{"count":39542,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=22700","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=22500","results":[{"pk":26208,"title":"Effect of Aging on Inhibitory Attentional Mechanisms","subtitle":null,"abstract":"The ability to inhibit the processing of irrelevant informationdeclines as adults age (Hasher & Zacks, 1988; Lustig, Hasherand Tonev, 2006; Mayr, 2001). However, previous researchinvestigating inhibitory control in older adults has notevaluated the extent to which irrelevant information isprocessed and later recognized. Using a dual task paradigmwith young adults, Dewald, Sinnett, and Doumas (2011)demonstrated inhibited recognition for previously ignoredwords, provided they had appeared infrequently with targetsin the primary task, compared to words that did not appearwith targets. The current study adapted this paradigm toexamine inhibitory mechanisms in a sample of older adults.Here, older adults exhibited inhibited recognition for allwords while young adults continued to show greaterinhibition for words that had appeared with targets comparedto words that had not. This finding suggests that older adultsmay experience a decline in the selective inhibition ofirrelevant information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Aging; Attention; Dual Task Paradigms;Inhibition; Inattentional Blindness"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1b97k223","frozenauthors":[{"first_name":"Maegen","middle_name":"","last_name":"Walker","name_suffix":"","institution":"University of Hawaiʻi at Mānoa","department":""},{"first_name":"Margeaux","middle_name":"","last_name":"Ciraolo","name_suffix":"","institution":"University of Hawaiʻi at Mānoa","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Dewald","name_suffix":"","institution":"University of Hawaiʻi at Mānoa","department":""},{"first_name":"Scott","middle_name":"","last_name":"Sinnett","name_suffix":"","institution":"University of Hawaiʻi at Mānoa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26208/galley/15844/download/"}]},{"pk":26557,"title":"Effects of Analogical Processing: Evidence for Re-representation","subtitle":null,"abstract":"Re-representation is a mechanism for aligning non-identical structurally corresponding predicates during compari-son. Re-representation is therefore a shift in the encoding of a stimulus from an initial set of elements to an altered set. Forexample, when comparing two analogous sentences, different verbs could be re-represented to allow a match – thereby alter-ing construal. Re-representation is theoretically and intuitively compelling, but difficult to demonstrate. We had participantscompare pairs of short text passages and judge them as potential analogies. At test, participants read an altered version of aprior passage and were asked to detect changes from the original. The alterations increased the semantic match between thepassage and its analog. Participants who had compared the original passage to the analog were less likely to detect changesthan those who compared to a non-analogous passage. As would be expected due to re-representation, analogical comparisonmade participants less sensitive to the changes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8x61d3tp","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Silliman","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26557/galley/16193/download/"}]},{"pk":26439,"title":"Effects of Auditory Input on a Spatial Serial Response Time Task","subtitle":null,"abstract":"The current study examined how relevant and irrelevantauditory stimuli affect the speed of responding to structuredvisual sequences. Participants were presented with a dot thatappeared in different locations on a touch screen monitor andthey were instructed to quickly touch the dot. Response timessped up over time, suggesting that participants learned thevisual sequences. Response times in Experiment 1 were slowerwhen the dot was paired with random sounds, suggesting thatirrelevant sounds slowed down visual processing/responding.Dots in Experiment 2 were paired with correlated sounds (bothauditory and visual information provided locationinformation). While the redundant intersensory informationdid not speed up response times, it did partially attenuateauditory interference. These findings have implications ontasks that require processing of simultaneously presentedauditory and visual information and provide evidence ofauditory interference and possibly dominance on a task thattypically favors the visual modality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cross-modal processing; Sensory Dominance;Attention."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7jj15188","frozenauthors":[{"first_name":"Christopher","middle_name":"W.","last_name":"Robinson","name_suffix":"","institution":"The Ohio State University at Newark","department":""},{"first_name":"Jessica","middle_name":"L.","last_name":"Parker","name_suffix":"","institution":"The Ohio State University at Newark","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26439/galley/16075/download/"}]},{"pk":26701,"title":"Effects of categorization on item memory and forgetting","subtitle":null,"abstract":"Memory and categorization have different goals. The goal of memory is to keep a distinct record of each individualitem. In contrast, categorization aims to treat items as equivalent in some way despite differences. When memory for itemsis the priority, research suggests that adults are able to bind many elements of an experience to form a complex memorystructure, and that such binding may help guard against forgetting due to interference from learning in similar situations. Whencategorization is the priority, however, complex binding structures in memory may impede generalization. In this experimentadults demonstrated robust memory for items after learning one set of categories, but much worse memory for items thatwere categorized differently in a second set. Results suggest that this interference was due to failure to form complex bindingstructures in memory, as a result of selective attention during categorization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8mm152s5","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"Darby","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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26701/galley/16337/download/"}]},{"pk":26087,"title":"Effects of experience in a developmental model of reading","subtitle":null,"abstract":"There is considerable evidence showing that age ofacquisition (AoA) is an important factor influencing lexicalprocessing. Early-learned words tend to be processed morequickly compared to later-learned words. The effect could bedue to the gradual reduction in plasticity as more words arelearned. Alternatively, it could originate from differenceswithin semantic representations. We implemented the trianglemodel of reading including orthographic, phonological andsemantic processing layers, and trained it according toexperience of a language learner to explore the AoA effects inboth naming and lexical decision. Regression analyses on themodel’s performance showed that AoA was a reliablepredictor of naming and lexical decision performance, and theeffect size was larger for lexical decision than for naming.The modelling results demonstrate that AoA operatesdifferentially on concrete and abstract words, indicating thatboth the mapping and the representation accounts of AoAwere contributing to the model’s performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"age of acquisition; language development;reading; computational modelling; visual word recognition."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21m9z3tf","frozenauthors":[{"first_name":"Ya-Ning","middle_name":"","last_name":"Chang","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Welbourne","name_suffix":"","institution":"University of Manchester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26087/galley/15723/download/"}]},{"pk":26347,"title":"Effects of Gesture on Analogical Problem Solving:When the Hands Lead You Astray","subtitle":null,"abstract":"We investigated the role of speech-accompanying gestures inanalogical problem solving. Participants attempted to solveDuncker’s (1945) Radiation Problem after reading and retelling astory that described an analogous solution in a different domain.Participants were instructed to gesture, instructed not to gesture, orgiven no instructions regarding gesture as they retold the story.Participants who were instructed to gesture as they retold theanalogous story were more likely to mention perceptual details intheir description and less likely to apply the analogous solution tothe problem than participants who were instructed not to gesture.These results suggest that gestures can be detrimental to analogousproblem solving when the perceptual elements of a story areirrelevant to its schematic similarity with a problem.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gesture; analogical reasoning; problem solving"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/57q2w9h1","frozenauthors":[{"first_name":"Autumn","middle_name":"B.","last_name":"Hostetter","name_suffix":"","institution":"Kalamazoo College","department":""},{"first_name":"Mareike","middle_name":"B.","last_name":"Wieth","name_suffix":"","institution":"Albion College","department":""},{"first_name":"Katlyn","middle_name":"D.","last_name":"Foster","name_suffix":"","institution":"Albion College","department":""},{"first_name":"Keith","middle_name":"","last_name":"Moreno","name_suffix":"","institution":"Kalamazoo College","department":""},{"first_name":"Jeffery","middle_name":"","last_name":"Washington","name_suffix":"","institution":"Kalamazoo College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26347/galley/15983/download/"}]},{"pk":26552,"title":"Effects of the Plausibility of the Retracting Information on Memory Updating","subtitle":null,"abstract":"The plausability of the retracting information, which can affect whether the retracted information be replaced bythe retracting information, had not been studied much in previous studies on continued influence effect. An experiment wasconducted to investigate how the plausability of a retracting information affects the understanding of an event in which someof the information had been retracted. In the experiment, the plausibility of the retracting information (low versus high) andthe manner of correcting information (simple retraction versus supplying an alternative) were manipulated, and the participantswere asked to answer memory questions and inference questions. Retracted information was better remembered for memoryquestions, but was used less frequently for inference questions when the retracting information was less plausible comparedto when the retracting information was quite plausible. The results were interpreted to support the ‘memory-based’ theory ofmemory updating.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6b09r9f8","frozenauthors":[{"first_name":"Kyung","middle_name":"Soo","last_name":"Do","name_suffix":"","institution":"Sungkyunkwan University","department":""},{"first_name":"Jin","middle_name":"Ju","last_name":"Gu","name_suffix":"","institution":"Sungkyunkwan University","department":""},{"first_name":"Kwanghyeon","middle_name":"","last_name":"Yoo","name_suffix":"","institution":"Sungkyunkwan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26552/galley/16188/download/"}]},{"pk":26115,"title":"Effects of Working Memory Training on L2 Proficiency andWorking Memory Capacity","subtitle":null,"abstract":"The current study examined the effects of workingmemory training on working memory capacity andsecond language ability in adult learners ofSpanish. In order to maximize the effect of the trainingfor language learners, the stimuli for the training taskswere Spanish words and sentences. While the traininggroup did not show greater improvements on workingmemory assessments relative to controls, they did showmore native-like patterns in a Spanish self-paced readingtask. The combination of second language materials withworking memory training may be helping users learn tocope with the increased processing demands associatedwith learning a new language, even if they are notnecessarily improving their working memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Working memory training"},{"word":"second languageacquisition"},{"word":"self-paced reading"},{"word":"n-back."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2g2111cf","frozenauthors":[{"first_name":"Gregory","middle_name":"","last_name":"Colflesh","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Valerie","middle_name":"","last_name":"Karuzis","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Polly","middle_name":"","last_name":"O’Rourke","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26115/galley/15751/download/"}]},{"pk":26572,"title":"Electrophysiological markers indicate disturbance of involuntary attention, butnot voluntary attention, in adult ADHD patients","subtitle":null,"abstract":"When we cannot concentrate on reading a book, we have problems with voluntary attention. When we stand up andstumble on a chair leg, we have a problem with involuntary attention. A bimanual Stroop task (ST) and the Ericson’s flankertask (EFT) were used for the analysis of voluntary and involuntary attention, respectively. Electrophysiological markers ofattention were applied in adult ADHD patients and yoked control individuals. Behavioral incongruence effects were strongerin patients than in controls in the EFT. P3 latency in the incongruent condition was identical in patients and controls in ST butstrongly delayed in patients compared with controls in EFT. A significant positive lateralized readiness potential indicating theactivation of the false response channel was obtained in the incongruent condition of EFT, being significantly larger in patientsthan controls. The data indicate a disorder of automatic attentional control in ADHD adults despite nearly normal voluntaryattention.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4b69v99m","frozenauthors":[{"first_name":"Frank","middle_name":"","last_name":"Nonnenmacher","name_suffix":"","institution":"University of T ̈ubingen","department":""},{"first_name":"Boris","middle_name":"","last_name":"Kotchoubey","name_suffix":"","institution":"University of T ̈ubingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26572/galley/16208/download/"}]},{"pk":26565,"title":"Embodiment Effects in Evolutionary Robotics","subtitle":null,"abstract":"We evolve simple neural network controllers in swimming robots in order to test the hypothesis that, given distinctdimensions of control for the tail structure, evolution will favor the emergence of modular neural networks as most likely toenhance fitness (successful light harvesting). Evolution does lead to improved fitness, but this does not appear to result fromincreases in modularity. However, an unexpected result highlights the importance of embodiment for the evolution of the agent.The output of the neural network controller is high frequency with many extreme excursions, but the actual movements of thetail are damped by the physics of the body as it interacts with the aquatic environment. Subsequent simulations establish therole of these physical parameters in dampening noisy network controller output. Thus, morphology can increase evolvabilityby acting as a low pass filter of high-frequency controller dynamics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8v30473n","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Livingston","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Anton","middle_name":"","last_name":"Bernatskiy","name_suffix":"","institution":"University of Vermont","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Livingston","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Marc","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Jodi","middle_name":"","last_name":"Schwarz","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Bongard","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"David","middle_name":"","last_name":"Wallach","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Evan","middle_name":"","last_name":"Altiero","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"John","middle_name":"","last_name":"Long","name_suffix":"","institution":"Vassar College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26565/galley/16201/download/"}]},{"pk":26546,"title":"Emergence of Euclidean geometrical intuitions in hierarchical generative models","subtitle":null,"abstract":"In this study, we aim to understand the origins of human intuitions about Euclidean geometry by simulating geo-metric concepts acquisition with unsupervised learning in hierarchical generative models. Specifically, we build a deep neuralnetwork that learns a hierarchical generative model of sensory inputs. The results show that hidden layer activities can supportthe categorization of different geometric objects and distinguish among various spatial relationships between geometric figures.Specifically, hidden layer activities can be decoded to compare line orientations, detect right triangles, and judge whether twotriangles are similar or not. We further analyze the response profiles of hidden layers units and find some units resembling pari-etal neurons in the brain. Using unsupervised deep learning, the current modeling work provides a possible explanation of howEuclidean geometrical intuitions might emerge from daily visual experience, which has significant implications for cognitivepsychology and computational neuroscience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jv6s83d","frozenauthors":[{"first_name":"Arianna","middle_name":"","last_name":"Yuan","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Te-Lin","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"James","middle_name":"","last_name":"McClelland","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26546/galley/16182/download/"}]},{"pk":26260,"title":"Emotional Implications of Metaphor: Consequences of Metaphor Framing forMindset about Hardship","subtitle":null,"abstract":"Do metaphors shape people’s emotional states and mindsetsfor dealing with hardship? Natural language metaphors mayact as frames that encourage people to reappraise anemotional situation, changing the way they respond to it.Recovery from cancer is one type of adversity that manypeople face, and it can be mediated by the mindset peopleadopt. We investigate whether two common metaphors fordescribing a cancer experience – the battle and the journey –encourage people to make different inferences about thepatient’s emotional state. After being exposed to the battlemetaphor participants inferred that the patient would feelmore guilt if he didn’t recover, while after being exposed tothe journey metaphor participants felt that he had a betterchance of making peace with his situation. We discussimplications of this work for investigations of metaphor andemotion, mindsets, and recovery.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metaphor; framing; emotion; adversity; cancer;battle; journey; mindset; recovery"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2318z2dk","frozenauthors":[{"first_name":"Rose","middle_name":"","last_name":"Hendricks","name_suffix":"","institution":"Thurgood Marshall College","department":""},{"first_name":"Lera","middle_name":"","last_name":"Boroditsky","name_suffix":"","institution":"Thurgood Marshall College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26260/galley/15896/download/"}]},{"pk":26509,"title":"Emotional influences on time perception","subtitle":null,"abstract":"In studies on prospective time perception, a prolonging effectof arousal on time estimates is commonly reported fordurations under 2s while the effect vanishes for longerintervals. In this study, we investigated how arousal andpleasure induced by aural stimuli varying in volume andvalence influenced reproductions in the range from 1.1s to 5s.As expected, higher arousal was associated with higherestimates for 1.1s durations. However, this effect was alsofound for 3.8s durations. An additional analysis with linearmixed models revealed an interaction between volumemanipulation and subjective ratings regarding arousal andpleasure. Based on these results we propose that subjectiveexperience of the emotional quality of stimuli might beinteresting for further research on prospective timeperception. Moreover, the results showed that not only withinsubject variation should be statistically controlled whenanalyzing such data. Instead, statistical models should alsoinclude parameters controlling for stimulus material.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"prospective time perception; reproduction;emotion; arousal; valence; linear mixed models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0304773v","frozenauthors":[{"first_name":"Anna","middle_name":"K.","last_name":"Trapp","name_suffix":"","institution":"Berlin Institute of Technology","department":""},{"first_name":"Manfred","middle_name":"","last_name":"Thüring","name_suffix":"","institution":"Berlin Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26509/galley/16145/download/"}]},{"pk":26127,"title":"Emotions in lay explanations of behavior","subtitle":null,"abstract":"Humans use rich intuitive theories to explain other people’sbehavior. Previous work in lay psychology of behavior havetended to treat emotion as causing primarily unintentional be-havior (e.g., being sad causes one to cry), neglecting how peo-ple incorporate emotions into explanations of rational, inten-tional actions. Here, we provide preliminary explorations intointegrating emotions into a theory of folk psychology. Specif-ically, we show that in the lay theory, people are willing toendorse emotions as causes of intentional actions. Moreover,people readily attribute beliefs and desires as explanations foremotional expressions. This work provides a first step in elabo-rating people’s rich understanding of emotions as an importantcomponent of intuitive social cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Intuitive Psychology"},{"word":"emotions"},{"word":"Affective Cogni-tion"},{"word":"Explanations"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4hr6b5f0","frozenauthors":[{"first_name":"Desmond","middle_name":"","last_name":"Ong","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Jamil","middle_name":"","last_name":"Zaki","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26127/galley/15763/download/"}]},{"pk":26065,"title":"Empirical and Computational Approaches to Metaphor and Figurative Meaning","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Figurative language; Metaphor; Computationalmodeling; Computational linguistics; Psycholinguistics"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5w75v5dk","frozenauthors":[{"first_name":"Justine","middle_name":"T.","last_name":"Kao","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26065/galley/15701/download/"}]},{"pk":26739,"title":"Enhancing Creativity in Children by Imparting Chess Training","subtitle":null,"abstract":"Creativity is the ability to find hidden patterns, to make connections between seemingly unrelated phenomena, andto generate solutions. The present study, funded by Indian Government, analysed the effect of one year chess training programon the creativity of school-going children of both genders. A pre-test post-test with control group design was used. Thesample comprised 64 children: 32 children each in experimental (Mean age=11.86, SD=1.44) and control (Mean age=12.03,SD=1.14) groups. Children in the experimental group underwent weekly chess training with Winning Moves Chess Curriculum.Creativity was assessed by Indian adaption of Wallach-Kogan Creativity Test. Pre–intervention equivalence of the two groupswas established. Independent t test analysis revealed that the experimental group had statistically significant gains in totalcreativity and Instances and Alternate Uses subtests compared to the control group. The authors conclude that systematic chessintervention increases creativity in children. The educational implications are significant.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4rv5685n","frozenauthors":[{"first_name":"Ebenezer","middle_name":"","last_name":"Joseph","name_suffix":"","institution":"University of Madras","department":""},{"first_name":"Veena","middle_name":"","last_name":"Easvaradoss","name_suffix":"","institution":"Women's Christian College","department":""},{"first_name":"Suneera","middle_name":"","last_name":"Abraham","name_suffix":"","institution":"Emmanuel Chess Centre","department":""},{"first_name":"Michael","middle_name":"","last_name":"Brazil","name_suffix":"","institution":"Emmanuel Chess Centre","department":""},{"first_name":"David","middle_name":"","last_name":"Chandran","name_suffix":"","institution":"Emmanuel Chess Centre","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26739/galley/16375/download/"}]},{"pk":26452,"title":"Environmental Orientation Affects Emotional Expression Identification","subtitle":null,"abstract":"Spatial metaphors for affective valence are common inEnglish, where up in space=happy/positive and down inspace=sad/negative. Past research suggests that thesemetaphors have some measure of psychological reality:people are faster to respond to valenced words and faceswhen they are presented in metaphor-congruent regions ofspace. Here we explore whether the orientation of a stimulus– rather than its position – is sufficient to elicit such spatial-valence congruency effects, and, if so, which spatial referenceframe(s) people use to represent this orientation. InExperiment 1, participants viewed images of happy and sadprofile faces in different orientations and had to identify theemotion depicted in each face. In Experiment 2, participantscompleted this task while lying down on their sides, therebydisassociating environmental and egocentric reference frames.Experiment 1 revealed a metaphor-congruent interactionbetween emotion and orientation, while Experiment 2revealed that this spatial-valence congruency effect was onlyreliable in the environmental frame of reference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"spatial metaphor; valence"},{"word":"emotional expressionidentification; spatial reference frames"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2f07z8jp","frozenauthors":[{"first_name":"Stephen","middle_name":"J.","last_name":"Flusberg","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Derek","middle_name":"","last_name":"Shapiro","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Kevin","middle_name":"B.","last_name":"Collister","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Paul","middle_name":"H.","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26452/galley/16088/download/"}]},{"pk":26516,"title":"Episodic memory as a prerequisite for online updates of model structure","subtitle":null,"abstract":"Human learning in complex environments critically dependson the ability to perform model selection, that is to assess com-peting hypotheses about the structure of the environment. Im-portantly, information is accumulated continuously, which ne-cessitates an online process for model selection. While modelselection in human learning has been explored extensively, it isunclear how memory systems support learning in an online set-ting. We formulate a semantic learner and demonstrate that on-line learning on open model spaces results in a delicate choicebetween either tracking a possibly infinite number of compet-ing models or retaining experiences in an intact form. Sincenone of these choices is feasible for a bounded-resource mem-ory system, we propose an episodic learner that retains an op-timised subset of experiences in addition to semantic memory.On a simple model system we demonstrate that this norma-tive theory of episodic memory can effectively circumvent thechallenge of online model selection.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"episodic memory; semantic memory; onlinemodel selection; Bayesian modeling; bounded-resource-rationality"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9rz56360","frozenauthors":[{"first_name":"David","middle_name":"G.","last_name":"Nagy","name_suffix":"","institution":"Wigner Research Centre for Physics","department":""},{"first_name":"Gergo","middle_name":"","last_name":"Orban","name_suffix":"","institution":"Eotvos Lorand University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26516/galley/16152/download/"}]},{"pk":36029,"title":"Equalizing Educational Opportunity: In Defense of Bilingual Education—A California Perspective","subtitle":null,"abstract":"Under critical examination, the English language and its use in\ndaily interactions carry with them symbolic values in our social\nworld, including social mobility, educational achievement, and\nemployment. Its representations in government bodies, mass media, education, and legal documents have further increased those\nvalues and subtly created a hostile environment for many US immigrants who are nonnative English speakers. In the bilingual\neducation debate, this view of nativism and monolingualism has\nreceived support from critics who believe that bilingual education serves only to disembody national unity and cohesion. As a\nresult of the English-only view, a number of bilingual education\nprograms are curtailed in the states of California, Arizona, and\nMassachusetts. In this article, I adopt the theoretical framework\nof equal educational opportunity (EEO) to examine bilingual\neducation conceived by the California Education for a Global\nEconomy Initiative. In the discussion section, I also propose a bilingual education plan that could better reflect language-positive\nliberalism and a participatory educational ideal.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/10f891h3","frozenauthors":[{"first_name":"Hao","middle_name":"","last_name":"Wang","name_suffix":"","institution":"University of Alabama","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36029/galley/26881/download/"}]},{"pk":26243,"title":"Essays about service-learning events can be mined for program assessment","subtitle":null,"abstract":"Psychological applications of human language technologycombined with multidisciplinary approaches to similarity cal-culations and data visualization offer avenues to broaden theuse of students’ own words in program assessment. Wecompared multiple analysis approaches on both simple to-ken counts (word roots and character trigrams) and top-downlanguage indicators from 85 student essays about service-learning events. Bioinformatic distance calculations on wordroot counts provided useable assessment information on at-titude change, showing patterns of word use that match theholistic goals of the assignment. Although these patterns werenot found in a subsequent batch of 81 essays, the tools we areproviding may facilitate other efforts to detect attitude changein student writing about service-learning events.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"events; semantic similarity; LIWC; text mining"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/06h4s772","frozenauthors":[{"first_name":"Anne","middle_name":"T.","last_name":"Gilman","name_suffix":"","institution":"Juniata College","department":""},{"first_name":"Deborah","middle_name":"W.","last_name":"Roney","name_suffix":"","institution":"Juniata College","department":""},{"first_name":"Victoria","middle_name":"","last_name":"Rehr","name_suffix":"","institution":"Columbus State Community College","department":""},{"first_name":"Helen","middle_name":"H.","last_name":"Hu","name_suffix":"","institution":"Penn State University","department":""},{"first_name":"Mark","middle_name":"P.","last_name":"Peterson","name_suffix":"","institution":"Viterbo Universty","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26243/galley/15879/download/"}]},{"pk":26210,"title":"Establish Trust and Express Attitude for a Non-Humanoid Robot","subtitle":null,"abstract":"In recent years, there has been an increasing interest in design-ing social robots to interact with people to provide therapy andcompanionship. Most social robots currently being used arelight-weight and much smaller in size compared to people. Inthis work, we investigate designing interactions for larger andmore physically capable robots as they have more potential toassist people physically. A modified version of Baxter robotwas used, by sitting Baxter on top of an electronic wheelchair.Two experiments were designed for studying the role of facialexpressions and body movements in establishing trust with theuser and for expressing attitudes. Our results suggest that therobot is capable of expressing fine and distinguishable attitudes(proud vs. relaxed) using its body language, and the couplingbetween body movements and speech is essential for the robotto be viewed as a person.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Robot Human Interaction; Gesture; Trust"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1ck8g1qb","frozenauthors":[{"first_name":"Mei","middle_name":"","last_name":"Si","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Joseph","middle_name":"Dean","last_name":"McDaniel","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26210/galley/15846/download/"}]},{"pk":26234,"title":"Evaluating Causal Hypotheses: The Curious Case of Correlated Cues","subtitle":null,"abstract":"Although the causal graphical model framework has achievedconsiderable success accounting for causal learning data, appli-cation of that formalism to multi-cause situations assumes thatpeople are insensitive to the statistical properties of the causesthemselves. The present experiment tests this assumption byfirst instructing subjects on a causal model consisting of twoindependent and generative causes and then requesting them tomake data likelihood judgments, that is, to estimate the proba-bility of some data given the model. The correlation betweenthe causes in the data was either positive, zero, or negative. Thedata was judged as most likely in the positive condition andleast likely in the negative condition, a finding that obtainedeven though all other statistical properties of the data (e.g.,causal strengths, outcome density) were controlled. These re-sults pose a problem for current models of causal learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9dr471bg","frozenauthors":[{"first_name":"Bob","middle_name":"","last_name":"Rehder","name_suffix":"","institution":"New York University","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Davis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26234/galley/15870/download/"}]},{"pk":26393,"title":"Event participants and linguistic arguments","subtitle":null,"abstract":"Although there is a clear and intuitive mapping between lin-guistic arguments of verbs and event participants, the mappingis not perfect. We review the linguistic evidence that indicatesthat the mapping is imperfect. We also present the results of anew experimental study that provides further support for a dis-sociation between event participants and linguistic arguments.The study consists of two tasks. The first task elicited intu-itions on conceptual event participants, and the second taskelicited intuitions on linguistic arguments in instrument verbsand transaction verbs. The results suggest that while instru-ment phrases and currency/price phrases are considered neces-sary event participants, they are not linguistic arguments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"event participants; linguistic arguments; syntax;semantics; psycholinguistics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4qw4b7b4","frozenauthors":[{"first_name":"Roxana-Maria","middle_name":"","last_name":"Barbu","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Ida","middle_name":"","last_name":"Toivonen","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26393/galley/16029/download/"}]},{"pk":26435,"title":"Evolution of polysemous word senses from metaphorical mappings","subtitle":null,"abstract":"What forces have shaped the evolution of the lexicon? Lan-guages evolve under the pressure of having to communicatean unbounded set of ideas using a finite set of linguistic struc-tures. This suggests why the transmission of ideas should becompressed such that one word will develop multiple senses.Previous theory also suggests how a word might develop newsenses: Abstract concepts may be construed in terms of moreconcrete concepts. Here, we bring these two perspectives to-gether to examine metaphorical extensions of English wordmeanings over the past millennium, analyzing how sensesfrom a source domain are extended to new ones in a target do-main. Using empirical and computational methods, we foundthat metaphorical mappings are highly systematic and can beexplained in terms of a compact set of variables. Our workshows how metaphor can provide a cognitive device for com-pressing emerging ideas into an existing lexicon.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Word meaning; semantic change; polysemy;metaphorical mapping; systematicity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1h29n757","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Barbara","middle_name":"C.","last_name":"Malt","name_suffix":"","institution":"Lehigh University","department":""},{"first_name":"Mahesh","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"UC Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26435/galley/16071/download/"}]},{"pk":26433,"title":"Examining Cardiac and Behavioral Responses in a Modality Dominance Task","subtitle":null,"abstract":"The current study examined cardiac and behavioral responsesto changing auditory and visual information while usingmodified oddball tasks. When instructed to press the samebutton for auditory and visual oddballs, auditory dominancewas found with cross-modal presentation slowing downvisual response times and decreasing visual accuracy. Wheninstructed to make separate responses to auditory and visualoddballs, visual dominance was found with cross-modalpresentation slowing down response times and decreasingauditory accuracy. However, examination of cardiacresponses that were time-locked to stimulus onset show cross-modal facilitation effects, with discrimination of oddballs andstandards occurring earlier in the course of processing in thecross-modal condition than in the unimodal conditions. Thesefindings shed light on potential mechanisms underlyingmodality dominance effects and have implications on tasksthat require simultaneous processing of auditory and visualinformation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cross-modal processing; Sensory Dominance;Attention."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xq56774","frozenauthors":[{"first_name":"Christopher","middle_name":"W.","last_name":"Robinson","name_suffix":"","institution":"The Ohio State University at Newark","department":""},{"first_name":"Krysten","middle_name":"R.","last_name":"Chadwick","name_suffix":"","institution":"The Ohio State University at Newark","department":""},{"first_name":"Jessica","middle_name":"L.","last_name":"Parker","name_suffix":"","institution":"The Ohio State University at Newark","department":""},{"first_name":"Scott","middle_name":"","last_name":"Sinnett","name_suffix":"","institution":"University of Hawaii at Manoa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26433/galley/16069/download/"}]},{"pk":26404,"title":"Examining Referential Uncertainty in Naturalistic Contexts from the Child’s\nView: Evidence from an Eye-Tracking Study with Infants","subtitle":null,"abstract":"Young infants are prolific word learners even though they are\nfacing the challenge of referential uncertainty (Quine, 1960).\nMany laboratory studies have shown that human infants are\nskilled at inferring the correct referent of an object from\nambiguous contexts (Swingley, 2009). However, little is\nknown regarding how children visually attend to and select the\ntarget object among many other objects in view when parents\nname it during free play interactions. In the current study, we\nexplored the looking pattern of 12-month-old infants using\nnaturalistic first person images with varying degrees of\nreferential ambiguity. Our data suggest that infants’ attention\nis selective and they tend to only select a small subset of objects\nto attend to at each learning instance despite the complexity of\nthe data existed in the real world. This work allows us to better\nunderstand how perceptual properties of objects in infants’\nview influence their visual attention, which is also related to\nhow they select candidate objects to build word-object\nmappings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; word-referent mapping;\nlearning mechanisms"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4t1945bn","frozenauthors":[{"first_name":"Yayun","middle_name":"","last_name":"Zhang","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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26404/galley/16040/download/"}]},{"pk":26119,"title":"Examining Search Processes in Low and High Creative Individuals with RandomWalks","subtitle":null,"abstract":"The creative process involves several cognitive processes,such as working memory, controlled attention and taskswitching. One other process is cognitive search oversemantic memory. These search processes can be controlled(e.g., problem solving guided by a heuristic), or uncontrolled(e.g., mind wandering). However, the nature of this search inrelation to creativity has rarely been examined from a formalperspective. To do this, we use a random walk model tosimulate uncontrolled cognitive search over semanticnetworks of low and high creative individuals with an equalnumber of nodes and edges. We show that a random walkover the semantic network of high creative individuals “finds”more unique words and moves further through the networkfor a given number of steps. Our findings are consistent withthe associative theory of creativity, which posits that thestructure of semantic memory facilitates search processes tofind creative solutions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Creativity; Semantic Networks; Random Walks;Cognitive Search"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/02p112km","frozenauthors":[{"first_name":"Yoed","middle_name":"","last_name":"Kenett","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Joseph","middle_name":"L.","last_name":"Austerweil","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26119/galley/15755/download/"}]},{"pk":26371,"title":"Examining the Specificity of the Seductive Allure Effect","subtitle":null,"abstract":"Previous work has found that people feel significantly moresatisfied with explanations of psychological phenomena whenthose explanations contain neuroscience information — evenwhen this information is entirely irrelevant to the logic of theexplanations. This seductive allure effect was firstdemonstrated by Weisberg, Keil, Goodstein, Rawson, & Gray(2008), and has since been replicated several times inindependent labs (e.g., Fernandez-Duque, Evans, Christian, &Hodges, 2014; Rhodes, Rodriguez, & Shah, 2014; Weisberg,Taylor, & Hopkins, 2015). However, these studies onlyexamined psychological explanations with addedneuroscience information. The current study thus investigatedthe generality of this effect and found that the seductive allureeffect occurs across several scientific disciplines wheneverthe explanations include reference to smaller components ormore fundamental processes. These data suggest that peoplehave a general preference for reductive explanations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"seductive allure; explanations; decision-making"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1zg956j3","frozenauthors":[{"first_name":"Emily","middle_name":"J.","last_name":"Hopkins","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Deena","middle_name":"Skolnick","last_name":"Weisberg","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Jordan","middle_name":"C. V.","last_name":"Taylor","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26371/galley/16007/download/"}]},{"pk":26448,"title":"Experience as a Free Parameter in the Cognitive Modeling of Language","subtitle":null,"abstract":"To account for natural variability in cognitive processing, it is\nstandard practice to optimize the parameters of a model to\naccount for behavioral data. However, variability reflecting the\ninformation to which one has been exposed is usually ignored.\nNevertheless, most language theories assign a large role to an\nindividual’s experience with language. We present a new way to\nfit language-based behavioral data that combines simple learning\nand processing mechanisms using optimization of language\nmaterials. We demonstrate that benchmark fits on multiple\nlinguistic tasks can be achieved using this method and will argue\nthat one must account not only for the internal parameters of a\nmodel but also the external experience that people receive when\ntheorizing about human behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive modeling; Model optimization;\nLanguage processing; Corpus-based models."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9ww798xm","frozenauthors":[{"first_name":"Brendan","middle_name":"T.","last_name":"Johns","name_suffix":"","institution":"University at Buffalo","department":""},{"first_name":"Michael","middle_name":"N.","last_name":"Jones","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Douglas","middle_name":"J.K.","last_name":"Mewhort","name_suffix":"","institution":"Queen’s University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26448/galley/16084/download/"}]},{"pk":26753,"title":"Experience Representation of Artificial Cognitive System in Interaction with Real","subtitle":null,"abstract":"In this paper, we propose a novel experience representation approach for artificial cognitive system (such as a robot).The artificial cognitive system with the ability to store experiences and to adapt plans and behavior according to experienceswill be beneficial for understanding the human representation of experience and be useful for developing practical servicerobot. Here an artificial cognitive system experience is defined as a record about the events occurred in the past. Three kindsof experiences (ontology, robot activities and environment activities) are introduced. In this work, we demonstrate the mobilecognitive system with a PR2 platform in a restaurant environment and a corresponding simulation environment. Four differentscenarios (Serve-A-Coffee, Deal-with-Obstacles, Clear-Table and Well-set-Table) have been set to demonstrate the performanceand collect the corresponding experiences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/30r6j478","frozenauthors":[{"first_name":"Liwei","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Fuzhou University","department":""},{"first_name":"Zhen","middle_name":"","last_name":"Deng","name_suffix":"","institution":"University of Hamburg","department":""},{"first_name":"Jianwei","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"University of Hamburg","department":""},{"first_name":"Zhixian","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Chinese Academy of Sciences","department":""},{"first_name":"Ying","middle_name":"","last_name":"Hu","name_suffix":"","institution":"Chinese Academy of Sciences","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26753/galley/16389/download/"}]},{"pk":26077,"title":"Explaining December 4, 2015:Cognitive Science Ripped from the Headlines","subtitle":null,"abstract":"Do the discoveries of cognitive science generalize beyondartificial lab experiments? Or do they have little hope ofhelping us to understand real-world events? Fretting on thisquestion, I bought a copy of the Wall Street Journal andfound that the three front page headlines each connect tomy own research on explanatory reasoning. I report tests ofthe phenomena of inferred evidence, belief digitization, andrevealed truth in real-world contexts derived from theheadlines. If my own corner of cognitive science has suchexplanatory relevance to the real world, then cognitivescience as a whole must be in far better shape yet.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Explanatory reasoning; ecological validity;everyday thinking; causal reasoning; theory of mind."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36s3p5kj","frozenauthors":[{"first_name":"Samuel","middle_name":"G. B.","last_name":"Johnson","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26077/galley/15713/download/"}]},{"pk":26602,"title":"Explanation-based discourse inferences support early word learning","subtitle":null,"abstract":"Children can learn new words from non-instructive contexts (e.g., overheard speech). Recently, it has been proposedthat one way that children do this is by using the surrounding discourse to constrain the interpretation of new words (Sullivan& Barner, 2015). However, little is known about what sort of discourse inferences children might compute when learning. Inthe present study, we adopt a discourse-coherence framework (e.g., Rohde et al., 2006) in order to explain how preschoolers(N = 96, M = 49.2 months, range: 28-65 months) learn new words from discourse. We ask whether young children computeadult-like discourse coherence relations across clauses, and provide some of the earliest evidence that they do. We then relatechildren’s ability to compute these discourse coherence relations to their ability to learn a novel word from that discourse,demonstrating the relation between the computation of discourse coherence and early word learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7ck2342p","frozenauthors":[{"first_name":"Jessica","middle_name":"","last_name":"Sullivan","name_suffix":"","institution":"Skidmore College","department":""},{"first_name":"Juliana","middle_name":"","last_name":"Boucher","name_suffix":"","institution":"Skidmore College","department":""},{"first_name":"Rachel","middle_name":"","last_name":"Goodkind","name_suffix":"","institution":"Skidmore College","department":""},{"first_name":"Reina","middle_name":"","last_name":"Kiefer","name_suffix":"","institution":"Skidmore College","department":""},{"first_name":"Raymond","middle_name":"","last_name":"Skyer","name_suffix":"","institution":"Skidmore College","department":""},{"first_name":"Katie","middle_name":"","last_name":"Williams","name_suffix":"","institution":"Skidmore College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26602/galley/16238/download/"}]},{"pk":26201,"title":"Explanations in Causal Chains:Selecting Distal Causes Requires Exportable Mechanisms","subtitle":null,"abstract":"When A causes B and B causes C, under what conditions isA a good explanation for the occurrence of C? We proposethat distal causes are only perceived to be explanatory if thecausal mechanism is insensitive to inessential variations ofboundary conditions. In two experiments, subjects first ob-served deterministic A → B → C relationships in a single ex-emplar of an unknown kind. They judged A to be crucial forC by default. However, when they subsequently learned thatthe causal mechanism fails to generate the A → C dependencyin other exemplars of the same kind, subjects devalued A asa crucial explanation for C even within the first exemplar. Werelate these findings to the idea that good explanations pick outportable dependency relations, and that sensitive causes fail tomeet this requirement.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation; causal mechanisms; causal chains;sensitivity; portability"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2kn482tk","frozenauthors":[{"first_name":"Jonas","middle_name":"","last_name":"Nagel","name_suffix":"","institution":"University of G ̈ottingen","department":""},{"first_name":"Simon","middle_name":"","last_name":"Stephan","name_suffix":"","institution":"University of G ̈ottingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26201/galley/15837/download/"}]},{"pk":26196,"title":"Explanatory Biases in Social Categorization","subtitle":null,"abstract":"Stereotypes are important simplifying assumptions we usefor navigating the social world, associating traits withsocial categories. These beliefs can be used to infer anindividual’s likely social category from observed traits (adiagnostic inference) or to make inferences about anindividual’s unknown traits based on their putative socialcategory (a predictive inference). We argue that theseinferences rely on the same explanatory logic as other sortsof diagnostic and predictive reasoning tasks, such as causalexplanation. Supporting this conclusion, we demonstratethat stereotype use involves four of the same biases knownto be used in causal explanation: A bias against categoriesmaking unverified predictions (Exp. 1), a bias towardsimple categories (Exp. 2), an asymmetry betweenconfirmed and disconfirmed predictions of potentialcategories (Exp. 3), and a tendency to treat uncertaincategorizations as certainly true or false (Exp. 4).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Social categorization; inductive reasoning;stereotyping; explanation; causal reasoning."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dn1n2wm","frozenauthors":[{"first_name":"Samuel","middle_name":"G. B.","last_name":"Johnson","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Haylie","middle_name":"Shestle","last_name":"Kim","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Frank","middle_name":"C.","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26196/galley/15832/download/"}]},{"pk":26139,"title":"Explanatory Judgment, Probability, and Abductive Inference","subtitle":null,"abstract":"Abductive reasoning assigns special status to the explanatorypower of a hypothesis. But how do people make explana-tory judgments? Our study clarifies this issue by asking: (i)How does the explanatory power of a hypothesis cohere withother cognitive factors? (ii) How does probabilistic informa-tion affect explanatory judgments? In order to answer thesequestions, we conducted an experiment with 671 participants.Their task was to make judgments about a potentially explana-tory hypothesis and its cognitive virtues. In the responses, weisolated three constructs: Explanatory Value, Rational Accept-ability, and Entailment. Explanatory judgments strongly co-hered with judgments of causal relevance and with a sense ofunderstanding. Furthermore, we found that Explanatory Valuewas sensitive to manipulations of statistical relevance relationsbetween hypothesis and evidence, but not to explicit infor-mation about the prior probability of the hypothesis. Theseresults indicate that probabilistic information about statisticalrelevance is a strong determinant of Explanatory Value. Moregenerally, our study suggests that abductive and probabilisticreasoning are two distinct modes of inference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Human Reasoning; Abduction; Explanatory Judg-ment; Explanatory Value; Probability."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/02p839fc","frozenauthors":[{"first_name":"Matteo","middle_name":"","last_name":"Colombo","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Marie","middle_name":"","last_name":"Postma-Nilsenova","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Jan","middle_name":"","last_name":"Sprenger","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26139/galley/15775/download/"}]},{"pk":26691,"title":"Exploring Individual Differences in Preschooler’s Causal Reasoning Skills in thePhysical and Digital Domains","subtitle":null,"abstract":"Do children reason about causal events differently in physically ‘live’ and digital domains? To answer this question,we introduced 35 3-year-olds to the traditional live version and a newly developed digital version of the “blicket detector” task.In both formats, the “blicket detector” first produced an interesting event (e.g., lit up) when a distinctive object (e.g., cylindricalblock) touched its surface, but then failed to do so when a different object (e.g., triangular block) did so. After both blocks thensimultaneously touched (and activated) the “blicket detector,” children were asked to identify the ‘causal’ block. Children’sperformance correlated significantly across the physical and digital trials (r = .4, p = .02). Not only does this study further ourunderstanding of children’s causal reasoning skills in the digital domain, it introduces a major methodological advance with thedevelopment of a highly efficient and reliable digital version of the “blicket” task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/22t1r9zf","frozenauthors":[{"first_name":"Jessie-Raye","middle_name":"","last_name":"Bauer","name_suffix":"","institution":"University of Texas at Austin","department":""},{"first_name":"Amy","middle_name":"","last_name":"Booth","name_suffix":"","institution":"University of Texas at Austin","department":""},{"first_name":"Cristine","middle_name":"","last_name":"Legare","name_suffix":"","institution":"University of Texas at Austin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26691/galley/16327/download/"}]},{"pk":26651,"title":"Exploring the Cognitive and Social Profile of Science Rejection","subtitle":null,"abstract":"We examined the degree to which cognitive style, cultural worldview, conspiracy ideation, and religious and politi-cal demographic variables correspond to agreement with scientific claims across four domains. Participants rated their level ofagreement with scientific statements in four domains (evolution, GMOs, vaccinations, climate change) along with open-endedquestions to investigate participants’ reasons for their support or rejection, filled out individual difference measures, and com-pleted a demographics questionnaire asking about frequency of attendance at religious services as a proxy for religiosity, andpolitical ideology along the liberal-conservative spectrum. Lower agreement with scientific statements was found to be relatedto a lower analytic thinking style and a stronger conservative political ideology. Our results contribute to a better understandingof the cognitive and social profiles of individuals who reject scientific conclusions and can be useful in designing future researchefforts aimed at investigating science acceptance and science denial.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0fd9495f","frozenauthors":[{"first_name":"Emilio","middle_name":"","last_name":"Lobato","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Corinne","middle_name":"","last_name":"Zimmerman","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Steve","middle_name":"","last_name":"Croker","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26651/galley/16287/download/"}]},{"pk":26445,"title":"Exploring the Cost Function in Color Perception and Memory:An Information-Theoretic Model of Categorical Effects in Color Matching","subtitle":null,"abstract":"Recent evidence indicates that color categories can exert astrong influence over color matching in both perception andmemory. We explore this phenomenon by analyzing the costfunction for perceptual error. Our analysis is developed withinthe mathematical framework of rate–distortion theory. Ac-cording to our approach, the goal of perception is to minimizethe expected cost of error while subject to a strong constrainton the capacity of perceptual processing. We propose that thecost function in color perception is defined by the sum of twocomponents: a metric cost associated with the magnitude of er-ror in color space, and a cost associated with perceptual errorsthat cross color category boundaries. A computational modelembodying this assumption is shown to produce an excellent fitto empirical data. The results generally suggest that what ap-pear as ‘errors’ in working memory performance may reflectreasonable and systematic behaviors in the context of costs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"color perception; visual working memory; infor-mation theory; rate–distortion theory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sr1t37c","frozenauthors":[{"first_name":"Chris","middle_name":"R.","last_name":"Sims","name_suffix":"","institution":"Drexel University","department":""},{"first_name":"Zheng","middle_name":"","last_name":"Ma","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Sarah","middle_name":"R.","last_name":"Allred","name_suffix":"","institution":"Rutgers University–Camden","department":""},{"first_name":"Rachel","middle_name":"A.","last_name":"Lerch","name_suffix":"","institution":"Drexel University","department":""},{"first_name":"Jonathan","middle_name":"I.","last_name":"Flombaum","name_suffix":"","institution":"Johns Hopkins University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26445/galley/16081/download/"}]},{"pk":26313,"title":"Exploring the Neural Mechanisms Supporting Structured Sequence Processing andLanguage Using Event-Related Potentials: Some Preliminary Findings","subtitle":null,"abstract":"Structured sequence processing (SSP) refers to theneurocognitive mechanisms used to learn sequential patternsin the environment. SSP ability seems to be important forlanguage (Conway, Bauernschmidt, Huang, & Pisoni, 2010);however, there are few neural studies showing an empiricalconnection between SSP and language. The purpose of thisstudy was to investigate the association between SSP andlanguage processing by comparing the underlying neuralcomponents elicited during each type of task. Healthy adultsubjects completed a visual, non-linguistic SSP taskincorporating an artificial grammar and a visual morpho-syntactic language task. Both tasks were designed to causeviolations in expectations of items occurring in a series.Event-related potentials (ERPs) were used to examine theunderlying neural mechanisms associated with theseexpectancy violations. The results indicated the P3acomponent elicited by the SSP task and the P600 componentelicited by the language task shared similarities in theirtopographic distribution. These preliminary analyses suggestthat the P3a and P600 may reflect processes involvingdetection of sequential violations in non-language andlanguage domains, which is consistent with the idea thatlanguage processing relies on general-purpose SSPmechanisms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Structured Sequence Processing; SequenceLearning; Statistical Learning; Artificial Grammar Learning;Language Processing; Syntax; Event Related Potentials; P3a;P600"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/12z7z2br","frozenauthors":[{"first_name":"Gretchen","middle_name":"N.L.","last_name":"Smith","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Gerardo","middle_name":"E.","last_name":"Valdez","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Anne","middle_name":"M.","last_name":"Walk","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"John","middle_name":"D.","last_name":"Purdy","name_suffix":"","institution":"Saint Louis 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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26313/galley/15949/download/"}]},{"pk":26165,"title":"Exploring the Relationship between Adolescents’Interest in Algebra and Procedural Declines","subtitle":null,"abstract":"Algebra I is considered a gatekeeper course for highereducation, high-paying jobs, and access to STEM careers, yetmany students find themselves struggling to learn algebra.Prior research links intrinsic motivation for learning mathwith mathematics achievement, particularly duringadolescence. The current study measured middle schoolstudents’ interest in algebra and their procedural skills acrossthe span of an algebra unit to determine whether students whoshow declines in algebraic problem-solving also show adecline in a particular type of intrinsic motivation – interest inalgebra. Pre-test and post-test scores were used to categorizeparticipants into those who showed declines in problem-solving skills and those who did not. Of the overall sample (N= 367), a group of 25 students showed declining skills overthe course of the unit. These students also showed significantdeclines in interest in mathematics from pre- to post-test incomparison to students who did not show procedural declines.Our findings support the relationship between performanceand motivation in the classroom, particularly in algebra class.Educational implications are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"algebra; motivation; achievement; proceduralskills; procedural skill decline; education"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5rk7m4jt","frozenauthors":[{"first_name":"Natalie","middle_name":"","last_name":"Corbett","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Julie","middle_name":"","last_name":"Booth","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Christina","middle_name":"","last_name":"Barbieri","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Laura","middle_name":"K.","last_name":"Young","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26165/galley/15801/download/"}]},{"pk":26699,"title":"Exploring the Use of Conversations with Virtual Agents in Assessment Contexts","subtitle":null,"abstract":"Conversations with computer agents can be used to measure skills that may be difficult to accomplish using tra-ditional multiple-choice assessments. In order to achieve natural conversations in this form of assessment, we are exploringissues related to how test-takers interact with computer agents, such as what dialogue moves lead to interpretable responses,the influence of “cognitive characteristics” of computer agents, how should the system adapt to test-taker responses, and howthese interactions impact test-taker emotions and affect. In this presentation we will discuss our current research addressingthese questions, illustrating important dimensions that are involved with designing a conversation space and how each designdecision can impact multiple factors within assessment contexts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rh0c162","frozenauthors":[{"first_name":"Diego","middle_name":"","last_name":"Zapata-Rivera","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"G.","middle_name":"Tanner","last_name":"Jackson","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Irvin","middle_name":"R.","last_name":"Katz","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26699/galley/16335/download/"}]},{"pk":26095,"title":"Expressive faces are remembered with less pictorial fidelity than neutral faces","subtitle":null,"abstract":"A repeated finding in the literature of face recognition is thatexpressive faces are remembered better than neutral faces.However, a better facial-identity recognition may come at acost of a reduced precision with which the pictorial facial fea-tures, irrelevant for identity recognition, are represented inmemory. By means of a continuous-report task, we testedthis hypothesis by measuring the memory precision of ex-pressive and neutral faces. Commensurable face-identity andfacial-expressions variations were generated with the methodof Fechnerian scaling. The results confirm our hypothesis, butonly under conditions of high memory load. We interpret thepresent findings as due to the effects of the categorical pro-cesses required for facial-identity recognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"emotion; faces; continuous-report procedure; vi-sual working memory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1c4022hv","frozenauthors":[{"first_name":"Martina","middle_name":"","last_name":"Lorenzino","name_suffix":"","institution":"University of Florence","department":""},{"first_name":"Giorgio","middle_name":"","last_name":"Gronchi","name_suffix":"","institution":"University of Florence","department":""},{"first_name":"Corrado","middle_name":"","last_name":"Caudek","name_suffix":"","institution":"University of Florence","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26095/galley/15731/download/"}]},{"pk":26322,"title":"Extended Metaphors are Very Persuasive","subtitle":null,"abstract":"Metaphors pervade discussions of critical issues and influ-ence how people reason about these domains. For instance,when crime is a beast, people suggest enforcement-orientedapproaches to crime-reduction (e.g., by augmenting the po-lice force); when crime is a virus, on the other hand, peoplesuggest systemic reforms for the affected community. In thecurrent study, we find that extending metaphoric language intothe descriptions of policy interventions bolsters the persuasiveinfluence of metaphoric frames for an array of important is-sues. When crime is a beast, people are even more likely toendorse “attacking” the problem with harsh enforcement tac-tics; when crime is a virus people are even more likely to toendorse “treating” the problem through social reform.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Metaphor"},{"word":"framing"},{"word":"analogy"},{"word":"Persuasion"},{"word":"politicalpsychology"},{"word":"Reasoning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/73c1q0bg","frozenauthors":[{"first_name":"Paul","middle_name":"H.","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Matias","middle_name":"","last_name":"Berretta","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Peace","middle_name":"","last_name":"Iyiewuare","name_suffix":"","institution":"Oberlin College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26322/galley/15958/download/"}]},{"pk":26756,"title":"Extending the Talmyan Typology: A Macro-event as Event Integration and Grammaticalization","subtitle":null,"abstract":"This article addresses the macro-event, a fundamental concept for the Talmyan two-way typology. It proposes adiachronic aspect of macro-event, an aspect that seems to be under-appreciated or even neglected. It argues that a macro-eventintegrates two simple events through grammaticalization. This hypothesis is supported by the behaviors of directional verbsin Mandarin Chinese in that these forms alone can express almost all five types of macro-events that Talmy analyzed, and thatthese macro-events themselves represent an integration of two simple events, and exhibit various degrees of grammaticalization.This study relates two seemingly unrelated areas of research, i.e. event structure and grammaticalization and provides a newperspective to the Talmyan typological paradigm.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21m3w5f0","frozenauthors":[{"first_name":"Fuyin","middle_name":"","last_name":"Li","name_suffix":"","institution":"Beihang University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26756/galley/16392/download/"}]},{"pk":26304,"title":"Extracting Human Face Similarity Judgments: Pairs or Triplets?","subtitle":null,"abstract":"Two experimental protocols, pairwise rating and triplet rank-ing, have been commonly used for eliciting perceptual similar-ity judgments for faces and other objects. However, there hasbeen little systematic comparison of the two methods. Pairwiserating has the advantage of greater precision, but triplet rank-ing is potentially a cognitive less taxing task, thus resulting inless noisy responses. Here, we introduce several information-theoretic measures of how useful responses from the two pro-tocols are for the purpose of response prediction and parame-ter estimation. Using face similarity data collected on AmazonMechanical Turk, we demonstrate that triplet ranking is signif-icantly better for extracting subject-specific preferences, whilethe two are comparable when pooling across subjects. Whilethe specific conclusions should be interpreted cautiously, dueto the particularly simple Bayesian model for response gener-ation utilized here, the work provides a information-theoreticframework for quantifying how repetitions within and acrosssubjects can help to combat noise in human responses, as wellas giving some insight into the nature of similarity representa-tion and response noise in humans. More generally, this workdemonstrates that substantial noise and inconsistency corruptsimilarity judgments, both within- and across-subjects, withconsequent implications for experimental design and data in-terpretation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"similarity judgment"},{"word":"triplet ranking"},{"word":"pairwise rat-ing"},{"word":"information theory"},{"word":"Bayesian modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bv8j80n","frozenauthors":[{"first_name":"Linjie","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Vicente","middle_name":"","last_name":"Malave","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Song","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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26304/galley/15940/download/"}]},{"pk":26489,"title":"Extraction of Event Roles From Visual Scenes is Rapid, Automatic,\nand Interacts with Higher-Level Visual Processing","subtitle":null,"abstract":"A crucial component of event recognition is understanding the\nroles that people and objects take: did the boy hit the girl, or\ndid the girl hit the boy? We often make these categorizations\nfrom visual input, but even when our attention is otherwise\noccupied, do we automatically analyze the world in terms of\nevent structure? In two experiments, participants made speeded\ngender judgments for a continuous sequence of male-female\ninteraction scenes. Even though gender was orthogonal to\nevent roles (whether the Agent was male or Female, or vice-\nversa), a switching cost was observed when the target\ncharacter’s role reversed from trial to trial, regardless of\nwhether the actors, events, or side of the target character\ndiffered. Crucially, this effect held even when nothing in the\ntask required attention to the relationship between actors. Our\nresults suggest that extraction of event structure in visual\nscenes is a rapid and automatic process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"event roles; thematic roles; event perception;\nvisual perception; switching costs"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32p747vc","frozenauthors":[{"first_name":"Alon","middle_name":"","last_name":"Hafri","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"John","middle_name":"C.","last_name":"Trueswell","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Brent","middle_name":"","last_name":"Strickland","name_suffix":"","institution":"PSL Research University\nInstitute Jean Nicod","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26489/galley/16125/download/"}]},{"pk":26387,"title":"Facilitating Spatial Task Learning in Interactive Multimedia Environments\nWhile Accounting for Individual Differences and Task Difficulty","subtitle":null,"abstract":"Two experiments examined the effects of interactive tutorial\nfeatures (compared to “passive” features) on learning spatial\ntasks, an area seldom explored in interactivity research.\nExperiment 1 results indicated that for simple spatial tasks,\ninteractive tutorials hindered learning for participants of\nhigher spatial ability but improved learning for lower-ability\nparticipants. This interaction can be explained by\n“compensation,” the notion that people of higher ability can\ncompensate for poor external support (passive tutorials) while\npeople of lower ability need the better support. It is likely that\nthe increased cognitive load of interactivity (Kalyuga, 2007)\nhindered high-spatial participants on a relatively easy task. In\nExperiment 2, task difficulty was increased, and the results\nrevealed that the interactive tutorial produced better learning\nthan the passive tutorial, regardless of spatial abilities. With\nthe relatively difficult task, the benefits of interactivity\nbecame clearer because most people actually needed the\ninteractive features despite the associated cognitive load.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"user interactivity; learning technology; spatial\nlearning; multimedia; individual differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4vm5q976","frozenauthors":[{"first_name":"Dar-Wei","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Richard","middle_name":"","last_name":"Catrambone","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26387/galley/16023/download/"}]},{"pk":26166,"title":"Factors Influencing Categorization Strategy in Visual Category Learning","subtitle":null,"abstract":"Studies in visual category learning show that participants usedifferent category generalization strategies. Some studies re-port a preference for a rule-based strategy, while others reporta preference for a similarity-based strategy. We conducted cat-egory learning experiments in which we varied three variables— family resemblance of a category, saliency of the definingrule and presentation of transfer stimulus after a delay. Ourresults show that these factors influence the choice of categorygeneralization strategy. Our study offers a possible explanationfor the divergent results in the literature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual category learning; supervised learning;generalization; family resemblance; defining rule saliency"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44p0j9sw","frozenauthors":[{"first_name":"Sujith","middle_name":"","last_name":"Thomas","name_suffix":"","institution":"Indian Institute of Technology Kanpur","department":""},{"first_name":"Harish","middle_name":"","last_name":"Karnick","name_suffix":"","institution":"Indian Institute of Technology Kanpur","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26166/galley/15802/download/"}]},{"pk":26259,"title":"Feature-based Joint Planning and Norm Learning in Collaborative Games","subtitle":null,"abstract":"People often use norms to coordinate behavior andaccomplish shared goals. But how do people learn andrepresent norms? Here, we formalize the process by whichcollaborating individuals (1) reason about group plans duringinteraction, and (2) use task features to abstractly representnorms. In Experiment 1, we test the assumptions of our modelin a gridworld that requires coordination and contrast it with a“best response” model. In Experiment 2, we use our model totest whether group members’ joint planning relies more onstate features independent of other agents (landmark-basedfeatures) or state features determined by the configuration ofagents (agent-relative features).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"joint intentionality; norms; team reasoning;reinforcement learning; features; computational modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6pt94203","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Ho","name_suffix":"","institution":"Brown University","department":""},{"first_name":"James","middle_name":"","last_name":"MacGlashan","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Amy","middle_name":"","last_name":"Greenwald","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Littman","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Hilliard","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Carl","middle_name":"","last_name":"Trimbach","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Brawner","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Max","middle_name":"","last_name":"Kleiman-Weiner","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Joseph","middle_name":"","last_name":"Austerweil","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26259/galley/15895/download/"}]},{"pk":26576,"title":"Feature distinctiveness in verbs: links between verb distinctiveness, child directedspeech and age of acquisition","subtitle":null,"abstract":"Feature distinctiveness is a measure representing the uniqueness of objects’ features. Previous research found linksbetween noun feature distinctiveness and age of acquisition (i.e. nouns referring to objects with relatively unique featuresare learned earlier). The present work investigates the links between feature distinctiveness and age of acquisition in verbs.Using high-dimensional vector space modelling, noun and verb feature distinctiveness was represented as Manhattan distancebetween word nodes. Both nouns and verbs showed negative correlations between feature distinctiveness and age of acquisition(words of more distinctive objects learned earlier), suggesting a general distinctiveness bias. This effect was stronger for nouns.An investigation of child directed speech (CDS) from the CHILDES corpus showed a correlation between child directed wordfrequency and feature distinctiveness for nouns (featurally distinctive nouns are more common in CDS), but not for verbs. Thepossible link between distinctiveness in CDS and age of acquisition effects is discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/51s4d9jq","frozenauthors":[{"first_name":"Tomas","middle_name":"","last_name":"Engelthaler","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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26576/galley/16212/download/"}]},{"pk":26293,"title":"Feature Overlap in Action Sequence","subtitle":null,"abstract":"This study determined if features of an action plan held in\nworking memory are activated to the same extent (consistent\nwith serial memory theories) or in a gradient (consistent with\ntheories that assume serial order is imposed prior to response\nselection). Two visual events (A and B) occurred in a\nsequence. Participants planned an action (3-finger, key\nsequence) to the first event (Action A) and maintained this\naction in working memory while executing a speeded\nresponse (1-finger key-press) to the second event (Action B).\nAfterwards, participants executed Action A. We manipulated\nwhether Action B overlapped with the first, second or final\nfeature of Action A, and examined the pattern of correct,\nAction B RTs at the different overlap locations by finger\n(index, middle, ring), as well as the error rates of both Action\nA and Action B. Results indicate that 3-finger sequences\nwere not activated equally or in a gradient. Instead, feature\nactivation reflected a serial position curve or a reverse serial\nposition curve dependent on finger.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"feature overlap"},{"word":"cognitive interference"},{"word":"action\nplanning"},{"word":"partial repetition costs"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8s03f258","frozenauthors":[{"first_name":"Alexandra","middle_name":"M.","last_name":"Stubblefield","name_suffix":"","institution":"Washington State University","department":""},{"first_name":"Lisa","middle_name":"R.","last_name":"Fournier","name_suffix":"","institution":"Washington State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26293/galley/15929/download/"}]},{"pk":26658,"title":"Feedback Markers in Mandarin: Tracking Cognitive Status in Conversation","subtitle":null,"abstract":"A key aspect of conversation is the interactive exchange of information and the cooperative discourse process thatfunctions to bring about a mutually satisfactory sharing of information. The encountering of new information gives rise toemotional responses as well as on the certainty and degree of cognitive reorientation to the pre-existing knowledge state. In thisstudy we present our results on prosody and contextual meaning of two feedback markers: “dui” and “oh”, showing that themarker “dui” ‘right’, functions to mark the perceived status of lexical truth and degree of understanding, approval, or agreement,thus acting as an indicator of cognitive understanding to organize topic development through signals of a shared knowledgestate, whereas the marker “oh” acts as an indicator of temporary cognitive difficulty or reorientation of cognitive states, thusproviding the complementary function to “dui” with respect to certainty and uncertainty of information and knowledge statesin discourse.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9c33s2xr","frozenauthors":[{"first_name":"Li-chiung","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Tunghai University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26658/galley/16294/download/"}]},{"pk":26551,"title":"Filling in the gaps: Event segmentation is robust to missing information","subtitle":null,"abstract":"Fluent event processing involves segmenting streaming sensory information into discrete units. Adults and childrenselectively attend to these meaningful moments within event streams, which predicts later memory. In natural environments,however, uninterrupted attention is unlikely. Consequently, some information is missed, including event boundary information.To what extent does missing information alter the attentional dynamics of processing, specifically viewers’ ability to targetremaining boundaries with enhanced attention? Adults advanced at their own pace through slideshows of unfolding activity.Slides were systematically deleted to enable comparison of viewers’ attentional dynamics when specific content was presentversus absent. Average dwelling per slide increased with missing content. However, the attentional dynamics of processingwere unaltered; attention to boundaries displayed comparable enhancement regardless of missing content. Attention modulationduring processing of relatively familiar events appears to be highly robust to missing information. What occurs with more novelevents is an interesting question for future research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5nr9b0gk","frozenauthors":[{"first_name":"Jessica","middle_name":"","last_name":"Kosie","name_suffix":"","institution":"University of Oregon","department":""},{"first_name":"Dare","middle_name":"","last_name":"Baldwin","name_suffix":"","institution":"University of Oregon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26551/galley/16187/download/"}]},{"pk":36032,"title":"Final Draft 4 - Wendy Asplin, Monica F. Jacobe, and Alan S. Kennedy","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hq2s52x","frozenauthors":[{"first_name":"Alexander","middle_name":"T.","last_name":"Ibaraki","name_suffix":"","institution":"Santa Monica College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36032/galley/26884/download/"}]},{"pk":26593,"title":"Finding Clarity Amidst the Clutter: How Parents Name Objects","subtitle":null,"abstract":"A core issue in the study of word learning is understanding how beginning learners cope with referential ambiguityin the clutter of natural learning environments, and how parents may help them find the referent in that clutter. Here we ask howsensitive parents are in taking advantage of optimal visual moments where a single object is visually large in view to providelinguistic labels for their infants. Using a mini-head camera, we recorded parent-child free play interactions and studied theparent naming events for 12 and 30 month old children from the infant-perspective in a context of high clutter (30 objectsdumped on the floor). Despite the cluttered context, parents and infants frequently created infant-perspective scenes in whichone object was visually singled out. At both age levels, parents named objects in these moments of visual clarity and almostnever named objects in sub-optimal moments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9fj29732","frozenauthors":[{"first_name":"Charlene","middle_name":"","last_name":"Tay","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Linda","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26593/galley/16229/download/"}]},{"pk":26718,"title":"Finger Gnosis Predicts Children’s Numeracy, Despite Controlling forVisuo-Spatial Memory","subtitle":null,"abstract":"Finger gnosis, the ability to mentally represent one’s fingers, predicts numeracy in children (Penner-Wilger et al.,2007, 2009) and adults (Penner-Wilger et al., 2014, 2015). It has been argued that the relation may reflect visuo-spatial memory,rather than finger gnosis ability per se. This rival hypothesis was not supported in adults (Penner-Wilger et al., 2015), but herewe examined it in children, using both a novel set of Grade 1 participants (N = 119) and a separate set previously reportedon (Penner-Wilger et al., 2007, 2009; N=146). In multiple regressions, for each set of participants, finger gnosis significantlypredicted numeracy skills, measured using the KeyMath Numeration subtest. Moreover, the relation between finger gnosis andnumeracy held for both sets of participants, despite controlling for visuo-spatial memory, measured using a Corsi-block test.These findings suggest that the relation between finger gnosis and numeracy is robust and does not reflect visuo-spatial memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1st5g77n","frozenauthors":[{"first_name":"Marcie","middle_name":"","last_name":"Penner-Wilger","name_suffix":"","institution":"King’s University College at Western University","department":""},{"first_name":"Sheri-Lynn","middle_name":"","last_name":"Skwarchuk","name_suffix":"","institution":"University of Winnipeg","department":""},{"first_name":"Carla","middle_name":"","last_name":"Sowinski","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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26718/galley/16354/download/"}]},{"pk":26505,"title":"First things first? Top-down influences on event apprehension","subtitle":null,"abstract":"Not much is known about event apprehension, the earliest\nstage of information processing in elicited language\nproduction studies, using pictorial stimuli. A reason for our\nlack of knowledge on this process is that apprehension\nhappens very rapidly (<350 ms after stimulus onset, Griffin &\nBock 2000), making it difficult to measure the process\ndirectly. To broaden our understanding of apprehension, we\nanalyzed landing positions and onset latencies of first\nfixations on visual stimuli (pictures of real-world events)\ngiven short stimulus presentation times, presupposing that the\nfirst fixation directly results from information processing\nduring apprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"apprehension"},{"word":"visual attention"},{"word":"event construal"},{"word":"Language Production"},{"word":"cross-linguistic analyses"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2871b1gc","frozenauthors":[{"first_name":"Johannes","middle_name":"","last_name":"Gerwien","name_suffix":"","institution":"Heidelberg University","department":""},{"first_name":"Monique","middle_name":"","last_name":"Flecken","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26505/galley/16141/download/"}]},{"pk":26711,"title":"Forming spatial habits in the wild: Examining stabilization in classroom seatingarrangements","subtitle":null,"abstract":"Previous research suggests that individuals tend to form spatial habits (i.e., placing objects in consistent locations inspace) when interacting with objects in the environment (Zhu & Risko, in press). However, it remains unclear how such spatialhabits develop over time. One hypothesis suggests that spatial habit formation may involve a process of stabilization wherebyindividuals’ spatial behaviour becomes progressively fixed over time. We examined this hypothesis by tracking students’ seatingbehaviour in a classroom over the course of 12 weeks. Although individuals’ overall seating choice tended to cluster near wherethey initially sat, we did not find evidence that seating behaviour stabilized over time. However, a significant curvilinear relationwas found between seating choice and time such that seating choice near the beginning and end of the 12-week period weremore varied than those in the middle. Implications of this study for understanding spatial habit formation will be discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sm373v7","frozenauthors":[{"first_name":"Mona","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Evan","middle_name":"","last_name":"Risko","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26711/galley/16347/download/"}]},{"pk":26325,"title":"Fractal Scaling and Implicit Bias: A Conceptual Replication of Correll (2008)","subtitle":null,"abstract":"A racial priming article claimed that, relative to a controlcondition, an exotic variety of variability, called 1/ƒ noise, isaltered when stereotypes impact participants’ judgments in animplicit prejudice task (Correll, 2008). However, Madurskiand LeBel (2014) recently described two powerful, faithfullycloned, and apparently decisive studies that each failed toreturn a successful literal replication of Correll’s report.Madurski and LeBel outlined and subsequently eliminatedseveral potential extraneous reasons for their replicationfailures, such as different participant demographics,participant non-compliance, poor psychometrics, andhardware discrepancies. By contrast, this article reports asuccessful conceptual replication of the pattern reported byCorrell (cf. Schmidt, 2009). Notably, this conceptualreplication required adjustments to Correll’s original methodand statistical analyses. All the changes were dictated by asystems theory of 1/ƒ noise that was largely in place prior toCorrell’s report (Kello, Beltz, Holden, & Van Orden, 2007;Van Orden, Holden, & Turvey, 2003; 2005). Implications forthe replication debate are discussed, with emphasis oncontextualizing implicit cues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"1/ƒ noise; prejudice; response time; replication;complexity science"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/69v6q00c","frozenauthors":[{"first_name":"Mary","middle_name":"Jean","last_name":"Amon","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"John","middle_name":"G.","last_name":"Holden","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26325/galley/15961/download/"}]},{"pk":26549,"title":"Free-form response vs. yes/no-question methodologies in the study of humanreasoning","subtitle":null,"abstract":"There are two widespread strategies for testing experimentally whether a conclusion follows naively from a sequenceof premises. The free-form response strategy (FFR) presents participants with the premises and asks them “what, if anything,follows?” In the simplest case, participants’ responses are coded as to whether they made the predicted inference. On the yes/noquestion strategy (YNQ), after presenting the premises, the researcher puts forth a sentence C and asks whether C follows fromthe premises.We compare the two methodologies with respect to six types of fallacious problems involving propositional connectives fromthe mental-models literature, to address the question of whether the methodologies are equally valid. We found that the twomethodologies overwhelmingly yield identical results. Interestingly, the exceptions we found show that in some cases FFR failsto detect an attractive fallacious conclusion that can be reliably probed with YNQ.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9rn3v9tw","frozenauthors":[{"first_name":"Salvador","middle_name":"","last_name":"Mascarenhas","name_suffix":"","institution":"St Catherine’s College","department":""},{"first_name":"Philipp","middle_name":"","last_name":"Koralus","name_suffix":"","institution":"St Catherine’s College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26549/galley/16185/download/"}]},{"pk":26584,"title":"From computation to automization: How practice alters initial neural response tofamiliar arithmetic problems","subtitle":null,"abstract":"Building and validating models of skill acquisition that explain speedup effects has been limited by difficulty dis-tinguishing quickly executed cognitive processes (e.g. Anderson, 1982; Logan, 1988; Rickard, 1997). In this experiment,magnetoencephalography (MEG) data are collected from participants solving a repeated math problem set. We use MEG signalto test the three-phase model of skill acquisition that describes the transition from problem-solving strategies of computation,to retrieval, to an automatic stimulus-response process (Fitts & Posner, 1967). We hypothesize that the processes of familiarityand recollection are early features that distinguish the three phases of skill acquisition. Analyzing event-related fields, we testtwo predictions. First, early frontal activation (akin to the FN400 old-new effect of ERP studies) should diminish in strengthwith each successive phase transition. Second, parietal activation (corresponding to the ERP P600 old-new effect) should bepresent in the second phase, but not in the first or last phase.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5352z1tx","frozenauthors":[{"first_name":"Caitlin","middle_name":"","last_name":"Tenison","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26584/galley/16220/download/"}]},{"pk":26198,"title":"From embodied metaphors to metaphoric gestures","subtitle":null,"abstract":"Humans turn abstract referents and discourse structuresinto gesture using metaphors. The semantic relation be-tween abstract communicative intentions and their phys-ical realization in gesture is a question that has not beenfully addressed. Our hypothesis is that a limited set ofprimary metaphors and image schemas underlies a widerange of gestures. Our analysis of a video corpus sup-ports this view: over 90% of the gestures in the corpus arestructured by image schemas via a limited set of primarymetaphors. This analysis informs the extension of a com-putational model that grounds various communicative in-tentions to a physical, embodied context, using those pri-mary metaphors and image schemas. This model is usedto generate gesture performances for virtual characters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"embodied cognition; gesture; metaphor;nonverbal behavior; human-computer interaction"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4w03x8cs","frozenauthors":[{"first_name":"Margot","middle_name":"","last_name":"Lhommet","name_suffix":"","institution":"Northeastern University","department":""},{"first_name":"Stacy","middle_name":"","last_name":"Marsella","name_suffix":"","institution":"Northeastern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26198/galley/15834/download/"}]},{"pk":26520,"title":"From low to high cognition: A multi-level model of behavioral control in theprimate brain","subtitle":null,"abstract":"The basic cognitive architecture of the human brain remainsunknown. However, there is evidence for the existence ofdistinct behavioral control systems shared by humans andnonhumans; and there is further evidence pointing to distincthigher-level problem solving systems shared by humans andother primates. To clarify the nature of these proposedsystems and examine how they may interact in the brain, wepresent a four-level model of the primate brain and compareits performance to three other brain models in the face of achallenging foraging problem (i.e., with transparent, and thus,invisible barriers). In all manipulations (e.g., size of problemspace, number of obstacles), our model never performed thebest outright; however, it was always among the best,appearing to be a jack-of-all-trades. Thus, the virtues of ourprimate brain lie not only in the heights of thinking it canreach, but also in its range and versatility.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive control; cognitive architecture;reinforcement learning; creativity; agency; concept formation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9957z5qw","frozenauthors":[{"first_name":"Jerald","middle_name":"D.","last_name":"Kralik","name_suffix":"","institution":"Dartmouth College","department":""},{"first_name":"Dongqing","middle_name":"","last_name":"Shi","name_suffix":"","institution":"Dartmouth College","department":""},{"first_name":"Omar","middle_name":"A.","last_name":"El-Shroa","name_suffix":"","institution":"Dartmouth College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26520/galley/16156/download/"}]},{"pk":26348,"title":"From uh-oh to tomorrow Predicting age of acquisition for early words across languages","subtitle":null,"abstract":"Why do children learn some words earlier than others? Reg-ularities and differences in the age of acquisition for wordsacross languages yield insights regarding the mechanismsguiding word learning. In a large-scale corpus analysis,we estimate the ages at which 9,200 children learn 300-400words in seven languages, predicting them on the basis ofindependently-derived linguistic, environmental, and concep-tual factors. Predictors were surprisingly consistent across lan-guages, but varied across development and as a function oflexical category (e.g., concreteness predicted nouns while lin-guistic structure predicted function words). By leveraging dataat a significantly larger scale than previous work, our analyseshighlight the power that emerges from unifying previously dis-parate theories, but also reveal the amount of reliable variationthat still remains unexplained.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; word learning; development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sn4p5f9","frozenauthors":[{"first_name":"Mika","middle_name":"","last_name":"Braginsky","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Virginia","middle_name":"A.","last_name":"Marchman","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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26348/galley/15984/download/"}]},{"pk":26434,"title":"From Words to Behaviour via Semantic Networks","subtitle":null,"abstract":"The contents and structure of semantic networks have\nbeen the focus of much recent research, with major\nadvances in the development of distributional models. In\nparallel, connectionist modeling has extended our\nknowledge of the processes engaged in semantic\nactivation. However, these two lines of investigation have\nrarely brought together. Here, starting from a standard\ntextual model of semantics, we allow activation to spread\nthroughout its associated semantic network, as dictated by\nthe patterns of semantic similarity between words. We\nfind that the activation profile of the network, measured\nat various time points, can successfully account for\nresponse times in the lexical decision task, as well as for\nsubjective concreteness and imageability ratings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"computational modelling; semantic networks; text\ncorpora; lexical decision; concreteness; imageability"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3pk6z7xb","frozenauthors":[{"first_name":"Armand","middle_name":"","last_name":"Rotaru","name_suffix":"","institution":"University College London","department":""},{"first_name":"Gabriella","middle_name":"","last_name":"Vigliocco","name_suffix":"","institution":"University College London","department":""},{"first_name":"Stefan","middle_name":"","last_name":"Frank","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26434/galley/16070/download/"}]},{"pk":26060,"title":"Full Day Tutorial on Quantum Models of Cognition and Decision","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"classical information processing; quantuminformation processing; logic and mathematicalfoundation; Bayesian probability; quantum probability;Markov and quantum processes; decision making;quantum entan"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1xz2s02n","frozenauthors":[{"first_name":"Jennifer","middle_name":"S.","last_name":"Trueblood","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"James","middle_name":"M.","last_name":"Yearsley","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Peter","middle_name":"","last_name":"Kvam","name_suffix":"","institution":"Michigan State University","department":""},{"first_name":"Zheng","middle_name":"(Joyce)","last_name":"Wang","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Jerome","middle_name":"R.","last_name":"Busemeyer","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26060/galley/15696/download/"}]},{"pk":26153,"title":"Fuse to be used: A weak cue’s guide to attracting attention","subtitle":null,"abstract":"Several studies examined cue competition in human learning\nby testing learners on a combination of conflicting cues\nrooting for different outcomes, with each cue perfectly\npredicting its outcome. A common result has been that\nlearners faced with cue conflict choose the outcome\nassociated with the rare cue (the Inverse Base Rate Effect,\nIBRE). Here, we investigate cue competition including IBRE\nwith sentences containing cues to meanings in a visual world.\nWe do not observe IBRE. Instead we find that position in the\nsentence strongly influences cue salience. Faced with conflict\nbetween an initial cue and a non-initial cue, learners choose\nthe outcome associated with the initial cue, whether frequent\nor rare. However, a frequent configuration of non-initial cues\nthat are not sufficiently salient on their own can overcome a\ncompeting salient initial cue rooting for a different meaning.\nThis provides a possible explanation for certain recurring\npatterns in language change.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Frequency; Inverse base rate effect; configural\nlearning; Artificial language learning; cue salience; selective\nattention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64x4x9ms","frozenauthors":[{"first_name":"Zara","middle_name":"","last_name":"Harmon","name_suffix":"","institution":"University of Oregon","department":""},{"first_name":"Vsevolod","middle_name":"","last_name":"Kapatsinski","name_suffix":"","institution":"University of Oregon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26153/galley/15789/download/"}]},{"pk":26270,"title":"Gender Differences in the Effect of Impatience on Men and Women’sTiming Decisions","subtitle":null,"abstract":"Decisions over the timing of actions are critical in severalsafety, security and healthcare scenarios. These decisions, sim-ilar to discrete decisions, can be influenced by biases and in-dividual traits. In this paper, a bias of impatience is studiedin an experiment with 626 participants, with a focus on gen-der differences. Impatience was moderated with a manipula-tion of a variable-speed countdown. Men and women differedin how they expressed impatience. While men systematicallyand irrationally act earlier when become impatient followingthe slower countdowns, women react by irrationally request-ing earlier information about the outcome of each trial, andimpulsively pressing an inactive key.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"impatience; gender differences; decision-making;timing decisions; women; men"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74w4w0r5","frozenauthors":[{"first_name":"Moojan","middle_name":"","last_name":"Ghafurian","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"David","middle_name":"","last_name":"Reitter","name_suffix":"","institution":"The Pennsylvania State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26270/galley/15906/download/"}]},{"pk":26677,"title":"Gender Differences in the Effect of Impatience on Men and Women’sTiming Decisions","subtitle":null,"abstract":"Decisions over the timing of actions are critical in severalsafety, security and healthcare scenarios. These decisions, sim-ilar to discrete decisions, can be influenced by biases and in-dividual traits. In this paper, a bias of impatience is studiedin an experiment with 626 participants, with a focus on gen-der differences. Impatience was moderated with a manipula-tion of a variable-speed countdown. Men and women differedin how they expressed impatience. While men systematicallyand irrationally act earlier when become impatient followingthe slower countdowns, women react by irrationally request-ing earlier information about the outcome of each trial, andimpulsively pressing an inactive key.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"impatience; gender differences; decision-making;timing decisions; women; men"}],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/77b7j3j2","frozenauthors":[{"first_name":"Moojan","middle_name":"","last_name":"Ghafurian","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"David","middle_name":"","last_name":"Reitter","name_suffix":"","institution":"The Pennsylvania State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26677/galley/16313/download/"}]},{"pk":26263,"title":"Generalisable patterns of gesture distinguish semantic categories in communicationwithout language","subtitle":null,"abstract":"There is a long-standing assumption that gestural forms aregeared by a set of modes of representation (acting,representing, drawing, moulding) with each techniqueexpressing speakers’ focus of attention on specific aspects ofreferents (Müller, 2013). Beyond different taxonomiesdescribing the modes of representation, it remains unclearwhat factors motivate certain depicting techniques overothers. Results from a pantomime generation task show thatpantomimes are not entirely idiosyncratic but rather followgeneralisable patterns constrained by their semantic category.We show that a) specific modes of representations arepreferred for certain objects (acting for manipulable objectsand drawing for non-manipulable objects); and b) that use andordering of deictics and modes of representation operate intandem to distinguish between semantically related concepts(e.g., “to drink” vs “mug”). This study provides yet moreevidence that our ability to communicate through silentgesture reveals systematic ways to describe events and objectsaround us.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pantomime"},{"word":"Gesture"},{"word":"action/object distinction"},{"word":"modes of representation"},{"word":"iconicity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4r17f0vk","frozenauthors":[{"first_name":"Gerardo","middle_name":"","last_name":"Ortega","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Aslı","middle_name":"","last_name":"Özyürek","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26263/galley/15899/download/"}]},{"pk":26462,"title":"Generalization of within-category feature correlations","subtitle":null,"abstract":"Theoretical and empirical work in the field of classificationlearning is centered on a ‘reference point’ view, where learn-ers are thought to represent categories in terms of stored pointsin psychological space (e.g., prototypes, exemplars, clusters).Reference point representations fully specify how regions ofpsychological space are associated with class labels, but theydo not contain information about how features relate to oneanother (within- class or otherwise). We present a novel exper-iment suggesting human learners acquire knowledge of within-class feature correlations and use this knowledge during gen-eralization. Our methods conform strictly to the traditional ar-tificial classification learning paradigm, and our results can-not be explained by any prominent reference point model (i.e.,GCM, ALCOVE). An alternative to the reference point frame-work (DIVA) provides a strong account of the observed perfor-mance. We additionally describe preliminary work on a noveldiscriminative clustering model that also explains our results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"categorization; generalization; formal modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0km3q540","frozenauthors":[{"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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26462/galley/16098/download/"}]},{"pk":26351,"title":"General Mechanisms Underlying Language and Spatial Cognitive Development","subtitle":null,"abstract":"Previous research showed that children’s spatial language\nproduction predicts their spatial skills, but the mechanisms\nunderlying this relation remain a source of debate. This study\nexamined whether 4-year-olds’ spatial skills were predicted by\ntheir attention to task-relevant information—in tasks that\nemphasize either memory or language—above and beyond\ntheir spatial word production. Children completed three types\nof tasks: (1) a memory task assessing attention to task-relevant\ncolor, size, and location cues; (2) a production task assessing\nadaptive use of language to describe scenes, varying in color,\nsize, and location; and (3) spatial tasks. After controlling for\nage, gender, and vocabulary, children’s spatial skills were\nsignificantly predicted by their memory for task-relevant cues,\nabove and beyond their task-related language production and\nadaptive use of language. These findings suggest that attending\nto relevant information is a process supporting spatial skill\nacquisition and underlies the relation between language and\nspatial cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"spatial cognition; short-term memory; language\nproduction; cognitive development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5s7380dz","frozenauthors":[{"first_name":"Hilary","middle_name":"E.","last_name":"Miller","name_suffix":"","institution":"University of Wisconsin","department":""},{"first_name":"Vanessa","middle_name":"R.","last_name":"Simmering","name_suffix":"","institution":"University of Wisconsin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26351/galley/15987/download/"}]},{"pk":26664,"title":"Generating Predictions Non-consciously: Evidence from Invisible Motion with andwithout Obstacles","subtitle":null,"abstract":"Previous research has established that conscious stimuli can lead to non-conscious predictions. Yet, it also suggeststhat conscious awareness of stimuli is a necessary condition for using them in predictions. We use subliminal movement – withand without obstacles – to examine predictions from subliminal stimuli. In four experiments, a moving object was masked withcontinuous flash suppression. After the object had stopped moving, a conscious probe appeared in a location that was eitherconsistent with the movement or not. In the first three experiments the movement was linear, and non-conscious predictionswere based on both direction and speed of movement. In Experiment 4, the moving object collided with an obstacle. Responsetimes revealed predictions on the deflection route. We thus conclude that humans can use dynamic subliminal information togenerate active predictions about the future","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13h7m439","frozenauthors":[{"first_name":"Ariel","middle_name":"","last_name":"Goldstein","name_suffix":"","institution":"Hebrew university","department":""},{"first_name":"Ido","middle_name":"","last_name":"Rivlin","name_suffix":"","institution":"Hebrew university","department":""},{"first_name":"Ran","middle_name":"","last_name":"Hassin","name_suffix":"","institution":"Hebrew university","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26664/galley/16300/download/"}]},{"pk":26249,"title":"Geometric representations of evidence in models of decision-making","subtitle":null,"abstract":"Traditionally, models of the decision-making process have fo-cused on the case where a decision-maker must choose be-tween two alternatives. The most successful of these, sequen-tial sampling models, have been extended from the binary caseto account for choices and response times between multiplealternatives. In this paper, I present a geometric representa-tion of diffusion and accumulator models of multiple-choicedecisions, and show how these can be analyzed as Markovprocesses on lattices. I then introduce psychological relation-ships between choice alternatives and show how this impactsthe sequential sampling process. I conclude with two examplesshowing how one can predict distributions of responses on acontinuum as well as response times by incorporating psycho-logical representations into a multi-dimensional random walkdiffusion process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"random walk; decision making; evidence accumu-lation; multi-alternative; continuous response"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01z86463","frozenauthors":[{"first_name":"Peter","middle_name":"D.","last_name":"Kvam","name_suffix":"","institution":"Michigan State University","department":""},{"first_name":"Luis","middle_name":"H.","last_name":"Favela","name_suffix":"","institution":"University of Central Florida","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26249/galley/15885/download/"}]},{"pk":26182,"title":"Gesture reveals spatial analogies during complex relational reasoning","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analogy; relational reasoning; gesture; complexsystems; spatial cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2q95h04n","frozenauthors":[{"first_name":"Kensy","middle_name":"","last_name":"Cooperrider","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Susan","middle_name":"","last_name":"Goldin-Meadow","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26182/galley/15818/download/"}]},{"pk":26295,"title":"Gibson's Reasons for Realism and Gibsonian Reasons for Anti-Realism:An Ecological Approach to Model-Based Reasoning in Science","subtitle":null,"abstract":"Representational views of the mind traditionally face askeptical challenge on perceptual knowledge: if ourexperience of the world is mediated by representations builtupon perceptual inputs, how can we be certain that ourrepresentations are accurate and our perceptual apparatusreliable? J. J. Gibson's ecological approach provides analternative framework, according to which direct perceptionof affordances does away with the need to posit internalmental representations as intermediary steps betweenperceptual input and behavioral output. Gibson accordinglyspoke of his framework as providing “reasons for realism.” Inthis paper I suggest that, granting Gibson his reasons forperceptual realism, the Gibsonian framework motivates anti-realism when it comes to scientific theorizing and modeling.If scientists are Gibsonian perceivers, then it makes sense totake their use of models in indirect investigations of real-world phenomena not as representations of the phenomena,but rather as autonomous tools with their own affordances.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"perception; ecological psychology; affordances;representation; philosophy of science; scientific modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8dw795v7","frozenauthors":[{"first_name":"Guilherme","middle_name":"Sanches de","last_name":"Oliveira","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26295/galley/15931/download/"}]},{"pk":26493,"title":"Grammatical Bracketing Determines Learning of Non-adjacent Dependencies","subtitle":null,"abstract":"Grammatical dependencies often involve elements that\nare not adjacent. However, most experiments in which\nnon-adjacent dependencies are learned bracketed the\ndependent material with pauses, which is not how\ndependencies appear in natural language. Here we\nreport successful learning of embedded NAD without\npause bracketing. Instead, we induce learners to\ncompute structure in an artificial language by entraining\nthem through processing English sentences. We also\nfound that learning becomes difficult when grammatical\nentrainment causes learners to compute boundaries that\nare misaligned with NAD structures. In sum, we\ndemonstrated that grammatical entrainment can induce\nboundaries that can carry over to reveal structures in\nnovel language materials, and this effect can be used to\ninduce learning of non-adjacent dependencies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"non-adjacent dependency learning;\ngrammatical entrainment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5n29447m","frozenauthors":[{"first_name":"Felix","middle_name":"Hao","last_name":"Wang","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Jason","middle_name":"","last_name":"Zevin","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Toby","middle_name":"","last_name":"Mintz","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26493/galley/16129/download/"}]},{"pk":26308,"title":"Grammatical gender affects odor cognition","subtitle":null,"abstract":"Language interacts with olfaction in exceptional ways.\nOlfaction is believed to be weakly linked with language, as\ndemonstrated by our poor odor naming ability, yet olfaction\nseems to be particularly susceptible to linguistic descriptions.\nWe tested the boundaries of the influence of language on\nolfaction by focusing on a non-lexical aspect of language\n(grammatical gender). We manipulated the grammatical\ngender of fragrance descriptions to test whether the\ncongruence with fragrance gender would affect the way\nfragrances were perceived and remembered. Native French\nand German speakers read descriptions of fragrances\ncontaining ingredients with feminine or masculine\ngrammatical gender, and then smelled masculine or feminine\nfragrances and rated them on a number of dimensions (e.g.,\npleasantness). Participants then completed an odor recognition\ntest. Fragrances were remembered better when presented with\ndescriptions whose grammatical gender matched the gender of\nthe fragrance. Overall, results suggest grammatical\nmanipulations of odor descriptions can affect odor cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"olfaction; odor memory; grammatical gender;\nlinguistic relativity; French; German"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hj9621q","frozenauthors":[{"first_name":"Laura","middle_name":"J.","last_name":"Speed","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Asifa","middle_name":"","last_name":"Majid","name_suffix":"","institution":"Radboud University, Max Planck Institute for Psycholinguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26308/galley/15944/download/"}]},{"pk":26428,"title":"Grounded Distributional Semantics for Abstract Words","subtitle":null,"abstract":"Since Harnad (1990) pointed out the symbol grounding prob-lem, cognitive science research has demonstrated that ground-ing in perceptual or sensorimotor experience is crucial to lan-guage. Recent embodied cognition theories have argued thatlanguage is more important for grounding abstract than con-crete words; abstract words are grounded via language. Dis-tributional semantics has recently addressed the embodied na-ture of language and proposed multimodal semantic models.However, these models are not cognitively plausible becausethey do not address the recent embodiment view of abstractconcepts. Therefore, we propose a novel multimodal distribu-tional semantics in which abstract words are represented indi-rectly through grounded representations of their semanticallyrelated concrete words. A simulation experiment demonstratedthat the proposed model achieved better performance in com-puting the word similarity than other multimodal or text-baseddistributional models. This finding suggests that the indirectembodiment view is plausible and contributes to the improve-ment of multimodal distributional semantics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2682c1fd","frozenauthors":[{"first_name":"Katsumi","middle_name":"","last_name":"Takano","name_suffix":"","institution":"The University of Electro-Communications1-5-1","department":""},{"first_name":"Akira","middle_name":"","last_name":"Utsumi","name_suffix":"","institution":"The University of Electro-Communications1-5-1","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26428/galley/16064/download/"}]},{"pk":36038,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0bx7z735","frozenauthors":[{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36038/galley/26890/download/"}]},{"pk":36023,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/530644md","frozenauthors":[{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36023/galley/26875/download/"}]},{"pk":26560,"title":"Handedness and Mathematics: Toward a More Comprehensive Model","subtitle":null,"abstract":"The relationship between handedness and mathematical abilities is controversial. Whilst some researchers haveclaimed that left-handers are gifted in mathematics and strong right-handers perform the worst in mathematical tasks, it hasbeen more recently proposed that mixed-handers are actually the most disadvantaged group. To disentangle these discrepancies,we conducted five experiments in several Italian schools (total participants: N = 2,308) involving students of different ages(6 to 17 years) and a range of mathematical tasks. The results showed that (a) the percentage of variance in mathematicsscores explained by handedness was moderate (about 5%) but statistically significant, and (b) the shape of the relationshipbetween handedness and mathematical ability depended on age, task, and gender. We concluded that the different outcomesreported in the literature probably reflected the dissimilarities between the studies about the above variables. Therefore, a morecomprehensive model is needed, which explains how these variables interact.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rx0f4r7","frozenauthors":[{"first_name":"Giovanni","middle_name":"","last_name":"Sala","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Martina","middle_name":"","last_name":"Bolognese","name_suffix":"","institution":"University of Milan","department":""},{"first_name":"Giulia","middle_name":"","last_name":"Barsuola","name_suffix":"","institution":"University of Milan","department":""},{"first_name":"Michela","middle_name":"","last_name":"Signorelli","name_suffix":"","institution":"University of Milan","department":""},{"first_name":"Fernand","middle_name":"","last_name":"Gobet","name_suffix":"","institution":"University of Liverpool","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26560/galley/16196/download/"}]},{"pk":26412,"title":"Helping people make better decisions using optimal gamification","subtitle":null,"abstract":"Game elements like points and levels are a popular tool tonudge and engage students and customers. Yet, no theory cantell us which incentive structures work and how to design them.Here we connect the practice of gamification to the theory ofreward shaping in reinforcement learning. We leverage thisconnection to develop a method for designing effective incen-tive structures and delineating when gamification will succeedfrom when it will fail. We evaluate our method in two behav-ioral experiments. The results of the first experiment demon-strate that incentive structures designed by our method helppeople make better, less short-sighted decisions and avoid thepitfalls of less principled approaches. The results of the sec-ond experiment illustrate that such incentive structures can beeffectively implemented using game elements like points andbadges. These results suggest that our method provides a prin-cipled way to leverage gamification to help people make betterdecisions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Gamification; Decision-Making; Bounded Ratio-nality; Reinforcement Learning; Decision-Support"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0p41z73s","frozenauthors":[{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"University of California at Berkeley","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"University of California at Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26412/galley/16048/download/"}]},{"pk":26555,"title":"Heuristics in exploration: Distributional information is selectively used for activelearning","subtitle":null,"abstract":"Everyday decision-making is filled with choices about what to act on, with outcomes playing a critical role in learn-ing. Information gain is oft cited as a valuable approach to maximize potential learning, but its computation is costly. It entailsevaluating the probability of multiple outcomes given any possible action, and then considering the degree of belief-change overall possibilities. Given the computational complexity of this evaluation, it becomes important to ask whether learners employcues to information gain; are there heuristics that drive choice in active learning? Our experiments ask participants to choosebetween two options (varying in distributional characteristics) in either a “learning-condition” or “collecting-condition”. Ourresults suggest that adults are sensitive to cues (e.g. variance) that tend to correlate with information gain. These cues areonly favored in learning-goal contexts, suggesting that certain distributional qualities are not always appealing, but rather areselectively-employed heuristics towards information gain.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/91m9h069","frozenauthors":[{"first_name":"Elizabeth","middle_name":"","last_name":"Lapidow","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26555/galley/16191/download/"}]},{"pk":26637,"title":"“He will try to learn it because he doesn’t know it.” Young children’sunderstanding of learning based on their knowledge states","subtitle":null,"abstract":"If we already know how to tie our shoelaces, it should not be necessary to learn again. When somebody shows youhow to tie them, if you already know how, you may not regard the person as a source of knowledge. Do preschoolers understandthe role of learner’s knowledge states in learning the same way? The current study, with seventy-two 3- to 5-year-olds, testedpreschoolers’ understanding of learning. Children listened to three teaching stories that a peer tries to teach a knowledgeable,neutral, or ignorant child something, and three not-teaching stories that a knowledgeable, neutral or ignorant child accidentlysees the peer do that same thing. We asked if the child would try to learn from the peer, and whether s/he really learned theknowledge from the peer. Results showed an age change in understanding of learning intention and source of knowledge.Relevance to children’s theory of mind is discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9qf6n122","frozenauthors":[{"first_name":"Jeein","middle_name":"","last_name":"Jeong","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Douglas","middle_name":"","last_name":"Frye","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26637/galley/16273/download/"}]},{"pk":26239,"title":"Hidden Markov Modeling of eye movements with image information leads to betterdiscovery of regions of interest","subtitle":null,"abstract":"Hidden Markov models (HMM) can describe the spatial andtemporal characteristics of eye-tracking recordings incognitive tasks. Here, we introduce a new HMM approach.We developed HMMs based on fixation locations and we alsoused image information as an input feature. We demonstratethe benefits of the newly proposed model in a facerecognition study wherein an HMM was developed for everysubject. Discovery of regions of interest on facial stimuli isimproved as compared with earlier approaches. Moreover,clustering of the newly developed HMMs lead to very distinctgroups. The newly developed approach also allowsreconstructing image information at each fixation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Eye-tracking; Face Recognition; Hidden MarkovModel; Machine Learning;"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1sm8608t","frozenauthors":[{"first_name":"Stephan","middle_name":"","last_name":"Brueggemann","name_suffix":"","institution":"The University of Hong Kong","department":""},{"first_name":"Antoni","middle_name":"B.","last_name":"Chan","name_suffix":"","institution":"City University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"H.","last_name":"Hsiao","name_suffix":"","institution":"The University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26239/galley/15875/download/"}]},{"pk":26074,"title":"Higher-Level Goals in the Processing of Human Action Events","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"human action; goals; goal hierarchies; memory;\ncognitive development; prediction"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1jb7b59v","frozenauthors":[{"first_name":"Michelle","middle_name":"L.","last_name":"Eisenberg","name_suffix":"","institution":"Washington University in St. Louis","department":""},{"first_name":"Jeffrey","middle_name":"M.","last_name":"Zacks","name_suffix":"","institution":"Washington University in St. Louis","department":""},{"first_name":"Shaney","middle_name":"","last_name":"Flores","name_suffix":"","institution":"Washington University in St. Louis","department":""},{"first_name":"Lauren","middle_name":"H.","last_name":"Howard","name_suffix":"","institution":"Franklin & Marshall College","department":""},{"first_name":"Amanda","middle_name":"L.","last_name":"Woodward","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Jeff","middle_name":"","last_name":"Loucks","name_suffix":"","institution":"University of Regina","department":""},{"first_name":"Andrew","middle_name":"N.","last_name":"Meltzoff","name_suffix":"","institution":"University of Washington","department":""},{"first_name":"Richard","middle_name":"P.","last_name":"Cooper","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26074/galley/15710/download/"}]},{"pk":26683,"title":"Historical Semantics of Risk","subtitle":null,"abstract":"The key insight in this work is that the events people associate with risk is under systematic change over the past200 years. Leveraging Latent Dirichlet Allocation (Topics Modeling) and the Google Ngram Corpus, we identified historicaland newly-emerging events associated with risk and tracked their relevance over time. We also computed the probability ofrisk co-occurring with words associated with those identified events to capture a more accurate trend. Several highlights ofthe findings include: attention on risk has been spreading from one general domain (about losing life and war/battle) to a setof wider, more specific events and activities such as cancer, sex, HIV, smoke, and finance; in addition, the concept of risk hasrecently become more differentiated, incorporating both cost and benefits, long and short-term consequences. This approachcould be extended to study semantic history of a number of other concepts of interest.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0bm5z6hn","frozenauthors":[{"first_name":"Ying","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Hills","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Ralph","middle_name":"","last_name":"Hertwig","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26683/galley/16319/download/"}]},{"pk":26309,"title":"How Different Frames of Reference Interact: A Neural Network Model","subtitle":null,"abstract":"It has been argued that people use multiple frames of\nreference (FORs) for representing and updating spatial\nrelationships between objects in a complex environment.\nWhen there are conflicts among representations of multiple\nFORs, they compete to determine behavior. “Frame of\nReference-based Map of Salience” theory (FORMS) suggests\nthat FORs with high salience may be processed in priority.\nHere, we report a computational neural network model for a\ntwo-cannon task, which naturally involves multiple FORs\nwith different levels of salience: intrinsic frame of reference\n(IFOR) and egocentric frame of reference (EFOR). The goal\nis to investigate the computational neural mechanisms\nunderlying human spatial performance. Our simulation results\nfit earlier behavioral results well. The model suggests\nalthough multiple FORs may be initially represented\nindependently, they interfere with each other by the inhibitory\ncompetition of neurons in the later process (in hidden layer)\nfor conflict resolution. Moreover, salience may modulate the\ncompetition by prioritizing FORs with high salience levels.\nThese results represent a connectionist support for the\nFORMS theory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"frame of reference; inhibitory competition;\nsalience; neural network model"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xh4b8js","frozenauthors":[{"first_name":"Weizhi","middle_name":"","last_name":"Nan","name_suffix":"","institution":"Chinese Academy of Sciences","department":""},{"first_name":"Yanlong","middle_name":"","last_name":"Sun","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Xun","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Chinese Academy of Sciences","department":""},{"first_name":"Hongbin","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26309/galley/15945/download/"}]},{"pk":26320,"title":"How do Distributions of Item Sizes Affect the Precision and Bias in RepresentingSummary Statistics?","subtitle":null,"abstract":"Many studies have shown that observers can accuratelyperceive and evaluate the statistical summary of presentedobjects’ attribute values, such as the average, withoutattending to each object. However, it remains controversialhow the visual system integrates the attribute values (e.g.,information on size) of multiple items and computes theaverage value. In this study, we tested how distributions ofitem sizes affect the precision and bias in judging averagevalues. We predicted that if observers utilize all of theavailable size information equally, the distribution wouldhave no effect, and vice versa. Our results showed that, withnovice observers, judgement precision differed among sizedistributions and that the observers overestimated the size ofthe average value compared to the actual size under allconditions. These results imply that observations of someitems in a set could be weighted more easily than others, withthe possibility that this process is easier for larger items thansmaller ones. However, this was not the case for experiencedobservers, who showed no effects of distribution type onaverage assessment performance. Our findings imply that theprocess of representing the average value may not beexplained by a single definitive mechanism and, is rathermediated by a mixture of multiple cognitive processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"average size; statistical summary representation;size distribution"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2d10n6tk","frozenauthors":[{"first_name":"Midori","middle_name":"","last_name":"Tokita","name_suffix":"","institution":"Mejiro University","department":""},{"first_name":"Akira","middle_name":"","last_name":"Ishiguchi","name_suffix":"","institution":"Ochanomizu University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26320/galley/15956/download/"}]},{"pk":26323,"title":"How Does Generic Language Elicit Essentialist Beliefs?","subtitle":null,"abstract":"Generic language (e.g., “tigers have stripes,” “girls hatemath”) is a powerful vehicle for communicating essentialistbeliefs. One way generic language likely communicates thesebeliefs is by leading children to generate kind-basedexplanations about particular properties; e.g., if a child hears“girls hate math,” he may infer that there must be an inherentcausal basis for the generalization, which in turn supportsessentialist beliefs. However, it is also possible that simplyhearing a category described with generics elicits the beliefthat the category is an appropriate kind to generalize about.On this account, even if the generic is negated (“girls don’thate math”), the generic language might nonetheless leadchildren to essentialize the category. The current studysupports the latter possibility, suggesting that even hearingnegated generics (“girls don’t hate math”) may still fostersocial essentialism.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"generic language; essentialism; conceptualdevelopment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00w6h956","frozenauthors":[{"first_name":"Emily","middle_name":"","last_name":"Foster-Hanson","name_suffix":"","institution":"New York University","department":""},{"first_name":"Sarah-Jane","middle_name":"","last_name":"Leslie","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":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26323/galley/15959/download/"}]},{"pk":26590,"title":"How event endstates are conceptualized in adults and infants","subtitle":null,"abstract":"Many event descriptions are true only when the event comes to its natural end point: e.g., a “feeding” event culmi-nates when the feed-ee has eaten, not simply when food is provided. Do non-linguistic event conceptualizations reflect attentionto natural culmination points? We tested adults and 14-month-olds to ask: provided two events with the same ACTION butdifferent ENDPOINTs - one a naturally expected result, the other only partially achieved - do adults and infants perceive themas members of the same event category or of different categories? Adults were asked to rate the similarity between the twoevents; infants were habituated to one event and tested for dishabituation when it was switched to the other. Adult data suggestthe difference between a complete and a partially-complete event is registered, and carries more psychological weight than amere perceptual difference. Infant data (ongoing) will show the developmental origin of such conceptualizations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1689h769","frozenauthors":[{"first_name":"Angela","middle_name":"","last_name":"He","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Sudha","middle_name":"","last_name":"Arunachalam","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26590/galley/16226/download/"}]},{"pk":26427,"title":"How people differ in syllogistic reasoning","subtitle":null,"abstract":"Psychologists have studied syllogistic inferences for morethan a century, but no extant theory gives an adequate accountof them. Reasoners appear to reason using different strategies.A complete account of syllogisms must therefore explainthese strategies and the resulting differences from oneindividual to another in the patterns of conclusions that theydraw. We propose a dual-process theory that solves these twoproblems. It is based on the manipulation of mental models,i.e., iconic simulations of possibilities. We also propose a newway in which to analyze individual differences, whichdepends on implementing a stochastic computer program. Theprogram, mReasoner, generates an initial conclusion bybuilding and scanning a mental model. It can vary fourseparate factors in the process: the size of a model, itscontents, the propensity to consider alternative models, andthe propensity to revise its heuristic conclusions. The formertwo parameters control intuitive processes and the latter twocontrol deliberative processes. The theory accounts forindividual differences in an early study on syllogisms(Johnson-Laird & Steedman, 1978). The computational modelprovides an algorithmic account of the different processes onwhich three subsets of participants relied (Simulation 1). Italso simulates the performance of each individual participantin the study (Simulation 2). The theory and itsimplementation constitute the first robust account ofindividual differences in syllogistic reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"syllogisms"},{"word":"mental models"},{"word":"mReasoner"},{"word":"individual differences"},{"word":"Deduction"},{"word":"counterexamples"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04b7r3zv","frozenauthors":[{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"Naval Research Laboratory, Washington, DC","department":""},{"first_name":"Phil","middle_name":"N.","last_name":"Johnson-Laird","name_suffix":"","institution":"Princeton University, Princeton NJ,New York University, New York, NY","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26427/galley/16063/download/"}]},{"pk":26118,"title":"How should autonomous vehicles behave in moral dilemmas? Humanjudgments reflect abstract moral principles","subtitle":null,"abstract":"Self-driving autonomous vehicles (AVs) have the potential tomake the world a safer and cleaner place. A challengeconfronting the development of AVs is how these vehiclesshould behave in traffic situations where harm is unavoidable.It is important that AVs behave in ethically appropriate waysto mitigate harm. Ideally, they should obey a system ofprinciples that both concur with human moral judgments andare ethically defensible. Here we compare people’s moraljudgments of AV programming with their judgments aboutthe behavior of human drivers, with the goal of beginning toidentify such principles. As many debates within ethicsremain unresolved, empirical investigations like ours mayguide the development of ethical AVs (Bonnefon et al., 2015).In addition, people’s judgments about the behavior of AVsmay serve as a window into the abstract principles peopleapply in their moral reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Ethics; Moral Judgment; Robotics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1tk4p6w9","frozenauthors":[{"first_name":"Derek","middle_name":"","last_name":"Powell","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Patricia","middle_name":"","last_name":"Cheng","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Michael","middle_name":"R.","last_name":"Waldmann","name_suffix":"","institution":"University of Göttingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26118/galley/15754/download/"}]},{"pk":26654,"title":"How Spatial Ability and Stress Impact Escape Path","subtitle":null,"abstract":"Individual differences and situational factors can both affect how and how well one navigates. This study examinedthe effects of stress and spatial ability, measured as mental rotation ability, on navigation during an emergency situation.Participants learned a virtual mall environment and were subsequently either told to meet a friend at the far exit (control) orto use the far exit to escape a fire. In an emergency, participants made an initial movement faster, made more errors duringnavigation, and overestimated the amount of time they took to exit relative to controls. Relative to controls, emergency lowspatial participants more often reversed a learned path to exit the mall, whereas high spatial participants more often directlyused a previously learned path. The results illustrate that stress from an emergency situation negatively impacts navigation, andthat the behavioral consequences of this are in part dependent upon one’s spatial abilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/175823qd","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Nelligan","name_suffix":"","institution":"University of Notre Dame; Johns Hopkins University","department":""},{"first_name":"Alexandra","middle_name":"","last_name":"Amorati","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Deanne","middle_name":"","last_name":"Adams","name_suffix":"","institution":"Microsoft","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Galeucia","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Laura","middle_name":"","last_name":"Carlson","name_suffix":"","institution":"University of Notre Dame","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26654/galley/16290/download/"}]},{"pk":26564,"title":"How the Physicality of Space Affects How We Think about Time","subtitle":null,"abstract":"Time is an abstract concept that is better understood when it is mapped onto space. One mechanism to accomplishthis mapping is a reference frame. Previous research has shown the orientation and direction parameters of a spatial referenceframe are involved in understanding time. For example, for English speakers, time is organized horizontally and runs from left(past) to right (future). The current experiments focus on the scale parameter. Experiment 1 changes temporal scale across trials,and illustrates that the scale parameter is set, as evidenced by a cost when the parameter value changes. Experiment 2 examinesthe correspondence between the spatial scale and the temporal scale, requiring participants to map small or large temporaldistances to small or large spatial distances. The results illustrate flexibility in this mapping. Together these experimentssupport the idea that all the parameters of a spatial reference frame are used when understanding time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1mk0m2t7","frozenauthors":[{"first_name":"Jennifer","middle_name":"","last_name":"Kolesari","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Laura","middle_name":"","last_name":"Carlson","name_suffix":"","institution":"University of Notre Dame","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26564/galley/16200/download/"}]},{"pk":26662,"title":"Human-object interaction understanding without objects","subtitle":null,"abstract":"During object manipulation the actor’s eye movements are directed to the target of the interaction and to the relevantsites where this takes place. Eye movements during grasping observation are influenced by low-level motor information, help-ing inferring the target from hand shape. In an eye-tracking experiment, we investigated which factors influence understandingwhen observing bimanual object interactions, if no objects are visible but only the movements reproduced by an avatar. Par-ticipants watched ten different actions (e.g., pour water from a bottle into a cup) and guessed among ten possibilities. Alsoperspective was varied (frontal, side, head-centered). Preliminary results show higher response accuracy in the frontal perspec-tive. During the interaction phase participants spent more time fixating closer to the interaction point between the hands, wherethe objects would be, than on the single hands, suggesting this is the best vantage point to make sense of the observed actionwithout other cues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/57d7d94q","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Belardinelli","name_suffix":"","institution":"University of Tubingen","department":""},{"first_name":"Johannes","middle_name":"","last_name":"Lohmann","name_suffix":"","institution":"University of Tubingen","department":""},{"first_name":"Martin","middle_name":"V.","last_name":"Butz","name_suffix":"","institution":"University of Tubingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26662/galley/16298/download/"}]},{"pk":26099,"title":"Human Reinforcement Learning of Sequential Action","subtitle":null,"abstract":"Learning sequential actions is an essential human ability, formost daily activities are sequential. We modify the serial reac-tion time (SRT) task, originally used to teach people a con-sistent sequence of button presses by cueing them with thenext target response, to record mouse movements, collectingcontinuous response trajectories. Further, we introduce a rein-forcement learning version of the paradigm in which the nexttarget is not cued. Instead, learners must explore response al-ternatives, and receive a penalty for each incorrect response,as well as a reward for a correct response. Participants arenot told that they are to learn a single deterministic sequenceof responses, nor that it will repeat (nor how often), nor howlong it is. Given the difficulty of the task, it is unsurprisingthat some learners performed poorly. However, many learn-ers performed remarkably well, and some acquired the full 10-item sequence within 10 repetitions. We compare the high- andlow-performers’ detailed results in this reinforcement learning(RL) task with a cued trajectory SRT task, finding both simi-larities and discrepancies. Finally, we note that humans in thistask outperform three standard RL models and have differentpatterns of errors that suggest future modeling directions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sequence learning; serial reaction time task; se-quential action; reinforcement learning; movement trajectory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/81n806mm","frozenauthors":[{"first_name":"George","middle_name":"","last_name":"Kachergis","name_suffix":"","institution":"New York University","department":""},{"first_name":"Floris","middle_name":"","last_name":"Berends","name_suffix":"","institution":"Leiden University","department":""},{"first_name":"Roy","middle_name":"","last_name":"Kleijn","name_suffix":"","institution":"Leiden University","department":""},{"first_name":"Bernhard","middle_name":"","last_name":"Hommel","name_suffix":"","institution":"Leiden University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26099/galley/15735/download/"}]},{"pk":26161,"title":"Hysteresis in Processing of Perceptual Ambiguity on Three DifferentTimescales","subtitle":null,"abstract":"Sensory information is a priori incomplete andambiguous. Our perceptual system has to makepredictions about the sources of the sensoryinformation, based on concepts from perceptualmemory in order to create stable and reliablepercepts. We presented ambiguous anddisambiguated lattice stimuli (variants of the Neckercube) in order to measure a hysteresis effects invisual perception. Fifteen healthy participantsobserved two periods of ordered sequences oflattices with increasing and decreasing ambiguityand indicated their percepts, in two experimentalconditions with different starting stimuli of theordered sequence. We compared the stimulusparameters at the perceptual reversal betweenconditions and periods and found significantdifferences between conditions and periods,indicating memory contributions to perceptualoutcomes on three different time scales frommilliseconds over seconds up to lifetime memory.Our results demonstrate the fruitful application ofphysical concepts like hysteresis andcomplementarity to visual perception.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"perception"},{"word":"ambiguous figures;hysteresis"},{"word":"memory-effects"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/62s8w33t","frozenauthors":[{"first_name":"Marieke","middle_name":"M. J. W.","last_name":"van Rooij","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Harald","middle_name":"","last_name":"Atmanspacher","name_suffix":"","institution":"University of Zürich","department":""},{"first_name":"Jürgen","middle_name":"","last_name":"Kornmeier","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26161/galley/15797/download/"}]},{"pk":36046,"title":"Identify the Cracks; That’s Where the Light Slips In: The Narratives of Latina/o Bilingual Middle-Class Youth","subtitle":null,"abstract":"In this qualitative study, I examine the intersections of learner\nidentity, power, and language through the experiences and insights of Latina/o 2nd-generation middle-class children who occupy a unique positionality between the discourses surrounding\nbilingual education. Through narrative inquiry, emerging bilingual middle-class students actualize nonbinary thinking, able to\ndepict identity as an inherently multifaceted process of construction. Their ways of knowing and experiences as language learners\nultimately shape an outsider-within space, rupturing traditional\nbinaries within bilingual education, namely EO/EL (English only\nversus English learner) and class binaries. They also proffer queer\nand cyber identities as additional salient variables that plow into\nlanguage identity. In the end, these learners frame the contradiction and nuance of language learner identity, not as one of struggle, but as one of differential agency, the ability to move in and\nout of contradictory identities as both strong and advantageous\ntactics.","language":"eng","license":null,"keywords":[],"section":"Theme Section -  Doing the Identity Work in ESL Learning and Teaching","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3z08v2w0","frozenauthors":[{"first_name":"Yvette","middle_name":"V.","last_name":"Lapayese","name_suffix":"","institution":"Loyola Marymount University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36046/galley/26898/download/"}]}]}