Exploration is an important component of learning. Previous research has focused on how information in a particular situation affects exploratory play. An important question is the degree to which past exploration and learning experiences affect exploration in novel contexts. In particular, children often get information about the difficulty of a completed task (“that was hard!”), but we do not know whether such information affects how children approach new tasks. We present preschoolers with information about an initial task, explaining that it was hard or easy (or no information). Preschoolers are then invited to explore a novel toy where no information about the difficulty of the toy is given. We find that preschoolers explore and discover more features following information that the initial task was difficult, than following easy or neutral descriptions. We suggest that children are extending expectations about previous events to novel ones.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9c90s4cz","frozenauthors":[{"first_name":"Amanda","middle_name":"","last_name":"Castro","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25881/galley/15505/download/"}]},{"pk":25391,"title":"A Rational Model for Individual Differences in Preference Choice","subtitle":null,"abstract":"Human preference choice suffers curious contextual effects:\nthe relative preference between two multi-attribute options\n(e.g. cars with differing safety and economy ratings) can dramatically\nshift, depending on the presence/absence of additional\noptions. This phenomenon defies any simple utilitybased\naccount of choice, and has been taken to imply\nirrationalities/sub-optimalities in human decision-making, or\nreflect idiosyncrasies in neural processing. Recently, we used\na Bayesian model to show that these contextual effects are normative\nconsequences of observers using options to learn about\nthe “market”. However, it had an unsavory implication that\nall decision-makers asymptotically converge to the same beliefs/\nbehavior. Here, we propose a new model that uses both\nmarket and personal utilities to make choices. This model still\ncaptures the contextual effects, while also allowing asymptotic\ndifferences in individual preferences and providing a general\nframework for explaining how consumption informs one’s beliefs\nand preferences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision making; preference choice; multiattribute;\ncontextual effects; individual differences; Bayesian\nlearning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34f2r27m","frozenauthors":[{"first_name":"Sheeraz","middle_name":"","last_name":"Ahmad","name_suffix":"","institution":"Department of Computer Science and Engineering University of California, San Diego","department":""},{"first_name":"Angela","middle_name":"J","last_name":"Yu","name_suffix":"","institution":"Department of Cognitive Science University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25391/galley/15015/download/"}]},{"pk":25451,"title":"Are Biases When Making Causal Interventions Related to\nBiases in Belief Updating?","subtitle":null,"abstract":"People often make decisions with the goal of gaining information\nwhich can help reduce their uncertainty. However, recent\nwork has suggested that people sometimes do not select the\nmost diagnostic information queries available to them. A critical\naspect of information search decisions is evaluating how\nobtaining a piece of information will alter a learner’s beliefs\n(e.g., a piece of information that is redundant with what is already\nknown is useless). This suggests a close relationship\nbetween information seeking decisions on one hand, and belief\nupdating on the other. This paper explores the deeper relationship\nbetween these two constructs in a causal intervention\nlearning task. We find that patterns in belief updating biases\nare predictive of decision making patterns in tasks where\npeople must make interventions learn about the structure of a\ncausal system.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"information search; causal interventions; causal\nlearning; hypothesis testing"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5df742nf","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Coenen","name_suffix":"","institution":"Department of Psychology, NYU","department":""},{"first_name":"Todd","middle_name":"M","last_name":"Gureckis","name_suffix":"","institution":"Department of Psychology, NYU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25451/galley/15075/download/"}]},{"pk":25543,"title":"A Resource-Rational Approach to the Causal Frame Problem","subtitle":null,"abstract":"The causal frame problem is an epistemological puzzle about\nhow the mind is able to disregard seemingly irrelevant causal\nknowledge, and focus on those factors that promise to be useful\nin making an inference or coming to a decision. Taking\na subject’s causal knowledge to be (implicitly) represented in\nterms of directed graphical models, the causal frame problem\ncan be construed as the question of how to determine a reasonable\n“submodel” of one’s “full model” of the world, so as\nto optimize the balance between accuracy in prediction on the\none hand, and computational costs on the other. We propose a\nframework for addressing this problem, and provide several illustrative\nexamples based on HMMs and Bayes nets. We also\nshow that our framework can account for some of the recent\nempirical phenomena associated with alternative neglect.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"frame problem"},{"word":"bounded-resource-rationality"},{"word":"causal reasoning"},{"word":"alternative neglect."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6m88d9vq","frozenauthors":[{"first_name":"Thomas","middle_name":"F","last_name":"Icard III","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":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25543/galley/15167/download/"}]},{"pk":25552,"title":"Argument Scope in Inductive Reasoning:\nEvidence for an Abductive Account of Induction","subtitle":null,"abstract":"Our ability to induce the general from the specific is a\nhallmark of human cognition. Inductive reasoning tasks ask\nparticipants to determine how strongly a set of premises\n(e.g., Collies have sesamoid bones) imply a conclusion\n(Dogs have sesamoid bones). Here, we present evidence\nfor an abductive theory of inductive reasoning, according\nto which inductive strength is determined by treating the\nconclusion as an explanation of the premises, and\nevaluating the quality of that explanation. Two inductive\nreasoning studies found two signatures of explanatory\nreasoning, previously observed in other studies: (1) an\nevidential asymmetry between positive and negative\nevidence, with observations casting doubt on a hypothesis\ngiven more weight than observations in support; and (2) a\nlatent scope effect, with ignorance about potential evidence\ncounting against a hypothesis. These results suggest that\ninductive reasoning relies on the same hypothesis\nevaluation mechanisms as explanatory reasoning","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Inductive reasoning; abductive inference;\nexplanation; scope; hypothesis evaluation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3443455h","frozenauthors":[{"first_name":"Samuel","middle_name":"G.B.","last_name":"Johnson","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Merchant","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Frank","middle_name":"C","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25552/galley/15176/download/"}]},{"pk":25954,"title":"Argument Strength Computation Based on Satisfiability Degree and Agents' Beliefs","subtitle":null,"abstract":"This paper presents an agent-based argumentation framework. Different from probabilistic, fuzzy and weighted approaches, this framework considers the strength of arguments and attacks from two aspects: the inner structure of arguments and the beliefs of agents. A key concept in this framework is the notion of satisfiability degree, which is used to define the intrinsic strength of attacks and the extrinsic strength of arguments. These two kinds of strengths are combined into the degree of attack/support. Then, new semantics of this framework are defined and the relation with Dung’s approach is discussed. 2938
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8c75g155","frozenauthors":[{"first_name":"Jian","middle_name":"","last_name":"Luo","name_suffix":"","institution":"School of Software, Tsinghua University","department":""},{"first_name":"Fuan","middle_name":"","last_name":"Pu","name_suffix":"","institution":"School of Software, Tsinghua University","department":""},{"first_name":"Guiming","middle_name":"","last_name":"Luo","name_suffix":"","institution":"School of Software, Tsinghua University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25954/galley/15578/download/"}]},{"pk":36073,"title":"Asian EFL University Students’ Preference Toward Teaching Approaches","subtitle":null,"abstract":"Designing and presenting lessons is the center of the teaching process. Every day teachers must make decisions about the instructional process. A teacher’s approach can have an enormous impact on the effectiveness of his or her teaching. Understanding students’ preferences toward teaching approaches and teaching styles can create opportunities for teachers to make adjustments that better serve their students. Many teachers continue using traditional teaching approaches, so the question exists of whether or not these teaching approaches are meeting the educational needs of the learners. This article addresses this question and discusses a qualitative study involving the preferences of 225 Taiwanese EFL university students toward 3 main teaching approaches (instructor centered, student centered, and content centered) and offers pedagogical suggestions. Through a statistical analysis, the research findings indicate that the participants can clearly recognize the differences among the teaching approaches, have a clear preference toward the student-centered approach, and hold more positive attitudes toward student-centered learning.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7cz8c8dd","frozenauthors":[{"first_name":"Aaron","middle_name":"David","last_name":"Mermelstein","name_suffix":"","institution":"National University of Kaohsiung, Taiwan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36073/galley/26925/download/"}]},{"pk":25994,"title":"Asking useful questions: Active learning with rich queries","subtitle":null,"abstract":"Recently, both psychology and machine learning have explored the ability of learners to ask questions. However,\nmuch of this work has focused on a single type of question: a ‚Äúlabel query‚Äù. When making a label query, the learner selects an\nunfamiliar (unlabeled) item and requests a label for it (e.g., ‚ÄùWhat is this?‚Äù). We hypothesized that people often prefer much\nricher types of questions (e.g., feature queries: ‚ÄúIs this feature relevant?‚Äù, demonstration queries: ‚ÄúCan I see an example of a\nladybug?‚Äù, etc.). To study this behavior, we had people play a simple game where they generated natural language questions to\ndetermine a hidden configuration of objects. We compute the normative value of these rich questions as measured by modelbased\nanalyses (e.g., information gain). A second experiment evaluates the ability of human observers to judge this value when\nthe demands of question generation are removed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7404618f","frozenauthors":[{"first_name":"Anselm","middle_name":"","last_name":"Rothe","name_suffix":"","institution":"New York University","department":""},{"first_name":"Brenden","middle_name":"","last_name":"Lake","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25994/galley/15618/download/"}]},{"pk":25518,"title":"A Spiking Neural Model of the n-Back Task","subtitle":null,"abstract":"We present a computational model performing the n-back task.\nThis task requires a number of cognitive processes including\nrapid binding, updating, and retrieval of items in working\nmemory. The model is implemented in spiking leakyintegrate-\nand-fire neurons with physiologically constrained parameters,\nand anatomically constrained organization. The\nmethods of the Semantic Pointer Architecture (SPA) are used\nto construct the model. Accuracies and reaction times produced\nby the model are shown to match human data. Namely,\ncharacteristic decline in accuracy and response speed with increase\nof n is reproduced. Furthermore, the model provides\nevidence, contrary to some past proposals, that an active removal\nprocess of items in working memory is not necessary\nfor an accurate performance on the n-back task","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"n-back task; neural engineering; computational\nneuroscience; vector symbolic architecture"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/73r5d4xq","frozenauthors":[{"first_name":"Jan","middle_name":"","last_name":"Gosmann","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Chris","middle_name":"","last_name":"Eliasmith","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25518/galley/15142/download/"}]},{"pk":25683,"title":"Assessing a Bayesian account of human gaze perception","subtitle":null,"abstract":"Although gaze can be directed at any location, different locations\nin the visual environment vary in terms of how likely\nthey are to draw another person‚Äôs attention. One could therefore\nweigh incoming perceptual signals (e.g., eye cues) against\nthis prior knowledge (the relative visual saliency of locations\nin the scene) in order to infer the true target of another person‚Äôs\ngaze. This Bayesian approach to modeling gaze perception has\ninformed computer vision techniques, but we assess whether\nit is a good model for human performance. We present subjects\nwith a ‚Äúgazer‚Äù fixating his eyes on various locations on\na 2-dimensional surface, and project an arbitrary photographic\nimage onto that surface. Subjects judge where the gazer is\nlooking in the image. A full Bayesian model, which takes image\nsaliency information into account, fits subjects‚Äô gaze judgments\nbetter than a reduced model that only considers the perceived\ndirection of the gazer‚Äôs eyes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gaze; Bayesian modeling; social perception; social\nattention; visual saliency"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47183255","frozenauthors":[{"first_name":"Peter","middle_name":"Chee","last_name":"Pantelis","name_suffix":"","institution":"Indiana University‚ÄìBloomington","department":""},{"first_name":"Daniel","middle_name":"P","last_name":"Kennedy","name_suffix":"","institution":"Indiana University‚ÄìBloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25683/galley/15307/download/"}]},{"pk":25590,"title":"Assessing Claims of Metaphorical Salience Through Corpus Data","subtitle":null,"abstract":"In the linguistic domain, conceptual metaphors have been\nshown to structure grammar, the lexicon, and abstract\nreasoning. Much recent research on conceptual metaphor\ncomes from corpus examination, which is increasingly\nfocused on developing quantificational tools to reveal cooccurrence\npatterns indicative of source and target domain\nassociations. Some mappings between source and target are\ntransparent. However, other metaphors, especially those that\nstructure abstract processes, are more complex because the\ntarget domain is lexically divorced from the source. This\nstudy introduces new techniques directed at the quantitative\nevaluation of metaphorical salience when target and source\nrelationships are nonobvious. Constellations of sourcedomain\ntriggers are identified in the data and shown to\ndisproportionately emerge in topic specific discourse. This\nmeasurement can be taken as one indicator of conceptual\nsalience among the target speech community.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conceptual metaphor; corpus linguistics; political\ndiscourse"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5bb08168","frozenauthors":[{"first_name":"Jenny","middle_name":"","last_name":"Lederer","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25590/galley/15214/download/"}]},{"pk":25835,"title":"Assessing Emotions by Cursor Motions: An Affective Computing Approach","subtitle":null,"abstract":"Choice reaching, e.g., reaching a targeted object by hand,\ninvolves a dynamic online integration of perception, action and\ncognition, where neural activities of prefrontal cortical regions\nare concurrently coordinated with sensori-motor subsystems.\nOn the basis of this theoretical development, the authors\ninvestigate the extent to which cursor movements in a simple\nchoice-reaching task reveal people‚Äôs emotions, such as anxiety.\nThe results show that there is a strong correlation between\ncursor trajectory patterns and self-reported anxiety in male\nparticipants. Because computer cursors are ubiquitous, our\ntrajectory analysis can be augmented to existing affective\ncomputing technologies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"affective computing; cursor motion; choice\nreaching"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9vf4s0vp","frozenauthors":[{"first_name":"Takashi","middle_name":"","last_name":"Yamauchi","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Hwaryong","middle_name":"","last_name":"Seo","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Yoonsuck","middle_name":"","last_name":"Choe","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Casady","middle_name":"","last_name":"Bowman","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Kunchen","middle_name":"","last_name":"Xiao","name_suffix":"","institution":"Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25835/galley/15459/download/"}]},{"pk":25830,"title":"Assessing Masked Semantic Priming: Cursor Trajectory versus Response Time\nMeasures","subtitle":null,"abstract":"Measuring response times has been a staple for evaluating\nmasked semantic priming. Its efficacy, however, has been\nchallenged on several grounds ‚Äî reported effect sizes of\nthese studies are relatively small, and priming effects\npertaining to response time measures are difficult to be\nreplicated. Here, we report a complementary method ‚Äî\nrecording trajectories of a computer cursor. Participants\njudged whether two digits were the same or different,\npreceded by a briefly presented masked prime. Each prime\nhad either positive or negative connotations, and the priming\neffects were evaluated either by response times or cursor\ntrajectories associated with the area under the curve. Results\nindicate that the effect size of the congruency effect measured\nby cursor trajectories (i.e. area under the curve) was far\ngreater than that measured by response times, suggesting that\nthe cursor trajectory measure is more sensitive to masked\nsemantic priming than the response time measure","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"masked semantic priming; congruency effect;\ncursor trajectories; response time"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4809g6ns","frozenauthors":[{"first_name":"Kunchen","middle_name":"","last_name":"Xiao","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Takashi","middle_name":"","last_name":"Yamauchi","name_suffix":"","institution":"Texas A&M University","department":""},{"first_name":"Casady","middle_name":"","last_name":"Bowman","name_suffix":"","institution":"Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25830/galley/15454/download/"}]},{"pk":25734,"title":"Assessing the Perceived Predictability of Functions","subtitle":null,"abstract":"How do we perceive the predictability of functions? We\nderive a rational measure of a function's predictabil-\nity based on Gaussian process learning curves. Using\nthis measure, we show that the smoothness of a func-\ntion can be more important to predictability judgments\nthan the variance of additive noise or the number of\nsamples. These patterns can be captured well by the\nlearning curve for Gaussian process regression, which in\nturn crucially depends on the eigenvalue spectrum of\nthe covariance function. Using approximate bounds on\nthe learning curve, we model participants' predictabil-\nity judgments about sampled functions and ?nd that\nsmoothness is indeed a better predictor for perceived\npredictability than both the variance and the sample\nsize. This means that it can sometimes be preferable\nto learn about noisy but smooth functions instead of\ndeterministic complex ones.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Function learning"},{"word":"Predictability"},{"word":"smooth-\nness"},{"word":"Gaussian Processes"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0w17n1rw","frozenauthors":[{"first_name":"Erich","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"University College London","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"David","middle_name":"N","last_name":"Reshef","name_suffix":"","institution":"MIT","department":""},{"first_name":"Maarten","middle_name":"","last_name":"Speekenbrink","name_suffix":"","institution":"University College London","department":""},{"first_name":"Samuel","middle_name":"J","last_name":"Gershman","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25734/galley/15358/download/"}]},{"pk":25873,"title":"Assessing Two Dimensions of Gender Essentialism in Monolingual and Bilingual\nAdults","subtitle":null,"abstract":"Psychological essentialism is the belief that members of a category share deep, underlying commonalities. Previous\nevidence suggests that essentialism is stronger for masculine than feminine properties and more evident in monolingual than\nbilingual children. Here, we investigated essentialism of gender by monolingual and bilingual adults, focusing on two distinct\ndimensions of essentialism: naturalness (regarding categories as natural kinds) and entitativity (regarding categories as homogeneous\ngroups). Participants indicated their agreement with statements assessing beliefs about men and women on these two\ndimensions. The results replicated previous work showing that men are essentialized more than women, but revealed that this\neffect may be specific to the entitativity dimension. We also found that, compared to monolinguals, bilinguals were less likely\nto essentialize gender in terms of naturalness. Our findings converge with previous research highlighting the bidimensionality\nof essentialism and suggest that early effects of language experience on essentialist beliefs may persist into adulthood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/98p8849h","frozenauthors":[{"first_name":"Jacob","middle_name":"","last_name":"Brodsky","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":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25873/galley/15497/download/"}]},{"pk":25955,"title":"Asymmetry of causal inference in reading","subtitle":null,"abstract":"This study investigated how knowledge of causality representations affects the reading in Japanese. In Experiment\n1, 24 participants read events presented in cause-to-effect or effect-to-cause order without causal conjunctions. The latter\nreceived longer reading times and more regressions than the former even when probability and predictability were balanced.\nExperiment 2 examined whether this reading order effect was derived from a default reasoning asymmetry (i.e., reasoning from\ncause to effect is favored over that from effect to cause). We utilized epistemic constructions to explicitly identify the reasoning\ndirection. Self-paced reading results from 24 participants showed that readers were more efficient when reading cause-event as\nthe evidence, effect-event as the conclusion vis-a-vis the counterpart, confirming the reasoning asymmetry. However, reading\norder effect remained robust, presumably reflecting that causal reasoning is temporally embodied.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7f91z35z","frozenauthors":[{"first_name":"Yingyi","middle_name":"","last_name":"Luo","name_suffix":"","institution":"Waseda University","department":""},{"first_name":"Manami","middle_name":"","last_name":"Sato","name_suffix":"","institution":"Okinawa International University","department":""},{"first_name":"Yunzhu","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Hiroshima University","department":""},{"first_name":"Satoshi","middle_name":"","last_name":"Ito","name_suffix":"","institution":"Hiroshima University","department":""},{"first_name":"Hiromu","middle_name":"","last_name":"Sakai","name_suffix":"","institution":"Waseda University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25955/galley/15579/download/"}]},{"pk":25896,"title":"A test of the somnolent mentation theory and the cognitive shuffle insomnia\ntreatment","subtitle":null,"abstract":"Insomnia affects about 33% of Americans according to Harvey & Tang (2003) who called for new cognitive treatments.\nWe will report preliminary results from a test of (a) the Somnolent Mentation theory (SMT) of sleep onset (SO) and (b)\na new cognitive treatment for insomnia, the cognitive shuffle (CS), derived from the SMT (Beaudoin, 2013, 2014). According\nto SMT, incoherent mentation characteristic of SO is not merely a side-effect of the SO period but promotes it, meaning it\nis somnolent. The SMT identifies several types of insomnolent mentation, which involve sense making (e.g., problem solving).\nSMT postulates counter-insomnolent mentation, thought patterns that interfere with insomnolent mentation. The CS is\npredicted to be both somnolent and counter-insomnolent (super-somnolent). Participants either engage in constructive worry\nCarney & Waters (2006) or in the CS using SomnoTest an iOS app developed by CogSci Apps Corp. (led by Beaudoin) based\non mySleepButton\nR .","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jx7k12g","frozenauthors":[{"first_name":"Nancy","middle_name":"","last_name":"Digdon","name_suffix":"","institution":"MacEwan University","department":""},{"first_name":"Luc","middle_name":"","last_name":"Beaudoin","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25896/galley/15520/download/"}]},{"pk":25860,"title":"A Theory of Information Processing for Large-Scale Brain Networks","subtitle":null,"abstract":"How much information does a large-scale cortical network process when it‚Äôs conscious and/or unconscious? Can the\ncomplexity of such networks be quantified and be coupled to brain function and consciousness? Recently, measures of network\ncomplexity such as integrated information have been proposed. However, we show that these approaches are computationally\nintractable for realistic brain networks. We propose alternative quantifications that allow precise computations for large-scale\nnetworks including their stochastic dynamics, plasticity and perturbations. Even for stable stationary dynamics our measure\nshows that the processed information of a realistic network sharply rises at the edge of criticality. In particular, we demonstrate\nthat the specific topology of the human brain generates greater informational complexity compared to randomly rewired networks.\nWe analyze to what extent these results and their associated measures are specific to levels of consciousness or simply\na hallmark of how neuronal systems process information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20z1524h","frozenauthors":[{"first_name":"Xerxes","middle_name":"","last_name":"Arsiwalla","name_suffix":"","institution":"Universitat Pompeu Fabra","department":""},{"first_name":"Paul","middle_name":"","last_name":"Vershure","name_suffix":"","institution":"Universitat Pompeu Fabra & ICREA,","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25860/galley/15484/download/"}]},{"pk":25905,"title":"A Triple-Stopping Threshold System For a Sequential Decision Task: A Cast-Net\nStopping Rule Model","subtitle":null,"abstract":"In this study compared single stopping rules models to the Cast-Net stopping rule model. The Cast-Net model\nassumes that several stopping rules can be used simultaneously to determine the stopping point to stop information search and\nto proceed to making a final decision. We analyzed whether the Cast-net model would pay the price for being more complex\nwhen compare to single stopping rule models (critical difference, fixed-sample size and runs). The models were compared\nunder different decision making conditions (time pressure and validity of recommendations). The model fitting procedure was\nconducted on the full data stopping-value distributions, by simultaneously fitting the correct and incorrect responses. Across\nvariety of experimental conditions, the general results supported the validity of the Cast-Net model. These results challenge\nmany decision making models that utilize only one type of a stopping rule, and may provide a new direction in the exploration\nof cognitive computational models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8r7992p6","frozenauthors":[{"first_name":"Mario","middle_name":"","last_name":"Fific","name_suffix":"","institution":"Grand Valley State University","department":""},{"first_name":"Marcus","middle_name":"","last_name":"Buckmann","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25905/galley/15529/download/"}]},{"pk":25700,"title":"Attacker and Defender Counting Approach for Abstract Argumentation","subtitle":null,"abstract":"In Dung‚Äôs abstract argumentation, arguments are either acceptable\nor unacceptable, given a chosen notion of acceptability.\nThis gives a coarse way to compare arguments. In this paper,\nwe propose a counting approach for a more fine-gained assessment\nto arguments by counting the number of their respective\nattackers and defenders based on argument graph and argument\ngame. An argument is more acceptable if the proponent\nputs forward more number of defenders for it and the opponent\nputs forward less number of attackers against it. We show that\nour counting model has two well-behaved properties: normalization\nand convergence. Then, we define a counting semantics\nbased on this model, and investigate some general properties of\nthe semantics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"abstract argumentation; argument graph; argument\ngame; graded assessment; counting semantics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0r80h6vf","frozenauthors":[{"first_name":"Fuan","middle_name":"","last_name":"Pu","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Jian","middle_name":"","last_name":"Luo","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Yulai","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Guiming","middle_name":"","last_name":"Luo","name_suffix":"","institution":"Tsinghua University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25700/galley/15324/download/"}]},{"pk":25750,"title":"Attention and Pattern Consciousness Reorganize the Cortical Topography of Event-\nRelated Potential Correlates of Visual Sequential Learning.","subtitle":null,"abstract":"Statistical or sequential learning (SL) involves\ncomprehending environmental patterns in which some items\nprecede other items with a given likelihood. SL is thought to\noccur without attention or consciousness (or explicit\nknowledge) of the learned patterns and thus is sometimes\nconsidered to be implicit learning. However, this assumption\nis still debatable (Daltrozzo & Conway, 2014). We examined\nthe role of selective attention and pattern consciousness (PC)\nin SL using event-related potentials (ERP) with healthy\nadults. Thirty-four participants (27 females, 18-49 years)\nperformed a Flanker task to assess their level of selective\nattention, followed by a visual SL task while ERPs were\nrecorded. Participants‚Äô level of PC was assessed via a\nquestionnaire. In the SL task, participants viewed a sequence\nof different stimuli on the screen and were instructed to press\na button as fast as possible, when they saw a target stimulus.\nThey were unaware that: 1.) two predictor items were\nembedded in the sequence and 2.) the items predicted target\noccurrence with high or low probability. ERPs were timelocked\nto predictor onsets. The mean ERP between 200 and\n700ms post-predictor onset revealed an interaction between\ntarget occurrence probability, PC, attention, and two scalp\ntopographic factors. Post-hoc tests indicated that higher\nattention was related to a more rostral left lateralized effect\nunder high PC and a left lateralization of SL ERP effects\nunder low PC. These neural findings suggest that both\nattention and PC modulate SL.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Implicit; explicit; left lateralization; statistical\nlearning; language; automatic; controlled; sequence learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6j15m001","frozenauthors":[{"first_name":"Sonia","middle_name":"","last_name":"Singh","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Jerome","middle_name":"","last_name":"Daltrozzo","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Christopher","middle_name":"M","last_name":"Conway","name_suffix":"","institution":"Georgia State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25750/galley/15374/download/"}]},{"pk":25759,"title":"Attention dynamics in multiple object tracking","subtitle":null,"abstract":"We present a computational model of multiple object tracking\nthat makes trial-level predictions about the allocation of\nvisual attention and the resulting performance. This model\nfollows the intuition of allocated resources modulating spatial\nresolution, but it implements it in a specific way that leads to\naccurate predictions in multiple task manipulations. Experiments\non human subjects, guided by the model‚Äôs predictions,\ndemonstrate that observers tracking multiple objects use lowlevel\ncomputations of target confusability to adjust the spatial\nresolution at which the target needs to be tracked, and that the\nresulting allocation closely approximates the rational solution.\nWhereas earlier models of multiple object tracking have predicted\nthe big picture relationship between stimulus complexity\nand response accuracy, our approach makes accurate predictions\nof both the aggregate effect of target number and velocity\nand of the variations in difficulty across individual trials\nand targets arising from the idiosyncratic within-trial interactions\nof targets and distractors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"multiple object tracking; visual cognition; attention;\nhierarchical Bayesian models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4ss6w1r5","frozenauthors":[{"first_name":"Nisheeth","middle_name":"","last_name":"Srivastava","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Edward","middle_name":"","last_name":"Vul","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25759/galley/15383/download/"}]},{"pk":25716,"title":"Auditory Stimuli Slow Down Responses and First Fixations:\nSupport for Auditory Dominance in Adults","subtitle":null,"abstract":"Under some situations sensory modalities compete for\nattention, with one modality attenuating processing in a second\nmodality. Almost forty years of research with adults has shown\nthat this competition is typically won by the visual modality.\nUsing a discrimination task on an eye tracker, the current\nresearch provides novel support for auditory dominance, with\nwords and nonlinguistic sounds slowing down visual\nprocessing. At the same time, there was no evidence suggesting\nthat visual input slowed down auditory processing. Several eye\ntracking variables correlated with behavioral responses. Of\nparticular interest is the finding that adults‚Äô first fixations were\ndelayed when images were paired with auditory input,\nespecially nonlinguistic sounds. This finding is consistent with\nneurophysiological findings and also consistent with a\npotential mechanism underlying auditory dominance effects","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sensory Dominance"},{"word":"Cross-modal Processing"},{"word":"attention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nc816wd","frozenauthors":[{"first_name":"Christopher","middle_name":"W","last_name":"Robinson","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Wesley","middle_name":"R","last_name":"Barnhart","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Samuel","middle_name":"","last_name":"Rivera","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25716/galley/15340/download/"}]},{"pk":25488,"title":"Behavioral Dynamics of a Collision Avoidance Task:\nHow Asymmetry Stabilizes Performance","subtitle":null,"abstract":"The current project examined how changes to task constraints\nimpacted the behavioral dynamics of an interpersonal\ncollision avoidance task previously examined and modeled by\nRichardson and colleagues (2015). Overall, the results\ndemonstrate that decreasing the cost associated with colliding\ninfluences the stability and symmetry of the movement\ndynamics observed between co-actors in a manner consistent\nwith those predicted by the Richardson et al. (2015), collision\navoidance model. The current study therefore provides\nevidence that the behavioral dynamics that shape\ninterpersonal or joint-action behavior are not only defined by\nthe physical and informational properties of a task, but also by\nthe strength and importance of the shared task goal.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interpersonal dynamics; collision-avoidance;\njoint action; behavioral dynamics; behavioral symmetry"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sg7c4s4","frozenauthors":[{"first_name":"Brian","middle_name":"A","last_name":"Eiler","name_suffix":"","institution":"Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati","department":""},{"first_name":"Rachel","middle_name":"W","last_name":"Kallen","name_suffix":"","institution":"Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati","department":""},{"first_name":"Steven","middle_name":"J","last_name":"Harrison","name_suffix":"","institution":"School of Health, Physical Education and Recreation, University of Nebraska Omaha","department":""},{"first_name":"Elliot","middle_name":"","last_name":"Saltzman","name_suffix":"","institution":"Department of Physical Therapy and Athletic Training, Sargent College of Health and Rehabilitation Sciences,\nBoston University,","department":""},{"first_name":"Richard","middle_name":"C","last_name":"Schmidt","name_suffix":"","institution":"Department of Psychology, College of the Holy Cross","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Richardson","name_suffix":"","institution":"Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25488/galley/15112/download/"}]},{"pk":25470,"title":"Behaviorist Thinking in Judgments of Wrongness, Punishment, and Blame","subtitle":null,"abstract":"Moral judgment depends upon inferences about agents‚Äô\nbeliefs, desires, and intentions. Here, we argue that in\naddition to these factors, people take into account the moral\noptimality of an action. Three experiments show that even\nagents who are ignorant about the nature of their moral\ndecisions are held accountable for the quality of their\ndecision‚Äîa kind of behaviorist thinking, in that such\nreasoning bypasses the agent‚Äôs mental states. In particular,\nwhereas optimal choices are seen as more praiseworthy\nthan suboptimal choices, decision quality has no further\neffect on moral judgments‚Äîa highly suboptimal choice is\nseen as no worse than a marginally suboptimal choice.\nThese effects held up for judgments of wrongness and\npunishment (Experiment 1), positive and negative\noutcomes (Experiment 2), and agents with positive and\nnegative intentions (Experiment 3). We argue that these\nresults reflect a broader tendency to irresistibly apply the\nEfficiency Principle when explaining behavior","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Moral judgment; theory of mind; causal\nreasoning; intentionality; lay decision theory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9bg708v3","frozenauthors":[{"first_name":"Julian","middle_name":"","last_name":"de Freitas","name_suffix":"","institution":"Department of Experimental Psychology, Oxford University","department":""},{"first_name":"Samuel","middle_name":"G.B.","last_name":"Johnson","name_suffix":"","institution":"Department of Psychology, Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25470/galley/15094/download/"}]},{"pk":25948,"title":"Belief in the unbelievable: The relationship between tendencies to believe\npseudoscience, paranormal, and conspiracy theories","subtitle":null,"abstract":"This research investigated how pseudoscientific, paranormal, and conspiracy beliefs relate to each other. Preliminary\nresearch indicates that holding one type of unsubstantiated belief predicts holding other types of belief (Lobato et al., 2014). We\nadministered a survey (n=420) asking about belief in specific pseudoscientific, paranormal, and conspiracy claims. We also examined\ncognitive predispositions towards analytical and intuitive thinking, open-minded thinking, and ontological knowledge.\nPseudoscientific beliefs were predicted by beliefs about paranormal and conspiracy claims; paranormal beliefs were predicted\nby beliefs about pseudoscientific and conspiracy claims; and conspiracy beliefs were predicted by beliefs about pseudoscientific\nand paranormal claims. Other individual difference variables were minimally predictive of each kind of belief. However, individuals\npredisposed towards intuitive thinking and who made ontological confusions were more likely to endorse paranormal\nand conspiracy claims. These results partially replicate Lobato et al. (2014), but provide a more nuanced description of the\ncharacteristics of believers and skeptics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/24g9c73k","frozenauthors":[{"first_name":"Emilio","middle_name":"","last_name":"Lobato","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Corinne","middle_name":"","last_name":"Zimmerman","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25948/galley/15572/download/"}]},{"pk":25544,"title":"Beliefs about desires: Children‚Äôs understanding of how knowledge and preference\ninfluence choice.","subtitle":null,"abstract":"Knowledgeable agents always choose what they like best,\nthus revealing their preferences. But na√Øve agents only choose\nwhat they believe they like best, and may end up disliking\ntheir choice. As such, sensitivity to an agent‚Äôs prior\nexperience is critical for interpreting their behavior. Here we\nshow that four- and five-year-olds expect knowledgeable\nagents, as compared to na√Øve agents, to have stable choices\nthat lead to higher rewards (Experiments 1 and 2).\nAdditionally, we show that four- and five-year-olds can infer\nwhich of two agents is na√Øve given information about the\nrewards they obtained and the stability of their choices\n(Experiments 3 and 4). These results show that young\nchildren understand that beliefs and desires are interconnected\nand that, in addition to having uncertainty about the world,\nagents can also be uncertain about their own desires","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Social Cognition; Theory of Mind"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9v42v7w3","frozenauthors":[{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Emily","middle_name":"","last_name":"Lydic","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":""},{"first_name":"Laura","middle_name":"E","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25544/galley/15168/download/"}]},{"pk":25551,"title":"Belief Utility as an Explanatory Virtue","subtitle":null,"abstract":"Our beliefs guide our actions. But do potential actions also\nguide our beliefs? Three experiments tested whether people\nuse pragmatist principles in fixing their beliefs, by\nexamining situations in which the evidence is\nindeterminate between an innocuous and a dire explanation\nthat necessitate different actions. According to classical\ndecision theory, a person should favor a prudent course of\naction in such cases, but should nonetheless be agnostic in\nbelief between the two explanations. Contradicting this\nposition, participants believed the dire explanation to be\nmore probable when the evidence was ambiguous. Further,\nwhen the evidence favored either an innocuous or a dire\nexplanation, evidence favoring the dire explanation led to\nstronger beliefs compared to evidence favoring the\ninnocuous explanation. These results challenge classic\ntheories of the relationship between belief and action,\nsuggesting that our system for belief fixation is sensitive to\nthe utility of potential beliefs for taking subsequent action","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Explanation; beliefs; causal reasoning;\ncategorization; rationality."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0m7741jd","frozenauthors":[{"first_name":"Samuel","middle_name":"G.B.","last_name":"Johnson","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Greeshma","middle_name":"","last_name":"Rajeev-Kumar","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Frank","middle_name":"C","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25551/galley/15175/download/"}]},{"pk":36067,"title":"Benefits and Challenges of Supervising an International Practicum","subtitle":null,"abstract":"In this reflective essay, I share my experiences as a US-based professor leading graduate students on a 2-month teaching practicum in northern Thailand. I describe the process of arranging the practicum in coordination with the host university and the challenges of teaching 2 teacher-education courses while also mentoring novice teachers and addressing cross-cultural issues. I discovered that leading a practicum in an international context required me to play multiple roles—as supervisor, professor, and personal mentor. The teachers encountered challenges but also experienced empowerment working in a foreign language context; they wrestled with cultural issues such as negotiating among their expectations as teachers, the university’s demands, and my requirements from them as students. The international practicum setting means that teachers need to develop an understanding of a new culture and how they fit personally into that culture. Being far from home requires everyone—teachers and supervisors—to form a new community supporting each other and to redraw previously established professor-student boundaries.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Revisioning the Practicum Experience in TESOL Teacher Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6qs73180","frozenauthors":[{"first_name":"Betsy","middle_name":"","last_name":"Gilliland","name_suffix":"","institution":"University of Hawaiʻi Mānoa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36067/galley/26919/download/"}]},{"pk":36064,"title":"Beyond “Empty Verbalism”: How Teacher Candidates Benefit From Blogging About a Tutoring Practicum","subtitle":null,"abstract":"TESOL programs and courses around the world are increasingly offered partly or wholly online. Online instruction offers both new affordances and distinct challenges for effective instruction, particularly when it comes to supervising fieldwork. This article compares 2 distinct online formats for student reflections on their tutoring experiences in the practicum component of a course on teaching second language reading. In particular, the article examines how 2 different reflection formats afforded qualitatively distinct student reflections on how they modified their understandings of learning, learners, teaching, and the contexts of learning through (a) interacting with their tutee, (b) implementing new instructional practices, and (c) interacting with their peers about their tutorial. Findings are discussed in terms of the affordances and challenges provided by distinct ways of configuring the online reflection for these field experiences, comparing student work in blogs, discussion boards, and reports submitted individually to the instructor.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Revisioning the Practicum Experience in TESOL Teacher Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xm7t5z9","frozenauthors":[{"first_name":"Kathryn","middle_name":"","last_name":"Howard","name_suffix":"","institution":"California State University, San Bernardino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36064/galley/26916/download/"}]},{"pk":36059,"title":"Beyond First-Year Composition: Academic English Instructional Support for International Transfer Students","subtitle":null,"abstract":"While many US colleges and universities offer specialized writing courses for multilingual students entering as freshmen, including international students, there is typically little instructional support for the academic English needs of international transfer students. This article describes the development and implementation of a writing course at a four-year university intended for upper-division multilingual transfer students, with focus on international students. Starting with the proposal stage, it summarizes consultations with administrators and faculty to procure funding, identify a target population, and seek input for defining course objectives. Description of course implementation includes syllabi, student profiles, and student feedback from course evaluations and writing portfolio introductions on the most helpful and most challenging aspects of the course. Student feedback offers suggestions for writing instruction in lower-division courses. In conclusion, this article recommends further development of specialized writing courses for upper-division international multilingual writers.","language":"eng","license":null,"keywords":[],"section":"Theme Section - The Internationalization of Higher Education: Examining Issues, Maximizing Outcomes","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8fj8f3c1","frozenauthors":[{"first_name":"Jan","middle_name":"","last_name":"Frodesen","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36059/galley/26911/download/"}]},{"pk":25661,"title":"Beyond Magnitude:\nHow Math Expertise Guides Number Representation","subtitle":null,"abstract":"Previous studies on numeric cognition have focused primarily\non magnitude, based on its role as a core feature of number\nknowledge. In this paper, we report the results of three\nexperiments investigating adults‚Äô sensitivity to properties of\nnumber apart from magnitude. In Experiment 1, we use a\ntriadic judgment task to replicate a classic study of number\nproperties. In Experiment 2, we compare these representations\namong expert and non-expert groups. In Experiment 3, we\nexamine whether instruction can tune representation of\nnumber properties. Results indicate that the triadic\ncomparison task is a reliable method of assessing sensitivity\nto number properties. We found that magnitude is difficult to\nsuppress among non-experts, who are primarily attuned to\nmagnitude and parity. Mathematically sophisticated\nparticipants were sensitive to a range of number properties\ncompared with the non-expert group. We discuss implications\nfor theories of number concepts and their relation to special\npopulations","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"number representation"},{"word":"magnitude"},{"word":"individual\ndifference"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8w25312d","frozenauthors":[{"first_name":"April","middle_name":"D","last_name":"Murphy","name_suffix":"","institution":"University of Wisconsin","department":""},{"first_name":"Timothy","middle_name":"T","last_name":"Rogers","name_suffix":"","institution":"University of Wisconsin","department":""},{"first_name":"Edward","middle_name":"Moscoso del Prado","last_name":"Hubbard","name_suffix":"","institution":"University of Wisconsin","department":""},{"first_name":"Autumn","middle_name":"","last_name":"Brower","name_suffix":"","institution":"University of Wisconsin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25661/galley/15285/download/"}]},{"pk":25900,"title":"Body-centric and world-centric components of the large-scale horizontal-vertical\nillusion","subtitle":null,"abstract":"In the classic horizontal vertical illusion (HVI), vertical lines appear 5-6% longer than horizontal lines. However,\nin outdoor scenes vertical poles of several meters appear as much as 25% longer than frontal ground extents. This large-scale\nHVI is consistent with angular scale expansion theory (Durgin & Li, 2011). It is known that the classic HVI is yoked to\nthe reference frame of the eye itself, such that the illusion reverses when the observer is on his or her side. In a series of\nexperiments conducted both in real outdoor spaces and in immersive virtual environments we examined how the large-scale\nHVI was affected by reorienting the observer, and found that the large scale HVI was reduced, but not reversed. The amount of\nreduction was quantitatively consistent with a retinotopic contribution of the classical HVI (6%). Most of the large-scale HVI\nis world-centric.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bh7s3cc","frozenauthors":[{"first_name":"Frank","middle_name":"","last_name":"Durgin","name_suffix":"","institution":"Swarthmore College","department":""},{"first_name":"Zhi","middle_name":"","last_name":"Li","name_suffix":"","institution":"Swarthmore College","department":""},{"first_name":"Brennan","middle_name":"","last_name":"Klein","name_suffix":"","institution":"Swarthmore College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25900/galley/15524/download/"}]},{"pk":25634,"title":"Both Symbolic and Embodied Representations Contribute to Spatial Language\nProcessing; Evidence from Younger and Older Adults","subtitle":null,"abstract":"Building on earlier neuropsychological work, we adopted a\nnovel individual differences approach to examine the\nrelationship between spatial language and a wide range of\nboth verbal and nonverbal abilities. Three new measures were\ndeveloped for the assessment of spatial language processing:\nspatial naming, spatial verbal memory, and verbal\ncomprehension in spatial perspective taking. Results from a\nsample of young adults revealed significant correlations\nbetween performance on the spatial language tasks and\nperformance on both the analogous (non-spatial) verbal\nmeasures as well as on the (non-verbal) visual-spatial\nmeasures. Visual-spatial abilities, however, were more\npredictive of spatial language processing than verbal abilities.\nFurthermore, results from a sample of older adults revealed\nimpairments in visual-spatial tasks and on spatial verbal\nmemory. The results support dual process accounts of\nmeaning, and provide further evidence of the close connection\nbetween the language of space and non-linguistic visualspatial\ncognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Spatial Language; Embodied Cognition; Visual-\nSpatial Abilities; Ageing"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1dx2d4wn","frozenauthors":[{"first_name":"Ioanna","middle_name":"","last_name":"Markostamou","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Kenny","middle_name":"","last_name":"Coventry","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Chris","middle_name":"","last_name":"Fox","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Lynn","middle_name":"","last_name":"McInnes","name_suffix":"","institution":"Northumbria University of Newcastle","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25634/galley/15258/download/"}]},{"pk":25995,"title":"Brain activities related to target- versus trajectory-based strategies in\nvisually-guided movement control: A functional MRI study","subtitle":null,"abstract":"Previous studies on movement control modulated target size or distance in order to investigate the mechanism\nunderlying control strategies. While these elucidated the contribution of targets in the control, how trajectory itself influences\nmovement strategy has received little attention. Here, using event-related fMRI, we examined neural processes of trajectorybased\nmovement control as well as those of target-based control; we manipulated the focus of movement control by varying\nthe size of a target (target-based control) or the window through which the movement had to pass (trajectory-based control).\nThe brain activation maps showed that the increase in task difficulty with target-based control was associated with greater\nactivation at right parietal and ventrolateral occipital regions, while that with trajectory-based control was correlated with more\nextensive activation at medial frontal and ventromedial occipital regions. These differential brain activities indicate that the\nneural mechanisms for target selection and trajectory control are distinct during visually-guided movements.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/54n9f0sf","frozenauthors":[{"first_name":"Je-Kwang","middle_name":"","last_name":"Ryu","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Hee","middle_name":"Sun","last_name":"Eum","name_suffix":"","institution":"Seoul National University","department":""},{"first_name":"Hyoung-Min","middle_name":"","last_name":"Lee","name_suffix":"","institution":"Seoul National University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25995/galley/15619/download/"}]},{"pk":25870,"title":"Bridging the communicative gap between robots and humans, by analogy","subtitle":null,"abstract":"The ability to create and understand novel communicative signals is exemplary of people‚Äôs creative and inferential\nabilities. For example, when traveling and unable to speak the local language, we can make ourselves understood by creating\nnovel gestures. This ability is a form of abductive inference, and requires people to generate novel hypotheses about possible\nmeanings of signals (abduction proper). We propose that novel hypotheses may be generated from scratch by re-conceptualizing\nperceptual and conceptual representations through analogical augmentation.\nWe plan to use robotics methodology to assess the plausibility of this model. By enhancing a robot with analogical augmentation\nwe aim to enable it to generate novel gestures based on analogies. This lays the groundwork for more natural human-robot\ninteraction. Furthermore, by studying the robot‚Äôs gestures and to what extent people can understand them, we gain better\nunderstanding of the abduction-based computational processes underlying communication.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79t171jf","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Blokpoel","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Wareham","name_suffix":"","institution":"Memorial University of Newfoundland","department":""},{"first_name":"J.P.","middle_name":"","last_name":"de Ruiter","name_suffix":"","institution":"CiTeC","department":""},{"first_name":"Pim","middle_name":"","last_name":"Haselager","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Ivan","middle_name":"","last_name":"Toni","name_suffix":"","institution":"Radboud University","department":""},{"first_name":"Iris","middle_name":"","last_name":"van Rooij","name_suffix":"","institution":"Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25870/galley/15494/download/"}]},{"pk":36086,"title":"Bridging the Gaps: Multimodal Theme-Sets in the Global Composition Classroom","subtitle":null,"abstract":"As international student enrollment increases on college campuses across the US, the landscape of the composition classroom is among the first to observe the shift in the student demographic. Though some international students benefit from developmental English and ESL initiatives, most will eventually experience the mainstream writing classroom. With inclusion, the linguistic divides between international students, native speakers, and course texts are exacerbated, and it is on the instructor to find ways to provide universal access to course material and engage students in an equitable manner. This pilot study examines the viability of multimodal theme-sets as a means of bridging the literacy and cultural divides that often subjugate international students within the mainstream composition classroom. This quasi-experimental study examines 2 linguistically diverse, mainstream writing classrooms with significant L2 international student enrollment to identify how multimodal theme-sets can more effectively engage students across existing cultural and literacy barriers.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kw7244m","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Ruefman","name_suffix":"","institution":"University of Wisconsin—Stout","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36086/galley/26938/download/"}]},{"pk":25781,"title":"Building the mental timeline: Spatial representations of time in preschoolers","subtitle":null,"abstract":"When reasoning about sequences of events, English-speaking\nadults often invoke a ‚Äúmental timeline,‚Äù stretching from left\n(past) to right (future). Although the direction of the timeline\nvaries across cultures, linear representations of time are\nargued to be ubiquitous and primitive. On this hypothesis, we\nmight predict that children should spontaneously invoke a\ntimeline when reasoning about time. However, little is known\nabout how the mental timeline develops. Here, we use a\nsticker placement task to test whether 3- to 6-year-olds\nspontaneously produce linear, spatial representations of time.\nWe find that, while English-speakers under age five rarely\nadopt such representations spontaneously, a spatial prime\nincreases the percentage of 4-year-olds producing linear,\nordered representations from 36% to 76%, indicating that by\nthis age, children can readily align the domains of space and\ntime. Nevertheless, these representations often do not take on\nthe conventionalized left-to-right orientation until age 5 or 6.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"time; space; metaphor; word learning; spatial\nrepresentation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/816936t4","frozenauthors":[{"first_name":"Katharine","middle_name":"A","last_name":"Tillman","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Nestor","middle_name":"","last_name":"Tulagan","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25781/galley/15405/download/"}]},{"pk":25542,"title":"Can Children Balance the Size of a Majority with the Quality of their Information?","subtitle":null,"abstract":"We investigate how children balance the quality of\ninformants‚Äô knowledge with the number of endorsements\nwhen deciding which of two boxes contains the better option.\nWhen group numbers are equal, children choose boxes\nendorsed by informants with visual access over informants\nwith hearsay (Experiment 1), but are at chance when group\nsize conflicts with quality of knowledge (Experiments 2 and\n3). This suggests that children tend to conform to a majority\nopinion, compared to adults (Experiment 4) and a normative\ncomputational model. These studies suggest that preschoolers\nconsider the testimony of multiple informants and evaluate\ntheir knowledge sources, but may assume that informants are\nmore individually informative than they are","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7gd8h742","frozenauthors":[{"first_name":"Jane","middle_name":"","last_name":"Hu","name_suffix":"","institution":"University of Washington","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Whalen","name_suffix":"","institution":"University of St Andrews","department":""},{"first_name":"Daphna","middle_name":"","last_name":"Buchsbaum","name_suffix":"","institution":"UToronto","department":""},{"first_name":"Tom","middle_name":"","last_name":"Griffiths","name_suffix":"","institution":"UCB","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"UCB","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25542/galley/15166/download/"}]},{"pk":25614,"title":"Can experience with different types of writing system modulate holistic processing\nin speech perception?","subtitle":null,"abstract":"Holistic processing (HP) is an expertise marker in visual\nperception; nevertheless, it can be modulated by writing\nexperience (Tso, Au, & Hsiao, 2014). We have recently\nfound that HP also indicates expertise in Cantonese speech\nperception (Liu & Hsiao, 2014). Nevertheless, Cantonese has\na logographic writing system where one syllable corresponds\nto one character, whereas in alphabetic languages, each\nsyllable can be decomposed into phonemes that correspond to\nletters. This distinction between logographic and alphabetic\nlanguages may also modulate HP effects in speech perception.\nHere we tested HP effects through the composite paradigm\nwith Korean syllables. In contrast to Cantonese speech\nperception, native Korean speakers were less holistic than\nnovices in Korean syllable perception. Thus, experience with\nan alphabetic language may promote analytic processing of\nits spoken syllables. Similar to visual perception, our results\nsuggest that HP as an expertise marker in speech perception\ndepends on the listeners‚Äô learning experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"holistic processing"},{"word":"Speech perception"},{"word":"isolated\nKorean syllable processing"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5kn385gp","frozenauthors":[{"first_name":"Tianyin","middle_name":"","last_name":"Liu","name_suffix":"","institution":"University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"Hui-wen","last_name":"Hsia","name_suffix":"","institution":"University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25614/galley/15238/download/"}]},{"pk":25718,"title":"Can Joint Action be Synergistic?\nStudying the Stabilization of Interpersonal Hand Coordination","subtitle":null,"abstract":"The human perceptual-motor system is tightly coupled to the\nphysical and informational dynamics of a task environment and\nthese dynamics operate to constrain the high-dimensional order of\nthe human movement system into low-dimensional, task-specific\nsynergies. The aim of the current study was to determine whether\nsynergistic processes constrain and organize the behavior of coacting\nindividuals. Participants sat next to each other and each used\none arm to complete a pointer-to-target task. Using the\nuncontrolled manifold, the structure of joint-angle variance was\nexamined to determine whether there was synergistic organization\nat the interpersonal or intrapersonal levels. The results revealed the\nmotor actions performed were synergistically organized at both the\ninterpersonal and intrapersonal levels. More importantly, the\ninterpersonal synergy was found to be significantly stronger than\nthe intrapersonal synergies. Accordingly, the results provide clear\nevidence that the action dynamics of co-acting individuals can\nbecome temporarily organized to form single synergistic twoperson\nsystems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"joint-action"},{"word":"interpersonal coordination"},{"word":"motor\nsynergies"},{"word":"motor control"},{"word":"uncontrolled manifold"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/63t337vg","frozenauthors":[{"first_name":"Veronica","middle_name":"","last_name":"Romero","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Rachel","middle_name":"","last_name":"Kallen","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Michael","middle_name":"","last_name":"Riley","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Richardson","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25718/galley/15342/download/"}]},{"pk":25580,"title":"Can Modern Neuroscience Change Our Idea of the Human?","subtitle":null,"abstract":"The paper briefly reviews the contribution of recent\nneuroscience findings to our understanding of our human\nnature ‚Äì more exactly, to the understanding of the three\nproperties that we conceive of as highly-specifically human:\nconsciousness, freedom, and language. The analysis yields\nrather surprising results. Self-consciousness is possibly not\nthe highpoint of our sophisticated cognitive functions, but\nrather the basic pre-reflective self-other distinction intimately\nrelated to body control and affective states, within whose\nlimits cognitive processes become possible. Freedom is not a\nviolation of natural (biological) laws, but, in contrast, a\nnecessary attribute of complex behavior; it roots in the\nfundamental biomechanical freedom of biological\nmovements. Language comprehension is neither an instinct\nnor a set of complex inferences, but a behavior based on\nlearnt hierarchy of predictive, anticipatory processes. Thus the\nanswer to the question formulated in the title is positive: yes,\nit can change. From the author‚Äôs viewpoint, these changes\nemphasize embodied, enacted nature of the specifically\nhuman functions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"consciousness; freedom; language; neuroscience;\nspecificum humanum"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99r800z9","frozenauthors":[{"first_name":"Boris","middle_name":"","last_name":"Kotchoubey","name_suffix":"","institution":"University of T√ºbingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25580/galley/15204/download/"}]},{"pk":25903,"title":"Can priming intuitions about the logic of sets promote logical evaluations of\nconjunctive probability judgments?","subtitle":null,"abstract":"Building upon the finding that people can assess the logicality of conjunctive probability statements intuitively\n(Vallee-Tourangeau & Faure-Bloom, 2015), we examine whether increasing the salience of people‚Äôs implicit knowledge about\nthe logic of sets can impact the influence of logical considerations on probability judgments. We compared the rate of heuristic\nresponding in a control group with that observed in two experimental groups where participants were either explicitly or\nimplicitly primed to reflect on the logic of sets inclusions prior to completing a conjunction probability task. Explicit priming\ninvolved asking them to rate a series of statements such as ‚ÄòI am more likely to meet a bank teller than a bank teller who is also\na feminist.‚Äô Implicit priming involved experiencing a series of events with the co-occurring presence and absence of a target\ncharacteristic (e.g., Feminist) and an alternative characteristic (e.g., Bank Teller) using a computer-based dynamic learning task","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6j5023xh","frozenauthors":[{"first_name":"Jenny","middle_name":"","last_name":"Faure-Bloom","name_suffix":"","institution":"Kingston University London","department":""},{"first_name":"Gaelle","middle_name":"","last_name":"Vallee-Tourangeau","name_suffix":"","institution":"Kingston University London","department":""},{"first_name":"Frederic","middle_name":"","last_name":"Vallee-Tourangeau","name_suffix":"","institution":"Kingston University London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25903/galley/15527/download/"}]},{"pk":25579,"title":"Can You Repeat That?\nThe Effect of Item Repetition on Interleaved and Blocked Study","subtitle":null,"abstract":"Three experiments explore differences between blocked and\ninterleaved study with and without item repetition. In the first\nexperiment we find that when items are repeated during\nstudy, blocked study results in higher test performance than\ninterleaved study. In the second experiment we find that when\nthere is no item repetition, interleaved and blocked study\nresult in equivalent performance during the test phase. In the\nthird experiment we find that when the study is passive and\nincludes no item repetition, interleaved study results in higher\ntest performance. We propose that learners create associations\nbetween items of the same category during blocked study and\nitem repetition strengthens these associations. Interleaved\nstudy leads to weaker associations between items of the same\ncategory and therefore results in worse performance during\ntest when there are item repetitions","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concept learning; sequencing; memory; active\nstudy; passive study"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/864370qv","frozenauthors":[{"first_name":"Abigail","middle_name":"S","last_name":"Kost","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Paulo","middle_name":"Florian","last_name":"Carvalho","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Robert","middle_name":"L","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25579/galley/15203/download/"}]},{"pk":25717,"title":"Capturing Social Motor Coordination: A comparison of the Microsoft Kinect,\nVideo-Motion Analysis and the Polhemus Latus Motion Tracking System","subtitle":null,"abstract":"Social motor coordination remains a relatively overlooked\ndimension of social behavior in children with ASD. One\nreason for the lack of research is that the motion tracking\nequipment historically used for recording body movements of\nchildren during social interaction has been very costly, as well\nas cumbersome and impractical. Here we examined whether\ntwo low-cost motion-tracking options can be employed to\ninvestigate social motor coordination in children with ASD.\nOf particular interest was the degree to which these low-cost\nmethods of motion tracking could be used to capture and\nindex the coordination dynamics that occurred between a\nchild and an experimenter in comparison to a much more\nexpensive, laboratory grade, motion tracking system. Overall,\nthe results found the expensive system to be better than the\nlow-cost methods, but that the latter two are still able to index\ndifferences in social motor coordination between typically\ndeveloping and ASD children","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Science"},{"word":"psychology"},{"word":"action"},{"word":"motor\ncontrol."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8cv44951","frozenauthors":[{"first_name":"Veronica","middle_name":"","last_name":"Romero","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Joseph","middle_name":"","last_name":"Amaral","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Paula","middle_name":"","last_name":"Fitzpatrick","name_suffix":"","institution":"Assumption College","department":""},{"first_name":"R","middle_name":"C","last_name":"Schmidt","name_suffix":"","institution":"College of the Holy Cross","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Richardson","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25717/galley/15341/download/"}]},{"pk":26047,"title":"Capturing the relations between metacognition, self-explanation, and analogical comparison: An exploration of two methodologies","subtitle":null,"abstract":"Metacognitive processes such as monitoring and control and sense-making processes such as self-explanation and analogical comparison are each hypothesized to result in effective problem solving, learning and transfer (Chi et al., 1994; Alfieri, et al., 2013; Zepeda et al., 2015). However, little work has examined how these processes relate to one another and their associated learning outcomes. In this study we explored two methodologies to measure and relate these processes to one another by investigating students verbal protocols and task-based self-reports during a learning task. We investigated (1) whether specific metacognitive skills are more likely to occur before, during, or after self-explanation and analogical comparison, (2) individual differences in students‚Äô use of these skills, and (3) whether specific skills results in better learning outcomes. Results from these analyses and their implications will be discussed.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wp1f57b","frozenauthors":[{"first_name":"Cristina","middle_name":"D","last_name":"Zepeda","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Timothy","middle_name":"J","last_name":"Nokes-Malach","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26047/galley/15671/download/"}]},{"pk":26046,"title":"Categorical Perception of Labeled and Unlabeled ASL Facial Expressions in\nHearing Non-signers","subtitle":null,"abstract":"Previous research has demonstrated categorical perception (CP) of facial expressions from American Sign Language\n(ASL) in hearing, English-speaking non-signers. Notably, CP was observed even for faces with no obvious linguistic labels in\nEnglish, suggesting the existence of covert categories based on nonlinguistic facial properties. However, in the earlier work, CP\nwas assessed using memory procedures, leaving open the possibility that such categories have no impact on the discrimination\nof simultaneously presented faces. Here, we used a visual search task with no memory component to test for CP for both\nlabeled (happy/sad) and unlabeled (adverbial expressions with no lexical signs) categories of ASL facial expressions. CP was\nobserved for both sets of categories, suggesting that unlabeled covert categories——not just labeled ones——are accessed even\nwhen stimuli are readily available to perception. We interpret these findings in light of competing accounts of the interrelations\nof language, categories, and perception.\n3030","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3g263886","frozenauthors":[{"first_name":"Hadar","middle_name":"","last_name":"Zeigerson","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":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26046/galley/15670/download/"}]},{"pk":36053,"title":"CATESOL Journal Editorial Staff","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jz2p366","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36053/galley/26905/download/"}]},{"pk":36080,"title":"CATESOL Journal Editorial Staff","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2f42353z","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36080/galley/26932/download/"}]},{"pk":25382,"title":"Causality and Agency Across Cultures and Languages","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/66w5382m","frozenauthors":[{"first_name":"Sieghard","middle_name":"","last_name":"Beller","name_suffix":"","institution":"Department of Psychosocial Science, University of Bergen","department":""},{"first_name":"Andrea","middle_name":"","last_name":"Bender","name_suffix":"","institution":"Department of Psychosocial Science, University of Bergen","department":""},{"first_name":"Jurgen","middle_name":"","last_name":"Bohnemeyer","name_suffix":"","institution":"Department of Linguistics & Center for Cognitive Science, University at Buffalo SUNY","department":""},{"first_name":"Annelie","middle_name":"","last_name":"Rothe-Wulf","name_suffix":"","institution":"Department of Psychology, Freiburg University","department":""},{"first_name":"York","middle_name":"","last_name":"Hagmayer","name_suffix":"","institution":"Department of Psychology, University of Göttingen","department":""},{"first_name":"Rita","middle_name":"","last_name":"Astuti","name_suffix":"","institution":"Department of Anthropology, London School of Economics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25382/galley/15006/download/"}]},{"pk":25679,"title":"Causal reasoning in a prediction task with hidden causes","subtitle":null,"abstract":"Correctly assessing the consequences of events is essential for\na successful interaction with the world. It not only requires a\ncausal understanding of the world but also the ability to distinguish\nwhether a given event is the result of an agent’s own\naction (intervention) or simply the consequence of the world\nbeing in action (observation). Previous studies have shown\nthat humans can learn causal structures, and that they can distinguish\ninterventions from observations. These studies almost\nexclusively focused on structures where interventions led to a\nsimple forward conditioned inference problem. We tested human\nsubjects in a prediction game that required the integration\nover hidden causes, using a betting mechanism that allowed us\nto monitor subjects’ beliefs. Subjects learned the causal structure\nand the conditional probabilities with appropriate feedback.\nOnce learned, all but one were immediately able to correctly\npredict the causal effects of their interventions according\nto optimal causal reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Causal interventions"},{"word":"betting game"},{"word":"belief updates"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6209t575","frozenauthors":[{"first_name":"Pedro","middle_name":"A","last_name":"Ortega","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Daniel","middle_name":"D","last_name":"Lee","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Alan","middle_name":"A","last_name":"Stocker","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25679/galley/15303/download/"}]},{"pk":25561,"title":"Causal relations from kinematic simulations","subtitle":null,"abstract":"Reasoners distinguish between different types of causal\nrelations, such as causes, enabling conditions, and\npreventions. Psychologists disagree about the representations\nthat give rise to the different relations, but agree that mental\nsimulations play a central role in inferring them. We explore\nhow causal relations are extracted from mental simulations.\nThe theory of mental models posits that people use a\nkinematic simulation to infer possibilities. It predicts that\ncauses should be easier to infer than enabling conditions, and\nthat the time it takes to infer a causal relation should correlate\nwith the number of moves in a mental simulation. To test\nthese two predictions, we adapted a railway domain designed\nto elicit mental simulations, and we devised problems in\nwhich reasoners had to infer causal relations from simulations\nof the movements of cars in this domain. Two studies\ncorroborated the model theory's predictions. We discuss the\nresults in light of recent theories of causation and mental\nsimulation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning"},{"word":"mental models"},{"word":"mental\nsimulation"},{"word":"railway domain"},{"word":"enabling conditions"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ns5j96r","frozenauthors":[{"first_name":"Sangeet","middle_name":"","last_name":"Khemlani","name_suffix":"","institution":"US Naval Research Laboratory","department":""},{"first_name":"Geoffrey","middle_name":"P","last_name":"Goodwin","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Phil","middle_name":"","last_name":"Johnson-Laird","name_suffix":"","institution":"Princeton University; New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25561/galley/15185/download/"}]},{"pk":25395,"title":"Change your Mind: Investigating the Effects of Self-Explanation in the Resolution of Misconceptions","subtitle":null,"abstract":"We investigated the differential effects of self-explaining a\nrefutational text, compared to thinking aloud or rereading.\nUndergraduate students (n = 105) read a refutational text\nabout natural selection and were asked to either self-explain,\nthink-aloud, or re-read the text. Then they completed a\nposttest that assessed general knowledge of natural selection.\nStudents who self-explained the refutational text subsequently\noutperformed their peers on a test of their knowledge of\nnatural selection. Additionally, the results suggest that both\ninstructional and performance differences were significantly\nlinked to the degree of causal cohesion present within\nstudents’ natural language responses to the text (i.e., selfexplanations\nand think-alouds).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"comprehension; conceptual change;\ncomputational linguistics; cohesion; self-explanation;\nstrategies"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2nh7f831","frozenauthors":[{"first_name":"Laura","middle_name":"K","last_name":"Allen","name_suffix":"","institution":"Arizona State University, Department of Psychology","department":""},{"first_name":"Danielle","middle_name":"S","last_name":"McNamara","name_suffix":"","institution":"Arizona State University, Department of Psychology","department":""},{"first_name":"Mathew","middle_name":"T","last_name":"McCrudden","name_suffix":"","institution":"Victoria University of Wellington, School of Education","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25395/galley/15019/download/"}]},{"pk":25817,"title":"Characterizing the Difference between Learning about Adjacent\nand Non-adjacent Dependencies","subtitle":null,"abstract":"Many studies of human sequential pattern learning\ndemonstrate that learners detect adjacent and non-adjacent\ndependencies in many kinds of sequences. However, it is\noften assumed that the computational mechanisms behind\nextracting these dependencies are the same. We replicate the\nseminal finding that adults are capable of learning\ndependencies between non-adjacent words (Gómez, 2002).\nWhen we eliminate the positional information about the\nstatistical structures by embedding the structure in phrases,\nlearners can no longer learn the dependencies. Our methods\nallow us to study the learning mechanisms that are more\nrepresentative of the patterns in natural languages, and show\nthat when directly compared, adjacent and non-adjacent\ndependencies are not equally learnable. We suggest that\nlearning non-adjacent dependencies in language involves a\ndifferent computational mechanism from learning adjacent\ndependencies","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial language; Non-adjacent\ndependencies"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bn9d644","frozenauthors":[{"first_name":"Felix","middle_name":"Hao","last_name":"Wang","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Toby","middle_name":"","last_name":"Mintz","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25817/galley/15441/download/"}]},{"pk":36062,"title":"Charting Our Course: Why the Practicum Continues to Matter to Us in TESOL","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Revisioning the Practicum Experience in TESOL Teacher Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6pc7763g","frozenauthors":[{"first_name":"Maricel","middle_name":"G.","last_name":"Santos","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"David","middle_name":"","last_name":"Olsher","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Priya","middle_name":"","last_name":"Abeywickrama","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36062/galley/26914/download/"}]},{"pk":25786,"title":"Childhood SES affects anticipatory language comprehension in college-aged adults","subtitle":null,"abstract":"Childhood socioeconomic status (SES) has a broad impact\non cognitive development including nearly every aspect of\nlanguage ability. In infancy, lower SES is associated with\ndelays in real-time language processing skills, but it is not\nknown whether or how this relationship carries into\nadulthood. We explore these questions by assessing the\ntimecourse of anticipatory sentence interpretation in a\nvisual-world eye-tracking task in college-aged adults from\nhigher and lower SES backgrounds. While there were only\nsubtle SES-related timing differences in anticipation of a\nsentence-final target noun, we found SES-related differences\nin looks to competitor items on the screen. Particularly,\nindividuals from higher SES backgrounds showed relatively\nmore looks to action-related competitors just prior to onset\nof the target noun. These findings suggest that early SES\ninfluences the dynamics of lexical activation during sentence\nprocessing even in adulthood and highlight the importance\nof early lexical input and experience for adult language skill","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sentence comprehension"},{"word":"Language Processing"},{"word":"Eye movements"},{"word":"Socioeconomic Status"},{"word":"individual\ndifferences"},{"word":"Language Acquisition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1kg9z33w","frozenauthors":[{"first_name":"Melissa","middle_name":"","last_name":"Troyer","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Arielle","middle_name":"","last_name":"Borovsky","name_suffix":"","institution":"Florida State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T12:00:00-06:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25786/galley/15410/download/"}]}]}