s pre-ferred spatial construal of time (SCT) for an external (visual-spatial) representation and the SCT of a courtroom graphic.One hundred fifty three undergraduates played the role of ju-rors in a fictitious civil trial. The details of a case were re-counted in a multimedia presentation featuring timelines an-imated in one of four orientations: left-right, right-left, top-bottom, and bottom-top. Participants were assessed on mea-sures of comprehension and causal reasoning. Results indi-cated effects of timeline orientation and SCT choice behav-ior on comprehension and reasoning. We discuss these resultsin terms of the role of attention in temporal-causal reasoning,and implications for the design of multimedia materials for thecourtroom.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"external representation; courtroom graphics; visu-alization; spatial construal of time; sequence; events; multime-dia learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/73r7w6hd","frozenauthors":[{"first_name":"Amy","middle_name":"Rae","last_name":"Fox","name_suffix":"","institution":"California State University - Chico ; University of California San Diego","department":""},{"first_name":"Martin","middle_name":"van den","last_name":"Berg","name_suffix":"","institution":"California State University - Chico","department":""},{"first_name":"Erica","middle_name":"de","last_name":"Vries","name_suffix":"","institution":"Univ. Grenoble Alpes","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26141/galley/15777/download/"}]},{"pk":26071,"title":"Research at the Interface of Cognition, Education, and Disciplinary Science","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"STEM education; science literacy;representations; processes; learning"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/06t4t99v","frozenauthors":[{"first_name":"Laura","middle_name":"R.","last_name":"Novick","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hegarty","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Richard","middle_name":"","last_name":"Catrambone","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"John","middle_name":"R.","last_name":"Pani","name_suffix":"","institution":"University of Louisville","department":""},{"first_name":"Thomas","middle_name":"F.","last_name":"Shipley","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26071/galley/15707/download/"}]},{"pk":26733,"title":"Roles of Metacognitive Suggestions in Hypothesis Revision","subtitle":null,"abstract":"We investigated whether metacognitive suggestions alone can function as a means of encouraging recipients’ reflec-tion and facilitate hypothesis revision. We also examined whether it is necessary to ground the suggestions on the recipients’thinking processes for the facilitative effects. 108 participants were assigned to one of the four conditions: metacognitivesuggestion collaboration with/without grounding support; free collaboration; and sole. They were asked to engage in a rulediscovery task. The task was designed so that hypothesis revision was necessary for the participants to find the correct rule.The results showed that performance both in the free collaboration and in the metacognitive suggestion collaboration withgrounding support conditions was higher than that in the solo condition. We concluded that metacognitive suggestions alonecan facilitate hypothesis revision as well as free collaboration and that grounding support is necessary for the facilitative effectto be obtained.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0d27k5f2","frozenauthors":[{"first_name":"Sachiko","middle_name":"","last_name":"Kiyokawa","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Kazuhiro","middle_name":"","last_name":"Ueda","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Yoshimasa","middle_name":"","last_name":"Ohmoto","name_suffix":"","institution":"Kyoto University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26733/galley/16369/download/"}]},{"pk":26274,"title":"Salience versus prior knowledge - how do children learn rules?","subtitle":null,"abstract":"Categories are essential for thinking, learning, and communi-cating. Research has shown that young children and adultstreat categories very differently, with young children favor-ing whole objects while adults focus on the key informationin most cases. If so, then how can young children learn cat-egories requiring focused attention to key features? Studieshave shown that drawing attention to rules had facilitative ef-fects. We sought to identify whether the effect was driven byinstruction about rules or by stimulus-driven factors. Our re-sults suggest that even with instruction, 4-year-olds were notable to attend to key information. Simply making importantinformation more salient, however, allowed them to learn thecategory and transfer to situations when the key feature wasno longer salient.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"category learning; attention; cognitive develop-ment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3g9424gk","frozenauthors":[{"first_name":"Samuel","middle_name":"","last_name":"Rivera","name_suffix":"","institution":"The Ohio State University","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":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26274/galley/15910/download/"}]},{"pk":26266,"title":"Scarcity captures attention and induces neglect:\nEyetracking and behavioral evidence","subtitle":null,"abstract":"Resource scarcity poses challenging demands on the human\ncognitive system. Budgeting with limited resources induces an\nattentional focus on the problem at hand. This focus enhances\nprocessing of relevant information, but it also comes with a\ncost. Specifically, scarcity may cause a failure to notice\nbeneficial information that helps alleviate the condition of\nscarcity. In three experiments, participants were randomly\nassigned with a small budget (“the poor”) or a large budget\n(“the rich”) to order a meal from a restaurant menu. The poor\nparticipants looked longer at the prices of the items and\nrecalled the prices more accurately, compared to the rich\nparticipants. Importantly, the poor neglected a useful discount\nthat would save them money. This neglect may arise as a result\nof attentional narrowing, and help explain a range of counter-\nproductive behaviors of low-income individuals. The current\nfindings have important implications for public policy and\nservices for low-income individuals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Poverty; visual attention; memory; encoding;\ndecision making;"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8058x3w3","frozenauthors":[{"first_name":"Brandon","middle_name":"M.","last_name":"Tomm","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Jiaying","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26266/galley/15902/download/"}]},{"pk":26174,"title":"Searching large hypothesis spaces by asking questions","subtitle":null,"abstract":"One way people deal with uncertainty is by asking questions.A showcase of this ability is the classic 20 questions gamewhere a player asks questions in search of a secret object. Pre-vious studies using variants of this task have found that peopleare effective question-askers according to normative Bayesianmetrics such as expected information gain. However, so far,the studies amenable to mathematical modeling have used onlysmall sets of possible hypotheses that were provided explic-itly to participants, far from the unbounded hypothesis spacespeople often grapple with. Here, we study how people eval-uate the quality of questions in an unrestricted 20 Questionstask. We present a Bayesian model that utilizes a large data setof object-question pairs and expected information gain to se-lect questions. This model provides good predictions regardingpeople’s preferences and outperforms simpler alternatives.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayesian modeling; active learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0dz4648h","frozenauthors":[{"first_name":"Alexander","middle_name":"N.","last_name":"Cohen","name_suffix":"","institution":"Hunter College High School","department":""},{"first_name":"Brenden","middle_name":"M.","last_name":"Lake","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26174/galley/15810/download/"}]},{"pk":26724,"title":"Seeing the Bees Buzz and Hearing the Diamonds Glisten: The Effect of the Modeof Presentation of Stimuli on the Modality-Switch Effect","subtitle":null,"abstract":"Previous studies showed that the sequential verification of different sensory modality properties for concepts (e.g.,BLENDER-loud; BANANA-yellow) incurs a processing cost, known as the modality-switch effect (Pecher et al. 2003; 2004).We assessed the influence of the mode of presentation of stimuli on the modality-switch effect in a property verification primingparadigm. Participants were required to perform a property verification task on a target sentence (e.g., “butter is yellowish”,“leaves rustle”) presented either visually or aurally after having been presented with a prime sentence (e.g., “the light is flick-ering”, “the sound is echoing”) that could either share both, one or none of the target’s mode of presentation and contentmodality. Results showed that the presentation and the content-driven effects were not cumulative. We conclude that the MSEis a two-fold effect which can occur at two different levels of information processing (i.e., perceptual and semantic).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39t5n2s3","frozenauthors":[{"first_name":"Elisa","middle_name":"","last_name":"Scerrati","name_suffix":"","institution":"University of Bologna","department":""},{"first_name":"Luisa","middle_name":"","last_name":"Lugli","name_suffix":"","institution":"University of Bologna","department":""},{"first_name":"Anna","middle_name":"M.","last_name":"Borghi","name_suffix":"","institution":"University of Bologna","department":""},{"first_name":"Roberto","middle_name":"","last_name":"Nicoletti","name_suffix":"","institution":"University of Bologna","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26724/galley/16360/download/"}]},{"pk":26098,"title":"Semantic Contamination of Visual Similarity Judgments","subtitle":null,"abstract":"The roles of semantic and perceptual information in cognition\nare of widespread interest to many researchers. However,\ndisentangling their contributions is complicated by their\noverlap in real-world categories. For instance, attempts to\ncalibrate visual similarity based on participant judgments are\nundermined by the possibility that semantic knowledge\ncontaminates these judgments. This study investigated whether\ninverting stimuli attenuates semantic contamination of visual\nsimilarity judgments in adults and children. Participants\nviewed upright and inverted triads of familiar animals, and\njudged which of two test items looked most like the target. One\ntest item belonged to the same category as the target, and one\nbelonged to a different category. Test items’ visual similarity\nto the target either corresponded or conflicted with category\nmembership. Across age groups, conflicting category\nmembership reduced accuracy and slowed reaction times to a\ngreater extent in upright than inverted triads. Therefore,\ninversion attenuates semantic contamination of visual\nsimilarity judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantic knowledge; visual similarity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1b86z174","frozenauthors":[{"first_name":"Layla","middle_name":"","last_name":"Unger","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Anna","middle_name":"","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26098/galley/15734/download/"}]},{"pk":26299,"title":"Semantic, Lexical, and Geographic Cues are used in Geographic Fluency","subtitle":null,"abstract":"Semantic fluency tasks have increasingly been used to probethe structure of human memory, adopting methodologies fromthe ecological foraging literature to describe memory as a tra-jectory through semantic space. Clusters of semantically re-lated items are often produced together, and the transitions be-tween these clusters of semantically related items are consis-tent with theories of optimal foraging, where the search pro-cess exhibits a balance between exploration and exploitationbehaviors (Hills, Jones, & Todd, 2012). Here, we use a seman-tic fluency memory task in which subjects recall geographiclocations. For each pairwise transition, we measure tempo-ral, geographic, semantic, lexical, and phonetic distances. Ingeneral, the dimensions are loosely but reliably correlated witheach other. Segmentation of the retrieval sequence into patchessupports the notion that subjects strategically leave patches aswithin-patch resources diminish, but also suggests that sub-jects may shift their attention between different sources of in-formation, perhaps reflecting dynamically changing patch def-initions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Memory search; Semantic fluency; Optimal for-aging; Spatial search"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0cs2k9z0","frozenauthors":[{"first_name":"Janelle","middle_name":"","last_name":"Szary","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Michael","middle_name":"N.","last_name":"Jones","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26299/galley/15935/download/"}]},{"pk":26300,"title":"Sentire Decision-Making in a Mixed-Motive Game","subtitle":null,"abstract":"The complexity of situations makes individuals use emotionsto make sense of their environment and interdependent oth-ers. In this paper, we build on the idea that physiological re-actions give emotional information about the subject and wefocus on Electrodermal Activity (EDA), an index of arousal,to inspect deep processes of a dyadic interaction in a mixed-motive game. Our interest lies on how conflict episodes un-fold, to design intelligent agents that are more socially awareand thus able to express and recognise dyadic forms of con-flict. A qualitative analysis of the data allowed us to identifymoments where players made choices to cope with ongoingconflict or prospects of it in the future.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Conflict; Electrodermal Activity; Skin Conduc-tance Responses ; Agent Modelling;"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47z9f7vr","frozenauthors":[{"first_name":"Joana","middle_name":"","last_name":"Campos","name_suffix":"","institution":"Universidade de Lisboa","department":""},{"first_name":"Ana","middle_name":"","last_name":"Paiva","name_suffix":"","institution":"Universidade de Lisboa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26300/galley/15936/download/"}]},{"pk":26409,"title":"Sequential images are not universal,orCaveats for using visual narratives in experimental tasks","subtitle":null,"abstract":"Sequential images have frequently been used as experimentalstimuli in the cognitive and psychological sciences to exploretopics like theory of mind, temporal cognition, discourse,social intelligence, and event sequencing, among others. Theassumption has been that sequential images provide a fairlyuniversal and transparent stimuli that require little to nolearning to decode, and thus are ideal for non-verbal tasks indevelopmental, clinical, and non-literate populations.However, decades of cross-cultural and developmentalresearch have actually suggested something different: thatsequential image comprehension is contingent on exposureand practice with a graphic system. I here review thisliterature and advocate for more sensitivity to the “fluency”needed to understand sequential images.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual narratives; sequential images; experimentalmethods; cross-cultural cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8zf0r7pz","frozenauthors":[{"first_name":"Neil","middle_name":"","last_name":"Cohn","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26409/galley/16045/download/"}]},{"pk":26707,"title":"Sex Differences in Mental Rotation Performance: The Self-fulfilling Prophecy ofGender Stereotypes","subtitle":null,"abstract":"Male advantage on spatial tasks may be explained in part by gender stereotypes (Nash 1975). The current studyinvestigated the effect of awareness of sex differences in mental rotation on mental rotation (MR) performance. We hypothe-sized that students with negative stereotypes would score significantly lower than students who were unaware or held positivestereotypes. Participants – 285 undergraduates — completed the Shepard & Metzler (1971) MR task followed by a short onlinesurvey. Preliminary analysis revealed a significant sex difference in mental rotation performance F (1, 256) = 9.68, p=. 002.There was no main effect of awareness on MR performance. Interestingly, there was a significant interaction between sex andawareness on MR performance, F (1,256) =6.77, p=. 010. Results on the role of awareness in cognitive strategy selectionwill be presented. By understanding gender stereotypes associated with spatial ability, we can reduce the gender gap found inSTEM disciplines.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/15h0t70t","frozenauthors":[{"first_name":"Alina","middle_name":"","last_name":"Nazareth","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Shannon","middle_name":"","last_name":"Pruden","name_suffix":"","institution":"Florida International University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26707/galley/16343/download/"}]},{"pk":26425,"title":"Shakers and Maracas:Action-based Categorisation Choices in Triads Are Influenced by TaskInstructions","subtitle":null,"abstract":"The forced-choice triad task has become increasinglypopular in use over recent years. While it is seen as beinga categorisation task (Lin & Murphy, 2001) variation intask instructions often leads to different results. Shipp,Vallée-Tourangeau, and Anthony (2014) used the triadtask to show that when participants are asked to choosean option that ‘goes best with the target’, they are morelikely to select the choice that shares an action relationwhen it also shares taxonomic information. Howeverusing the instruction to select the item that “goes best” isvague and might encourage a strategy other than acategorical decision. The present experiment used thesame triads as in Shipp et al. to test whether participantswould match items based on shared actions or sharedtaxonomic relations when given specific categorisationinstructions. The task instructions were manipulated sothat participants either selected the item that “goes best”,“goes best to form a category” or is “most similar” to thetarget. The results found instances where the instructionsof “goes best to form a category” led to a higherprobability that participants would select the actionchoices over the instructions of “goes best”. Howeverwhen participants were encouraged to use similarityoverall action choices were lower. Therefore the triadtask does encourage a natural categorisation strategy anddifferences in task instructions across research are aresult of the stimuli used.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Action; Triads; Context; Instructions."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8wn5k71g","frozenauthors":[{"first_name":"Nicholas","middle_name":"J.","last_name":"Shipp","name_suffix":"","institution":"University of HertfordshireHatfield","department":""},{"first_name":"Frédéric","middle_name":"","last_name":"Vallée-Tourangeau","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Susan","middle_name":"H.","last_name":"Anthony","name_suffix":"","institution":"University of HertfordshireHatfield","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26425/galley/16061/download/"}]},{"pk":26561,"title":"Shifting meanings: The fluidity of signal-meaning mappings in a minimalcommunicative task","subtitle":null,"abstract":"We used a non-linguistic experimental paradigm to explore the instantaneous creation of new communicative con-ventions. Participants played a computer game, in which they sent and interpreted minimal signals to obtain shared rewardswithin a virtual scene. Trials manipulated the space of possible signals that could be sent, and the meanings to be expressed (lo-cations and quantities of rewards); as such, optimal success in the task required participants to jointly construct signal-meaningmappings that functioned as part of a system, rather than in isolation.We observed different signalling strategies among participants, but with some individuals using ‘system-mapping’ conven-tions that globally reorganized in light of changing task constraints. Such behaviour reflects the principle of pre-emption inpragmatics, where the inferred meaning of an utterance depends on its relationship among a set of alternatives. Our initialfindings provide a basis for future research, investigating contexts that are conducive to this phenomenon.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7ss2j691","frozenauthors":[{"first_name":"Jennifer","middle_name":"","last_name":"Misyak","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Takao","middle_name":"","last_name":"Noguchi","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":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26561/galley/16197/download/"}]},{"pk":26318,"title":"Should Moral Decisions be Different for Human and Artificial Cognitive Agents?","subtitle":null,"abstract":"Moral judgments are elicited using dilemmas presentinghypothetical situations in which an agent must choosebetween letting several people die or sacrificing one person inorder to save them. The evaluation of the action or inaction ofa human agent is compared to those of two artificial agents –a humanoid robot and an automated system. Ratings ofrightness, blamefulness and moral permissibility of action orinaction in incidental and instrumental moral dilemmas areused. The results show that for the artificial cognitive agentsthe utilitarian action is rated as more morally permissible thaninaction. The humanoid robot is found to be less blameworthyfor his choices compared to the human agent or to theautomated system. Action is found to be more appropriate,morally permissible, more right, and less blameworthy thaninaction only for the incidental scenarios. The results areinterpreted and discussed from the perspective of perceivedmoral agency.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"moral dilemmas; moral judgment; artificialcognitive agents; moral agency"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4v23b48x","frozenauthors":[{"first_name":"Evgeniya","middle_name":"","last_name":"Hristova","name_suffix":"","institution":"New Bulgarian University","department":""},{"first_name":"Maurice","middle_name":"","last_name":"Grinberg","name_suffix":"","institution":"New Bulgarian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26318/galley/15954/download/"}]},{"pk":26580,"title":"Sign languages reveal spatial mappings of valence and magnitude","subtitle":null,"abstract":"Much research indicates that concepts of magnitude and valence are represented spatially, with more/less and posi-tive/negative relations mapped to vertical and horizontal axes. While these mappings are sometimes manifested linguisticallythrough conventional metaphors (e.g., ”prices fell”), recent evidence suggests that they may be built into the very forms ofwords – traditionally assumed to be arbitrarily related to their meanings. Following previous research, we examined whetherthe directions of hand motions constituting words in two sign languages predicted the meanings of their English translationequivalents. Upward-moving signs were more positively valenced than downward-moving signs, as found previously, but werealso greater in magnitude, or intensity. Additionally, rightward-moving signs (from the signer’s perspective) were more posi-tively valenced than leftward-moving signs, consistent with the bodily experience of right-handers. Our findings demonstratesystematic encoding of multiple spatial-conceptual mappings in words, adding to the growing literature showing non-arbitrarylinks between linguistic form and meaning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xk7709q","frozenauthors":[{"first_name":"Eileen","middle_name":"","last_name":"Kitrick","name_suffix":"","institution":"Colorado College","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Holmes","name_suffix":"","institution":"Colorado College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26580/galley/16216/download/"}]},{"pk":26211,"title":"Similarity-Based Reasoning is Shaped by Recent Learning Experience","subtitle":null,"abstract":"Popular approaches to modeling analogical reasoning havecaptured a wide range of developmental and cognitivephenomena, but the use of structured symbolicrepresentations makes it difficult to account for the dynamicand context sensitive nature of similarity judgments. Here, theresults of a novel behavioral task are offered as an additionalchallenge for these approaches. Participants were presentedwith a familiar analogy problem (A:B::C:?), but with a twist.Each of the possible completions (D1, D2, D3), could beconsidered valid: There was no unambiguously “correct”answer, but an array of equally good candidates. We find thatparticipants’ recent experience categorizing objects (i.e.,manipulating the salience of the features), systematicallyaffected performance in the ambiguous analogy task. Theresults are consistent with a dynamic, context sensitiveapproach to modeling analogy that continuously updatesfeature weights over the course of experience","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"similarity; analogy; statistical learning; relationalreasoning; categorization"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3d3939wt","frozenauthors":[{"first_name":"Paul","middle_name":"H.","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"David","middle_name":"Jaz","last_name":"Myers","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Stephen","middle_name":"J.","last_name":"Flusberg","name_suffix":"","institution":"SUNY Purchase College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26211/galley/15847/download/"}]},{"pk":26382,"title":"Simpler structure for more informative words: a longitudinal study","subtitle":null,"abstract":"As new concepts and discoveries accumulate over time, theamount of information available to speakers increases as well.One would expect that an utterance today would be more in-formative than an utterance 100 years ago (basing informationon surprisal; Shannon, 1948), given the increase in technol-ogy and scientific discoveries. This prediction, however, is atodds with recent theories regarding information in human lan-guage use, which suggest that speakers maintain a somewhatconstant information rate over time. Using the Google Ngramcorpus (Michel et al., 2011), we show for multiple languagesthat changes in lexical information (a unigram model) are actu-ally negatively correlated with changes in structural informa-tion (a trigram model), supporting recent proposals on infor-mation theoretic constraints.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"information rate"},{"word":"information theory"},{"word":"Google"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0cr8c0x1","frozenauthors":[{"first_name":"Uriel","middle_name":"","last_name":"Priva","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Emily","middle_name":"","last_name":"Gleason","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26382/galley/16018/download/"}]},{"pk":26285,"title":"Simple Search Algorithms on Semantic Networks Learned from Language Use","subtitle":null,"abstract":"Recent empirical and modeling research has focused on thesemantic fluency task because it is informative about seman-tic memory. An interesting interplay arises between the rich-ness of representations in semantic memory and the complex-ity of algorithms required to process it. It has remained anopen question whether representations of words and their re-lations learned from language use can enable a simple searchalgorithm to mimic the observed behavior in the fluency task.Here we show that it is plausible to learn rich representationsfrom naturalistic data for which a very simple search algorithm(a random walk) can replicate the human patterns. We sug-gest that explicitly structuring knowledge about words into asemantic network plays a crucial role in modeling human be-havior in memory search and retrieval; moreover, this is thecase across a range of semantic information sources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantic networks; semantic search; semanticmemory; computational modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vx123zw","frozenauthors":[{"first_name":"Aida","middle_name":"","last_name":"Nematzadeh","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Filip","middle_name":"","last_name":"Miscevic","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26285/galley/15921/download/"}]},{"pk":26488,"title":"Simple Trees in Complex Forests: Growing Take The Best by Approximate Bayesian Computation","subtitle":null,"abstract":"How can heuristic strategies emerge from smaller build-ing blocks? We propose Approximate Bayesian Com-putation (ABC) as a computational solution to thisproblem. As a first proof of concept, we demonstratehow a heuristic decision strategy such as Take The Best(TTB) can be learned from smaller, probabilisticallyupdated building blocks. Based on a self-reinforcingsampling scheme, different building blocks are com-bined and, over time, tree-like non-compensatory heuris-tics emerge. This new algorithm, coined ApproximatelyBayesian Computed Take The Best (ABC-TTB), is ableto recover data that was generated by TTB, leads tosensible inferences about cue importance and cue direc-tions, can outperform traditional TTB, and allows totrade-off performance and computational effort explic-itly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Heuristics"},{"word":"Take The Best"},{"word":"Approximate Bayesian Computation"},{"word":"Reinforcement Learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6bj9g2vc","frozenauthors":[{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"University College London","department":""},{"first_name":"Maarten","middle_name":"","last_name":"Speekenbrink","name_suffix":"","institution":"University College London","department":""},{"first_name":"Bjorn","middle_name":"","last_name":"Meder","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26488/galley/16124/download/"}]},{"pk":26167,"title":"Simulating Developmental Changes in Noun Richness throughPerformance-limited Distributional Analysis","subtitle":null,"abstract":"In this paper we examine how a mechanism that learns wordclasses from distributional information can contribute to thesimulation of child language. Using a novel measure of nounrichness, it is shown that the ratio of nouns to verbs in youngchildren’s speech is considerably higher than in adult speech.Simulations with MOSAIC show that this effect can bepartially (but not completely) explained by an utterance-finalbias in learning. The remainder of the effect is explained bythe early emergence of a productive noun category, which canbe learned through distributional analysis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language Acquisition; Learning biases;Productive noun use."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/77n3b86j","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Freudenthal","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Julian","middle_name":"","last_name":"Pine","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Gary","middle_name":"","last_name":"Jones","name_suffix":"","institution":"Nottingham Trent University","department":""},{"first_name":"Fernand","middle_name":"","last_name":"Gobet","name_suffix":"","institution":"University of Liverpool","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26167/galley/15803/download/"}]},{"pk":26766,"title":"Simulating the cost of cooperation: A recipe for collaborative problem solving","subtitle":null,"abstract":"Crowdsourcing consists in engaging a community of people in solving complex problems. Collaborative problemsolving is affected by many variables (e.g., group size, difficulty of the task, tendency to cooperate) in a complex way. In thisstudy, we extend the results of Guazzini et al. (2015) by means of a numerical simulation exploring the impact of the cost ofcooperation in collaborative problem solving. We observed that the cooperation costs have damaging effect with smaller groupsthat face hard problems. When groups fail to solve the problem there is a long-term reduction in fitness (since the group is notable to learn) as well as a short-term loss of a payoff. So, when facing small group and hard task in concrete application, it isbetter to control the cooperation costs with ad hoc interventions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3x54h0mj","frozenauthors":[{"first_name":"Alessandro","middle_name":"","last_name":"Lazzeri","name_suffix":"","institution":"University of Pisa","department":""},{"first_name":"Alessandro","middle_name":"","last_name":"Guazzini","name_suffix":"","institution":"University of Florence","department":""},{"first_name":"Daniele","middle_name":"","last_name":"Vilone","name_suffix":"","institution":"National Research Council of Italy","department":""},{"first_name":"Giorgio","middle_name":"","last_name":"Gronchi","name_suffix":"","institution":"University of Florence","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26766/galley/16402/download/"}]},{"pk":26605,"title":"Single-kernel models of single-voxel visual selectivities in convolution neuralnetworks","subtitle":null,"abstract":"The translation of retinal images into recognizable objects and scenes is not yet well understood. Beyond edge-detection in primary visual cortex, higher stages of cortical representation are still uncertain. We use a multi-layer convolutionalneural network (Krizhevsky, 2012) to provide models for visual selectivities in the ventral visual pathway. We examine individ-ual neural units, or ”kernels”, in CNN layer 2, correlating kernel activity to single fMRI voxel activity for 1750 natural images(Kay, 2008). Building on G ̈uc ̧l ̈u (2015), we find most significant voxel-kernel correlations in V2, with additional matchesthroughout the ventral pathway. Notably, only 25% of kernels correlate with voxel responses — many voxels correlate with aconsistent small set of kernels. Inhibition of voxel response for kernel selectivities also was observed. Our results indicate alimited number of CNN kernels may be used to gain a finer understanding of voxel level representations in the mid-level ventralvisual pathway.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hq1s6r3","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Leeds","name_suffix":"","institution":"Fordham University","department":""},{"first_name":"Ivan","middle_name":"","last_name":"Iotzov","name_suffix":"","institution":"Fordham University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26605/galley/16241/download/"}]},{"pk":26264,"title":"Singular Interpretations Linger During the Processing of Plural Noun Phrases","subtitle":null,"abstract":"Plural nouns do not strictly refer to more than one object, whichsuggests that they are not semantically marked to mean “more thanone” and that plurality inferences are made via a scalarimplicature. Consistent with that hypothesis, recent evidence usinga picture-matching paradigm supports founds that participantswere equally fast to respond to a picture of a single object as apicture of multiple objects after reading a sentence containing aplural. This suggests that comprehenders activate both a semantic(i.e., singular) and a pragmatic interpretation (i.e., plural). Thecurrent study found that even after a 1500 ms delay,comprehenders still maintain activation of both meanings afterreading a sentence containing a plural. This suggests that theactivation of the singular meaning may not be due to theprocessing of a scalar implicature, but rather may be due to thenature of plural conceptual representations","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"plurals; semantics; pragmatics; scalarimplicature; language comprehension; conceptualrepresentations"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3x58z164","frozenauthors":[{"first_name":"Nikole","middle_name":"D.","last_name":"Patson","name_suffix":"","institution":"Mount Vernon Avenue","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26264/galley/15900/download/"}]},{"pk":26236,"title":"Social Affordance Tracking over Time -A Sensorimotor Account of False-Belief Tasks","subtitle":null,"abstract":"False-belief task have mainly been associated with the ex-planatory notion of the theory of mind and the theory-theory.However, it has often been pointed out that this kind of high-level reasoning is computational and time expensive. Dur-ing the last decades, the idea of embodied intelligence, i.e.complex behavior caused by sensorimotor contingencies, hasemerged in both the fields of neuroscience, psychology andartificial intelligence. Viewed from this perspective, the fail-ing in a false-belief test can be the result of the impairment torecognize and track others’ sensorimotor contingencies and af-fordances. Thus, social cognition is explained in terms of low-level signals instead of high-level reasoning. In this work, wepresent a generative model for optimal action selection whichsimultaneously can be employed to make predictions of others’actions. As we base the decision making on a hidden state rep-resentation of sensorimotor signals, this model is in line withthe ideas of embodied intelligence. We demonstrate how thetracking of others’ hidden states can give rise to correct false-belief inferences, while a lack thereof leads to failing. Withthis work, we want to emphasize the importance of sensorimo-tor contingencies in social cognition, which might be a key toartificial, socially intelligent systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cognition"},{"word":"sensorimotor signals"},{"word":"affor-dances"},{"word":"false-beliefs"},{"word":"theory of mind."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/880724j7","frozenauthors":[{"first_name":"Judith","middle_name":"","last_name":"Butepage","name_suffix":"","institution":"Computer Vision and Active Perception Laboratory","department":""},{"first_name":"Hedvig","middle_name":"","last_name":"Kjellstrom","name_suffix":"","institution":"Computer Vision and Active Perception Laboratory","department":""},{"first_name":"Danica","middle_name":"","last_name":"Kragic","name_suffix":"","institution":"Computer Vision and Active Perception Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26236/galley/15872/download/"}]},{"pk":26160,"title":"Social Cues Modulate Cognitive Status of Discourse Referents","subtitle":null,"abstract":"We use visual world eye-tracking to test if a speaker’s eyegaze to a potential antecedent modulates the listener’sinterpretation of an ambiguous pronoun. Participants listenedto stories that included an ambiguous pronoun, such as “Thedolphin kisses the goldfish... He....” During the pre-pronominal context, an onscreen narrator gazed at one of thetwo characters. As expected, participants looked more at thesubject character overall. However, this was modulated by thenarrator’s eye gaze and the amount of time the participantspent looking at the gaze cue. For trials in which participantsattended to the narrator’s eye gaze for > 500ms, participantswere significantly more likely to interpret the pronoun asreferring to the object if the narrator had previously looked atthe object. Results suggest that eye gaze – a social cue – cantemper even strong linguistic/cognitive biases in pronounresolution, such as the subject/first-mention bias.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Ambiguous pronoun resolution"},{"word":"visual worldparadigm"},{"word":"eye-tracking"},{"word":"Reference"},{"word":"Social cues"},{"word":"eye gaze."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9fd5398n","frozenauthors":[{"first_name":"Kara","middle_name":"","last_name":"Hawthorne","name_suffix":"","institution":"University of Mississippi","department":""},{"first_name":"Anja","middle_name":"","last_name":"Arnhold","name_suffix":"","institution":"University of Konstanz","department":""},{"first_name":"Emily","middle_name":"","last_name":"Sullivan","name_suffix":"","institution":"University of Alberta","department":""},{"first_name":"Juhani","middle_name":"","last_name":"Järvikivi","name_suffix":"","institution":"University of Alberta","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26160/galley/15796/download/"}]},{"pk":26176,"title":"Solution of division by access to multiplication: Evidence from eye tracking","subtitle":null,"abstract":"People report solving division problems by mentally recastingdivision problems as multiplication (e.g., 72 ÷ 8 à 8 × [?] =72). Mediation of division by multiplication occurs mainly onlarger problems. Eye tracking data was used to determinewhether patterns of gaze durations on division problemsprovided support for mediation. Adults solved divisionproblems in two formats: traditional (e.g., 72 ÷ 8 = [ ]) andrecasted (e.g. 72 = 8 × [ ]). Processing of individual problemelements was compared across formats. Results providesupport for mediation. Processing patterns for traditionally-formatted problems were more similar to those for traditionaldivision in earlier work (72 ÷ 8) whereas problems in recastedformat (72 = 8 × [ ]) were more similar to patterns foundwhen participants solved multiplication problems (e.g., 8 × 9).These findings provide a novel source of support fordifferential processing of problems across presentationformats.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mental arithmetic; strategies; numericalcognition; mathematical cognition; division; eye tracking;gaze duration"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/15g4f3mc","frozenauthors":[{"first_name":"Shawn","middle_name":"","last_name":"Tan","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Kasia","middle_name":"","last_name":"Muldner","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Jo-Anne","middle_name":"","last_name":"LeFevre","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26176/galley/15812/download/"}]},{"pk":26334,"title":"Solving the knowledge-behavior gap:Numerical cognition explains age-related changes in fairness","subtitle":null,"abstract":"Young children share fairly and expect others to do the same.Yet little is known about the underlying cognitivemechanisms that support fairness. Across two experiments,we investigated whether children’s numerical competenciesare linked with their sharing behavior. Preschoolers (aged2.5-5.5) participated in either third-party (Experiment 1) orfirst-party (Experiment 2) resource allocation tasks.Children’s numerical competence was then assessed using theGive-N-Task (Sarnecka & Carey, 2008; Wynn, 1990).Numerical competence – specifically knowledge of thecardinal principle explained age-related changes in fairsharing in both the third- and first-party contexts. Theseresults suggest that an understanding of the cardinal principleserves as an important mechanism for fair sharing behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"fairness; numerical cognition; preschoolers;knowledge-behavior gap"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4mf3m3bm","frozenauthors":[{"first_name":"Nadia","middle_name":"","last_name":"Chernyak","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Beth","middle_name":"","last_name":"Sandham","name_suffix":"","institution":"University of Bath","department":""},{"first_name":"Paul","middle_name":"L.","last_name":"Harris","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Sara","middle_name":"","last_name":"Cordes","name_suffix":"","institution":"Boston College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26334/galley/15970/download/"}]},{"pk":26731,"title":"Source Expertise and Question Type Effects in Conversation-Based Assessment","subtitle":null,"abstract":"Conversational discourse is a cognitive and social process influenced by both discourse content and pragmaticfactors, such as the participants’ prior knowledge; these factors may also affect how simulated conversations with virtual agentsunfold, with implications for design. This study explored effects of question content and perceived expertise of a virtual agenton students’ interactions with a conversation-based assessment (CBA) measuring science inquiry skills. Twenty-four middleschool students were randomly assigned to work with a High- or Low-Knowledge virtual peer to collect data and generateweather predictions. Students evaluated their own data relative to the peer’s; they could either ”Choose” which note to keep, orto ”Agree/Disagree” with the peer’s suggested choice of note. Students rated the peer as more expert in the High-Knowledgecondition, but peer expertise did not affect performance. However, the Agree/Disagree condition improved students’ accuracyin their note choice, and yielded marginally higher pre-post learning gains.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0xf5d5zs","frozenauthors":[{"first_name":"Jesse","middle_name":"","last_name":"Sparks","name_suffix":"","institution":"Educational Testing Service","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Andrews","name_suffix":"","institution":"Educational Testing Service","department":""},{"first_name":"Diego","middle_name":"","last_name":"Zapata-Rivera","name_suffix":"","institution":"Educational Testing Service","department":""},{"first_name":"Blair","middle_name":"","last_name":"Lehman","name_suffix":"","institution":"Educational Testing Service","department":""},{"first_name":"Kofi","middle_name":"","last_name":"James","name_suffix":"","institution":"Educational Testing Service","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26731/galley/16367/download/"}]},{"pk":26223,"title":"Spatial Attention to Social Cues is not a Monolithic Process","subtitle":null,"abstract":"Social stimuli are a highly salient source of information, and\nseem to possess unique qualities that set them apart from\nother well-known categories. One characteristic is their ability\nto elicit spatial orienting, whereby directional stimuli like eye-\ngaze and pointing gestures act as exogenous cues that trigger\nautomatic shifts of attention that are difficult to inhibit. This\neffect has been extended to non-social stimuli, like arrows,\nleading to some uncertainty regarding whether spatial\norienting is specialized for social cues. Using a standard\nspatial cueing paradigm, we found evidence that both a\npointing hand and arrow are effective cues, but that the hand\nis encoded more quickly, leading to overall faster responses.\nWe then extended the paradigm to include multiple cues in\norder to evaluate congruent vs. incongruent cues. Our results\nindicate that faster encoding of the social cue leads to\ndownstream effects on the allocation of attention resulting in\nfaster orienting.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cues; spatial cueing; selective attention;\nreflexive orienting; exogenous and endogenous attention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8f6509tt","frozenauthors":[{"first_name":"Samuel","middle_name":"M.","last_name":"Harding","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Ty","middle_name":"W.","last_name":"Boyer","name_suffix":"","institution":"Georgia Southern University","department":""},{"first_name":"Bennett","middle_name":"I.","last_name":"Bertenthal","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26223/galley/15859/download/"}]},{"pk":26464,"title":"Spatial Interference and Individual Differences in Looking at Nothing for Verbal Memory","subtitle":null,"abstract":"People tend to look at uninformative, blank locations inspace when retrieving information. This gaze behaviour,known as looking at nothing, is assumed to be driven by theuse of spatial indices associated with external information.We investigated whether people form spatial indices andlook at nothing when retrieving words from memory.Participants were simultaneously presented four words.During retrieval participants looked at the relevant, blanklocation, where the probe word had appeared previously,longer than the other blank locations. Additionally, wordpresentation was sometimes followed by a visual cue eitherco-located or not with the probe word. Valid cues functionedas visual reinforcement while invalid cues causedinterference. Finally, participants with better visuospatialmemory looked less at the relevant, blank location,suggesting a dynamic relationship between so-called“external” and “internal” memory. Overall findings suggestan automatic, instantaneous spatial indexing mechanism forwords and a dynamic looking at nothing behaviour.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"looking at nothing; spatial indexing; mentalrepresentation; visuospatial memory; verbal memory; spatialinterference; individual differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vp6n84c","frozenauthors":[{"first_name":"Alper","middle_name":"","last_name":"Kumcu","name_suffix":"","institution":"University of Birmingham","department":""},{"first_name":"Robin","middle_name":"L.","last_name":"Thompson","name_suffix":"","institution":"University of Birmingham","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26464/galley/16100/download/"}]},{"pk":26242,"title":"Spatializing emotion: A mapping of valence or magnitude?","subtitle":null,"abstract":"People implicitly associate different emotions with differentlocations in left-right space. Which dimensions of emotion dothey spatialize? Across many studies people spatializeemotional valence, mapping positive emotions onto theirdominant side of space and negative emotions onto their non-dominant side. Yet, other results suggest a contradictorymapping of emotional intensity (a.k.a., emotional magnitude),according to which people associate more intense emotionswith the right and less intense emotions with the left, regardlessof valence. To resolve this apparent contradiction, we firsttested whether people implicitly spatialize whicheverdimension of emotion they attend to. Results showed thepredicted valence mapping, but no intensity mapping. We thentested an alternative explanation of findings previouslyinterpreted as showing an intensity mapping; these data mayreflect a left-right mapping of spatial magnitude, not emotion.People implicitly spatialize emotional valence, but there is noclear evidence for an implicit lateral mapping of emotionalintensity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conceptual metaphor theory; emotion; magnitude;mental metaphor; valence"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6p03x3t6","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Pitt","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Casasanto","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26242/galley/15878/download/"}]},{"pk":26138,"title":"Spatial Meaning is Retained in Emotion Metaphors: Some Evidence from Spanish","subtitle":null,"abstract":"Previous work has shown that the abstract use of the prepositions in\nand on retains spatial meaning, such as containment and support that\nincludes the control relationship between a located object (the\nfigure) and a reference object (the ground). We extend these ideas\nto the case of metaphorical descriptions of emotion in Spanish –\nsome of them featuring the emotion as a located entity in the\nperson ́s body, and some of them featuring emotion as the ground in\nwhich the person ́s body stands. Two rating experiments show that\npeople judge emotions as more “controllable” when they are\ndescribed as located entities (the figure) than when they are\ndescribed as grounds.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conceptual metaphors; emotion; spatial language;\nemotion; Spanish."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0896n643","frozenauthors":[{"first_name":"César","middle_name":"","last_name":"Riaño","name_suffix":"","institution":"Universidad de los Andes\nBogotá","department":""},{"first_name":"Florencia","middle_name":"","last_name":"Reali","name_suffix":"","institution":"Universidad de los Andes","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26138/galley/15774/download/"}]},{"pk":26377,"title":"Spatial Memory and Foraging: How Perfect Spatial Memory Improves Foraging\nPerformance","subtitle":null,"abstract":"Foraging is a search process common to all mobile organisms.\nSpatial memory can improve foraging efficiency and efficacy,\nand evidence indicates that many species—including\nhumans—actively utilize spatial memory to aid in their\nforaging, yet most current models of foraging do not include\nspatial memory. In this study, a simple online foraging game\nwas used to attempt to replicate and extend findings from a\nrecent study (Kerster, Rhodes, & Kello, 2016) to further\ninvestigate the role of spatial memory in foraging. The game\ninvolved searching a simple 2d space by clicking the mouse\nto try and find as many resources as possible in 300 clicks.\nSpatial information was displayed that provided complete\ninformation about search history in order test how “perfect”\nspatial memory improves search performance. Over 1000\nparticipants were recruited to participate in the task using\nAmazon’s Mechanical Turk, which allowed this test to be\nperformed across a wide parameter space of different resource\ndistributions. Results replicated many of the findings of\nearlier studies, and demonstrated that spatial memory can\nhave a dramatic effect on search performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Foraging; spatial memory; Lévy walks; area\nrestricted search; crowdsourcing"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/29m0w1nn","frozenauthors":[{"first_name":"Bryan","middle_name":"Elvis","last_name":"Kerster","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Christopher","middle_name":"T.","last_name":"Kello","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26377/galley/16013/download/"}]},{"pk":26514,"title":"Specificity at the basic level in event taxonomies: The case of Maniq verbs ofingestion","subtitle":null,"abstract":"Previous research on basic-level object categories shows thereis cross-cultural variation in basic-level concepts, arguingagainst the idea that the basic level reflects an objectivereality. In this paper, I extend the investigation to the domainof events. More specifically, I present a case study of verbs ofingestion in Maniq illustrating a highly specific categorizationof ingestion events at the basic level. A detailed analysis ofthese verbs reveals they tap into culturally salient notions.Yet, cultural salience alone cannot explain specificity ofbasic-level verbs, since ingestion is a domain of universalhuman experience. Further analysis reveals, however, thatanother key factor is the language itself. Maniq’s preferencefor encoding specific meaning in basic-level verbs is not apeculiarity of one domain, but a recurrent characteristic of itsverb lexicon, pointing to the significant role of the languagesystem in the structure of event concepts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"basic level; categorization; events; verbs; Maniq;Aslian."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2c40c3x2","frozenauthors":[{"first_name":"Ewelina","middle_name":"","last_name":"Wnuk","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26514/galley/16150/download/"}]},{"pk":26631,"title":"Speech Perception Across the Lifespan: Using a Gaussian Mixture Model toUnderstand Changes in Cue Weighting Between Younger and Older Adults","subtitle":null,"abstract":"In order to understand speech, listeners must weight and combine multiple acoustic cues. For example, voiceonset time (VOT) is a reliable cue to stop consonant voicing, while onset F0 provides information, but is much less reliable.Consequently, we would expect listeners to weight VOT higher than F0. This is the pattern observed for most listeners.However, these cue weights also change over time, and older adults tend to rely less on VOT than young adults, even inlisteners without hearing loss. One hypothesized mechanism for this change is a decreased ability to detect temporal differencesin sounds, which renders temporal cues (e.g., VOT) less reliable and leads to a greater reliance on spectral information (F0). Wesimulate this using a weighted Gaussian mixture model and find evidence in support of this mechanism: decreased temporalcue reliability leads to the same pattern of differences observed between younger and older listeners.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hb3b6wt","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Vrabic","name_suffix":"","institution":"Villanova University","department":""},{"first_name":"Elke","middle_name":"","last_name":"Nordeen","name_suffix":"","institution":"Villanova University","department":""},{"first_name":"Joe","middle_name":"","last_name":"Toscano","name_suffix":"","institution":"Villanova University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26631/galley/16267/download/"}]},{"pk":26510,"title":"Stable Causal Relationships are Better Causal Relationships","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0qn5936k","frozenauthors":[{"first_name":"Nadya","middle_name":"","last_name":"Vasilyeva","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Blanchard","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26510/galley/16146/download/"}]},{"pk":26421,"title":"Statistical Learning Ability Can Overcome the Negative Impact of Low\nSocioeconomic Status on Language Development","subtitle":null,"abstract":"Statistical learning (SL) is believed to be a mechanism that enables\nsuccessful language acquisition. Language acquisition in turn is\nheavily influenced by environmental factors such as\nsocioeconomic status (SES). However, it is unknown to what\nextent SL abilities interact with SES in affecting language\noutcomes. To examine this potential interaction, we measured\nevent-related potentials (ERPs) in 38 children aged 7-12 while\nperforming a visual SL task consisting of a sequence of stimuli that\ncontained covert statistical probabilities that predicted a target\nstimulus. Hierarchical regression results indicated that SL ability\nmoderated the relationship between SES (average of both\ncaregiver’s education level) and language scores (grammar, and\nmarginally with receptive vocabulary). For children with high SL\nability, SES had a weaker effect on language compared to children\nwith low SL ability, suggesting that having good SL abilities could\nhelp ameliorate the disadvantages associated with being raised in a\nfamily with lower SES.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; language development;\nsocioeconomic status"},{"word":"event-related potentials (ERP); cognitive\ndevelopment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6c93j4vb","frozenauthors":[{"first_name":"Leyla","middle_name":"","last_name":"Eghbalzad","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Joanne","middle_name":"A.","last_name":"Deocampo","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Christopher","middle_name":"M.","last_name":"Conway","name_suffix":"","institution":"Georgia State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26421/galley/16057/download/"}]},{"pk":26417,"title":"Statistical learning bias predicts second-language reading efficiency","subtitle":null,"abstract":"Statistical learning (SL) is increasingly invoked as a set ofgeneral-purpose mechanisms upon which language learning isbuilt during infancy and childhood. Here we investigated theextent to which SL is related to adult language processing. Inparticular, we asked whether SL proclivities towards relationsthat are more informative of English are related to efficiency inreading English sentences by native speakers of Korean. Wefound that individuals with a stronger statistical learningsensitivity showed a larger effect of conditional wordprobability on word reading times, indicating that they moreefficiently incorporated statistical regularities of the languageduring reading. In contrast, L2 English proficiency was relatedto overall reading speed but not to the use of statisticalregularities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; sequential learning; reading;sentence processing; bilingualism."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rh0z3t2","frozenauthors":[{"first_name":"Luca","middle_name":"","last_name":"Onnis","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Stefan","middle_name":"L.","last_name":"Frank","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Hongoak","middle_name":"","last_name":"Yun","name_suffix":"","institution":"Konkuk University","department":""},{"first_name":"Matthew","middle_name":"","last_name":"Lou-Magnuson","name_suffix":"","institution":"Nanyang Technological University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26417/galley/16053/download/"}]},{"pk":26231,"title":"Statistical learning creates novel object associations via transitive relations","subtitle":null,"abstract":"A remarkable ability of the cognitive system is the creation of\nnew knowledge based on prior experiences. What cognitive\nmechanisms support such knowledge creation? We propose\nthat statistical learning not only extracts existing relationships\nbetween objects, but also generates new associations between\nobjects that have never been directly associated. Participants\nviewed a continuous color sequence consisting of base pairs\n(e.g., A-B, B-C), and learned these pairs. Importantly, they also\nsuccessfully learned a novel pair (A-C) that could only be\nassociated through transitive relations between the base pairs\n(Exp1). This learning, however, was not successful with three\nbase pairs (e.g., learning A-D from A-B, B-C, C-D), revealing\na limit in this transitive process (Exp2). Beyond temporal\nassociations, novel transitive associations can also be formed\nacross categorical hierarchies (Exp3), but with limits\n(Exp4&5). The current findings suggest that statistical learning\nprovides an efficient scaffold through which new object\nassociations are transitively created.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Statistical learning; transitive inference; implicit\nassociations; regularities; categorical hierarchy"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4hc2n88z","frozenauthors":[{"first_name":"Yu","middle_name":"","last_name":"Luo","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Jiaying","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26231/galley/15867/download/"}]},{"pk":26481,"title":"Statistical Learning of Prosodic Patterns and Reversal of Perceptual Cues forSentence Prominence","subtitle":null,"abstract":"Recent work has proposed that prominence perception inspeech could be driven by predictability of prosodic patterns,connecting prominence perception to the concept of statisticallearning. In the present study, we tested the predictabilityhypothesis by conducting a listening test where subjects werefirst exposed to a 5-minute stream of sentences with a certainproportion of sentence-final words having either a falling orrising pitch trajectory. After the exposure stage, subjects wereasked to grade prominence in a set of novel sentences withsimilar pitch patterns. The results show that the subjects weresignificantly more likely to perceive words with low-probability pitch trajectories as prominent independently ofthe direction of the pitch change. This suggests that evenshort exposure to prosodic patterns with a certain statisticalstructure can induce changes in prominence perception,supporting the connection between prominence perceptionand attentional orientation towards low-probability events inan otherwise predictable context.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; prosody; prominenceperception; attention; stimulus predictability"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/67z3999r","frozenauthors":[{"first_name":"Sofoklis","middle_name":"","last_name":"Kakouros","name_suffix":"","institution":"Aalto University","department":""},{"first_name":"Okko","middle_name":"","last_name":"Räsänen","name_suffix":"","institution":"Aalto University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26481/galley/16117/download/"}]},{"pk":26154,"title":"Stereotype-Based Intuitions: A Psycholinguistic Approach to ExperimentalPhilosophy’s ‘Sources Project’","subtitle":null,"abstract":"Experimental philosophy’s ‘sources project’ seeks to developpsychological explanations of philosophically relevantintuitions which help us assess their evidentiary value. Thispaper develops a psycholinguistic explanation of intuitionsprompted by brief philosophical case-descriptions. For proofof concept, we target intuitions underlying a classic paradoxabout perception (‘argument from hallucination’). We tracethem to stereotype-driven inferences automatically executedin verb comprehension. We employ a forced-choiceplausibility-ranking task to show that contextuallyinappropriate stereotypical inferences are made from lesssalient uses of the verb “to see”. This yields a debunkingexplanation which resolves the philosophical paradox.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Experimental philosophy; Sources Project;stereotype-driven inference; graded salience."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nr3b4hr","frozenauthors":[{"first_name":"Eugen","middle_name":"","last_name":"Fischer","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Paul","middle_name":"E.","last_name":"Engelhardt","name_suffix":"","institution":"University of East Anglia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26154/galley/15790/download/"}]},{"pk":26517,"title":"Stop paying attention: the need for explicit stopping in inhibitory control","subtitle":null,"abstract":"Inhibitory control, the ability to stop inappropriate actions, isan important cognitive function often investigated via the stop-signal task, in which an infrequent stop signal instructs the sub-ject to stop a default go response. Previously, we proposed arational decision-making model for stopping, suggesting theobserver makes a repeated Go versus Wait choice at each in-stant, so that a Stop response is realized by repeatedly choosingto Wait. We propose an alternative model here that incorpo-rates a third choice, Stop. Critically, unlike the Wait action,choosing the Stop action not only blocks a Go response at thecurrent moment but also for the remainder of the trial – thedisadvantage of losing this flexibility is balanced by the bene-fit of not having to pay attention anymore. We show that thisnew model both reproduces known behavioral effects and hasinternal dynamics resembling presumed Go neural activationsin the brain.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayesian model"},{"word":"decision-making"},{"word":"stochastic con-trol theory"},{"word":"Inhibitory control"},{"word":"stop-signal task"},{"word":"neural data"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5p0205c3","frozenauthors":[{"first_name":"Ning","middle_name":"","last_name":"Ma","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Angela","middle_name":"J.","last_name":"Yu","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26517/galley/16153/download/"}]},{"pk":26327,"title":"Strategic search in semantic memory","subtitle":null,"abstract":"We search for various things every day – food, information onthe Internet or someone’s name in memory. Despite the dif-ferent nature of these tasks, they all have a common feature –a final goal with an unknown location in a complex environ-ment. This property of the search raises a problem of trade-offbetween exploration of new opportunities and exploitation ofthe known information. We used the data from the semanticfluency task experiment to investigate how humans switch be-tween exploration and exploitation strategies when they searchin memory and whether they do it optimally. On comparingfour different search models, the one that assumes that humansswitch search strategies according to the semantic quality ofthe current neighbourhood best fits the data. Moreover, par-ticipants who set higher thresholds for the words with betterquality of the neighbourhood tend to retrieve more words frommemory. We also used regression analysis to find out whichfactors affect efficiency of both search strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Semantic memory; Memory search; Explorationand exploitation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1fw9h4fq","frozenauthors":[{"first_name":"Evgenii","middle_name":"","last_name":"Nikitin","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Hills","name_suffix":"","institution":"University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26327/galley/15963/download/"}]},{"pk":26130,"title":"Structure-sensitive Noise Inference: Comprehenders Expect Exchange Errors","subtitle":null,"abstract":"Previous research has found that comprehenders are willingto adopt non-literal interpretations of sentences whose literalreading is unlikely. Several studies found evidence that com-prehenders decide whether or not a given utterance should betaken at face value in accordance with principles of Bayesianrationality, by weighing the prior probability of potential inter-pretations against the degree to which they are (in)consistentwith the literal form of the utterance. While all of these re-sults are consistent with string-edit noise models, many errorprocesses are known to be sensitive to the underlying linguis-tic structure of the intended utterance. Here, we explore thecase of exchange errors and provide experimental evidencethat comprehenders’ noise model is structure-sensitive. Ourresults add further support to the noisy-channel theory of lan-guage comprehension, extend the set of known noise opera-tions to include positional exchanges, and show that compre-henders’ noise models are well-adapted to structure-sensitivesources of signal corruption during communication.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"rational analysis; noisy-channel comprehension;non-literal interpretation;"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vx580zr","frozenauthors":[{"first_name":"Till","middle_name":"","last_name":"Poppels","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Roger","middle_name":"P.","last_name":"Levy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26130/galley/15766/download/"}]},{"pk":26091,"title":"Sub-Categorical Properties of Stimuli Determine the Category-Order Effect","subtitle":null,"abstract":"The category-order effect (COE) is observed when the\ncategorical properties of items within the first half of a given\nlist affect recall performance in a mixed-list serial-recall task.\nThe present study examines whether the advantage is due to\nother sub-categorical properties (e.g., orthographic similarity\nand word frequency) rather than an artifact of stimuli used in\nprevious studies (e.g., numbers vs. nouns). Participants were\npresented with numeric stimuli and nouns from a variety of\nsemantic categories while their orthography and word\nfrequency were systematically manipulated. The results\nsuggest that a large portion of the COE can be attributed to\nthe sub-categorical properties of the items.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory"},{"word":"category-order effect"},{"word":"Recall"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3zt1v422","frozenauthors":[{"first_name":"Jordan","middle_name":"","last_name":"Schoenherr","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Robert","middle_name":"","last_name":"Thomson","name_suffix":"","institution":"United States Military Academy","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26091/galley/15727/download/"}]},{"pk":26268,"title":"Surprising blindness to conversational incoherencein both instant messaging and face-to-face speech","subtitle":null,"abstract":"Language is widely assumed to be a well designed tool for re-liably communicating propositional information between peo-ple. This suggests that its users should be sensitive to failuresof communication, such as utterances that are blatantly inco-herent with respect to an ongoing conversation. We presentexperimental work suggesting that, in fact, people are surpris-ingly tolerant of conversational incoherence. In two previousstudies, participants engaged in instant-messaging conversa-tions that were either repeatedly crossed with other conversa-tions or had lines inserted into them that deliberately contra-dicted available information. In both cases, a substantial pro-portion of participants failed to notice. In a new study, confed-erates inserted unexpected, nonsensical lines into face-to-faceconversations. The majority of participants failed to notice.We argue these findings suggest that we should be wary ofmodeling spontaneous communication in terms of faithful in-formation transmission, or language as a well designed tool forthat purpose.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"communication; miscommunication; languageevolution; change blindness"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0p04f0h3","frozenauthors":[{"first_name":"Gareth","middle_name":"","last_name":"Roberts","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Benjamin","middle_name":"","last_name":"Langstein","name_suffix":"","institution":"Yeshiva University","department":""},{"first_name":"Bruno","middle_name":"","last_name":"Galantucci","name_suffix":"","institution":"Yeshiva University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26268/galley/15904/download/"}]},{"pk":26515,"title":"Switch it up: Learning Categories via Feature Switching","subtitle":null,"abstract":"This research introduces the switch task, a novel learning modethat fits with calls for a broader explanatory account of hu-man category learning (Kurtz, 2015; Markman & Ross, 2003;Murphy, 2002). Learning with the switch task is a processof turning each presented exemplar into a member of anotherdesignated category. This paper presents the switch task to fur-ther explore the contingencies between learning goals, learn-ing modes, outcomes, and category representations. The pro-cess of successfully transforming exemplars into members of atarget category requires generative knowledge such as within-category feature correspondences – similar to inference learn-ing. Given that the ability to switch items between categoriesnicely encapsulates category knowledge, how does this relateto more familiar tasks like inferring features and classifyingexemplars? To address this question we present an empiri-cal investigation of this new task, side-by-side with the well-established alternative of classification learning. The resultsshow that the category knowledge acquired through switchlearning shares similarities with inference learning and pro-vides insight into the processes at work. The implications ofthis research, particularly the distinctions between this learn-ing mode and well-known alternatives, are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concepts; learning; categorization; category use"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4x28v1cj","frozenauthors":[{"first_name":"Garrett","middle_name":"","last_name":"Honke","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Nolan","middle_name":"","last_name":"Conaway","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"J.","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26515/galley/16151/download/"}]},{"pk":26497,"title":"Syntactic Flexibility in the Noun: Evidence from Picture Naming","subtitle":null,"abstract":"Does syntactic information affect the production of bare nouns?Research into this issue has explored word-specific features (e.g.,gender). However, word-independent syntactic distributions mayalso play a role. For example, studies of word recognition haveuncovered strong effects of the diversity of a word's syntacticdistribution – its syntactic flexibility – on response times in thelexical decision paradigm. By contrast, studies of sentenceproduction have produced strong but conflicted effects of syntacticflexibility. We propose that syntactic flexibility also affectsproduction of individual words. We reanalyze a database ofpreviously collected timed picture naming data using two novelmeasures of syntactic flexibility, one based on the relationsstemming from the noun, and one based on the relations extendingto the noun. Our results show that nouns that project a diversearray of structures are produced faster, and those that are integratedinto a diverse array of structures are produced slower.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"syntactic flexibility; word production; picturenaming; entropy"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6dt8n0pb","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Lester","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Fermín","middle_name":"Moscoso del Prado","last_name":"Martín","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26497/galley/16133/download/"}]},{"pk":26310,"title":"Syntax Accommodation in Social Media Conversations","subtitle":null,"abstract":"The psycholinguistic theory of Communication Accommoda-tion proposes that people modify communication dynamics(e.g. vocal patterns, gesture, word choice, syntax, etc.) tominimize (or maximize) their social differences. Research oncommunication accommodation has shown that people whowant social approval will modify their linguistic style to matchthat of their interactant; however, most studies have been con-ducted on small-scale datasets and in laboratory situations. Inthis work, we investigate the relationship between linguisticsyntactic usage and conversation participation in a more nat-uralistic conversational setting: social media conversations onReddit.com. We introduce a novel approach for calculatingdocument-level syntactic similarity by relying on natural lan-guage processing methods (parse tree generators) and graphtheory techniques (minimum weight perfect matching on com-plete bipartite graphs). Using the proposed method, we presentthe results of two experiments which demonstrate that userswho comment on a post tend to use syntax similar to that ofthe original post. Specifically, we provide evidence that com-ments on a post are more likely to follow the syntactic structureof the original post, compared to both random comments andalso posts by the author of the comment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Communication Accommodation Theory; SocialMedia; Syntax Similarity; Linguistic Style Convergence"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/42f288ng","frozenauthors":[{"first_name":"Reihane","middle_name":"","last_name":"Boghrati","name_suffix":"","institution":"University of Southern California Los Angeles","department":""},{"first_name":"Joe","middle_name":"","last_name":"Hoover","name_suffix":"","institution":"University of Southern California Los Angeles","department":""},{"first_name":"Kate","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"University of Southern California\nLos Angeles","department":""},{"first_name":"Justin","middle_name":"","last_name":"Garten","name_suffix":"","institution":"University of Southern California\nLos Angeles","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"University of Southern California Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26310/galley/15946/download/"}]},{"pk":26370,"title":"Synthesized size-sound sound symbolism","subtitle":null,"abstract":"Studies of sound symbolism have shown that people can\nassociate sound and meaning in consistent ways when\npresented with maximally contrastive stimulus pairs of\nnonwords such as bouba/kiki (rounded/sharp) or mil/mal\n(small/big). Recent work has shown the effect extends to\nantonymic words from natural languages and has proposed a\nrole for shared cross-modal correspondences in biasing form-\nto-meaning associations. An important open question is how\nthe associations work, and particularly what the role is of\nsound-symbolic matches versus mismatches. We report on a\nlearning task designed to distinguish between three existing\ntheories by using a spectrum of sound-symbolically matching,\nmismatching, and neutral (neither matching nor mismatching)\nstimuli. Synthesized stimuli allow us to control for prosody,\nand the inclusion of a neutral condition allows a direct test of\ncompeting accounts. We find evidence for a sound-symbolic\nmatch boost, but not for a mismatch difficulty compared to\nthe neutral condition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sound symbolism; iconicity; ideophones; cross-\nmodal correspondences; language"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7hm5x4dd","frozenauthors":[{"first_name":"Gwilym","middle_name":"","last_name":"Lockwood","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Peter","middle_name":"","last_name":"Hagoort","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Mark","middle_name":"","last_name":"Dingemanse","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26370/galley/16006/download/"}]},{"pk":26471,"title":"Systematic feature variation underlies adults’ and children’s use of in and on","subtitle":null,"abstract":"The spatial prepositions in and on apply to a wide range ofcontainment and support relations, making exhaustivedefinitions difficult. Theories differ in whether they endorsegeometric or functional properties and how these properties arerelated to meaning and use. This study directly examines theroles of geometric and functional information in adults’ andchildren’s use of in and on by developing a large sample ofrelations situated within a small gradable geometric andfunctional feature space. We propose that variation in featuresacross items is systematically related to the use of in and onand demonstrate that feature-language relationships changeacross development: adults’ expression use is sensitive to bothgeometric and functional features, while children’s use variesonly according to geometric features.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Spatial language; spatial cognition; acquisition;language use"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32w1j3vq","frozenauthors":[{"first_name":"Kristen","middle_name":"","last_name":"Johannes","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Colin","middle_name":"","last_name":"Wilson","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Landau","name_suffix":"","institution":"Johns Hopkins University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26471/galley/16107/download/"}]},{"pk":26331,"title":"Systems Factorial Analysis of Item and Associative Retrieval","subtitle":null,"abstract":"Using hierarchical Bayesian estimation of RT distributions, wepresent a novel application of Systems Factorial Technology(Townsend & Nozawa, 1995) to the retrieval of item and asso-ciative information from episodic memory. We find that itemand associative information are retrieved concurrently, withpositive memory evidence arising from a holistic match be-tween the test pair and the contents of memory, in which bothitem and associative matches are pooled together into a sin-gle source. This retrieval architecture is inconsistent with bothstrictly serial processing and independence of item and asso-ciative information. Pooling of item and associative matchesimplies that while item and associative information may beseparable, they are not qualitatively different, nor are quali-tatively different processes (e.g., familiarity vs. recollection)used to retrieve these kinds of information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Memory models; associative recognition; systemsfactorial technology; Bayesian statistics."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gj625m6","frozenauthors":[{"first_name":"Gregory","middle_name":"E.","last_name":"Cox","name_suffix":"","institution":"Syracuse University","department":""},{"first_name":"Amy","middle_name":"H.","last_name":"Criss","name_suffix":"","institution":"Syracuse University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26331/galley/15967/download/"}]},{"pk":26734,"title":"Tactile protocol analysis: Observations of novices reading data tables by touch","subtitle":null,"abstract":"The “Cognitive Science of Tactile Graphics Project” at the University of Sussex is studying how experienced andnovice users of tactile graphics read diagrams by touch. One goal of the project is to design novel tactile formats that specificallysupport ready access to, and rich interpretations of, information in tactile materials by people with visual impairment. Thispresentation focuses upon the development of a Tactile Protocol Analysis (TPA) method for the transcription, segmentation,coding and interpretation of tactile graphic reading behaviours. TPA is challenging because both hands may be performingseparate actions over different timescales and fingers of one hand may themselves be performing different actions. To initiallydemonstrate the utility of the method, 24 novice tactile readers’ performance on a data table search task was analyzed, fromwhich hypotheses were formulated about the impact of object recognition skill on overall patterns of search.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3xs4z3zw","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Cheng","name_suffix":"","institution":"University of Sussex","department":""},{"first_name":"Panayiota","middle_name":"","last_name":"Polycarpou","name_suffix":"","institution":"Cyprus University of Technology","department":""},{"first_name":"Grecia","middle_name":"Garcia","last_name":"Garcia","name_suffix":"","institution":"University of Sussex","department":""},{"first_name":"Frances","middle_name":"","last_name":"Aldrich","name_suffix":"","institution":"University of Sussex","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26734/galley/16370/download/"}]},{"pk":26693,"title":"Taking the Easy Way Out: Effects of Feedback on Children’s MetacognitiveControl","subtitle":null,"abstract":"It is a well-known finding that adults are “cognitive misers,” in that they optimize performance by reducing effortwhenever possible. We examined how this tendency emerges in the course of development. We incentivized participantsto acquire as many points for correct responses as possible, and allowed them to choose between two games of differentialdifficulty on every trial. Whereas adults systematically chose the easier of the two games, 5-year-olds did not. However, whenwe gave children feedback on the basis of their choice rather than accuracy, they exhibited evidence of optimization by selectingthe easier game. Further, they showed the same pattern when the two games were modified to be identical in difficulty, withonly feedback supporting the choice of one game over the other. These findings suggest that children may be cognitive misers,but they rely on external feedback rather than internal signals of effort to optimize their behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4hf422rk","frozenauthors":[{"first_name":"Allison","middle_name":"","last_name":"O’Leary","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Vladimir","middle_name":"","last_name":"Sloutsky","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26693/galley/16329/download/"}]},{"pk":26528,"title":"Talking with tact: Polite language as a balance between kindness and informativity","subtitle":null,"abstract":"Conveying information in a false or indirect manner in consid-eration of listeners’ wants (i.e. being polite) seemingly contra-dicts an important goal of a cooperative speaker: informationtransfer. We propose that a cooperative speaker considers bothepistemic utility, or utility of providing the listener new and ac-curate information, and social utility, or utility of maintainingor boosting the listener’s self-image (being polite). We for-malize this tradeoff within a probabilistic model of languageunderstanding and test it with empirical data on people’s infer-ences about the relation between a speaker’s goals, utterancesand the true states of the world.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Politeness; computational modeling; communica-tive goals; pragmatics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6dm139m8","frozenauthors":[{"first_name":"Erica","middle_name":"J.","last_name":"Yoon","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"C.","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26528/galley/16164/download/"}]},{"pk":26129,"title":"Tangible models and haptic representations aid learning of molecular biology","subtitle":null,"abstract":"Can novel 3D models help students develop a deeperunderstanding of core concepts in molecular biology? Weadapted 3D molecular models, developed by scientists, foruse in high school science classrooms. The models accuratelyrepresent the structural and functional properties of complexDNA and Virus molecules, and provide visual and hapticfeedback about biomolecular properties that are often implicitin traditional models. We investigated: 1) Can we measureconceptual growth on core concepts? 2) Do lessons with 3Dmodels improve student outcomes on these measures?, and 3)What factors mediate learning? Model use yielded measurablegains in conceptual knowledge and the greatest gains wererelated to how actively models were used during a lesson andthe facilitative role adopted by the teachers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Scientific models; science education; molecularstructure; visual representations; haptic representations"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/50n352f6","frozenauthors":[{"first_name":"Kristen","middle_name":"","last_name":"Johannes","name_suffix":"","institution":"WestEd, 300 Lakeside Dr., Oakland","department":""},{"first_name":"Jacklyn","middle_name":"","last_name":"Powers","name_suffix":"","institution":"WestEd, 300 Lakeside Dr., Oakland","department":""},{"first_name":"Lisa","middle_name":"","last_name":"Couper","name_suffix":"","institution":"WestEd, 300 Lakeside Dr., Oakland","department":""},{"first_name":"Matt","middle_name":"","last_name":"Silberglitt","name_suffix":"","institution":"WestEd, 300 Lakeside Dr., Oakland","department":""},{"first_name":"Jodi","middle_name":"","last_name":"Davenport","name_suffix":"","institution":"WestEd, 300 Lakeside Dr., Oakland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26129/galley/15765/download/"}]},{"pk":26406,"title":"Task-set Selection in Probabilistic Environments: a Model of Task-set Inference","subtitle":null,"abstract":"To act effectively in a complicated, uncertain world, peopleoften rely on task-sets (TSs) that define action policies over arange of stimuli. Effectively selecting amongst TSs requiresassessing their individual utility given the current world state.However, the world state is, in general, latent, stochastic, andtime-varying, making TS selection a difficult inference for theagent. An open question is how observable environmentalfactors influence an actor's assessment of the world state andthus the selection of TSs. In this work, we designed a noveltask in which probabilistic cues predict one of two TSs on atrial-by-trial basis. With this task, we investigate how peopleintegrate multiple sources of probabilistic information in theservice of TS selection. We show that when action feedback isunavailable, TS selection can be modeled as “biased Bayesianinference”, such that individuals participants differentiallyweight immediate cues over TS priors when inferring thelatent world state. Additionally, using the model’s trial-by-trial posteriors over TSs, we calculate a measure of decisionconfidence and show that it inversely relates to reactiontimes. This work supports the hierarchical organization ofdecision-making by demonstrating that probabilistic evidencecan be integrated in the service of higher-order decisions overTSs, subsequently simplifying lower-order action selection.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"task-sets; structure learning; Bayesian cognition;model-based; decision making"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/63b2m910","frozenauthors":[{"first_name":"Ian","middle_name":"","last_name":"Eisenberg","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Russell","middle_name":"","last_name":"Poldrack","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26406/galley/16042/download/"}]},{"pk":26519,"title":"tDCS to premotor cortex changes action verb understanding:Complementary effects of inhibitory and excitatory stimulation","subtitle":null,"abstract":"Do neural systems for planning motor actions play a func-tional role in understanding action language? Across multi-ple neuroimaging studies, processing action verbs correlateswith somatotopic activity in premotor cortex (PMC). Yet, onlyone neurostimulation study supports a functional role for PMCin action verb understanding: paradoxically, inhibiting PMCmade people respond faster to action verbs. Here we investi-gated effects of PMC excitation and inhibition on action verbunderstanding using tDCS. Right-handers received excitatoryor inhibitory stimulation to left PMC hand areas, then madelexical decisions on unimanual action verbs and abstract verbs.tDCS polarity selectively affected how accurately participantsresponded to unimanual action verbs. Inhibitory stimulationto left PMC caused a relative improvement in performance forright-hand responses, whereas excitatory left PMC stimulationcaused a relative impairment. tDCS polarity did not differ-entially affect responses to abstract verbs. Premotor areas thatsubserve planning actions also support understanding languageabout these actions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"action; language; embodiment; premotor cortex;tDCS"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1s88k942","frozenauthors":[{"first_name":"Tom","middle_name":"","last_name":"Gijssels","name_suffix":"","institution":"University of Chicago , Vrije Universiteit Brussel","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Casasanto","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26519/galley/16155/download/"}]}]}