{"count":39542,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=23100","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=22900","results":[{"pk":26237,"title":"The Illusion of Explanatory Depth in a Misunderstood Field:The IOED in Mental Disorders","subtitle":null,"abstract":"Humans fail to understand the world around them and alsofail to recognize this lack of understanding. The illusion ofexplanatory depth (IOED) exemplifies these failures: peoplebelieve they understand the world more deeply than theyactually do and only realize that this belief is an illusion whenthey attempt to explain elements of the world. An unexploredfactor of the IOED is how people may become overconfidentby confusing their own understanding with others’understanding. In two experiments, we examine the IOED inmental disorders, a domain where society has a limitedunderstanding. In Experiment 1, we demonstrate that peopledisplay an IOED for mental disorders as well as devices, butthat it is smaller for mental disorders. In Experiment 2, weshow that exposing the IOED is specifically linked togenerating an explanation, rather than more generallythinking about a phenomenon.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"illusion of explanatory depth; domaindifferences; explanation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5b65181x","frozenauthors":[{"first_name":"Andrew","middle_name":"S.","last_name":"Zeveney","name_suffix":"","institution":"Lehigh University","department":""},{"first_name":"Jessecae","middle_name":"K.","last_name":"Marsh","name_suffix":"","institution":"Lehigh University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26237/galley/15873/download/"}]},{"pk":26140,"title":"The impact of biased hypothesis generation on self-directed learning","subtitle":null,"abstract":"Self-directed learning confers a number of advantages relativeto passive observation, including the ability to test hypothe-ses rather than learn from data generated by the environment.However, it remains unclear to what extent self-directed learn-ing is constrained by basic cognitive processes and how thoselimits are related to the structure of the to-be-learned material.The present study examined how hypothesis generation af-fects the success of self-directed learning of categorical rules.Two experiments manipulated the hypothesis generation pro-cess and assessed its impact on the ability to learn 1D and 2Drules. Performance was strongly influenced by whether thestimulus representation facilitated the generation of hypothe-ses consistent with the target rule. Broadly speaking, the find-ings suggest that the opportunity to actively gather informa-tion is not enough to guarantee successful learning, and thatthe efficacy of self-directed learning closely depends on howhypothesis generation is shaped by the structure of the learn-ing environment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"self-directed learning"},{"word":"category learning"},{"word":"activelearning"},{"word":"information search"},{"word":"hypothesis generation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0bw050s2","frozenauthors":[{"first_name":"Doug","middle_name":"","last_name":"Markant","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26140/galley/15776/download/"}]},{"pk":26533,"title":"The Impact of Granularity on the Effectiveness of Students’ Pedagogical Decision","subtitle":null,"abstract":"In this study we explored the impact of student versus tutorpedagogical decision-making on learning. More specifically,we examined what would happen if we let students decidehow to handle the next task: to view it as a worked exam-ple or to solve it as a problem solving. We examined this im-pact at two levels of task granularity: problem vs. step. This2 × 2 study was conducted on an existing Intelligent TutoringSystem (ITS) called Pyrenees. 279 students were randomlyassigned to four conditions and the domain content and re-quired steps were strictly controlled to be equivalent acrossfour conditions: all students used the same system, followedthe same general procedure, studied the same training materi-als, and worked through the same training problems. The onlysubstantive differences among the four conditions were deci-sion agency {Student vs. Tutor} and granularity {Problem vs.Step}. That is: who decided to present an example or to solvea problem; and was the decision made problem-by-problem orstep-by-step? Our results showed that there was a significantinteraction effect between decision agency and granularity onstudent learning and a significant main effect of granularity ontime on training. That is, step level decisions can be more ef-fective than problem level decisions but the students were morelikely to make effective pedagogical decisions at problem levelthan step level. In general, on both problem and step levels, thestudents were significantly more likely to decide to do problemsolving rather than study it as a worked example.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pedagogical policy"},{"word":"student-centered learning"},{"word":"problem solving"},{"word":"faded worked example"},{"word":"granularity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5d9850z5","frozenauthors":[{"first_name":"Guojing","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Collin","middle_name":"","last_name":"Lynch","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Price","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Tiffany","middle_name":"","last_name":"Barnes","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Min","middle_name":"","last_name":"Chi","name_suffix":"","institution":"North Carolina State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26533/galley/16169/download/"}]},{"pk":26204,"title":"The Impact of Interactivity on Simulation-Based Science Inquiry\nwith Variable-Setting Controls","subtitle":null,"abstract":"The current study investigated how interactivity of simulation\ncontrols affects data collection in science inquiry. A\nchemistry simulation was designed to allow either low or high\ninteractivity in setting experimental variables. Adult\nparticipants were randomly assigned to one of the\ninteractivity conditions and solved a series of assessment\nitems. The results from the first item indicated that the highly\ninteractive controls posed challenges in conducting a\nthorough investigation. Performance in the last item which is\na repetition of the first item suggested that the participants\nwere able to overcome the initial challenges over the course\nof their investigations. The results provide implications for\ndesigning educational simulations for learning and\nassessment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interactivity; simulation; science inquiry;\neducation; assessment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16r5998c","frozenauthors":[{"first_name":"Jung","middle_name":"Aa","last_name":"Moon","name_suffix":"","institution":"Educational Testing Service\nPrinceton","department":""},{"first_name":"Michelle","middle_name":"","last_name":"LaMar","name_suffix":"","institution":"Educational Testing Service\nSan Francisco","department":""},{"first_name":"Carol","middle_name":"M.","last_name":"Forsyth","name_suffix":"","institution":"Educational Testing Service\nSan Francisco","department":""},{"first_name":"Madeleine","middle_name":"","last_name":"Keehner","name_suffix":"","institution":"Educational Testing Service\nSan Francisco","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26204/galley/15840/download/"}]},{"pk":26422,"title":"The Influence of Group Interaction on Creativity in Engineering Design","subtitle":null,"abstract":"Group work is frequently part of idea generation, despite\nevidence that group interaction may reduce productivity during\nbrainstorming sessions. Idea quantity is one aspect of\ncreativity, but the originality of ideas generated is also\nimportant. In this paper, we examine how different aspects of\ngroup interaction, such as who makes the most contributions to\nan idea and the number of group members contribute to an idea,\nimpact the originality of concepts generated by engineering\nstudents. We found that the most original concepts were\nproduced when the concept originator was the top contributor\nto the design, and when the majority of group members\ncontributed to the concept, particularly among senior students.\nThese results are discussed in relation to previous work and\nsuggestions are made for future research that assesses the\ninteraction between design fixation and group processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"creativity; group processes; engineering"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rr780d3","frozenauthors":[{"first_name":"Trina","middle_name":"C.","last_name":"Kershaw","name_suffix":"","institution":"University of Massachusetts Dartmouth","department":""},{"first_name":"Rebecca","middle_name":"L.","last_name":"Peterson","name_suffix":"","institution":"University of Massachusetts Dartmouth","department":""},{"first_name":"Sankha","middle_name":"","last_name":"Bhowmick","name_suffix":"","institution":"University of Massachusetts Dartmouth","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26422/galley/16058/download/"}]},{"pk":26383,"title":"The Influence of Language-specific Auditory Cues on the Learnability of\nCenter-embedded Recursion","subtitle":null,"abstract":"The learnability of center-embedded recursive structures has\nattracted much attention (Corballis, 2007; Friederici, 2004;\nRey, Perruchet, & Fagot, 2012). However, most of the\nprevious studies adopted the artificial grammar learning\nparadigm (Reber, 1967) and did not apply natural language\nstimuli. Rather, they applied synthetic meaningless training\nmaterials, which hardly represent the richness and complexity\nof natural language. Accordingly, in the current study, we\nattempt to tighten the link between artificial language learning\nand natural language acquisition in the auditory modality, by\nenriching our learning environment with phonological cues\nthat occur in natural, spoken information; in particular,\nChinese tones. In a grammaticality judgment task, we\nexamined the syntactical processing by participants from\ndifferent language backgrounds. Through the cross-language\ncomparison between Chinese and Dutch native speakers, we\naim to test the influence of language-specific phonological\ncues on processing complex linguistic structures. The results\nshowed that tones had a more beneficial learning effect for\nChinese than for Dutch participants. In other words, when\nparticipants learned a new language, they were likely to bring\ntheir own language routines implicitly from the familiar\nnative language into processing the unfamiliar one.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Phonological cues; Language-specific; Artificial\nlanguage; Syntactical processing; Auditory modality"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04z4m945","frozenauthors":[{"first_name":"Jun","middle_name":"","last_name":"Lai","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Chiara","middle_name":"","last_name":"de Jong","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Dingguo","middle_name":"","last_name":"Gao","name_suffix":"","institution":"Sun Yat-sen University","department":""},{"first_name":"Ren","middle_name":"","last_name":"Huang","name_suffix":"","institution":"Sun Yat-sen University","department":""},{"first_name":"Emiel","middle_name":"","last_name":"Krahmer","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":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26383/galley/16019/download/"}]},{"pk":26267,"title":"The Influence of Religious Beliefs on False Memory of Fabricated Events","subtitle":null,"abstract":"Previous research has indicated that memories can be\nmodified in conjunction with one’s attitudes, in particular,\npolitical beliefs. The current study extended this finding by\nfocusing on the relationship between differing religious\nbeliefs and false memories for news events. We predicted\nthat religious people would be more inclined to remember\nfabricated news events positively depicting religion and\nless likely to remember events negatively depicting religion\ncompared to non-religious people. Opposite effects were\npredicted for events depicting atheism. In contrast, we\nfound that religious people were more likely to falsely\nremember both events depicting religion positively and\nnegatively compared to non-religious individuals.\nHowever, the extent to which individuals felt positively\nabout the events interacted with religious beliefs to predict\nreported false memories. Religious individuals were more\nlikely to remember events if they felt positively about them\nwhereas atheists were more likely to remember events if\nthey felt negatively about them","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"religiosity; false memory; beliefs"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nd3t1kn","frozenauthors":[{"first_name":"Ellen","middle_name":"","last_name":"Searle","name_suffix":"","institution":"Oakland University","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Vonk","name_suffix":"","institution":"Oakland University","department":""},{"first_name":"Brock","middle_name":"","last_name":"Brothers","name_suffix":"","institution":"Oakland University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26267/galley/15903/download/"}]},{"pk":26110,"title":"The Influence of Reputation Concerns and Social Biases on Children’s SharingBehavior","subtitle":null,"abstract":"The present research builds on prior work on the social-contextualnature of children’s generosity by systematically examining bothobserver effects and whether the recipient is an in-group or out-group member. Although previous research has examined thesefactors independently, no study to date has examined them inconjunction. We also extend prior research by including bothmeasures of sharing behavior and children’s evaluations of sharingscenarios, and by investigating a larger sample (N=164) with abroader age range than is typical of prior research (5- to 9-year-olds). We found that, across the entire age range tested, childrenwere generous when observed and gave more to in-group membersthan out-group members, and that there was no interaction betweenthese effects. We also found that children’s own sharing behaviorpredicted their evaluations of sharing scenarios, with childrenrating in-group sharing as \"nicer\" than out-group sharing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sharing; prosocial behavior; in-group/out-group;reputation concerns; observer effects"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9fr3m0j5","frozenauthors":[{"first_name":"Haleh","middle_name":"","last_name":"Yazdi","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Gail","middle_name":"D.","last_name":"Heyman","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26110/galley/15746/download/"}]},{"pk":26685,"title":"The influence of temporal order on the recognition of causal relations","subtitle":null,"abstract":"Fenker, Waldmann, & Holyoak (2005) found that participants are faster to recognize a causal relation between wordspresented in predictive (cause first) than in diagnostic order (effect first). We extended these findings to a comparison of abstractand concrete word pairs. Causality may play a more prominent role in abstract concept relations. Given that causally relatedabstract concepts are not always observable, they may often involve diagnostic reasoning (e.g. inferring motives). Across twoexperiments, participants made timed judgments of whether abstract and concrete word pairs of equal bidirectional associativestrength were causally related. Items were presented in blocks comprising pairs in either predictive or diagnostic order. Reactiontimes were significantly lower for predictive order compared to diagnostic. This was not moderated by abstractness, but therewas a slightly greater effect for concrete pairs. These data indicate that causal relations are likely stored in memory for bothabstract and concrete concepts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gh994xh","frozenauthors":[{"first_name":"Jane","middle_name":"","last_name":"Neal","name_suffix":"","institution":"Northern Illinois University","department":""},{"first_name":"Katja","middle_name":"","last_name":"Wiemer","name_suffix":"","institution":"Northern Illinois University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26685/galley/16321/download/"}]},{"pk":26451,"title":"The Interaction of Memory and Attention in Novel Word Generalization:A Computational Investigation","subtitle":null,"abstract":"People exhibit a tendency to generalize a novel noun to thebasic-level of a hierarchical taxonomy – a cognitively salientcategory such as “dog” – with the degree of generalization de-pending on the number and type of exemplars. Recently, achange in the presentation timing of exemplars has also beenshown to have an effect, surprisingly reversing the prior ob-served pattern of basic-level generalization. We explore theprecise mechanisms that could lead to such behavior by ex-tending a computational model of word learning and word gen-eralization to integrate cognitive processes of memory and at-tention. Our results show that the interaction of forgetting andattention to novelty, as well as sensitivity to both type and to-ken frequencies of exemplars, enables the model to replicatethe empirical results from different presentation timings. Ourresults reinforce the need to incorporate general cognitive pro-cesses within word learning models to better understand therange of observed behaviors in vocabulary acquisition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"novel word generalization; word learning; compu-tational modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gg364g9","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Grant","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Aida","middle_name":"","last_name":"Nematzadeh","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26451/galley/16087/download/"}]},{"pk":26473,"title":"The mismeasurement of mind:How neuropsychological testing creates a false picture of cognitive aging","subtitle":null,"abstract":"Age-related declines in scores on neuropsychological tests arewidely believed to reveal that human cognitive capacitiesdecline across the lifespan. In a computational simulation, weshow how the behavioral patterns observed in PairedAssociate Learning (PAL), a particularly sensitive measure ofage-related performance change (Rabbitt & Lowe, 2000), arepredicted by the models used to formalize associative learningprocesses in other areas of behavioral and neuroscientificresearch. The simulation further predicts that manipulatinglanguage exposure will reproduce the experience-relatedperformance differences erroneously attributed to age-relateddecline in age-matched adults. Consistent with this, olderbilinguals outperformed native speakers in a German PALtest, an advantage that increased with age. These analyses andresults show that age-related PAL performance changesreflect the predictable effects of learning on the associabilityof test items, and indicate that failing to control for theseeffects is distorting our understanding of cognitive and braindevelopment in adulthood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"aging"},{"word":"learning"},{"word":"cognitive modeling"},{"word":"bilingualism"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/27p2z8r9","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Ramscar","name_suffix":"","institution":"Universität Tübingen","department":""},{"first_name":"Ching","middle_name":"Chu","last_name":"Sun","name_suffix":"","institution":"Universität Tübingen","department":""},{"first_name":"Peter","middle_name":"","last_name":"Hendrix","name_suffix":"","institution":"Universität Tübingen","department":""},{"first_name":"Harald","middle_name":"","last_name":"Baayen","name_suffix":"","institution":"Universität Tübingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26473/galley/16109/download/"}]},{"pk":26405,"title":"The Naïve Utility Calculus unifies spatial and statistical routes to preference","subtitle":null,"abstract":"Humans can seamlessly infer what other people like, based onwhat they do. Broadly, two types of accounts have beenproposed to explain different aspects of this ability. A firstaccount focuses on inferences from spatial information:agents choose and move towards things they like. A secondaccount focuses on inferences from statistical information:uncommon choices reveal preferences more clearly comparedto common choices. Here we argue that these two kinds ofinferences can be explained by the assumption that agentsmaximize utilities. We test this idea in a task where adultparticipants infer an agent’s preferences using a combinationof spatial and statistical information. We show that our modelpredicts human answers with higher accuracy than a set ofplausible alternative models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Computational modeling; Naïve Utility Calculus;Theory of mind; Social cognition."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4240s63s","frozenauthors":[{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Felix","middle_name":"","last_name":"Sun","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26405/galley/16041/download/"}]},{"pk":26715,"title":"The Neurorobotics Platform of the Human Brain Project","subtitle":null,"abstract":"The aim of the neurorobotics platform of the Human Brain Project (HBP) is to offer scientists from various fieldsa software and hardware infrastructure that allows them to connect brain models to detailed simulations of robot bodies andenvironments. In the ramp-up phase of the HBP a first version of this platform has been developed, which allows researchersto design and run simple experiments in cognitive neuroscience using simulated robots and simulated environments linkedto simplified versions of HBP brain models. The developed tools, i.e., various designers, simulation engines and simulationviewers, allow researchers to operate robots remotely, to repeat in-silico experiments and to visualize the behavior of the robotsin real-time. Together with five other ICT platforms developed in the HBP, these technologies will also enable the developmentof brain-inspired computing systems. The first version of this platform has been released March 2016 and is described in thiscontribution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2vd0n8rg","frozenauthors":[{"first_name":"Florian","middle_name":"","last_name":"Roehrbein","name_suffix":"","institution":"Technical University of Munich","department":""},{"first_name":"Marc-Oliver","middle_name":"","last_name":"Gewaltig","name_suffix":"","institution":"Ecole Polytechnique F ́ed ́erale de Lausanne","department":""},{"first_name":"Cecilia","middle_name":"","last_name":"Laschi","name_suffix":"","institution":"Scuola Superiore Sant’ Anna","department":""},{"first_name":"Gudrun","middle_name":"","last_name":"Klinker","name_suffix":"","institution":"Technical University of Munich","department":""},{"first_name":"Paul","middle_name":"","last_name":"Levi","name_suffix":"","institution":"Forschungszentrum Informatik","department":""},{"first_name":"Alois","middle_name":"","last_name":"Knoll","name_suffix":"","institution":"Technical University of Munich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26715/galley/16351/download/"}]},{"pk":26713,"title":"The ON/IN scale of semantic extensions of adpositions: testing through artificiallanguage learning","subtitle":null,"abstract":"Cross-linguistically, the semantic extensions of certain adpositions obey an implicational scale, ranging from thesituation class of prototypical ON (support from below) to prototypical IN (full containment) (Bowerman & Pederson 1992,Levinson & Meira 2003, Feist 2008). However, the nature of this phenomenon remains unresolved. Two general accounts arepossible: 1) the patterned output is the simply the result of diachronic factors and speakers learn which extensions go with eachadposition without any particular analysis, or 2) there may be some online psychological reality to the scale.Language learning may be a fruitful domain to test this second account. Using an artificial language learning paradigm,subjects are trained on alternative forms paired with scenes representing some situation classes on the scale. In testing, theygeneralize the use of these forms to novel classes. Preliminary findings suggest a generalization of forms to uses in waysconsistent with a psychological representation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4vt938st","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Stave","name_suffix":"","institution":"University of Oregon","department":""},{"first_name":"Eric","middle_name":"","last_name":"Pederson","name_suffix":"","institution":"University of Oregon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26713/galley/16349/download/"}]},{"pk":26484,"title":"The paradox of relational development: Could language learning be (temporarily)\nharmful?","subtitle":null,"abstract":"Recent studies report a striking decline in children’s ability to\nnotice same-different relations around age 3 (Walker et al.,\n2015). We propose that such a decline results from an object\nfocus related to children’s avid noun-learning. To test this, we\nexamine children’s performance on a classic relational task –\nthe relational match-to-sample task (RMTS). Prior work has\nshown that 4-year-olds can pass this task (Christie & Gentner,\n2014). However, if nominal language induces an object focus,\ntheir performance should be disrupted by a noun-labeling\npretask. In two experiments, 4-year-olds either labeled objects\nor actions in a naming pretask. Then they completed the\nRMTS task. Consistent with the noun-focus explanation, the\nobject-naming group failed the RMTS task, whereas the\naction-naming group and a control group both succeeded.\nThis suggests that nominal language can lead to an object\nfocus, and that this could explain the temporary decline in\nchildren’s relational processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Development"},{"word":"relational processing"},{"word":"learning"},{"word":"Language"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3wx9j64b","frozenauthors":[{"first_name":"Christian","middle_name":"","last_name":"Hoyos","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Ruxue","middle_name":"","last_name":"Shao","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26484/galley/16120/download/"}]},{"pk":26418,"title":"The Permeability of Fictional Worlds","subtitle":null,"abstract":"Real people sometimes appear in fiction, for example,Napoleon in War and Peace. Readers may also believe that aperson who never actually appears in a novel couldpotentially appear there. In two experiments, we find evidencethat readers think that a real person could appear in specificnovels and physically interact with a character. This effect ismagnified when the person and character share spatial andtemporal elements of their setting.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"fictional worlds; world knowledge; novels"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4906z4cb","frozenauthors":[{"first_name":"Meghan","middle_name":"M.","last_name":"Salomon","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lance","middle_name":"J.","last_name":"Rips","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26418/galley/16054/download/"}]},{"pk":26416,"title":"The Plausible Impossible: Causal Constraints on Magical Reasoning","subtitle":null,"abstract":"A common intuition, often captured in fiction, is that some\nimpossible events (e.g., levitating a stone) are “more\nimpossible” than others (e.g., levitating a feather). We\ninvestigated the source of this intuition, hypothesizing that\ngraded notions of impossibility arise from explanatory\nconsiderations logically precluded by the violation at hand but\nstill taken into account. Studies 1-2 involved college\nundergraduates (n = 192), and Study 3 involved preschool-aged\nchildren (n = 32). In Study 1, participants saw pairs of magical\nevents (spells) that violated one of 18 causal principles—six\nphysical, six biological, and six psychological—and were\nasked to indicate which spell would be more difficult to learn.\nBoth spells violated the same causal principle but differed in\ntheir relation to a subsidiary principle. Participants’ judgments\nof spell difficulty honored the subsidiary principle, even when\nparticipants were given the option of judging the two spells\nequally difficult. Study 2 replicated the effects of Study 1 with\nLikert-type ratings, and Study 3 replicated those effects in\nchildren. Taken together, these findings suggest that events that\ndefy causal explanation are interpreted in terms of explanatory\nconsiderations that hold in the absence of such violations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal inference"},{"word":"explanation"},{"word":"imagination"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/109644g6","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Shtulman","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Caitlin","middle_name":"","last_name":"Morgan","name_suffix":"","institution":"Occidental College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26416/galley/16052/download/"}]},{"pk":26335,"title":"The Pragmatics of Spatial Language","subtitle":null,"abstract":"How do people understand the pragmatics of spatial language?We propose a rational-speech act model for spatial reasoning,and apply it to the terms ‘in’ and ‘near’. We examine people’sfine-grain spatial reasoning in this domain by having them lo-cate where an event occurred, given an utterance. Our prag-matic listener model provides a quantitative and qualitative fitto people’s inferences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Pragmatics"},{"word":"Implicature"},{"word":"Spatial Language"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5wg913w8","frozenauthors":[{"first_name":"Tomer","middle_name":"D.","last_name":"Ullman","name_suffix":"","institution":"MIT","department":""},{"first_name":"Yang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Noah","middle_name":"D.","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26335/galley/15971/download/"}]},{"pk":26613,"title":"The presence of meaning constrains productive language processes: A test of thelanguage game hypothesis in type writing.","subtitle":null,"abstract":"How does meaning influence cognitive processes involved in the production and reception of language? Thelanguage-game hypothesis (LGH) states that meaning acts to constrain the cognitive processes involved in language comprehen-sion. The degree of constraint can be gauged by measures of structuredness of a process, e.g. using Recurrence QuantificationAnalysis (RQA). LGH was originally formulated in the area of reading. The present study investigate its generalization toproductive language processes, i.e. writing. In this study participants copy-typed a comprehensible text, written in their nativelanguage, and an incomprehensible text, written in an unfamiliar language. The writing process was recorded via key-loggingand the time-series of inter-stroke-intervals was subjected to RQA. Results showed that comprehensible texts significantly in-creased the degree of structuredness of the writing process compared to incomprehensible texts. This suggests that meaningdoes indeed constrain language processes, and that this is the case for receptive and productive language tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6922c5t7","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Wallot","name_suffix":"","institution":"Max Planck Institute for Empirical Aesthetics","department":""},{"first_name":"Joachim","middle_name":"","last_name":"Grabowski","name_suffix":"","institution":"University of Hannover","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26613/galley/16249/download/"}]},{"pk":26272,"title":"The Primary and Convergent Retrieval Model of Recall","subtitle":null,"abstract":"Memory models typically assume that recall is a two-stage\nprocess with learning affecting both processes to the same\ndegree. This equal learning assumption is difficult to reconcile\nwith studies of the 'testing effect', which reveal different\nforgetting rates following learning from test practice versus\nlearning from restudy. Here we present a new memory model,\ntermed Primary and Convergent Retrieval (PCR) that assumes\nsuccessful recall leads to a selective enhancement for the\nsecond stage of recall (Convergent Retrieval). We applied this\nmodel to existing testing effect data. In two new experiments,\nwe confirmed novel predictions of the PCR model for transfer\nbetween retrieval cues and for recall latencies. This is the first\nformally specified model of the testing effect and it has broad\nimplications for the nature of learning and retrieval.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Memory Modeling; The Testing Effect"},{"word":"Retrieval\nPractice"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4q0143wh","frozenauthors":[{"first_name":"William","middle_name":"J.","last_name":"Hopper","name_suffix":"","institution":"University of Massachusetts Amherst","department":""},{"first_name":"David","middle_name":"E.","last_name":"Huber","name_suffix":"","institution":"University of Massachusetts Amherst","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26272/galley/15908/download/"}]},{"pk":26423,"title":"There is more to gesture than meets the eye: Visual attention to gesture’s referents cannot account for itsfacilitative effects during math instruction","subtitle":null,"abstract":"Teaching a new concept with gestures – hand movements thataccompany speech – facilitates learning above-and-beyondinstruction through speech alone (e.g., Singer & Goldin-Meadow, 2005). However, the mechanisms underlying thisphenomenon are still being explored. Here, we use eyetracking to explore one mechanism – gesture’s ability todirect visual attention. We examine how children allocatetheir visual attention during a mathematical equivalencelesson that either contains gesture or does not. We show thatgesture instruction improves posttest performance, andadditionally that gesture does change how children visuallyattend to instruction: children look more to the problem beingexplained, and less to the instructor. However lookingpatterns alone cannot explain gesture’s effect, as posttestperformance is not predicted by any of our looking-timemeasures. These findings suggest that gesture does guidevisual attention, but that attention alone cannot account for itsfacilitative learning effects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Gesture; eye tracking; learning; visual attention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2xf396s5","frozenauthors":[{"first_name":"Miriam","middle_name":"","last_name":"Novack","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Wakefield","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Eliza","middle_name":"","last_name":"Congdon","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Steven","middle_name":"","last_name":"Franconeri","name_suffix":"","institution":"Northwestern University","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":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26423/galley/16059/download/"}]},{"pk":26508,"title":"The Relational SNARC: Spatial Representation of Nonsymbolic Ratios?","subtitle":null,"abstract":"Recent research has highlighted the operation of a ratioprocessing system that represents the analog magnitudes ofnonsymbolic ratios. This study investigated whether suchrepresentations would demonstrate spatial associationsparallel to the SNARC (spatial numeric association ofresponse codes) effect previously demonstrated with wholenumber magnitudes. Participants judged whethernonsymbolic ratio test stimuli were larger or smaller thanreference stimuli using response keys located alternatelyeither on the left or on the right side of space. Larger ratiomagnitudes were associated with the right side of space andsmaller magnitudes with the left. These results demonstratethat nonsymbolic ratio magnitudes – defined relationally bypairs of components – are characterized by a left-to-rightspatial mapping. The current focus on ratio magnitudesexpands our understanding of the basic human perceptualapparatus and how it might provide tools that grant intuitiveaccess to more advanced numerical concepts beyond wholenumbers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"fractions; nonsymbolic ratios; ratio processingsystem; SNARC effect; mental number line; magnituderepresentation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0g23p9pn","frozenauthors":[{"first_name":"Percival","middle_name":"","last_name":"Matthews","name_suffix":"","institution":"University in Madison, Wisconsin","department":""},{"first_name":"Rui","middle_name":"","last_name":"Meng","name_suffix":"","institution":"University in Madison, Wisconsin","department":""},{"first_name":"Elizabeth","middle_name":"Y.","last_name":"Toomarian","name_suffix":"","institution":"University in Madison, Wisconsin","department":""},{"first_name":"Edward","middle_name":"M.","last_name":"Hubbard","name_suffix":"","institution":"University in Madison, Wisconsin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26508/galley/16144/download/"}]},{"pk":26195,"title":"The Relationship Between Inhibitory Control and Free Will Beliefs in 4-to 6-Year-Old-Children","subtitle":null,"abstract":"This study explores the relationship between beliefs aboutself-control and the ability to exercise self-control in 4- to 6-year-old children. Sixty-eight children were asked a series ofquestions to gauge whether they believed that they couldfreely choose to act against their desires or inhibit themselvesfrom performing desired actions. Children were also asked toprovide qualitative explanations for why they could or couldnot exercise free will, and to complete two inhibitory controltasks: forbidden toy and day/night. Choice responses werenegatively correlated with performance on the forbidden toytask, when children performed that task first. There was also anegative correlation between a belief in an internal locus ofcontrol, and success on the forbidden toy measure. Refrainingfrom touching a forbidden toy appears to be correlated to lessbelief in free will. Though this may appear counter-intuitive,it is consistent with cross-cultural research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; executive function; socialcognition; choice; free will; inhibitory control"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3q5793bd","frozenauthors":[{"first_name":"Adrienne","middle_name":"O.","last_name":"Wente","name_suffix":"","institution":"Tolman Hall Berkeley","department":""},{"first_name":"Titus","middle_name":"","last_name":"Ting","name_suffix":"","institution":"Tolman Hall Berkeley","department":""},{"first_name":"Rosie","middle_name":"","last_name":"Aboody","name_suffix":"","institution":"Tolman Hall Berkeley","department":""},{"first_name":"Tamar","middle_name":"","last_name":"Kushnir","name_suffix":"","institution":"Tolman Hall Berkeley","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"Tolman Hall Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26195/galley/15831/download/"}]},{"pk":26638,"title":"The Relationship Between Mental-state Language and False-belief Understandingin Adulthood","subtitle":null,"abstract":"Research has revealed a robust relationship between preschooler’s use of mental-state language (e.g. think, know)and performance on false-belief tasks (e.g. Ruffman, Slade & Crow, 2002). However, investigations of this relationship withschool-aged children have shown mixed results, making it unclear whether mental-state talk continues to play a role in false-belief understanding following the preschool years (e.g. Charman & Shmueli-Goetz, 1998; Grazzini & Ornaghi, 2012). Thisdiscrepancy may result from the fact that preschooler’s talk has consistently been assessed during interpersonal interactions withpeers, siblings, and parents, while school-aged children’s talk has been assessed via descriptions of wordless picture books orabsent friends. The present study bridges this gap by exploring whether adults’ use of mental-state language during interactioncorrelates with their false-belief performance. In doing so, we help to shed light on an important issue in theoretical accountsof the development of false-belief understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04b0d1wk","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Roby","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Alexandra","middle_name":"","last_name":"Paxton","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Rick","middle_name":"","last_name":"Dale","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Rose","middle_name":"","last_name":"Scott","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26638/galley/16274/download/"}]},{"pk":26326,"title":"The Relationship Between the Numerical Distance Effect and Approximate Number\nSystem Acuity is Non-Linear","subtitle":null,"abstract":"People can estimate numerical quantities, like the number of\ngrapes in a bunch, using the Approximate Number System\n(ANS). Individual differences in this ability (ANS acuity) are\nemerging as an important predictor in research areas ranging\nfrom math skills to judgment and decision making. One\ncommonly used ANS acuity metric is the size of the\nNumerical Distance Effect (NDE): the amount of savings in\nRT or errors when distinguishing stimuli values as the\nnumerical distance between them increases. However, the\nvalidity of this metric has recently been questioned. Here, we\nmodel the relationship between the NDE-size and ANS\nacuity. We demonstrate that the relationship between NDE-\nsize and ANS acuity should not be linear, but rather should\nresemble an inverted J-shaped distribution, with the largest\nNDE-sizes typically being found for near average ANS\nacuities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Numerical Distance effect; Estimation;\nApproximate Number system"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/22t369xh","frozenauthors":[{"first_name":"Dana","middle_name":"","last_name":"Chesney","name_suffix":"","institution":"St. John’s University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26326/galley/15962/download/"}]},{"pk":26225,"title":"Thermodynamics and Cognition: Towards a Lawful Explanation of the Mind","subtitle":null,"abstract":"An argument is developed to show that explanations ofbiological and physical systems can be unified via the secondlaw of thermodynamics (SLT). The SLT’s influence on theevolutionary history of life at the scale of the global Earthsystem justifies reunifying phenomena—i.e., mind andmatter—whose separation dates back to Modern Westernphilosophy and still influences contemporary scientificinvestigations. From this perspective it appears that thenecessity of ever-increasing entropy in nature may constrainthe organization and behavior of living organisms andcognitive processes. Via an example of explaining memory atthe scale of the brain-body-environment system, werecommend understanding cognition with respect to its role inincreasing entropy in nature. This framework may lead to afruitful understanding of cognition by appealing to thenecessity of physical laws.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"action selection"},{"word":"cognition"},{"word":"entropy"},{"word":"memory"},{"word":"Thermodynamics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/12m815ct","frozenauthors":[{"first_name":"Larry","middle_name":"A.","last_name":"Moralez","name_suffix":"","institution":"University of Central Florida","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26225/galley/15861/download/"}]},{"pk":26675,"title":"The role of emotional mediation in musical and vocal sound-color correspondence","subtitle":null,"abstract":"This study investigates the role of emotional mediation in sound-color cross-modal correspondence, using twocomplementary sets of validated stimuli: the Montreal Affective Voices (MAV; Belin et al., 2008), and Musical EmotionalBursts (MEB; Paquette et al., 2013). These stimuli were presented to participants for color associations, emotional associations,and rated for arousal and valence. The results demonstrated that the same pattern of color association applied across both vocaland musical sounds, which strongly correlated with the perceived emotional connotation of the sound. Sounds across bothdomains that were rated as high arousal/negative valence were associated with red (anger), sounds rated as high arousal/positivevalence were associated with yellow (happiness), and sounds rated as low arousal/negative valence were associated with blue(sadness). The results thus replicate previous research indicating that arousal and valence govern sound-color correspondence,suggesting that cross-modal associations may reflect reciprocal interactions between the connotative meanings of differentstimuli.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5qz4w0hx","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Isbilen","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26675/galley/16311/download/"}]},{"pk":26740,"title":"The role of grammatical form in generalizing principled and statistical properties","subtitle":null,"abstract":"Asymmetric generalization patterns for definite and indefinite singular genericsIn two experiments, we investigated the role of grammatical form in inferring the conceptual status of properties in genericsentences. We trained participants on novel properties in pseudoword sentences with bare plural (BP), indefinite (IS) and definitesingular (DS) subjects. In the test phase, participants rated the relationship between trained properties and novel subjects: Wefound that, compared to BP, properties trained in the IS condition increase expectations of principled connections whereasDS-trained properties diminish expectations of statistical connections. BP subjects acted as a control since they were equallyjudged to be statistically or principally connected. These results support the theoretical claim that IS have quantificational forceand DS directly refer to kinds. They leave open the puzzle of the nature of BP subjects which seem to be ambiguous betweenthe two and also the only one to convey statistical connections.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/62m703jz","frozenauthors":[{"first_name":"Kim","middle_name":"Kristina","last_name":"Fuellenbach","name_suffix":"","institution":"Oxford University","department":""},{"first_name":"E.","middle_name":"Matthew","last_name":"Husband","name_suffix":"","institution":"Oxford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26740/galley/16376/download/"}]},{"pk":26635,"title":"The role of higher order relational structure in relational category label extension","subtitle":null,"abstract":"The perceived soundness of an analogy is influenced by shared relational structure between the analogs with higher-order relational (HOR) structure being the primary determinant (Gentner, Rattermann, & Forbus, 1993). We conducted areplication and extension to investigate whether the same pattern holds when deciding whether to extend a relational categorylabel from a base example to a target. Participants were assigned to judge either category extension or analogical soundness(using a more direct version of the original measure) across four targets that shared HOR structure, surface similarity, neither, orboth (literal similarity) with the base passage. We found that shared HOR structure led to a higher likelihood of both extendingthe category label and judging the analogy to be good. No effect of surface similarity was found. These results suggest thatthe generalization of relational categories follows the same principles of structure-mapping theory that are seen in analogicalprocessing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1km3v089","frozenauthors":[{"first_name":"Sean","middle_name":"","last_name":"Snoddy","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"J.","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26635/galley/16271/download/"}]},{"pk":26579,"title":"The role of regional topography in route planning","subtitle":null,"abstract":"When planning the most efficient route from one location to another, people tend to prefer southern routes overnorthern routes of equal length and complexity. This asymmetry has been attributed to implicit associations between cardinaldirection and relative elevation (i.e., north = higher), and holds even when regional topography conflicts with these associations.No such asymmetry has been observed between eastern and western routes. Here we provide evidence for an eastern-westernasymmetry in participants residing in an environment with east-west topography differences. Residents of Colorado Springs,CO, where topography is mountainous to the west, showed a reliable preference for eastern routes over equal-length westernroutes on a Colorado Springs map, but not an unfamiliar map. This pattern held even though the represented areas contain min-imal elevation differences. Our findings suggest that regional topography can induce a novel, physically unfounded asymmetryin otherwise unbiased representations of the spatial environment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74j621xx","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Deslauriers","name_suffix":"","institution":"Colorado College","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Holmes","name_suffix":"","institution":"Colorado College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26579/galley/16215/download/"}]},{"pk":26121,"title":"The Role of Similarity in Constructive Memory: Evidence from Tasks with\nChildren and Adults","subtitle":null,"abstract":"Literature on memory research shows that when memorizing,\npeople may blend two situations, i.e. when memorizing one\nstory, they add elements from another story. Most of the\ncognitive models assume that the superficial similarity\nbetween two episodes is the primary factor for blending.\nHowever, there is evidence that people blend dissimilar\nstories as well, if these stories share the same relational\nstructure. We contrasted the two factors in a single study and\nperformed experiments with the same design and stimuli with\nadults and with 4-5-year-old children. The results show that\nthere is no qualitative difference between the performance of\nadults and children. Also, both adults and children blend\neither pictures that have surface or structural similarity\ndepending on the abstractness of the objects in them.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"constructive memory; development; analogy-making."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2g17f12c","frozenauthors":[{"first_name":"Georgi","middle_name":"","last_name":"Petkov","name_suffix":"","institution":"New Bulgarian University","department":""},{"first_name":"Margarita","middle_name":"","last_name":"Pavlova","name_suffix":"","institution":"New Bulgarian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26121/galley/15757/download/"}]},{"pk":26100,"title":"The Role of the Prefrontal Cortex in Inductive Reasoning: An fNIRS Study","subtitle":null,"abstract":"This study examined neural activity associated with inductive\ninference using functional Near Infrared Spectroscopy\n(fNIRS). Induction is a powerful way of generating new\nknowledge by generalizing known information to novel items\nor contexts. Two key bases for identifying targets for induction\nare perceptual similarity, and rules that specify category-\nrelevant features. Similarity- and rule-based induction have\nbeen argued to represent distinct mechanisms, such that only\nrule-based induction requires executive function processes\nassociated with the prefrontal cortex (PFC), namely: active\nmaintenance of representations and inhibition of salient but\nirrelevant features. Here, we address the lack of direct\nempirical evidence supporting this possibility by recording\nPFC activity using fNIRS while adult participants (n=24)\nperformed an inductive inference task. We found that PFC\nactivity during induction was greater when participants had\nbeen taught a category-inclusion rule versus when participants\ncould only rely on overall similarity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"inductive inference; fNIRS; PFC"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5x59f8h1","frozenauthors":[{"first_name":"Layla","middle_name":"","last_name":"Unger","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Jaeah","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Theodore","middle_name":"","last_name":"Huppert","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Julia","middle_name":"","last_name":"Badger","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Anna","middle_name":"V.","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26100/galley/15736/download/"}]},{"pk":26569,"title":"The role of viewpoint in event segmentation","subtitle":null,"abstract":"The ability to perceive and understand experience is influenced by a process that divides it into meaningful parts.This process, called event segmentation, is frequently studied by asking participants to identify meaningful units of activity infilms that depict it from a third person perspective. However, because segmentation is associated with changes in the perceptualand conceptual features of film, it could differ for films that present the same activity from a first person perspective. This studytherefore examined segmentation for simultaneously recorded films that depicted identical activities from different perspectives.In several experiments participants were asked to segment these movies into natural and meaningful units of activity. Measuresof segmentation frequency and agreement provided little evidence that segmentation reliably differed across first and thirdperson perspectives. These preliminary findings suggest that participants identify similar events when they are viewed fromdifferent perspectives.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8w42p98n","frozenauthors":[{"first_name":"Khena","middle_name":"","last_name":"Swallow","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Ayse","middle_name":"","last_name":"Candan","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Jovan","middle_name":"","last_name":"Kemp","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26569/galley/16205/download/"}]},{"pk":26177,"title":"The role of word-word co-occurrence in word meaning learning","subtitle":null,"abstract":"A growing body of research on early word learning suggeststhat learners gather word-object co-occurrence statistics acrosslearning situations. Here we test a new mechanism wherebylearners are also sensitive to word-word co-occurrence statis-tics. Indeed, we find that participants can infer the likely ref-erent of a novel word based on its co-occurrence with otherwords, in a way that mimics a machine learning algorithmdubbed ‘zero-shot learning’. We suggest that the interactionbetween referential and distributional regularities can bring ro-bustness to the process of word acquisition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word learning; semantics; cross-situational learn-ing; distributional semantic models; zero-shot learning."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7gp5v09b","frozenauthors":[{"first_name":"Abdellah","middle_name":"","last_name":"Fourtassi","name_suffix":"","institution":"The Euro-Mediterranean University of Fes, Stanford University","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Dupoux","name_suffix":"","institution":"PSL Research University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26177/galley/15813/download/"}]},{"pk":26544,"title":"The Sapir-Whorf Hypothesis and Probabilistic Inference:Evidence from the Domain of Color","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sapir-Whorf hypothesis; linguistic relativity;color memory; category effects; probabilistic inference."}],"section":"Publication-Based Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1z80f3bx","frozenauthors":[{"first_name":"Emily","middle_name":"","last_name":"Cibelli","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Yang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Joseph","middle_name":"L.","last_name":"Austerweil","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26544/galley/16180/download/"}]},{"pk":26659,"title":"The Semantic Stroop Effect: An Ex-Gaussian Analysis","subtitle":null,"abstract":"The standard Stroop effect (which typically uses color words that form part of the response set) is robust and welldocumented in mean RT. Ex-Gaussian analyses reveal that this effect is seen in the mean of the normal distribution (mu),in the standard deviation of the normal distribution (sigma), and (c) in the tail (tau) of the ex-Gaussian distribution. Thepresent experiments investigate whether the semantically based Stroop effect (which contrasts incongruent color-associatedwords with neutral controls) is seen in the three ex-Gaussian parameters. This analysis yielded a semantic Stroop effect in thearithmetic mean and mu, but no semantic Stroop effect was observed in tau. These data are consistent with the conclusion thatinterference associated with response competition on incongruent trials is absent in the semantic Stroop effect (at least in thetail of the distribution).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0p58p0cc","frozenauthors":[{"first_name":"Darcy","middle_name":"","last_name":"White","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Evan","middle_name":"","last_name":"Risko","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Derek","middle_name":"","last_name":"Besner","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26659/galley/16295/download/"}]},{"pk":26592,"title":"The sequence of study changes what is encoded during category learning.","subtitle":null,"abstract":"This work investigates how the sequence of study influences encoding and memory for different properties of thecategories studied. We used a transfer task with different types of items and show that following blocked study learners aresensitive to category properties that were presented frequently in the category (but were not diagnostic of category member-ship). However, following interleaved study learners do not seem to be sensitive to changes on these non-diagnostic properties.Moreover, when asked to judge different properties for their relevance for category learning (cue and category validity), partic-ipants rate discriminating properties more highly than similarities following interleaved study, but not following blocked study.These results are consistent with previous evidence and are captured by an exemplar model that takes into account the sequenceof exemplars during learning by changing the likelihood of attending to and encoding different object properties depending onsequential similarities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00h2s3vc","frozenauthors":[{"first_name":"Paulo","middle_name":"","last_name":"Carvalho","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Robert","middle_name":"","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26592/galley/16228/download/"}]},{"pk":26134,"title":"The St. Petersburg Paradox: A Subjective Probability Solution","subtitle":null,"abstract":"The St. Petersburg Paradox (SPP), where people are willing topay only a modest amount for a lottery with infinite expectedgain, has been a famous showcase of human (ir)rationality.Since inception multiple solutions have been proposed,including the influential expected utility theory. Criticismsremain due to the lack of a priori justification for the utilityfunction. Here we report a new solution to the long-standingparadox, which focuses on the probability weightingcomponent (rather than the value/utility component) incalculating the expected value of the game. We show that anew Additional Transition Time (AT) based measure,motivated by both physics and psychology, can naturally leadto a converging expected value and therefore solve theparadox.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"human judgment and decision making"},{"word":"probability"},{"word":"St. Petersburg Paradox"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7890m30v","frozenauthors":[{"first_name":"Hongbin","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Yanlong","middle_name":"","last_name":"Sun","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Jack","middle_name":"W.","last_name":"Smith","name_suffix":"","institution":"Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26134/galley/15770/download/"}]},{"pk":26360,"title":"The Structure of Names in Memory:Deviations from Uniform Entropy Impair Memory for Linguistic Sequences","subtitle":null,"abstract":"Human languages can be seen as socially evolved systems thathave been structured to optimize information flow incommunication. Communication appears to proceed both moreefficiently and more fluently when information is distributedevenly across the linguistic signal. In previous work (Ramscaret al., 2013), we used tools from information theory to examinehow naming systems evolved to meet this requirementhistorically, and how, over the past several hundred years,social legislation and rapid population growth have disruptednaming practices in the West, making names ever harder toprocess and remember. In support of these observations, wepresent findings from three experiments investigating namefluency, recognition, and recall. These results provideconverging empirical evidence for an optimal solution to namedesign, and offer a more nuanced understanding of how socialengineering has impaired the structure of names in memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sequence learning; information theory; artificialgrammar; associative memory; category fluency"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7x55z8n4","frozenauthors":[{"first_name":"Melody","middle_name":"","last_name":"Dye","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Brendan","middle_name":"","last_name":"Johns","name_suffix":"","institution":"University at Buffalo","department":""},{"first_name":"Michael","middle_name":"","last_name":"Jones","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Ramscar","name_suffix":"","institution":"University of Tübingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26360/galley/15996/download/"}]},{"pk":26759,"title":"The Temporal Cheerleader Effect: Attractiveness Judgments Depend onSurrounding Faces Through Time","subtitle":null,"abstract":"Previous research has found that people are seen as more attractive when they appear in a group rather than inisolation. Do faces that surround us in time also affect how attractive we seem? Participants rated the attractiveness of famousfemale faces presented in a sequence of three and in isolation. We found that people do integrate information about attractivenessover time, but that temporal context has the opposite effect of static context. People perceived faces as less attractive in a seriesthan when those same faces were presented in isolation. We also varied the attractiveness of surrounding faces in order toexamine how the serial position of contextual information figures into people’s judgments of a face. Faces presented early inthe sequence figured more heavily into people’s judgments than did faces presented at the end. These findings highlight therole that temporal context plays in the perception of attractiveness.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0vn9w1nz","frozenauthors":[{"first_name":"Alexia","middle_name":"Toskos","last_name":"Dils","name_suffix":"","institution":"Purchase College, SUNY","department":""},{"first_name":"Scott","middle_name":"","last_name":"Niedopytalski","name_suffix":"","institution":"Purchase College, SUNY","department":""},{"first_name":"Jeffrey","middle_name":"","last_name":"Arroyo","name_suffix":"","institution":"Purchase College, SUNY","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Flusberg","name_suffix":"","institution":"Purchase College, SUNY","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26759/galley/16395/download/"}]},{"pk":26639,"title":"The use of dispositional cues to causality in judgements of mechanical and living","subtitle":null,"abstract":"White (2013) stated that dispositional causal thinking derives from experiences of acting on objects aquired early inlife. He made evident that, under uncertainty, particular cues in an interaction between an agent and a patient (e.g., two entities,agent focuses on patient, contact, effect in patient) guide people’s perception of causality. This study systematically examinesthe predictive strength of eight causal cues worked out by White (2013) and aims at comparing people’s reliance on these cuesin the physical and the biological domain.Children (7-year-old) and adults judged a prototype (mechanical collision event or stinging event) and another nine prototyperelated events, with systematically omitted cues.A general linear mixed models analysis revealed a significant effect for the number of cues in an event. Both age groupsrely on singular causal cues when interpreting physical and biological events. Moreover, the disposition of causality appears toharden with increasing age.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6vt6z788","frozenauthors":[{"first_name":"Julia","middle_name":"","last_name":"Schneider","name_suffix":"","institution":"University of Berne","department":""},{"first_name":"Sufi","middle_name":"","last_name":"Abbaspour","name_suffix":"","institution":"University of Berne","department":""},{"first_name":"Trix","middle_name":"","last_name":"Cacchione","name_suffix":"","institution":"University of Berne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26639/galley/16275/download/"}]},{"pk":26202,"title":"The Variable Relationship Between On-Task Behavior and Learning","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"On-task behavior; Attention; Learning;Achievement"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nd2r72t","frozenauthors":[{"first_name":"Karrie","middle_name":"E.","last_name":"Godwin","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Howard","middle_name":"","last_name":"Seltman","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Ma. Victoria","middle_name":"Q.","last_name":"Almeda","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Shimin","middle_name":"","last_name":"Kai","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Ryan","middle_name":"S.","last_name":"Baker","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Anna","middle_name":"V.","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26202/galley/15838/download/"}]},{"pk":26487,"title":"Think Fast! Mental-state Language is Related to the Speed of False-belief Reasoning\nin Adulthood","subtitle":null,"abstract":"When tested appropriately, infants appear to demonstrate\nfalse-belief understanding in the first year of life. Some have\nargued that this is inconsistent with the well-established\nrelationship between social experience and preschoolers’\nfalse-belief performance. We argue that these two sets of\nfindings are not inconsistent because the ability to attribute\nfalse beliefs to others is necessary but not sufficient for false-\nbelief performance, and we propose several ways that one\nsocial factor, hearing and using mental-state language, might\nrelate to false-belief performance throughout the lifespan. We\ntested this account by examining the relationship between\nadults’ use of mental-state language and their false-belief\nunderstanding. Participants’ use of mental-state language was\nrelated to how quickly they could accurately predict the\nbehavior of agents on the basis of desires and beliefs. These\nfindings provide the first evidence that mental-state talk and\nfalse-belief performance are related into adulthood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"false-belief understanding; theory of mind;\nmental-state reasoning; social cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20k770m7","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Roby","name_suffix":"","institution":"University of Califonia, Merced","department":""},{"first_name":"Rose","middle_name":"M.","last_name":"Scott","name_suffix":"","institution":"University of Califonia, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26487/galley/16123/download/"}]},{"pk":26278,"title":"“This problem has no solution”: when closing one of two doors results in failure to\naccess any.","subtitle":null,"abstract":"We investigated what happens when the spontaneous\nencoding of a problem is incongruent with its solving\nstrategy. We created word problems from which two distinct\nsemantic representations could be abstracted. Only one of\nthese representations was consistent with the solving strategy.\nWe tested whether participants could recode a semantically\nincongruent representation in order to access another, less\nsalient, solving strategy. In experiment 1, participants had to\nsolve arithmetic problems and to indicate which problems\nwere unsolvable. In experiment 2, participants received\nsolved problems and had to decide whether the solution was\nappropriate or not. In both experiments, participants had more\ndifficulties acknowledging that problems inducing an\nincongruent representation could be solved than they had for\nproblems inducing a congruent representation. This was\nconfirmed by response times. These results highlight how\nsemantic aspects can lead even adults to fail or succeed in the\nsolving of arithmetic problems requiring basic mathematical\nknowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"arithmetic problem solving; semantic\nstructures; semantic encoding; strategy choice."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1cd268h5","frozenauthors":[{"first_name":"Hippolyte","middle_name":"","last_name":"Gros","name_suffix":"","institution":"University Paris Descartes","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Sander","name_suffix":"","institution":"University Paris 8","department":""},{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"Université de Bourgogne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26278/galley/15914/download/"}]},{"pk":26096,"title":"Three barriers to effective thought experiments, as revealed by a system thatexternalizes students’ thinking","subtitle":null,"abstract":"This study aimed to develop a Thought Experiment External-izer (TE-ext) and to apply it in order to observe barriers toproblem solving. TE-ext enables students to visualize a prob-lem situation. Users of TE-ext can implement changes in thesituation and see the result as an animation. Experimentaluse of TE-ext identified three barriers to conducting an effec-tive thought experiment (TE). First, participants tended not tochange the situation from the original one; second, incorrect orinappropriate knowledge was applied to the situation; third, theparticipants did not apply the results of their TE to other situa-tions. These factors prevented participants from rejecting theirinitial incorrect model and finding a new one through TEs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Thought experiment; scientific reasoning; scienceeducation system; problem solving"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bw9q45p","frozenauthors":[{"first_name":"Miki","middle_name":"","last_name":"Matsumuro","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Kazuhisa","middle_name":"","last_name":"Miwa","name_suffix":"","institution":"Nagoya University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26096/galley/15732/download/"}]},{"pk":26714,"title":"Time Course of Fidelity and Contributing Factors to Long-Term Memory","subtitle":null,"abstract":"Various models have been implemented to explain long-term memory (Brady, et al., 2013; Lew, et al., 2015), withsome being derived from studies of visual working memory (Bays, et al. 2009; Zhang & Luck, 2008). The implicit assumptionis that processes and mechanisms of working memory also exist in long-term memory. However, the findings of fidelity andcontributing factors are highly varied (e.g., Persaud & Hemmer, 2014; Schurgin & Flombaum, 2015) To address what happensto memory traces as they transition from visual working into long-term memory and what factors, such as prior knowledgeand guessing, contribute to the “lifespan” of long-term memory, we implemented three models: the standard remember-guessmodel, a three-component remember-guess model, and a Bayesian mixture model and evaluated these models against data froma continuous recall task. The results clarify the time course of fidelity in long-term memory and pinpoints specific factors thatcontribute to memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mj9p4bq","frozenauthors":[{"first_name":"Kimele","middle_name":"","last_name":"Persaud","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Pernille","middle_name":"","last_name":"Hemmer","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26714/galley/16350/download/"}]},{"pk":26530,"title":"Tit-­‐‑for-­‐‑Tat: Effects of Feedback and Speaker Reliability on ListenerComprehension Effort","subtitle":null,"abstract":"Miscommunication is often seen as a detrimental aspectof human communication. However, miscommunicationcan differ in cause as well as severity. What distinguishesa miscommunication where conversation partnerscontinue to put forth the effort from miscommunicationwhere conversation partners simply give up? In this eye-­‐‑tracking study, participants heard globally ambiguousstatements that were either a result of an experimentalerror or speaker underspecification; participants eitherreceived positive or negative feedback on theseambiguous trials. We found that negative feedback,paired with the reliability of the message, will impact theamount of processing effort a comprehender putsforth—specifically, listeners were less forgiving of errorswhen they were penalized and when speakers’instructions lacked effort. This suggests that languageusers weigh conversational contexts and outcomes aswell as linguistic content during communication.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"ambiguity; intentions; communication;comprehension; context"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0rn78112","frozenauthors":[{"first_name":"Nicole","middle_name":"","last_name":"Craycraft","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"Zoe","middle_name":"","last_name":"Kriegel","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Michael","middle_name":"K.","last_name":"Tanenhaus","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Roche","name_suffix":"","institution":"Kent State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26530/galley/16166/download/"}]},{"pk":26644,"title":"Toward a Simulation Platform for Comparing Computational CognitiveNeuroscience Models","subtitle":null,"abstract":"While computational cognitive models serve many purposes, perhaps their primary utility is in formalizing specifichypotheses in order to facilitate evaluation in light of empirical results. Such evaluations are inherently relative, comparing theexplanatory power of proposed models to alternatives. Direct comparisons are hindered, however, when competing hypothesesare framed within different cognitive architectures, as the contributions of non-focal aspects of those architectures cannot nec-essarily be yoked. In order to help address this problem, a novel computational framework for model comparison is proposed,grounded in gross neuroanatomy. This framework supports the hierarchical specification of connections between brain systems,producing computational architectures based on neuroscientific data. This approach shifts from modeling particular cognitiveprocesses, which might differ across cognitive architectures, to modeling established brain systems, for which there may begreater consensus. The framework supports the direct comparison of models of a given system by fixing the function of othersystems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8p41g617","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Noelle","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26644/galley/16280/download/"}]},{"pk":26430,"title":"Towards a Cognitively Realistic Representation of Word Associations","subtitle":null,"abstract":"The ability to associate words is an important cognitive skill.In this study we investigate different methods for representingword associations in the brain, using the Remote AssociatesTest (RAT) as a task. We explore representations derived fromfree association norms and statistical n-gram data. Althoughn-gram representations yield better performance on the test, acloser match with the human performance is obtained with rep-resentations derived from free associations. We propose thatword association strengths derived from free associations playan important role in the process of RAT solving. Furthermore,we show that this model can be implemented in spiking neu-rons, and estimate the number of biologically realistic neuronsthat would suffice for an accurate representation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantic spaces; vector representations; spikingneurons; insight; remote associates test"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/62z8g95d","frozenauthors":[{"first_name":"Ivana","middle_name":"","last_name":"Kaji ́","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Jan","middle_name":"","last_name":"Gosmann","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Terrence","middle_name":"C.","last_name":"Stewart","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Wennekers","name_suffix":"","institution":"Plymouth University","department":""},{"first_name":"Chris","middle_name":"","last_name":"Eliasmith","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26430/galley/16066/download/"}]},{"pk":26609,"title":"Towards a Pre-Newtonian Intuitive Physics of Object Collisions","subtitle":null,"abstract":"Some researchers have argued that mass perception, causal ascriptions, and predictions in simple billiard ball in-teractions can be modeled as inductive Bayesian inference over a (noisy) Newtonian representation of the world. However,there are phenomena, such as the asymmetrical ascription of forces to colliding objects, that are conceptually incompatible withthe symmetry of Newtonian physics. We propose that human inference in physical scenarios operates over a pre-Newtonianphysical representation that is based on impetus intuitions. Impetus theories assume that object movements are caused by aninternal force, impetus, that is transferred and reflected when objects collide with each other. Moreover, impetus interactionsare inherently asymmetric. We present a mathematical model that implements impetus theory and show that the theory is wellsuited to model perceived causal asymmetry. Moreover, the theory can also explain phenomena that so far have been presentedas unique evidence for (noisy) Newtonian representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4vb8545x","frozenauthors":[{"first_name":"Ralf","middle_name":"","last_name":"Mayrhofer","name_suffix":"","institution":"University of G ̈ottingen","department":""},{"first_name":"Michael","middle_name":"","last_name":"Waldmann","name_suffix":"","institution":"University of G ̈ottingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26609/galley/16245/download/"}]},{"pk":26426,"title":"Training Prospective Abilities through Conversation about the Extended Self","subtitle":null,"abstract":"Prospection is an important cognitive achievement, and isrelated to uniquely human abilities such as planning, delay ofgratification, and goal attainment. While prospection developsrapidly during early childhood, little is known about themechanisms that support its development. Here we exploredwhether encouraging children to talk about their extendedselves (self outside the present context) boosts theirprospective abilities. Preschoolers (N = 81) participated in a5-minute interaction with an adult in which they were askedto talk about events in the near future, distant future, nearpast, or present. Compared with children discussing theirpresent and distant future, children asked to discuss events intheir near future or near past displayed better planning andprospective memory. Additionally, those two conditions weremost effective in eliciting self-projection (use of personalpronouns). Results suggest that experience communicatingabout the close-in-time, extended self contributes tochildren’s future-oriented thinking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"prospection"},{"word":"future thinking"},{"word":"preschoolers"},{"word":"Conversation"},{"word":"social context"},{"word":"extended self"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/82g5m30r","frozenauthors":[{"first_name":"Nadia","middle_name":"","last_name":"Chernyak","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Kathryn","middle_name":"A.","last_name":"Leech","name_suffix":"","institution":"University of Maryland , Harvard Graduate School of Education","department":""},{"first_name":"Meredith","middle_name":"L.","last_name":"Rowe","name_suffix":"","institution":"Harvard Graduate School of Education","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26426/galley/16062/download/"}]},{"pk":26770,"title":"Transfer at the Level of Human-Computer System: Problem Solving usingProcedure-Automation Software","subtitle":null,"abstract":"Issues of transfer and of human-computer systems are central, but largely separate questions in cognitive science.We take the human-computer system as the unit of analysis and explore how well a human-computer system transfers to tasksoutside the scope of the humans’ training and the software’s design. In two experiments, participants used the procedure au-tomation software (PRIDE) to control simulations of International Space Station habitat systems. Both the software design andthe user training addressed routine procedure execution. In the transfer problems the conditions assumed for routine procedureexecution were not met, requiring novel problem solving. We report on our methods for complex behavior analysis and ourresults showing high though imperfect transfer, noteworthy given the widespread difficulty of transfer. Further investigationof transfer at the level of human-computer system is important for understanding what combinations of technology design anduser experience enable effectively dealing with the unexpected.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00p7k06w","frozenauthors":[{"first_name":"Dorrit","middle_name":"","last_name":"Billman","name_suffix":"","institution":"San Jose State University","department":""},{"first_name":"Debra","middle_name":"","last_name":"Schereckenghost","name_suffix":"","institution":"TRACLabs","department":""},{"first_name":"Zachary","middle_name":"","last_name":"Caddick","name_suffix":"","institution":"San Jose State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26770/galley/16406/download/"}]},{"pk":26503,"title":"Transfer of Cognitive Skills in Developmental Tasks","subtitle":null,"abstract":"The main question we try to answer in this paper is whetherstage-like progression in cognitive development can beexplained by transfer of cognitive skill among tasks. Wefocus on the following question: To what extent does trainingon one task improve the performance on another task? Thetasks are Piaget’s (1959) Balance Scale Task and NumberConservation Task, and a task that we will call the Une-Sentence Task, which is taken from Karmiloff-Smith's (1979)experiment on the acquisition of determiners in French. Were-implemented already existing models within theframework of the PRIMs cognitive architecture (Taatgen,2013). Each task was subdivided in certain stages related tothe complexity of the problem-solving strategies. We showthat mastery of a certain stage of a problem becomes easier ifa higher stage of another task is mastered first.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"transfer"},{"word":"PRIMs"},{"word":"cognitive architecture"},{"word":"Developmental Tasks"},{"word":"cognitive modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/77c5m1ds","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Rupp","name_suffix":"","institution":"University of Groningen","department":""},{"first_name":"Niels","middle_name":"A.","last_name":"Taatgen","name_suffix":"","institution":"University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26503/galley/16139/download/"}]},{"pk":36047,"title":"Transformative Professional Development and the Promotion of Literacy Through Culturally Responsive Pedagogy","subtitle":null,"abstract":"This article recounts a narrative of professional transformation\ninspired by the works of Paulo Freire and Gloria Ladson-Billings\nand advanced by a participatory action research (PAR) project.\nThe PAR team for this case study, consisting of the university\nteacher educator as a “coach” and a high school classroom teacher\nalong with her students, examines the use of community-based\nknowledge in a form of corrido (ballads) studies. In this process,\nthe ballads become the basis for learners’ engagement with literacy activities in the context of what is known as a heritage language\nSpanish class. The analysis focuses on the process of designing\na culturally relevant pedagogy and ensuring its effectiveness\nthrough the examination of pre- and postwriting samples and\nstudents’ fluid identification with various ethnic labels.","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/8fc864mj","frozenauthors":[{"first_name":"Sara","middle_name":"S.","last_name":"Garcia","name_suffix":"","institution":"Santa Clara University","department":""},{"first_name":"Christina","middle_name":"Favela","last_name":"Garcia","name_suffix":"","institution":"East Side Union High School District San Jose","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36047/galley/26899/download/"}]},{"pk":26284,"title":"Translating testimonial claims into evidence for category-based induction","subtitle":null,"abstract":"Inductive generalizations about the properties of kinds arebased on evidence. But evidence can come either from ourobservations, or from the testimony of knowledgeableinformants. The current study explores how we combineinformation from these two sources to make inductiveinferences. Participants learned about a novel object category,and observed the property occur with some frequency in asample of category members. Different groups of participantsalso heard an informant making either Generic, Quantified, orSpecific claims about the prevalence of the property.Participants who heard generic claims were more resistant toa straightforward use of statistical evidence in theirgeneralizations. Moreover, participants who rated theinformant as more knowledgeable (across conditions) gavehigher prevalence estimates. The results suggest twopathways through which testimony translates into evidencefor category learning, and raise questions on how to bestcombine evidence from these different sources into acommon representational form.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"category-based induction; probabilisticreasoning; generics; rational models; testimony; epistemictrust"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sv9p3pm","frozenauthors":[{"first_name":"Tamar","middle_name":"","last_name":"Kushnir","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Susan","middle_name":"A.","last_name":"Gelman","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26284/galley/15920/download/"}]},{"pk":26094,"title":"Trump supported it?! A Bayesian source credibility model applied to appeals tospecific American presidential candidates’ opinions","subtitle":null,"abstract":"The credibility of politicians is crucial to their persuasivenessas election candidates. The paper applies a parameter-freeBaysian source credibility model (integrating trustworthinessand epistemic authority) in a real-life test predictingparticipants’ posterior belief in the goodness of an unnamedpolicy after a named candidate has publically supported orattacked it.Two studies test model predictions against policy supportand attack of five presidential candidates from the USA.Model predictions were measured against observed posteriorbelief in the goodness of the policy.The results strongly suggest the model captures essentialtraits of how participants update beliefs in policies givenappeals to a candidates’ support of attack. Further, individualdifferences suggest that people consider other factors thanthe ones elicited for the study. More studies into appeals tospecific candidates are warranted to construct more accuratemodels of the influence of source credibility on politicalreasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayseian source credibility"},{"word":"trustworthiness"},{"word":"epistemic authority"},{"word":"political reasoning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9v8245cs","frozenauthors":[{"first_name":"Jens","middle_name":"Koed","last_name":"Madsen","name_suffix":"","institution":"University of London, University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26094/galley/15730/download/"}]},{"pk":26261,"title":"Trust, Communication, and Inequality","subtitle":null,"abstract":"Inequality in wealth is a pressing concern in many contempo-rary societies, where it has been show to co-occur with polit-ical polarization and policy volatility, however its causes areunclear. Here we demonstrate in a simple model where socialbehavior spreads through learning that inequality can covaryreliably with other cooperative behavior, despite a lack of ex-ogenous cause or deliberate coordination. In the context ofsimulated cultural evolution selecting for trust and cooperativeexchange, we find both cooperation and inequality to be moreprevalent in contexts where the same agents play both the rolesof the trusting investor and the trusted investee, in contrast tothe condition where these roles are divided between disjointpopulations. Cooperation is more likely in contexts of hightransparency about potential partners and with a high amountof partner choice; while inequality is more likely with highinformation but no choice in partners for those that want to in-vest. While not yet a full model of contemporary society, ourapproach holds promise for examining the causality and socialcontexts underlying shifts in income inequality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"trust; cooperation; inequality; behavioral ecology;agent-based modeling; social learning; cultural evolution"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8h88x4zt","frozenauthors":[{"first_name":"Joanna","middle_name":"","last_name":"Bryson","name_suffix":"","institution":"University of Bath, Princeton University","department":""},{"first_name":"Paul","middle_name":"","last_name":"Rauwolf","name_suffix":"","institution":"Oxford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26261/galley/15897/download/"}]},{"pk":26064,"title":"Tutorial: Meta-Analytic Methods for Cognitive Science","subtitle":null,"abstract":"Meta-analysis is a powerful yet underused tool in cognitive sci-ence. It allows researchers to leverage entire bodies of litera-ture to get a broad and quantitative overview of a particularphenomenon, thereby promoting theory development, and tomake more precise estimates of effect sizes, which enablesrobust planning of prospective studies (e.g. through power-analyses). In this tutorial, we will introduce meta-analysis as atool with which to inform everyday research, and provide par-ticipants with hands-on experience conducting their own meta-analysis. We will also present an online platform we have de-veloped for conducting meta-analyses in the field of languagedevelopment: MetaLab (http://metalab.stanford.edu).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"meta-analysis; reproducibility"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7b40w1sr","frozenauthors":[{"first_name":"Sho","middle_name":"","last_name":"Tsuji","name_suffix":"","institution":"Ecole Normale Sup ́erieure","department":""},{"first_name":"Molly","middle_name":"","last_name":"Lewis","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Christina","middle_name":"","last_name":"Bergmann","name_suffix":"","institution":"Ecole Normale Sup ́erieure","department":""},{"first_name":"Michael","middle_name":"C.","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Alejandrina","middle_name":"","last_name":"Cristia","name_suffix":"","institution":"Ecole Normale Sup ́erieure","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26064/galley/15700/download/"}]},{"pk":26057,"title":"Tutorial Workshop on Contemporary Deep Neural Network Models","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"deep learning; neural networks; unsupervised\nlearning; computational modeling; reinforcement learning"},{"word":"simulation tools"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/15n9q0dm","frozenauthors":[{"first_name":"James","middle_name":"L.","last_name":"McClelland","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Steven","middle_name":"","last_name":"Hansen","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Saxe","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26057/galley/15693/download/"}]},{"pk":36039,"title":"\"Two Heads Are Better Than One”: A Curricular Innovation Through Peer Feedback in a Low-Proficiency ESL Writing Class","subtitle":null,"abstract":"Peer feedback benefits in composition have been researched in\nvarious EFL and ESL contexts. Typically carried out in intermediate to advanced proficiency–level contexts, little has been done\nwith low-level students, potentially because of greater perceived\nchallenges with syntactic, grammatical, and linguistic knowledge.\nThis curriculum-inquiry project investigates the effects of using\na collaborative approach rather than an evaluative approach for\npeer feedback in low-proficiency–level writing tasks. Working\nalongside an existing reading and writing curriculum, the peer\nfeedback innovation seeks to support the overall course goals\nwhile providing explicit, scaffolded support to navigate the necessary pragmalinguistic knowledge, collaborative attitudes, and\npeer feedback tasks. In addition to the student-reported benefits\nof feedback and linguistic evidence of their ability/inability to incorporate collaborative attitudes, the inquiry ends with practical\nsuggestions for writing instructors of low-proficiency students.","language":"eng","license":null,"keywords":[],"section":"Theme Section - 2015 Graduate Student Research Contest","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1jp499jv","frozenauthors":[{"first_name":"Lindsey","middle_name":"","last_name":"Sivaslian","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36039/galley/26891/download/"}]},{"pk":26373,"title":"Two Potential Mechanisms Underlying the Link between Approximate NumberRepresentations and Symbolic Math in Preschool Children","subtitle":null,"abstract":"The approximate number system (ANS) is frequentlyconsidered to be a foundation for the acquisition of uniquelyhuman symbolic numerical capabilities. However, themechanism by which the ANS influences symbolic numberrepresentations and mathematical thought remains poorlyunderstood. Here, we tested the relation between ANS acuity,cardinal number knowledge, approximate arithmetic, andsymbolic math achievement in a one-year longitudinalinvestigation of preschoolers’ early math abilities. Our resultssuggest that cardinal number knowledge is an intermediaryfactor in the relation between ANS acuity and symbolic mathachievement. Furthermore, approximate arithmeticperformance contributes unique variance to math achievementthat is not accounted for by ANS acuity. These findingssuggest that there are multiple routes by which the ANSinfluences math achievement. Therefore, interventionstargeting both the precision and manipulability of the ANSmay prove to be more beneficial for improving mathematicalreasoning compared to interventions targeting only one ofthese factors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"approximate number representations; numericalcognition; math cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4s591881","frozenauthors":[{"first_name":"Ariel","middle_name":"","last_name":"Starr","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Rachel","middle_name":"C.","last_name":"Roberts","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Elizabeth","middle_name":"M.","last_name":"Brannon","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26373/galley/16009/download/"}]},{"pk":26384,"title":"U-INVITE: Estimating Individual Semantic Networks from Fluency Data","subtitle":null,"abstract":"Semantic networks have been used extensively in psychologyto describe how humans organize facts and knowledge inmemory. Numerous methods have been proposed to constructsemantic networks using data from memory retrieval tasks,such as the semantic fluency task (listing items in a category).However these methods typically generate group-levelnetworks, and sometimes require a very large amount ofparticipant data. We present a novel computational methodfor estimating an individual’s semantic network usingsemantic fluency data that requires very little data. Weestablish its efficacy by examining the semantic relatedness ofassociations estimated by the model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantic networks; memory retrieval; fluency;random walk; probabilistic modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1st4x5c3","frozenauthors":[{"first_name":"Jeffrey","middle_name":"C.","last_name":"Zemla","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Yoed","middle_name":"N.","last_name":"Kenett","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Kwang-Sung","middle_name":"","last_name":"Jun","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Joseph","middle_name":"L.","last_name":"Austerweil","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26384/galley/16020/download/"}]},{"pk":26312,"title":"Under Pressure: How Time-Limited Cognition Explains Statistical Learning by8-Month Old Infants","subtitle":null,"abstract":"In a classic experiment, Saffran, Aslin, and Newport (1996)used a headturn preference procedure to show that infants candiscriminate between familiar syllable sequences (“words”)and new syllable sequences (“non-words” and “part-words”).While several computational models have simulated aspects oftheir data and proposed that the learning of transitional prob-abilities could be mediated by neural-net or chunking mech-anisms, none have simulated the absolute values of infants’listening times in the different experimental conditions. In thispaper, we used CHREST, a model based on chunking, to sim-ulate these listening times. The model simulated the fact thatinfants listened longer to novel words (non-words and part-words) than familiar words. While the times observed with themodel were longer than those observed with infants, we makea novel finding with regard to phonological store trace decay.We also propose how to modify CHREST to produce data thatfits closer to the human data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"chunking; CHREST; headturn preference proce-dure; transitional probability; word segmentation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2g43w7st","frozenauthors":[{"first_name":"Martyn","middle_name":"","last_name":"Lloyd-Kelly","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Fernand","middle_name":"","last_name":"Gobet","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Peter","middle_name":"C.R.","last_name":"Lane","name_suffix":"","institution":"University of Hertfordshire","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26312/galley/15948/download/"}]},{"pk":26529,"title":"Understanding “almost”: Empirical and computational studies of near misses","subtitle":null,"abstract":"When did something almost happen? In this paper, we in-vestigate what brings counterfactual worlds close. In Exper-iments 1 and 2, we find that participants’ judgments aboutwhether something almost happened are determined by thecausal proximity of the alternative outcome. Something almosthappened, when a small perturbation to the relevant causalevent would have been sufficient to bring it about. In contrastto previous work that has argued that prior expectations areneglected when judging the closeness of counterfactual worlds(Kahneman & Varey, 1990), we show in Experiment 3 thatparticipants are more likely to say something almost happenedwhen they did not expect it. Both prior expectations and causaldistance influence judgments of “almost”. In Experiment 4, weshow how both causal proximity and beliefs about what wouldhave happened in the absence of the cause jointly explain judg-ments of “almost caused” and “almost prevented”.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causality; counterfactuals; almost; mental simula-tion; intuitive physics."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2st6v0tw","frozenauthors":[{"first_name":"Tobias","middle_name":"","last_name":"Gerstenberg","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26529/galley/16165/download/"}]},{"pk":36027,"title":"Understanding Culturally Influenced Approaches to Creativity in an English for Art Purposes Program","subtitle":null,"abstract":"“To lead, one must follow.” Lao-Tzu’s quote embodies the belief\nthat many 1st-semester students at our institution hold regarding their approach to creativity. Whether working on an essay or\nan art project, many have a tendency to imitate a more skilled\nperson’s work as a way of learning, improving, and building confidence. Conversely, it is not uncommon for their instructors to\npush them to generate original ideas and think outside of the box.\nThese conflicting approaches and other opposing cultural tendencies can lead to a host of challenges for both instructors and\nour student artists, especially students from Confucian heritage\ncultures. This article shares observations of these challenges and\nsuggestions for addressing them.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Creativity in Language Teaching","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3n39x1bt","frozenauthors":[{"first_name":"Anne","middle_name":"","last_name":"Connors","name_suffix":"","institution":"Academy of Art University,\nSan Francisco","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Gardner","name_suffix":"","institution":"Academy of Art University,\nSan Francisco","department":""},{"first_name":"Marifel","middle_name":"","last_name":"Angeles","name_suffix":"","institution":"Academy of Art University,\nSan Francisco","department":""},{"first_name":"Allison","middle_name":"","last_name":"Payne","name_suffix":"","institution":"Academy of Art University,\nSan Francisco","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36027/galley/26879/download/"}]},{"pk":26716,"title":"Understanding human facial attractiveness from multiple views","subtitle":null,"abstract":"Facial attractiveness has long been a topic of interest for cognitive scientists. Early psychological research has foundthat averageness, distinctiveness and familiarity of a face can influence facial attractiveness. However, faces also convey richsocial information. How various social features are related to facial attractiveness hasn’t been systematically studied before.We investigate facial attractiveness in the context of social feature evaluation and find that social attributes like appearinginteresting and sociable contribute to facial attractiveness whereas appearing boring, and humble are negatively correlated withattractiveness. We further compare social features of faces with the physical configuration of faces and we are able to usegeometric features to predict facial attractiveness. We further study the individual differences on attractiveness perception andfind out that. Our study illustrates that social attributes and pixel information can go hand in hand to facilitate attractivenessprediction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dd1b98c","frozenauthors":[{"first_name":"Amanda","middle_name":"","last_name":"Song","name_suffix":"","institution":"University of California San Diego","department":""},{"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":"Gary","middle_name":"","last_name":"Cottrell","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Angela","middle_name":"","last_name":"Yu","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26716/galley/16352/download/"}]},{"pk":26108,"title":"Unifying Conflicting Perspectives in Group Activities:Roles of Minority Individuals","subtitle":null,"abstract":"For drawing higher-level perspectives in group activi-ties, resolving conflicts among group members is cru-cial. We investigated group activities with four memberswherein one member had a different perspective fromthe other three. Four members engaged in a rule discov-ery task in which they were required to unify conflictsfor the solution. Through two experiments, we investi-gated two hypotheses: 1) Innovative high-level perspec-tives are more likely to emerge from a minority individ-ual than from the majority of group members, 2) Groupmembers on the majority side might tend to have moreegocentric perspectives than an individual on the minor-ity side. Both hypotheses were supported.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Emergence"},{"word":"Minority"},{"word":"Majority"},{"word":"Group problemsolving."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1sz963d1","frozenauthors":[{"first_name":"Kazuhisa","middle_name":"","last_name":"Miwa","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Yugo","middle_name":"","last_name":"Hayashi","name_suffix":"","institution":"Ritsumeikan University","department":""},{"first_name":"Hitoshi","middle_name":"","last_name":"Terai","name_suffix":"","institution":"kinki University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26108/galley/15744/download/"}]},{"pk":26132,"title":"‘Unlikely’ Outcomes Might Never Occur, But What About\n‘Unlikely (20% Chance)’ Outcomes?","subtitle":null,"abstract":"A commonly suggested solution to reduce misinterpretations\nof verbal probability expressions in risk communications is to\nuse a verbal-numerical (mixed format) approach, but it is not\nknown whether this increases understanding over and above a\npurely numerical format. Using the ‘which outcome’\nmethodology (Teigen & Filkuková, 2013), we examined the\neffect of using verbal, numerical and mixed communication\nformats, as well as investigating whether marking outcomes as\nsalient would alter the outcomes people perceived as ‘unlikely’\nor having a 20% chance of occurring. We observed no effect\nof saliency, but replicated previous findings, with general\npreference for values at the high end of a distribution (including\nmaximum/above maximum values) present in both verbal and\nmixed communication formats. This demonstrates the\nrelevance of these findings for real-world consequential risk\ncommunication. Whilst the estimates differed between the\nmixed and numerical formats, we found that the mixed format\nyielded the more accurate estimates.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"verbal probability expressions; numerical\nprobabilities; risk communication; geological hazards"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8wk139ct","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Jenkins","name_suffix":"","institution":"University College London","department":""},{"first_name":"Adam","middle_name":"J. L.","last_name":"Harris","name_suffix":"","institution":"University College London","department":""},{"first_name":"R.M","middle_name":"","last_name":"Lark","name_suffix":"","institution":"British Geological Survey","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26132/galley/15768/download/"}]},{"pk":26672,"title":"Unsupervised learning of VerbNet argument structure","subtitle":null,"abstract":"The relationship between a verb and the syntactic frames in which it can appear has been closely studied by psychol-ogists and linguists. Research suggests that the semantics of a verb and its arguments determine the verb’s syntactic frames,but various theories (Levin & Hovav, 2005) disagree on the nature and complexity of these relationships, in part because mostinvestigations have focused on a small subset of verbs that may not generalize. Investigating the semantic and syntactic rela-tionships present in larger sets of verbs would provide more substantial evidence for evaluating and selecting theories of verbargument structure. We report on initial analyses of the 6000+ verbs and 280+ syntactic frames of VerbNet (Kipper et al., 2008),the largest English verb syntax resource available, using nonparametric Bayesian methods (e.g. Shafto et al., 2006) for clusteranalysis and dimensionality reduction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/22j3x6s6","frozenauthors":[{"first_name":"Jesse","middle_name":"","last_name":"Mu","name_suffix":"","institution":"Boston College","department":""},{"first_name":"Timothy","middle_name":"","last_name":"O’Donnell","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Hartshorne","name_suffix":"","institution":"Boston College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26672/galley/16308/download/"}]},{"pk":26665,"title":"Using analogical comparison to help children learn the day-night cycle","subtitle":null,"abstract":"Children have difficulty reconciling their observations of the sky (an Earth-based perspective) with scientific modelsof the solar system (space-based perspectives) (e.g., Vosniadou & Brewer, 1994). Analogical comparison could be an effectiveway to address this cognitive challenge. By comparing and aligning different perspectives on events, such as sunrise, childrenmay develop a more coherent understanding of the solar system. The present experiment tested this theory by varying the pres-ence of explicit comparisons between Earth-based and space-based perspectives during a multi-day lesson about the day-nightcycle. Children (N=63, Mean age=8.57) were randomly assigned to one of four learning conditions: one that involved guidedcomparison of perspectives, two that involved similar tasks but without comparison, or a control (no instruction) condition. Wefound that children in the guided comparison condition had the greatest learning gains on a task that involved demonstratingthe day-night cycle using a model Earth and Sun.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6vh7n6rf","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Jee","name_suffix":"","institution":"Worcester State University","department":""},{"first_name":"Florencia","middle_name":"","last_name":"Anggoro","name_suffix":"","institution":"College of the Holy Cross","department":""},{"first_name":"Natalie","middle_name":"","last_name":"Evans","name_suffix":"","institution":"College of the Holy Cross","department":""},{"first_name":"Caitlin","middle_name":"","last_name":"Murphy","name_suffix":"","institution":"College of the Holy Cross","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Tran","name_suffix":"","institution":"College of the Holy Cross","department":""},{"first_name":"Caroline","middle_name":"","last_name":"Morano","name_suffix":"","institution":"College of the Holy Cross","department":""},{"first_name":"Amanda","middle_name":"","last_name":"McCarthy","name_suffix":"","institution":"College of the Holy Cross","department":""},{"first_name":"Victoria","middle_name":"","last_name":"Jackson","name_suffix":"","institution":"College of the Holy Cross","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26665/galley/16301/download/"}]},{"pk":26175,"title":"Using a smartphone game to promote transfer of skills in a real world environment","subtitle":null,"abstract":"This article presents an experiment in which participant’sworking memory, tasks-switching and focusing skills aretrained in a game called Wollie on a smartphone. Before andafter the training period they performed three task (a recall,Stroop and task-switching). The goal of this research was tosee how the participants, from the test group, learn withinthe game and how this affects the three tasks. Only in theStroop results a clear difference between the two groups wasfound. However, we found that participants who had the mosttrouble in playing Wollie, improved the most on Stroop andtask-switching, indicating that these participants still lackedthe relevant skills for all these tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"transfer; smartphone; working memory; task-switching; games"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7z78r9hs","frozenauthors":[{"first_name":"Inge","middle_name":"","last_name":"Doesburg","name_suffix":"","institution":"University of Groningen","department":""},{"first_name":"Niels","middle_name":"","last_name":"Taatgen","name_suffix":"","institution":"University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26175/galley/15811/download/"}]},{"pk":26265,"title":"Using determiners as contextual cues in sentence comprehension:\nA comparison between younger and older adults","subtitle":null,"abstract":"Younger adults use both semantic and phonological cues to\nquickly and efficiently localize the referent during sentence\ncomprehension. While some behavioral studies suggest that\nolder adults use contextual information even more strongly\nthan younger adults, ERP studies have shown that this\npopulation, as a group, is less apt at using contextual semantic\ncues to predict upcoming words. The current study extends\nthe investigation of contextual cue processing in auditory\nsentence comprehension beyond semantic cue processing, by\ncomparing younger and older adults in their ability to use\nphonological cues in indefinite articles (a/an) to localize the\nreferent in an eye-tracking visual world paradigm. Our results\nsuggest that both age groups use such phonological\ninformation for referent localization, but with different\ntimelines: younger adults use the cues to anticipate an\nupcoming word, whereas older adults show delayed cue\nprocessing after the target word has been spoken. Together\nwith findings from semantic context processing, these results\nsupport a model of sentence comprehension in which the use\nof contextual cues continues with aging, but is no longer as\nefficient as in the young system for anticipatory word\nretrieval.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"aging; sentence comprehension; context;\ndeterminers; indefinite articles; eye-tracking."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9r13w1pk","frozenauthors":[{"first_name":"Nazbanou","middle_name":"","last_name":"Nozari","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Mirman","name_suffix":"","institution":"Drexel University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26265/galley/15901/download/"}]},{"pk":26721,"title":"Using eye tracking data to compare models of numerical estimation","subtitle":null,"abstract":"People accurately compare and estimate means without using formal calculations, however, little is known aboutthe cognitive processes underlying these behaviors. We used objective, behavioral data (e.g., eye fixation patterns), which arecompatible with multiple representations, to compare cognitive models. Specifically, we compared seven cognitive modelsincluding working memory activation (weighting values as a function of the number of and duration of fixations), workingmemory constraint (e.g., recency + primacy, last four), or Bayesian models (e.g., first fixation set as prior).Our task presented sets of 5 to 10 3-digit numbers (framed as the result of a home run derby) and asked participants to predicthow far the next ball would be hit. The same fixation data were loaded into each model to create a unique estimate, which wasthen compared to the participant’s actual prediction. The difference between the model and actual was calculated to create anaccuracy index.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1nv25307","frozenauthors":[{"first_name":"Bradley","middle_name":"","last_name":"Morris","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Was","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Amy","middle_name":"","last_name":"Masnick","name_suffix":"","institution":"Hofstra University","department":""},{"first_name":"Bushra","middle_name":"","last_name":"Aldosari","name_suffix":"","institution":"Kent State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26721/galley/16357/download/"}]},{"pk":26306,"title":"Using Motor Dynamics to Explore Real-time Competition in Cross-situational WordLearning: Evidence From Two Novel Paradigms","subtitle":null,"abstract":"Children and adults can use cross-situational information toidentify words’ referents. What do learners retain about thepotential referents that occur with a word: do they encodemultiple referents or a single guess? We tested this questionusing novel mouse tracking and finger tracking paradigms.Adults were exposed to novel words in a series of ambiguoustraining trials and then tested on the words’ referents. In sometest trials, participants saw the target and three referents thathad never occurred with the word; other test trials included ahigh-probability competitor that had repeatedly occurred withthe word. Participants’ mouse movements were slower, lessaccurate, and took a more complex path to the selectedreferent when the competitor was present, indicating thatparticipants were aware that both the target and competitorhad previously occurred with the word. This suggests thatlearners can accrue information about multiple potentialreferents for a word, and that mouse tracking provides apromising way of assessing this knowledge. However, thisknowledge was not evident in participants’ finger movements,suggesting that the dynamics of finger movements might notcapture real-time competition between referents.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cross-situational learning; language acquisition;mouse tracking"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19h7j342","frozenauthors":[{"first_name":"John","middle_name":"P.","last_name":"Bunce","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Drew","middle_name":"H.","last_name":"Abney","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Chelsea","middle_name":"L.","last_name":"Gordon","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Michael","middle_name":"J.","last_name":"Spivey","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Rose","middle_name":"M.","last_name":"Scott","name_suffix":"","institution":"University of California Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26306/galley/15942/download/"}]},{"pk":26729,"title":"Using Nature Language Processing to Improve Optical Character Recognition","subtitle":null,"abstract":"OCR (Optical Character Recognition) has developed over 100 years. However, if the document or picture is stained,it could not work well. Considering that words in text can be connected by logical relationship, with the help of the idea thatreducing the size of word stock which references from license plate recognition, this paper established N-GRAM model, usedthe results of Google search engine to improve its text sparsity. The use of residual features of the original stained characterscan improve the recognition rate and accuracy with the help of a smaller size of the word stock successfully.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sp146hq","frozenauthors":[{"first_name":"Lining","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Yongxu","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Beijing Information Science and Technology University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26729/galley/16365/download/"}]},{"pk":26079,"title":"Using Prior Data to Inform Model Parameters\nin the Predictive Performance Equation","subtitle":null,"abstract":"The predictive performance equation (PPE) is a mathematical\nmodel of learning and retention that attempts to capitalize on the\nregularities seen in human learning to predict future performance.\nTo generate predictions, PPE’s free parameters must be calibrated\nto a minimum amount of historical performance data, leaving PPE\nunable to generate valid predictions for initial learning events. We\nexamined the feasibility of using the data from other individuals,\nwho performed the same task in the past, to inform PPE’s free\nparameters for new individuals (prior-informed predictions). This\napproach could enable earlier and more accurate performance\npredictions. To assess the predictive validity of this methodology,\nthe accuracy of PPE’s individualized and prior-informed\npredictions before the point in time where PPE can be fully\ncalibrated using an individual’s unique performance history. Our\nresults show that the prior data can be used to inform PPE’s free\nparameters, allowing earlier performance predictions to be made.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mathematical model; Performance predictions; Skill\nlearning; Parameter generalization; Educational data mining"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1hn733kx","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Collins","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Gluck","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Mathew","middle_name":"","last_name":"Walsh","name_suffix":"","institution":"TiER1 Performance Solutions","department":""},{"first_name":"Michael","middle_name":"","last_name":"Krusmark","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Glenn","middle_name":"","last_name":"Gunzelmann","name_suffix":"","institution":"Air Force Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26079/galley/15715/download/"}]},{"pk":26080,"title":"Using Statistics to Learn Words and Grammatical Categories:How High Frequency Words Assist Language Acquisition","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical language learning"},{"word":"speech segmentation"},{"word":"grammatical categorisation."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0ds574kz","frozenauthors":[{"first_name":"Rebecca","middle_name":"L. A.","last_name":"Frost","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Morten","middle_name":"H.","last_name":"Christiansen","name_suffix":"","institution":"Lancaster University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26080/galley/15716/download/"}]},{"pk":26401,"title":"Using Subgoal Learning and Self-Explanation to Improve Programming Education","subtitle":null,"abstract":"The present study explored passive, active, and constructive\nmethods of learning problem solving procedures. Using\nsubgoal learning, which has promoted retention and transfer\nin procedural domains, the study compared the efficacy of\ndifferent methods for learning a programming procedure. The\nresults suggest that constructive methods produced better\nproblem solving performance than passive or active methods.\nThe amount of instructional support that learners received in\nthe three different constructive interventions also affected\nperformance. Learners performed best when they either\nreceived hints about the subgoals of the procedure or received\nfeedback on the subgoal labels that they constructed, but not\nwhen they received both. These findings suggest that in some\ncases constructing subgoal labels is better than passively or\nactively engaging with subgoal labels. There is an optimal\nlevel of instructional support for students engaging in\nconstructive learning and that providing too much support can\nbe equally as detrimental as providing too little support.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"subgoal learning; self-explanation; worked\nexamples; computing education."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/35z8842x","frozenauthors":[{"first_name":"Lauren","middle_name":"E.","last_name":"Margulieux","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":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26401/galley/16037/download/"}]},{"pk":26436,"title":"Using Violations of Fitts’ Law to Communicate during Joint Action","subtitle":null,"abstract":"When people perform joint actions together, task knowledge\nis sometimes distributed asymmetrically such that one person\nhas information that another person lacks. In such situations,\ninterpersonal action coordination can be achieved if the\nknowledgeable person modulates basic parameters of her\ngoal-directed actions in a way that provides relevant infor-\nmation to the less knowledgeable partner. We investigated\nwhether systematic violations of predicted movement\nduration provide a sufficient basis for such communication.\nResults of a joint movement task show that knowledgeable\npartners spontaneously and systematically violated the pre-\ndictions of Fitts’ law in order to communicate if their partners\ncould not see their movements. Unknowing partners had a\nbenefit from these violations and more so if the violations\nprovided a good signal-to-noise ratio. Together, our findings\nsuggest that generating and perceiving systematic deviations\nfrom the predicted duration of a goal-directed action can\nenable non-conventionalized forms of communication during\njoint action.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Joint action; signaling; coordination strategy;\ncooperation; communication; social cognition."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/41j8z52k","frozenauthors":[{"first_name":"Cordula","middle_name":"","last_name":"Vesper","name_suffix":"","institution":"Central European University","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schmitz","name_suffix":"","institution":"Central European University","department":""},{"first_name":"Günther","middle_name":"","last_name":"Knoblich","name_suffix":"","institution":"Central European University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26436/galley/16072/download/"}]},{"pk":26454,"title":"Variability in category learning:The Effect of Context Change and Item Variation on Knowledge Generalization","subtitle":null,"abstract":"We explore how context change and item variation duringnatural category learning influence memory and generalizationto new examples. Participants studied either images of the samebird or varied birds from each of several categories. Theseimages could be presented in a constant background color ordifferent background colors. During test, birds were presentedin only one of the studied background colors. Performance attest depended on the context overlap between study and test,with better performance when there was minimal contextchange during study. Also, contrary to previous findings, wefound that learners generalized better when items wererepeated during study and remembered old items better whenitems were varied during study. When there is a moderatedegree of context change, there is no benefit of repetition orvariation for either novel or old items. These results indicatethat context change and item variation have complementaryeffects on learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concept learning"},{"word":"memory"},{"word":"Context"},{"word":"variability"},{"word":"repetition."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/53p3z3gx","frozenauthors":[{"first_name":"Dustin","middle_name":"D.","last_name":"Finch","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Paulo","middle_name":"F.","last_name":"Carvalho","name_suffix":"","institution":"Indiana University Bloomington","department":""},{"first_name":"Robert","middle_name":"L.","last_name":"Goldstone","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26454/galley/16090/download/"}]},{"pk":26523,"title":"Varieties of experience: A new look at folk philosophy of mind","subtitle":null,"abstract":"Philosophers, psychologists, and neuroscientists have oftendivided the mind into fundamental component parts. Does thisintuition carry over into folk philosophy of mind? In a seriesof large-scale studies, we explore intuitive distinctions amongdifferent kinds of mental phenomena and consider how thesedistinctions might organize the conceptual space of thediverse “intelligent” and “social” entities in the modernworld. Across studies, independent exploratory factoranalyses reveal a common latent structure underlying mentalcapacity attributions, centered on three types of phenomenalexperiences: physiological experiences of biological needs(e.g., hunger, pain); social-emotional experiences of self- andother-relevant emotions (e.g., guilt, pride); and perceptual-cognitive abilities to detect and use information about theenvironment (e.g., hearing, memory). We argue for anexpanded model of folk philosophy of mind that goes beyondagency and experience (H. M. Gray, Gray, & Wegner, 2007)to make basic and important distinctions among differentvarieties of experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mind perception; folk theories; sentience."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/68c1143m","frozenauthors":[{"first_name":"Kara","middle_name":"","last_name":"Weisman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Carol","middle_name":"S.","last_name":"Dweck","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Ellen","middle_name":"M.","last_name":"Markman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26523/galley/16159/download/"}]},{"pk":26389,"title":"Vector Space Semantic Models\nPredict Subjective Probability Judgments for Real-World Events","subtitle":null,"abstract":"We examine how people judge the probabilities of real-world\nevents, such as natural disasters in different countries. We\nfind that the associations between the words and phrases that\nconstitute these events, as assessed by vector space semantic\nmodels, strongly correlate with the probabilities assigned to\nthese events by participants. Thus, for example, the semantic\nproximity of “earthquake” and “Japan” accurately predicts\njudgments regarding the probability of an earthquake in\nJapan. Our results suggest that the mechanisms and\nrepresentations at play in language are also active in high-\nlevel domains, such as judgment and decision making, and\nthat existing insights regarding these representations can be\nused to make precise, quantitative, a priori predictions\nregarding the probability estimates of individuals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Judgement and decision making; Subjective\nprobability; Semantic representation; Semantic space models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/12v27809","frozenauthors":[{"first_name":"Sudeep","middle_name":"","last_name":"Bhatia","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26389/galley/16025/download/"}]},{"pk":26543,"title":"Verbalizing navigation: Explicit and implicit concepts","subtitle":null,"abstract":"Every day, we navigate our environments with astonishingease. Most of our paths are familiar to us and can benavigated without (much) conscious thought; in other cases,we use various strategies to find our way (Tenbrink &Wiener, 2007). Since these processes are at the heart ofhuman spatial cognition they have been researchedextensively, often based on route directions as the mostcommon verbalizations of navigation. Our research extendsthis tradition across various wayfinding contexts, addressingstreet network scenarios (Hölscher, Tenbrink, & Wiener,2011), complex buildings (Tenbrink, Bergmann, &Konieczny, 2011), alpine environments (Egorova, Tenbrink,& Purves, 2015), and including effects of automatic systemsas producers (Tenbrink & Winter, 2009) or recipients(Moratz & Tenbrink, 2006; Tenbrink et al., 2010) of spatialdirections. In all of these studies natural language data areused to address concepts of navigation, some of which areexpressed explicitly, while others remain implicit and onlyindirectly reflected through the ways in which speakers uselanguage in spatial navigation contexts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Discourse Analysis; spatial cognition;verbalization; cognitive processes; reference frames"}],"section":"Publication-Based Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8qk4496c","frozenauthors":[{"first_name":"Thora","middle_name":"","last_name":"Tenbrink","name_suffix":"","institution":"Bangor University (Wales)","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26543/galley/16179/download/"}]},{"pk":26616,"title":"Verbs of Explanandum seem Crucial in Evaluating Explanations","subtitle":null,"abstract":"Many previous studies have assumed that the domain of the explanandum determines which type of explanation,mechanistic or teleological, people prefer (domain theory). In this study, I proposed that the explanandum’s thematic relation,which is mostly determined by the predicate, i.e., action verb or state verb, is crucial for the explanation type preference(thematic relation theory). To compare the two theories, participants were asked to read a sentence describing the explanandum,and then judge the appropriateness of two explanations for the explanandum, mechanistic and teleological, one after the other.Order of the two explanations were counterbalanced over participants. The domain and thematic relations were manipulated byvarying the subject and the predicate of the explanandum. Mechanistic explanations were preferred when the predicate was astate verb, whereas teleological explanations were preferred for an action verb. Results of the experiment gave support for thethematic relation theory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6010t6qj","frozenauthors":[{"first_name":"Kwanghyeon","middle_name":"","last_name":"Yoo","name_suffix":"","institution":"Sungkyunkwan University","department":""},{"first_name":"Kyung","middle_name":"Soo","last_name":"Do","name_suffix":"","institution":"Sungkyunkwan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26616/galley/16252/download/"}]},{"pk":26667,"title":"Verifying who ”jumped more” or ”higher” in simple events","subtitle":null,"abstract":"Sentences with “more” can be used to compare along many different dimensions (e.g., number, height, etc.). Barner,Wagner, and Snedeker (2008) found that participants strongly preferred number as the relevant dimension for comparatives withdeverbal nominals like “more jumping,” even when height was an available choice. Would this preference manifest as a choiceof number over height pitting the two dimensions against one another with verbal “jumped more”? We animated two objects, Aand B, and varied each’s height, duration, and number of jumps, counterbalancing how often A “won” along each dimension.In separate blocks, participants judged whether “A jumped higher/longer/more times/more than B,” and unambiguously choseheight with “higher,” duration with “longer,” and number with “more times.” With bare “more,” however, participants said“yes” both by height and number. This study challenges Barner et al’s (2008) idea that the lexical root “jump” determines acomparison by number with “more”.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/29c7j9b3","frozenauthors":[{"first_name":"Haley","middle_name":"","last_name":"Farkas","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Alexis","middle_name":"","last_name":"Wellwood","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26667/galley/16303/download/"}]},{"pk":26093,"title":"Viewing time affects overspecification:Evidence for two strategies of attribute selection during reference production","subtitle":null,"abstract":"Speakers often produce definite referring expressions that areoverspecified: they tend to include more attributes than neces-sary to distinguish the target referent. The current paper inves-tigates how the occurrence of overspecification is affected byviewing time. We conducted an experiment in which speakerswere asked to refer to target objects in visual domains. Half ofthe speakers had unlimited time to inspect the domains, whileviewing time was limited (1000 ms) for the other half. The re-sults reveal that limited viewing time induces the occurrenceof overspecification. We conjecture that limited viewing timecaused speakers to rely heavily on quick heuristics during at-tribute selection, which urge them to select attributes that areperceptually salient. In the case of unlimited inspection time,speakers seem to rely on a combination of heuristic and moredeliberate selection strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Definite reference; overspecification; heuristics;viewing time."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34x1d0qc","frozenauthors":[{"first_name":"Ruud","middle_name":"","last_name":"Koolen","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Albert","middle_name":"","last_name":"Gatt","name_suffix":"","institution":"University of Malta","department":""},{"first_name":"Roger","middle_name":"P.G.","last_name":"van Gompel","name_suffix":"","institution":"University of Dundee","department":""},{"first_name":"Emiel","middle_name":"","last_name":"Krahmer","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Kees","middle_name":"van","last_name":"Deemter","name_suffix":"","institution":"University of Aberdeen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26093/galley/15729/download/"}]},{"pk":26163,"title":"Visual constraints modulate stereotypical predictability of agents during situatedlanguage comprehension","subtitle":null,"abstract":"We investigated how constraints imposed by the concurrentvisual context modulate the effects of prior gender and actioncues as well as of stereotypical knowledge during situatedlanguage comprehension. Participants saw videos of female ormale hands performing an action and then inspected a displayshowing the faces of two potential agents (one male and onefemale face) as they listened to German OVS sentences aboutstereotypically female or male actions. Unlike previousexperiments (Rodriguez et al., 2015), the display concurrentwith the sentence also showed a picture of the object of thevideotaped action and a ‘competitor object’ (with oppositestereotypical valence) that had not appeared in the video butcould be mentioned in the sentence. We measured eyemovements to the faces of the agents during comprehension.The design manipulated the match between the videotapedaction and the action described by the sentence (action-verb(phrase) match) and the match between the stereotypicalvalence of the verbally described action and the gender of theagent of the previous video (conveyed only by the hands;stereotypicality match). We replicated the results obtained inRodríguez et al. (2015): an overall target agent preference (i.e.the agent whose gender matched that of the hands seen in theprevious video), reduced by action-verb mismatches. However,unlike in their study, mismatch effects emerged earlier. Inaddition, stereotypicality effects emerged in the verb region.The earlier mismatch effects and added stereotypicality effectssuggest that the visual availability of the objects, perhapsjointly with the verbal input, facilitated the activation ofrepresentations from the recent videos (speeding up mismatcheffects) and the consideration of alternative representations,favoring stereotypical expectations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual constraints; situated languagecomprehension; gender; stereotypes; eye-tracking."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0x25x396","frozenauthors":[{"first_name":"Alba","middle_name":"","last_name":"Rodríguez","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Michele","middle_name":"","last_name":"Burigo","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Pia","middle_name":"","last_name":"Knoeferle","name_suffix":"","institution":"Humboldt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26163/galley/15799/download/"}]},{"pk":26541,"title":"Visualizing Events:Simulating Meaning in Language","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"event semantics; simulation semantics; habitats;affordances; qualia structure; dynamic event models"}],"section":"Publication-Based Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9vb8d3pg","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Pustejovsky","name_suffix":"","institution":"Brandeis University","department":""},{"first_name":"Nikhil","middle_name":"","last_name":"Krishnaswamy","name_suffix":"","institution":"Brandeis University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26541/galley/16177/download/"}]},{"pk":26133,"title":"Visual Statistical Learning Deficits in Children with Developmental Dyslexia:an Event Related Potential Study","subtitle":null,"abstract":"A growing body of research suggests that individuals withdevelopmental dyslexia perform below typical readers onnon-linguistic cognitive tasks involving the learning andencoding of statistical-sequential patterns. However, theneural mechanisms underlying such a deficit have not beenwell examined. The aim of the present study was toinvestigate the ERP correlates of sequence processing in asample of children diagnosed with dyslexia using aprobabilistic visual serial learning paradigm. The behavioralresults revealed that whereas age-matched typicallydeveloping children (n=12) showed learning in the task asreflected by their response times, the children with dyslexia(n=8) likely showed difficulty in learning. In conjunction withthese behavioral results, the ERPs of the typically developingchildren showed a P300-like response indicative of thisparadigm (Jost et al., 2015); whereas, the children diagnosedwith a reading disorder showed no such ERP effects. Thesefindings are consistent with the idea that differences instatistical-sequential learning ability might underlie thereading deficits observed in developmental dyslexia.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Developmental dyslexia; statistical learning;sequential learning; implicit learning; ERPs."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nr1m78m","frozenauthors":[{"first_name":"Sonia","middle_name":"","last_name":"Singh","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":"Christopher","middle_name":"M.","last_name":"Conway","name_suffix":"","institution":"Georgia State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26133/galley/15769/download/"}]},{"pk":26061,"title":"Wallace: Automating Cultural Evolution Experiments Through Crowdsourcing","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cultural transmission"},{"word":"crowdsourcing"},{"word":"iteratedlearning"},{"word":"research software"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49s1r0kd","frozenauthors":[{"first_name":"Jordan","middle_name":"W.","last_name":"Suchow","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"J. H.","last_name":"Morgan","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Jessica","middle_name":"B.","last_name":"Hamrick","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Michael","middle_name":"D.","last_name":"Pacer","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Stephan","middle_name":"C.","last_name":"Meylan","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"L.","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26061/galley/15697/download/"}]},{"pk":36045,"title":"What About Sam—The Kid in the Corner Whose Voice Doesn’t Come Out?—Tensions Between Open Discussions and Inclusive Educational Opportunities for English Learners","subtitle":null,"abstract":"This article identifies a tension between a teacher’s intention and\nan English learner’s interpretation of his experiences in a US\nhigh school English class for native users of English and English learners. The tension highlights two issues. First, democratic\nclassroom practices, frequently advocated by second language\nacquisition theorists, may be misunderstood or misused in general education classrooms. For example, respecting students by\ngiving them the choice to speak or be silent can negatively affect\nEnglish learners’ opportunities to acquire language, subject-area\ncontent knowledge, and social status as knowers. Second, many\ngeneral education teachers believe they are unprepared to help\nEnglish learners develop English or subject-area content skills\nand knowledge. Their lack of preparation can present obstacles\nfor English learners. The author contends that structured, inclusive discussion can benefit English learners’ cognitive, academic,\nlinguistic, and social development, while unstructured, open discussion compromises learning opportunities for all students.","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/78t6m34j","frozenauthors":[{"first_name":"Karen","middle_name":"Miller","last_name":"Gourd","name_suffix":"","institution":"University of Washington, Bothell","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36045/galley/26897/download/"}]},{"pk":26398,"title":"What Causal Illusions Might Tell us about the Identification of Causes","subtitle":null,"abstract":"According to existing accounts of causation, people rely on asingle criterion to identify the cause of an event. Thephenomenon of causal illusions raises problems for suchviews. Causal illusions arise when a particular factor isperceived to be causal despite knowledge indicatingotherwise. According to what we will call the Dual-ProcessHypothesis of Causal Identification, identifying a causeinvolves two cognitive processes: 1) an automatic, intuitiveprocess that identifies possible causes on the basis ofperceptual cues (spatial and temporal) and 2) a slow,reflective process that identifies possible causes on the basisof causal inference, in particular, a consideration of possiblemechanism. Consistent with this hypothesis, we found that inresponse to a causal illusion shown in a naturalistic setting,people’s initial judgments of causation were higher than theirultimate judgments of causation (Experiment 1). Using anonline measure of the time-course of people’s causaljudgments, we found that people initially view animations ofcausal illusions as causal before concluding that they are non-causal (Experiment 2). Finally, we obtained similar resultsusing a deadline procedure, while also finding that the lowerthe cognitive reflectiveness (as measured by the CRT), thestronger people’s impressions of causation were (Experiment3). Implications for different classes of theories of causationare discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning; thinking & reasoning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vs7w0sc","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Thorstad","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Phillip","middle_name":"","last_name":"Wolff","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26398/galley/16034/download/"}]},{"pk":26183,"title":"What Determines Human Certainty?","subtitle":null,"abstract":"Previous work on concept learning has focused on how con-cepts are acquired without addressing metacognitive aspectsof this process. An important part of concept learning froma learner’s perspective is subjectively knowing when a newconcept has been effectively learned. Here, we investigatelearners’ certainty in a classic Boolean concept-learning task.We collected certainty judgements during the concept-learningtask from 552 participants on Amazon Mechanical Turk. Wecompare different models of certainty in order to determineexactly what learners’ subjective certainty judgments encode.Our results suggest that learners’ certainty is best explained bylocal accuracy rather than plausible alternatives such as totalentropy or the maximum a posteriori hypothesis of an idealizedBayesian learner. This result suggests that certainty predomi-nately reflects learners’ performance and feedback, rather thanany metacognition about the inferential task they are solving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Concepts; metacognition; learning; human exper-imentation; symbolic computational modeling; certainty; ideallearning model"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vq433p7","frozenauthors":[{"first_name":"Louis","middle_name":"","last_name":"Marti","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Francis","middle_name":"","last_name":"Mollica","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Steven","middle_name":"","last_name":"Piantadosi","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26183/galley/15819/download/"}]},{"pk":26511,"title":"What does the crowd believe? A hierarchical approach to estimating subjectivebeliefs from empirical data","subtitle":null,"abstract":"People’s beliefs about everyday events are both of theoreti-cal interest in their own right and an important ingredient inmodel building—especially in Bayesian cognitive models ofphenomena such as logical reasoning, future predictions, andlanguage use. Here, we explore several recently used methodsfor measuring subjective beliefs about unidimensional contigu-ous properties, such as the likely price of a new watch. Asa first step towards a way of assessing and comparing beliefelicitation methods, we use hierarchical Bayesian modeling forinferring likely population-level beliefs as the central tendencyof participants’ individual-level beliefs. Three different depen-dent measures are considered: (i) slider ratings of (relative)likelihood of intervals of values, (ii) a give-a-number task, and(iii) choice of the more likely of two intervals of values. Ourresults suggest that using averaged normalized slider ratingsfor binned quantities is a practical and fairly good approxima-tor of inferred population-level beliefs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"subjective beliefs"},{"word":"hierarchical modeling"},{"word":"Bayesian data analysis"},{"word":"Bayesian cognitive modelsv"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4sf6p70s","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Franke","name_suffix":"","institution":"Eberhard Karls University of Tübingen","department":""},{"first_name":"Fabian","middle_name":"","last_name":"Dablander","name_suffix":"","institution":"Eberhard Karls University of Tübingen","department":""},{"first_name":"Anthea","middle_name":"","last_name":"Sch ̈oller","name_suffix":"","institution":"Eberhard Karls University of Tübingen","department":""},{"first_name":"Erin","middle_name":"","last_name":"Bennett","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Judith","middle_name":"","last_name":"Degen","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Justine","middle_name":"","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":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26511/galley/16147/download/"}]},{"pk":26361,"title":"What Do We Learn from Rating Metaphors?","subtitle":null,"abstract":"What makes some metaphors easier to understand than oth-ers? Theoretical accounts of metaphor processing appeal todimensions like conventionality and aptness to explain vari-ability in metaphor comprehensibility. In a typical experiment,one group of naive participants rates a set of metaphoric sen-tences along these dimensions, while another is timed readingthe same sentences. Then, the ratings are used to predict re-sponse times in order to identify the most relevant linguistic di-mension for metaphor comprehension. However, surprisinglyhigh correlations between ratings of theoretically orthogonalconstructs and the results of an experiment in which a con-text manipulation affected ratings of metaphor conventionalityand aptness suggest that these measures should be treated asdependent, rather than explanatory, variables. We discuss theimplications of this perspective for theories of language pro-cessing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Metaphor"},{"word":"analogy"},{"word":"measurement"},{"word":"conventional-ity"},{"word":"Language"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8w8617ft","frozenauthors":[{"first_name":"Paul","middle_name":"H.","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Les","middle_name":"","last_name":"Sikos","name_suffix":"","institution":"Swarthmore College","department":""},{"first_name":"Frank","middle_name":"H.","last_name":"Durgin","name_suffix":"","institution":"Swarthmore College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26361/galley/15997/download/"}]},{"pk":26458,"title":"What do you expect from an unfamiliar talker?","subtitle":null,"abstract":"Speech perception is made much harder by variability betweentalkers. As a result, listeners need to adapt to each differenttalker’s particular acoustic cue distributions. Thinking of thisadaptation as a form of statistical inference, we explore the rolethat listeners’ prior expectations play in adapting to an unfa-miliar talker. Specifically, we test the hypothesis that listenerswill have a harder time adapting to talkers whose cue distribu-tions fall outside the range of normal variation across talkers.We also show that it is possible to infer listeners’ shared priorexpectations based on patterns of adaptation to different cuedistributions. This provides a potentially powerful tool for di-rectly probing listeners’ prior expectations about talkers thatdoes not rely on speech produced by many different talkers,which is costly to collect and annotate, and only indirectly re-lated to listeners’ subjective expectations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Science"},{"word":"Linguistics"},{"word":"psychology"},{"word":"Lan-guage understanding"},{"word":"learning"},{"word":"Speech recognition"},{"word":"Bayesianmodeling"},{"word":"Experimental research with adult humans"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7h31v1x7","frozenauthors":[{"first_name":"Dave","middle_name":"F.","last_name":"Kleinschmidt","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"T.","middle_name":"Florian","last_name":"Jaeger","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26458/galley/16094/download/"}]},{"pk":26771,"title":"What Makes Campaign Messages Popular On Twitter ?","subtitle":null,"abstract":"The rapid adoption of social media by billions of people from all over the world has unleashed unprecedentedopportunities for marketers and cognitive scientists to better understand why some message become popular while other diequickly. We designed a novel technique for automatically learning to differentiate popular tweets from unpopular ones and topredict how popular a given tweet will become in a given target audience. To demonstrate the effectiveness of our approach,we applied it to real world data collected from six social media messaging campaigns run by a variety of marketing as wellas non-profit organizations including Proctor and Gamble’s Always Campaign. The studies showed that our approach can behighly effective (achieving accuracy scores from 92% to 99%) for automatically learning what makes a message popular in anygiven group as well as for automatically predicting how popular a message will be in a given target audience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4js4m0hs","frozenauthors":[{"first_name":"M.","middle_name":"Afzal","last_name":"Upal","name_suffix":"","institution":"Defence R & D Canada","department":""},{"first_name":"Pritham","middle_name":"","last_name":"Marupaka","name_suffix":"","institution":"Defence R & D Canada","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26771/galley/16407/download/"}]},{"pk":26156,"title":"What Makes You Feel You Are Learning: Cues to Self-Regulated Learning","subtitle":null,"abstract":"While learning in a multitext environment increases with therise of electronic environments, little is known about whatmakes learners feel that they should continue learning oralready learn enough from one text. The current study aimedat examining what cues learners use to regulate their effortamong multiple sources in a multitext environment. Bymanipulating the amount of new information and conceptualoverlap across texts within a topic, we created three types oftext environments to generate different trajectories of twocues to perceived learning, new information (measured byrating of perceived new information) and encoding fluency(measured by ratings of reading ease). Results showed thatthe dominant cue to gauge perceived learning was theperceived amount of new information. The study extendedtheories in animal foraging and metacognition, andestablished a novel paradigm to better investigate adultlearning in the wild.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"nformation foraging"},{"word":"metacognition"},{"word":"self-regulated learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36d8h6tw","frozenauthors":[{"first_name":"Jessie","middle_name":"","last_name":"Chin","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"Elizabeth","middle_name":"A. L.","last_name":"Stine-Morrow","name_suffix":"","institution":"University of Illinois","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26156/galley/15792/download/"}]},{"pk":26262,"title":"What Were They Thinking? Diagnostic Coding of Conceptual Errors ina Mathematics Learning Software Data Archive","subtitle":null,"abstract":"Decades of research have demonstrated that students facecritical conceptual challenges in learning mathematics. Asnew adaptive learning technologies become ubiquitous ineducation, they bring opportunities both to facilitateconceptual development in more focused ways and to gatherdata that may yield new insights into students’ learningprocesses. The present study analyzes data archives from aperceptual learning intervention designed to help studentsmaster key concepts related to linear measurement andfractions. Using algorithmic data coding on a database of78,034 errors from a sample of sixth graders, both conceptualerrors and other errors were captured and analyzed for changeover time. Results indicate that conceptual errors decreasedsignificantly. This approach suggests additional ways thatsuch datasets can be exploited to better understand how thesoftware impacts different students and how next generationsof adaptive software may be designed to code and respond tocommon error patterns in real time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"adaptive learning; conceptual development;educational software; learning technology; mathematicscognition; perceptual learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39m4b1nx","frozenauthors":[{"first_name":"Christine","middle_name":"M.","last_name":"Massey","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Jennifer","middle_name":"D.","last_name":"Kregor","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Laura","middle_name":"E.","last_name":"Cosgrove","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Himchan","middle_name":"","last_name":"Lee","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26262/galley/15898/download/"}]},{"pk":26474,"title":"When are representations of causal events quantum versus classical?","subtitle":null,"abstract":"Throughout our lives, we are faced with a variety of causalreasoning problems. Arguably, the most successful models ofcausal reasoning, Causal Graphical Models (CGMs), performwell in some situations, but there is considerable variation inhow well they are able to account for data, both across scenar-ios and between individuals. We propose a model of causalreasoning based on quantum probability (QP) theory that ac-counts for behavior in situations where CGMs fail. WhetherQP or classical models are appropriate depends on the repre-sentation of events constructed by the reasoner. We describean experiment that suggests the representation of events canchange with experience to become more classical, and that therepresentation constructed can vary between individuals, in away that correlates with a simple measure of cognitive ability,The Cognitive Reflection Task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning"},{"word":"quantum probability theory"},{"word":"Bayes networks"},{"word":"order effects"},{"word":"Bayesian parameter estimation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7ms4z211","frozenauthors":[{"first_name":"James","middle_name":"M.","last_name":"Yearsley","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Jennifer","middle_name":"S.","last_name":"Trueblood","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"City University London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-02T07:00:00+13:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26474/galley/16110/download/"}]}]}