{"count":38460,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=23500","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=23300","results":[{"pk":25609,"title":"Children and adults differ in their strategies for social learning","subtitle":null,"abstract":"Adults and children rely heavily on other people’s testimony.\nHowever, domains of knowledge where there is no consensus\non the truth are likely to result in conflicting testimonies. Previous\nresearch has demonstrated that in these cases, learners\nlook towards the majority opinion to make decisions. However,\nit remains unclear how learners evaluate social information,\ngiven that considering either the overall valence, or the\nnumber of testimonies, or both may lead to different conclusions.\nWe therefore formalized several social learning strategies\nand compared them to the performance of adults and children.\nWe find that children use different strategies than adults.\nThis suggests that the development of social learning may involve\nthe acquisition of cognitive strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; social learning; decisionmaking;\nBayesian models; probabilistic reasoning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7pj7q12z","frozenauthors":[{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"University of California at Berkeley","department":""},{"first_name":"Zi","middle_name":"Lin","last_name":"Sim","name_suffix":"","institution":"University of California at Berkeley","department":""},{"first_name":"Janet","middle_name":"C","last_name":"Hu","name_suffix":"","institution":"University of Washington","department":""},{"first_name":"Thomas","middle_name":"L","last_name":"Griffiths","name_suffix":"","institution":"University of California at Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California at Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25609/galley/15233/download/"}]},{"pk":26039,"title":"Children’s ability to infer beliefs and desires from emotional reactions","subtitle":null,"abstract":"Children can recover beliefs from knowledge of an agent’s actions and desires, or desires from her actions and\nbeliefs. However, both beliefs and desires are sometimes unknown and underdetermined by agents’ actions. Here we ask how\nemotional expressions might support mental-state inferences that are otherwise ambiguous given agents’ actions. We present\ntwo experiments, showing that children (mean: 5.9 years) can infer beliefs and desires simultaneously from change or stability\nin the valence of emotional expressions between when agents expect and observe outcomes. However, children did not infer\nthat surprised expressions indicated false beliefs, or the absence of surprise, true beliefs, in the context of joint belief-desire\nreasoning. Rather they inferred that positively valenced responses to outcomes indicate true beliefs and negative responses\nindicated false beliefs. We propose that emotional expressions support rational inferences about mental states, consistent with\nthe expectation that agents act on their desires given their (probabilistic) beliefs","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5tx9p6tq","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Wu","name_suffix":"","institution":"MIT","department":""},{"first_name":"Chris","middle_name":"","last_name":"Baker","name_suffix":"","institution":"MIT","department":""},{"first_name":"Josh","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26039/galley/15663/download/"}]},{"pk":25841,"title":"Children’s Online Processing of Ad-Hoc Implicatures","subtitle":null,"abstract":"Language comprehenders routinely make pragmatic inferences\nthat go beyond the literal meanings of utterances. If A said “I\nate some of the cookies,” B should infer that A ate some but\nnot all. Children perform poorly on experimental tests of scalar\nimplicatures like this, despite their early-emerging sensitivity\nto pragmatic cues. Our current work explores potential factors\nresponsible for children’s successes and failures in computing\npragmatic inferences. In two experiments, we used an eyetracking\nparadigm to test children’s ability to compute implicatures\nwhen they have access to contextual alternatives to the\ntarget word (Experiment 1), and when they hear prosodic cues\nthat emphasize the contrast between the target and alternative\n(Experiment 2). We found that by the time children are four\nyears old, they successfully identify the inferential target referent\nin this paradigm; with supportive prosodic cues, we saw\nevidence of success in three-year-olds as well. In sum, with\nsufficient contextual support, preschool children are capable\nof making online pragmatic inferences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Pragmatics; implicature; eye-tracking; cognitive\ndevelopment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8tt474w6","frozenauthors":[{"first_name":"Erica","middle_name":"J","last_name":"Yoon","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Yunan","middle_name":"Charles","last_name":"Wu","name_suffix":"","institution":"Wabash College","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25841/galley/15465/download/"}]},{"pk":25668,"title":"Children’s Trust in Technological and Human Informants","subtitle":null,"abstract":"Children understand early in development that different\npeople know different things, and they are adept at using\nthis information to select appropriate sources of\ninformation (Lutz & Keil, 2002). However, in the current\ndigital age, information may be gathered from both\nhumans and technological sources that select and present\ninformation as humans do. Using methods designed to\nstudy epistemic trust in human informants (e.g., Koenig,\nClement, & Harris, 2004), the current study investigates\nchildren’s and adults’ selective trust in a technological\nand human informant. Children (ages 4 and 5) and adults\nwere presented with queries designed to probe their\nwillingness to seek out and accept information from\nhuman versus technological informants. The results\ndemonstrate that 4-year-olds prefer to seek information\nfrom a human informant, but by age 5, children show an\nincreasing preference for the technological informant.\nThe relationship between children’s trust and their\nexperience with technology is also discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"epistemic trust; technology; information"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4rq1r8t6","frozenauthors":[{"first_name":"Nicholaus","middle_name":"S","last_name":"Noles","name_suffix":"","institution":"University of Louisville","department":""},{"first_name":"Judith","middle_name":"H","last_name":"Danovitch","name_suffix":"","institution":"University of Louisville","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25668/galley/15292/download/"}]},{"pk":25747,"title":"Children Learn Better When They Select Their Own Data","subtitle":null,"abstract":"Human learners ask questions, manipulate objects, and\nperform interventions on their environment. These behaviors\nare true of adults, but even more so for young children.\nRecent studies have demonstrated that adults learn better\nunder conditions of selection learning, where they can make\ndecisions about the information they wish to acquire, as\ncompared to reception learning, where they merely observe\ndata that happens to be available to them. Yet to date, it\nremains unclear whether this advantage is available to\nchildren, and if so, does it arise because children can gather\ndata in a non-random way? In the current study, we show that\n7-year-old children show superior learning under conditions\nof selection in a category-learning task, and that their\ninformation gathering is systematically driven by uncertainty","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"self-directed learning; active learning; education"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2km363bs","frozenauthors":[{"first_name":"Zi","middle_name":"L","last_name":"Sim","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Tanner","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Nina","middle_name":"Y","last_name":"Alpert","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25747/galley/15371/download/"}]},{"pk":25721,"title":"Children search for information as efficiently as adults,\nbut seek additional confirmatory evidence","subtitle":null,"abstract":"Like scientists, children and adults learn by asking questions\nand making interventions. How does this ability develop? We\ninvestigate how children (7- and 10-year-olds) and adults\nsearch for information to learn which kinds of objects share a\nnovel causal property. In particular, we consider whether\nchildren ask questions and select interventions that are as\ninformative as those of adults, and whether they recognize\nwhen to stop searching for information to provide a solution.\nWe find an anticipated developmental improvement in\ninformation search efficiency. We also present a formal\nanalysis that allows us to identify the basis for children’s\ninefficiency. In our 20-questions-style task, children initially\nask questions and make interventions no less efficiently than\nadults do, but continue to search for information past the point\nat which they have narrowed their hypothesis space to a\nsingle option. In other words, the performance change from\nage seven to adulthood is due largely to a change in\nimplementing a “stopping rule”; when considering only the\nminimum number of queries participants would have needed\nto identify the correct hypothesis, age differences disappear.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"information search"},{"word":"active learning"},{"word":"20-questions\ngame"},{"word":"Cognitive Development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dv9f52r","frozenauthors":[{"first_name":"Azzurra","middle_name":"","last_name":"Ruggeri","name_suffix":"","institution":"University of PittsburghUniversity of California, Berkeley; Max Planck Institute for Human Development","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"L","last_name":"Girffiths","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25721/galley/15345/download/"}]},{"pk":25462,"title":"Children's early perceptual and late-emerging social sensitivity to accented speech","subtitle":null,"abstract":"

How early in life, and in what situations, are children sensitive to speakers' accents? Some researchers have suggested that accent is an early-developing, perhaps intrinsic, signal of group membership. However, other studies find little sensitivity to or awareness of accent in young children. Three experiments reported here examine 3-5-yearolds' comprehension of, and social decision-making with, a familiar (US English) accent and a foreign (Dutch) accent. Dutch accents were comprehended less well, particularly when salient phonological competitors were present, but social sensitivity was fairly weak until age 6-7 years. The latter finding contrasts with accounts positing early (perhaps innate) social sensitivity to accents.

","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language development"},{"word":"accent"},{"word":"socialstereotyping"},{"word":"word recognition"},{"word":"eye tracking"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19v7z5v8","frozenauthors":[{"first_name":"Sarah","middle_name":"C","last_name":"Creel","name_suffix":"","institution":"Department of Cognitive Science, UC San Diego","department":""},{"first_name":"Emilie","middle_name":"","last_name":"Seubert","name_suffix":"","institution":"Department of Cognitive Science, UC San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25462/galley/15086/download/"}]},{"pk":25970,"title":"Choice Facilitates 4-Year-Olds’ Cognitive Flexibility","subtitle":null,"abstract":"In some tasks, children show improved performance when allowed to make choices about task features. We conducted\ntwo experiments to examine the nature of this effect on 4-year-olds’ cognitive flexibility. Children completed one of\ntwo conditions of the dimensional change card sort (DCCS), wherein children are asked to sort items by one dimension (e.g.,\nshape), and then to switch and sort by another (e.g., color). In the standard condition, children were instructed to switch and\nsort by the second dimension after 6 pre-switch trials. In the choice condition, children were additionally allowed to make a\nchoice before the rule switch (e.g., to touch either a sun or a moon icon). Children’s post-switch performance was significantly\nhigher in the choice condition than in the instructed condition, indicating that giving children choice can aid their cognitive\nflexibility, even if this choice is not task relevant.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8wm196bb","frozenauthors":[{"first_name":"Allison","middle_name":"","last_name":"O'Leary","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Vladimir","middle_name":"","last_name":"Sloustky","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25970/galley/15594/download/"}]},{"pk":25760,"title":"Choosing fast and slow: explaining differences between hedonic and utilitarian\nchoices","subtitle":null,"abstract":"This paper examines the psychological differences between\nhedonic and utilitarian patterns of preference behavior. Instead\nof using latent variables like self-control and emotion\nto explain these differences, we show that they emerge as natural\nconsequences of solving two different, but related problems\nwithin an inductive framework of preference learning.\nWe show that hedonic decisions involve tracking the variability\nof a binary variable, whereas utilitarian decisions require\nthe maintenance of a distribution over a vector of object labels.\nComputational experiments show that this difference in cognitive\nrepresentation ensures that hedonic decisions have a lower\ncognitive sampling cost, which makes them less effortful. Further\nexperiments reveal differences in error rates as a function\nof deliberative effort between the two paradigms. Deliberative\neffort benefits utilitarian choices, but not hedonic ones. Overall,\nour work demonstrates the critical role of cognitive representations\nin extracting strikingly different behavior patterns\nfrom simple models of information processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"consumer choice; preference formation; cognitive\nmodeling; agent-based modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4md2d5pt","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":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25760/galley/15384/download/"}]},{"pk":25438,"title":"Chunking in Working Memory and its Relationship to Intelligence","subtitle":null,"abstract":"Short-term memory and working memory are two distinct\nconcepts that have been measured in simple and complex\nspan tasks respectively. A new span task was designed to\nmanipulate a chunking factor while using a procedure similar\nto simple span tasks. This span task allowed studying the\ninteraction between storage and processing in working\nmemory, when processing is fully dedicated to optimizing\nstorage. The main hypothesis was that the storage ×\nprocessing interaction that can be induced by the chunking\nfactor is an excellent indicator of intelligence because both\nworking memory and intelligence depend on optimizing\nstorage. Two experiments used an adaptation of the SIMON®\ngame in which chunking opportunities were estimated using\nan algorithmic complexity metric. The results show that the\nmetric can be used to predict memory performance and that\nintelligence is well predicted by the new chunking span task\nin comparison to other simple and complex span tasks","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"working memory; span tasks; chunking;\ninformation complexity; fluid intelligence"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20n978zw","frozenauthors":[{"first_name":"Mastupha","middle_name":"","last_name":"Chekaf","name_suffix":"","institution":"Département de Psychologie EA 3188, Université de Franche-Comté","department":""},{"first_name":"Nicolas","middle_name":"","last_name":"Gauvrit","name_suffix":"","institution":"CHArt Lab (PARIS-reasoning), École Pratique des hautes Études","department":""},{"first_name":"Alessandro","middle_name":"","last_name":"Guida","name_suffix":"","institution":"CRPCC, EA 1285, Université Rennes 2","department":""},{"first_name":"Fabien","middle_name":"","last_name":"Mathy","name_suffix":"","institution":"BCL, CNRS, UMR 7320, Université Nice Sophia Antipolis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25438/galley/15062/download/"}]},{"pk":25397,"title":"Cognition in reach: continuous statistical inference\nin optimal motor planning","subtitle":null,"abstract":"We study the projection of cognitive representations into\ncontinuous motor (reaching) responses with a computational\nmodel that unifies three influential approaches: accumulation\nof evidence, statistical inference, and optimal\nfeedback control. We modeled a number comparison task\nthat asked participants to respond with a reaching gesture\nwhich of two side had more dots. The model successfully\nreproduced subjects’ pattern of reach and performance\nacross varying difficulties of numerical comparison.\nOur model parameterized several potentially relevant\ncognitive variables, including a threshold, memory decay,\nand mental sampling rate. Remarkably, a threshold for\nmovement was not needed for modeling human behavior\nwhen statistical inference is combined with optimal motor\nplanning. Overall, the model indicates that the motorsystem\npositions the effectors optimally, both biomechanically\nthrough an optimal feedback controller, and cognitively\nby means of continuous statistical inference on the\navailable evidence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Number Cognition; Threshold; Bayesian; Optimality;\nContinuous Responses"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4x88b75n","frozenauthors":[{"first_name":"Santiago","middle_name":"","last_name":"Alonso-Diaz","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""},{"first_name":"Jessica","middle_name":"F","last_name":"Cantlon","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""},{"first_name":"Steven","middle_name":"T","last_name":"Piantadosi","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25397/galley/15021/download/"}]},{"pk":25694,"title":"Cognitive architecture and second-order systematicity: categorical\ncompositionality and a (co)recursion model of systematic learning","subtitle":null,"abstract":"Systematicity commonly means that having certain cognitive\ncapacities entails having certain other cognitive capacities.\nLearning is a cognitive capacity central to cognitive science,\nbut systematic learning of cognitive capacities—second-order\nsystematicity—has received little investigation. We proposed\nassociative learning as an instance of second-order systematic-\nity that poses a paradox for classical theory, because this form\nof systematicity involves the kinds of associative constructions\nthat were explicitly rejected by the classical explanation. In\nfact, both first and second-order forms of systematicity can\nbe derived from the formal, category-theoretic concept of uni-\nversal morphisms to address this problem. In this paper, we\nderived a model of systematic associative learning based on\n(co)recursion, which is another kind of universal construction.\nThis result increases the extent to which category theory pro-\nvides a foundation for cognitive architecture.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive architecture; systematicity; composi-\ntionality; learning; category theory; coalgebra"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2g25n2dg","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"National Institute of Advanced Industrial Science and Technology","department":""},{"first_name":"William","middle_name":"H","last_name":"Wilson","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25694/galley/15318/download/"}]},{"pk":25708,"title":"Cognitive Consequences of Interactivity","subtitle":null,"abstract":"When children encounter objects, design constrains and\naffords action and cognition. An observational study in the\nwild revealed how manipulable objects afforded greater\ncomplexity of cognitive outcomes, including testing causeand-\neffect and expressing abstract ideas about phenomena in\nthe natural world. Evidence comes from video analysis of\nchildren’s speech, gesture, and action when using a wide\nrange of natural history exhibits. In the museum—an\nenvironment expressly designed for learning—children\nsought information with their moving bodies, eyes and hands.\nThey explored sensorimotor contingencies, looking while\ntouching, pushing, and pulling; they probed the perceptual\naffordances of different types of museum media, including\ngraphic panels, specimens, models, and interactive exhibits.\nChildren spoke more about the museum’s content when they\ntouched the exhibits, but the content of their speech changed\ndepending on the object’s affordances for interaction. With\nstatic specimens and models, children most often referred to\nobjects’ concrete properties. With interactive exhibits,\nchildren’s speech involved references to dynamic relations\namong exhibit elements. Use of abstract speech and iconic\ngestures also suggests that they perceived interactive exhibits\nas representations of objects and phenomena beyond the hereand-\nnow. In summary, when children used interactive\nexhibits, the content of their speech was relational,\nrepresentational, and at times, both representational and\nrelational; they employed modes of conceptualization not\nseen when using non-interactive exhibits.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Distributed cognition; embodied cognition;\nsituated cognition; interactivity; perceptual and cognitive\naffordances; representation; design; learning; museums"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5d49q6qn","frozenauthors":[{"first_name":"Nan","middle_name":"","last_name":"Renner","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25708/galley/15332/download/"}]},{"pk":25654,"title":"Cognitive Factors and Representation Strategies in Sketching Math Diagrams","subtitle":null,"abstract":"Previous research has shown sketching to be useful to\nstudents solving math problems. The present study\nexamines which aspects of middle school students’\nsketching are related to, or predict, successfully\nanswering math problems. The effects of individual\ndifferences in cognitive factors – working memory,\nspatial ability, and prior math knowledge – on answer\naccuracy are also analyzed. Stepwise regression\nanalysis indicates that prior math knowledge and the\ninclusion of numerical representations of key problem\nrelationships in sketches positively predict answer\naccuracy, whereas including irrelevant relationships in\na sketch is associated with lower answer accuracy.\nMethodological implications for future research are\ndiscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sketching; working memory; spatial\nability; diagrams; middle school; mathematics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xh496h9","frozenauthors":[{"first_name":"Damian","middle_name":"R","last_name":"Morden-Snipper","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Ting","middle_name":"","last_name":"Dai","name_suffix":"","institution":"University of Illinois Chicago","department":""},{"first_name":"Julie","middle_name":"L","last_name":"Booth","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Briana","middle_name":"L","last_name":"Chang","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Jennifer","middle_name":"G","last_name":"Cromley","name_suffix":"","institution":"University of Illinois Chicago","department":""},{"first_name":"Nora","middle_name":"S","last_name":"Newcombe","name_suffix":"","institution":"Temple University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25654/galley/15278/download/"}]},{"pk":25862,"title":"Cognitive Flexibility in Mathematics: Bilingual Children Show Cognitive\nAdvantages","subtitle":null,"abstract":"Mathematical problem solving requires cognitive flexibility. Bilingual children show advantages in cognitive flexibility\nas compared to monolingual children. Whether this bilingual cognitive advantage extends to mathematical skills is the\nfocus of the present study. To measure children’s use of cognitive flexibility, worksheets containing 60 arithmetic problems of\ndifferent operations were administered to first- through fifth-grade monolingual and bilingual children; children were given 60\nseconds to complete as many grade-appropriate problems as possible. Performance on the math worksheet was analyzed as\nthe number of problems completed and solved correctly. Results indicate that bilingualism affects arithmetic problem solving\nin third- through fifth-graders (problems completed: F(1,24)=9.20, p<.01; accuracy: F(1,24)=3.30, p=.08) but not first- and\nsecond-graders (problems completed: F(1,38)=0.38, p=.54; accuracy: F(1,38)=0.83, p=.37). Findings from this study thus\nsuggest that bilingual cognitive flexibility extends to mathematical problem solving, and that this cognitive flexibility develops\nover the elementary school years in bilingual children.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4sp3x32p","frozenauthors":[{"first_name":"Natsuki","middle_name":"","last_name":"Atagi","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Catherine","middle_name":"","last_name":"Sandhofer","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25862/galley/15486/download/"}]},{"pk":25966,"title":"Cognitive Modeling of Life Story: Reconstructing Our Memories from a Photo\nLibrary","subtitle":null,"abstract":"Assuming that photographs accumulated in a personal computer reflect life history of a user, a model of one’s\nautobiographical memory could be constructed. Such a model will be useful to support memory problems caused by such as\naging. Based on this idea, we constructed an image recommender system including an ACT-R model. We build the model\nusing the first author’s private photo library, consisting 3,202 photos. We run a simulation manipulating the activation noise of\ndeclarative chunks. As a result, we found strong influence of the noise on memory retrieval. When the noise level was low,\nthe model retrieved a few memory items that occurred recently. On the other hand, when the noise level was high, the retrieval\nprocess was like random walk over a memory network. Repeated recalls of old photos occurred. The result suggests a condition\nof an ACT-R model enabling a travel into a distant past.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21p992tq","frozenauthors":[{"first_name":"Junya","middle_name":"","last_name":"Morita","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Takatsugu","middle_name":"","last_name":"Hirayama","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Kenji","middle_name":"","last_name":"Mase","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Kazunori","middle_name":"","last_name":"Yamada","name_suffix":"","institution":"Panasonic Corporation","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25966/galley/15590/download/"}]},{"pk":25866,"title":"Cognitive productivity: Can cognitive science improve how knowledge workers' use IT to learn from source material?","subtitle":null,"abstract":"

Society depends on knowledge workers (KWs) to identify, characterize and propose solutions to the many significant challenges it faces. KWs contend with ever changing information technology (IT) and bemoan ”information overload.” They commonly consult literature (e.g., Allen, 2001) and use productivity software that, regrettably, fail to leverage key findings in cognitive science. Can cognitive science help KWs process information and learn with technology? Yes, provided we directly address their problems. We present the Cognitive Productivity Research Project (Beaudoin, 2014) which is: characterizing information processing (IP) challenges KWs face (e.g., cognitive illusions, missing concepts and learning strategies); exploring gaps in cognitive science, including under-explored concepts (e.g., meta-effectiveness, monitors) and phenomena (e.g., KWs’ self-regulated learning when using IT tools to draw on source material); marshaling an IP architecture and principles to address these issues; and proposing practical IP strategies for KWs that emphasize meta-documentation and productive practice.

","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9x0456tf","frozenauthors":[{"first_name":"Luc","middle_name":"","last_name":"Beaudoin","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Genevieve","middle_name":"","last_name":"Gauthier","name_suffix":"","institution":"University of Alberta","department":""},{"first_name":"Phil","middle_name":"","last_name":"Winne","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25866/galley/15490/download/"}]},{"pk":25861,"title":"Cognitive representations of form in pop music: A probabilistic grammars\napproach","subtitle":null,"abstract":"Cognitive representations of musical structure have long been of interest to psychologists and musicians. This\nproject addresses comprehension of and long-term memory for musical form, a debated topic in music cognition. We use three\nmethods: a corpus of Billboard magazine‚Äôs top 10 songs for each of the last 20 years; a probabilistic grammar derived from\nthis corpus; and an experiment testing predictions of the grammar. Two statistical analyses of the corpus are presented here,\ndealing with its zero- and first-order Markov properties. These provide a probablistic grammar of form in popular songs. We\nhave tested this grammar by prompted recall of listeners‚Äô memory for popular songs they claim to know well. Recalls average\nover 70% correct; errors in these recalls most often correspond to low-frequency 2-tuples in our networks. Our results show\nthat listeners learn statistical regularities of form in popular music, much as they learn melodic and harmonic structure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6dp4t90g","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Ashley","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25861/galley/15485/download/"}]},{"pk":25491,"title":"Common object representations for visual recognition and production","subtitle":null,"abstract":"What is the relationship between recognizing objects and\ndrawing objects? We examine the possibility that both functions\nare supported by a common internal representation.\nFirst, we show that a model of ventral visual cortex only\noptimized to recognize objects in photographs generalizes to\ndrawings of objects, suggesting that the capacity for visual\nabstraction is rooted in the functional architecture of the visual\nsystem. Next, we tested whether practice drawing objects\nmight alter how those and other objects are represented. On\neach trial, participants sketched an object. The model then\nguessed the identity of the sketched object, providing realtime\nfeedback. We found that repeatedly sketched objects were\nbetter recognized after training, while sketches of unpracticed\nbut similar objects worsened. These results show that visual\nproduction can reshape the representational space for objects:\nby differentiating trained objects and merging other nearby\nobjects in the space.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"communication; drawing; learning; perception\nand action; computer vision"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/14n7j9hn","frozenauthors":[{"first_name":"Judith","middle_name":"E","last_name":"Fan","name_suffix":"","institution":"Princeton","department":""},{"first_name":"Daniel","middle_name":"L.K.","last_name":"Yamins","name_suffix":"","institution":"MIT","department":""},{"first_name":"Nicholas","middle_name":"B","last_name":"Turk-Browne","name_suffix":"","institution":"Princeton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25491/galley/15115/download/"}]},{"pk":25383,"title":"Communicating Cognitive Science: Improving Awareness and Understanding Among People Who are Not Ourselves","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Communicating; Cognitive Science; Public\nUnderstanding; Awareness; Outreach"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0t52c4p3","frozenauthors":[{"first_name":"Kevin","middle_name":"A","last_name":"Gluck","name_suffix":"","institution":"Air Force Research Laboratory, USA","department":""},{"first_name":"Wayne","middle_name":"","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25383/galley/15007/download/"}]},{"pk":25689,"title":"Communicative Efficiency and Miscommunication: The Costs and Benefits of\nVariable Language Production","subtitle":null,"abstract":"Although negotiating joint action through dialogue can be\ndifficult, dyads may be able to improve collaborative\nperformance by managing communicative efficiency in\nlanguage production, balancing effort (words per turn) with\noutput (turn-level success). Comparing dyads with high,\nmedium, and low levels of accuracy in communication, growth\ncurve modeling revealed a negative relationship between\nsuccess and excessive variability in levels of efficiency. Dyads\nperformed better by maintaining moderately fluid efficiency\n(seen in high-success dyads) or minimizing efficiency\nvariability (seen in medium-success dyads), rather than\nscrambling for efficiency only as needed (seen in low-success\ndyads). Balancing efficiency variability in language production\nmay create flexible but relatively stable interaction structures,\nlaying the groundwork for successful communication","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"miscommunication; growth curve; production\neffort; interaction; joint action"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kp2r9z9","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Paxton","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Jennifer","middle_name":"M","last_name":"Roche","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Michael","middle_name":"K","last_name":"Tanenhaus","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25689/galley/15313/download/"}]},{"pk":25776,"title":"Comparing Metaphors Reveals their Persuasive Capacity","subtitle":null,"abstract":"Metaphors pervade discussions of sociopolitical issues and\ninfluence the way we think. One challenge facing researchers,\nhowever, is that it can be difficult to make principled\npredictions about exactly how metaphors will influence\nthought. Here, we use an explicit comparison task to quantify\nthe persuasive capacity of metaphors. In Experiment 1, people\nwere given two metaphors and two policy responses. They\nwere asked to match one policy to each metaphor. In\nExperiment 2, people read metaphorically framed issues and\nchose between policy responses. We found that data from the\nexplicit comparison task predicted behavior from another\ngroup of participants on the metaphor framing task; a measure\nof linguistic association from LSA did not predict behavior on\nthe framing task. These results suggest a relationship between\nexplicit analogical comparison and more implicit natural\nlanguage metaphor processing. It also provides a method for\nmeasuring the conceptual entailments of metaphors","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metaphor; analogy; relational reasoning;\ncomparison; framing; decision making"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/54t6f5d8","frozenauthors":[{"first_name":"Paul","middle_name":"H","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Karlyn","middle_name":"","last_name":"Gehring","name_suffix":"","institution":"Oberlin College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25776/galley/15400/download/"}]},{"pk":25565,"title":"Comparison and Function in Children‚Äôs Object Categorization","subtitle":null,"abstract":"Although young children often rely on salient perceptual cues,\nsuch as shape, when categorizing novel objects, children shift\ntowards deeper relational reasoning when they compare\ncategory members or attend to functional properties. In this\nstudy, we investigated the independent and combined effects\nof comparison and function in children‚Äôs categorization of\nnovel objects. Across two experiments, we found that\ncomparing two perceptually similar category members led\nchildren to discover non-obvious relational features that\nsupported their categorization of novel objects. Together, these\nfindings underscore the difficulty in categorizing novel objects\nbut demonstrate that comparison may aid in this process by\nrendering less obvious relational structures more salient, thus\ninducing a shift towards a categorical rather than perceptual\nresponse.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Comparison; function; object categorization;\nconceptual development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7d32w9s8","frozenauthors":[{"first_name":"Katherine","middle_name":"","last_name":"Kimura","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Samuel","middle_name":"","last_name":"Hunley","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Laura","middle_name":"L","last_name":"Namy","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25565/galley/15189/download/"}]},{"pk":25443,"title":"Complex Mental Addition and Multiplication Rely More on Visuospatial than\nVerbal Processing","subtitle":null,"abstract":"Recent imaging studies have found that in simple arithmetic\nprocessing, addition is lateralized to the right hemisphere,\nwhereas multiplication to the left. Here we aimed to\ninvestigate the cognitive mechanism underlying complicated\narithmetic processing with a dual task paradigm. Participants\nwere asked to complete a calculation task (addition or\nmultiplication) and a letter judgment task (rhyme or shape\njudgment) simultaneously. We found that participants‚Äô\nperformance in addition and multiplication was interfered\nmore by the simultaneous shape judgment task than the rhyme\njudgment task. This effect suggested that both complicated\naddition and multiplication relied more on right-lateralized\nvisuospatial than left-lateralized phonological/verbal\nprocessing. The shift from left- to more right-lateralized\nprocessing in complicated multiplication suggests that\nparticipants may have adopted a visuospatial strategy to\napproximate numerosity when the calculation involved large\nnumbers. These results suggest that the cognitive mechanism\ninvolved in arithmetic processing depends on both the\noperation and the context.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"arithmetic processing; hemispheric lateralization;\ndual task paradigm"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6md5f10c","frozenauthors":[{"first_name":"Tommy","middle_name":"Kwun-leuk","last_name":"Cheung","name_suffix":"","institution":"Department of Psychology, University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"Hui-wen","last_name":"Hsiao","name_suffix":"","institution":"Department of Psychology, University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25443/galley/15067/download/"}]},{"pk":25707,"title":"Computational evidence for effects of memory decay, familiarity preference and\nmutual exclusivity in cross-situational learning","subtitle":null,"abstract":"Human infants learn meanings for words in interaction with\ntheir environment. Individual learning scenarios can be\nambiguous due to the presence of several words and possible\nmeanings. One possible way to overcome ambiguity is called\ncross-situational learning (XSL), where information is\ngathered over several learning trials. Experimental studies of\nhuman XSL have shown that cognitive constraints, such as\nattention and memory limitations, decrease human\nperformance when compared to computer models that can\nstore all available information. In this paper, we approach\nmodeling of human performance with a novel computational\nXSL algorithm, FAMM (Familiarity preference, Associative\nlearning, Mutual exclusivity, Memory decay), equipped with\nthe four main components motivated by experimental\nresearch. The model is evaluated based on a number of earlier\nXSL experiments that probe different aspects of learning.\nFAMM is shown to provide a better fit to the behavioral data\nthan the earlier proposed model of Kachergis et al. (2012","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cross-situational learning"},{"word":"mutual exclusivity"},{"word":"memory"},{"word":"Computational Model"},{"word":"familiarity preference"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9pv6j7t5","frozenauthors":[{"first_name":"Heikki","middle_name":"","last_name":"Rasilo","name_suffix":"","institution":"Aalto University","department":""},{"first_name":"Okko","middle_name":"","last_name":"Rasanen","name_suffix":"","institution":"Aalto University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25707/galley/15331/download/"}]},{"pk":25585,"title":"Computational evolution of decision-making strategies","subtitle":null,"abstract":"Most research on adaptive decision-making takes a strategyfirst\napproach, proposing a method of solving a problem and\nthen examining whether it can be implemented in the brain\nand in what environments it succeeds. We present a method for\nstudying strategy development based on computational evolution\nthat takes the opposite approach, allowing strategies to\ndevelop in response to the decision-making environment via\nDarwinian evolution. We apply this approach to a dynamic\ndecision-making problem where artificial agents make decisions\nabout the source of incoming information. In doing so,\nwe show that the complexity of the brains and strategies of\nevolved agents are a function of the environment in which they\ndevelop. More difficult environments lead to larger brains and\nmore information use, resulting in strategies resembling a sequential\nsampling approach. Less difficult environments drive\nevolution toward smaller brains and less information use, resulting\nin simpler heuristic-like strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"computational evolution"},{"word":"decision-making"},{"word":"sequential\nsampling"},{"word":"Heuristics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4421031m","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Kvam","name_suffix":"","institution":"Center for Adaptive Rationality, Max Planck Institute for Human Development","department":""},{"first_name":"Joseph","middle_name":"","last_name":"Cesario","name_suffix":"","institution":"Department of Psychology, Michigan State University","department":""},{"first_name":"Jory","middle_name":"","last_name":"Schossau","name_suffix":"","institution":"Department of Computer Science and Engineering, Michigan State University","department":""},{"first_name":"Heather","middle_name":"","last_name":"Eisthen","name_suffix":"","institution":"Department of Integrative Biology, BEACON Center for the Study of Evolution in Action, Michigan State University","department":""},{"first_name":"Arebd","middle_name":"","last_name":"Hintze","name_suffix":"","institution":"Department of Integrative Biology, BEACON Center for the Study of Evolution in Action, Michigan State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25585/galley/15209/download/"}]},{"pk":25695,"title":"Computational principles underlying people‚Äôs behavior explanations","subtitle":null,"abstract":"There are often multiple explanations for someone‚Äôs behavior,\nbut people generally find some behavior explanations more satisfying\nthan others. We hypothesized that people prefer behavior\nexplanations that are simple and rational. We present\na computational account of behavior explanation that captures\nthese two principles. Our computational account is based on\ndecision networks. Decision networks allow us to formally\ncapture what it means for an explanation to be simple and rational.\nWe tested our account by asking people to rate how satisfying\nseveral behavior explanations were (Experiment 1) or\nto generate their own explanations (Experiment 2). We found\nthat people‚Äôs responses were well predicted by our account.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"behavior explanation; social cognition; decision\nnetworks"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5pc3r77v","frozenauthors":[{"first_name":"AJ","middle_name":"","last_name":"Piergiovanni","name_suffix":"","institution":"Rose-Hulman Institute of Technology","department":""},{"first_name":"Alan","middle_name":"","last_name":"Jern","name_suffix":"","institution":"Rose-Hulman Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25695/galley/15319/download/"}]},{"pk":25888,"title":"Conceptual Combination Modulated by Action using Tangible Computers","subtitle":null,"abstract":"We studied the role of action in a conceptual combination task by varying whether word stimuli could be physically\ngrasped and arranged (words displayed individually on tangible cubes) or only touched and pointed to (words printed on a poster\npaper). Middle-school aged participants combined nouns from different taxonomic categories then described creative meanings.\nDescriptions contained more between-category relations (e.g., ‚Äúshaped like‚Äù and ‚Äúlooks like‚Äù analogies) in the poster condition\nthan when combining words using cubes. Conversely, participants produced more within-category descriptions (e.g., taxonomic\ndeclarations ‚Äúit‚Äôs a X‚Äù, and metaphorically blended categories) when interacting with cubes than with a poster. These results\nsuggest embodied explanations, and are consist with developmental studies that find categorization is differentially organized\nby shape and taxonomy. We propose that hardcopy and traditional keyboard-display computers which afford pointing and\ntouching may engage categorization differently than tangible computers based on physical objects which afford grasping and\narranging.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3ck2k6w2","frozenauthors":[{"first_name":"Timothy","middle_name":"","last_name":"Clausner","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Mary","middle_name":"Lou","last_name":"Maher","name_suffix":"","institution":"University of North Carolina","department":""},{"first_name":"Berto","middle_name":"","last_name":"Gonzales","name_suffix":"","institution":"University of North Carolina","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25888/galley/15512/download/"}]},{"pk":25604,"title":"Conceptual complexity and the evolution of the lexicon","subtitle":null,"abstract":"Although natural languages are generally arbitrary in their\nmapping of forms to meanings, there are some detectable biases\nin these mappings. For example, longer words tend to\nrefer to meanings that are more conceptually complex (what\nwe refer to as a complexity bias; Lewis, Sugarman, & Frank,\n2014). The origins of this bias remain an open question, however.\nOne hypothesis is that this lexical regularity is the product\nof a complexity bias in individual speakers, and that it\nemerges in the lexicon over the course of language evolution.\nIn the present work, we use an iterated learning paradigm to explore\nthis proposal. Speakers learned labels of varying lengths\nfor objects of varying complexity, and then were asked to recall\nthe learned labels. We then presented the labels that participants\nproduced to a new set of speakers, iterating this procedure\nacross generations. The results suggest the presence of a\ncomplexity bias that guides language change but that interacts\nwith pressures for simplicity","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"lexicon; communication; language evolution; iterated\nlearning."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0s20w8hz","frozenauthors":[{"first_name":"Molly","middle_name":"","last_name":"Lewis","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25604/galley/15228/download/"}]},{"pk":36070,"title":"Conducting Action Research in a Practicum: A Student Teacher’s Perspective","subtitle":null,"abstract":"This article looks at my reflection as a teacher during a master’s degree practicum for a Second Language Studies Program. This particular practicum differs from the other common student teacher–training courses found in master’s programs as it incorporated a teacher-training session on conducting action research (AR) in the classroom, a practice that has recently become a decisive element of TESOL programs (Ho, 2012). I taught for 8 weeks at a university in Thailand where my class met 4 times a week for 1 hour, and I also partook in teacher-training courses, 1 specifically on teaching training (3 hours a week) and the other specifically on conducting AR in the classroom. Through the AR methodology I was able to conduct meaningful research that contributed to a greater understanding of myself as a teacher, to improve the classroom environment, and also to bring insight into current research in the field of second language (L2) learning through grounding the AR in current theory. Through following the cyclical process of AR, I was able to gain a deeper insight into my own classroom, teaching, and abilities to conduct meaningful research. This reflective article acts as a reference for other student teachers who may be interested in applying a similar framework to their practicum experience, empowering them to go beyond just understanding teaching practice but also to potentially develop research grounded in L2 theory.","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/0np7t8zj","frozenauthors":[{"first_name":"Alex","middle_name":"","last_name":"Kasula","name_suffix":"","institution":"La Universidad de Los Andes Bogotá, Colombia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36070/galley/26922/download/"}]},{"pk":25810,"title":"Confidence Judgments and Eye Fixations Reveal Adults‚Äô Fractions Knowledge","subtitle":null,"abstract":"Fractions knowledge is essential to everyday life, yet many\nchildren and adults struggle to accurately represent fractions.\nThis is the first study to investigate adults‚Äô confidence\njudgments and eye fixations as they solved fractions number\nline estimation, magnitude comparison, and magnitude\nordering tasks. Educational implications are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"fractions"},{"word":"number line estimation"},{"word":"magnitude\ncomparison"},{"word":"magnitude ordering"},{"word":"eye tracking"},{"word":"confidence\njudgments"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8sr775qp","frozenauthors":[{"first_name":"Jenna","middle_name":"","last_name":"Wall","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Clarissa","middle_name":"A","last_name":"Thompson","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"Bradley","middle_name":"J","last_name":"Morris","name_suffix":"","institution":"Kent State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25810/galley/15434/download/"}]},{"pk":26028,"title":"Configural and featural face processing are modulated by spatial attention:\nevidence from event-related brain potentials","subtitle":null,"abstract":"Face recognition is widely believed to rely on two distinct mechanisms, the configural (e.g., the distance between\ntwo eyes or between mouth and nose) and featural (e.g., the shape of the eyes or mouth) face processing. However, little is\nknown about whether the two processing types are affected by spatial attention. In our study, spatial attention was manipulated\nby asking participants to attend to the left or right visual field. We found that configural face processing elicited a larger P1\ncompared to featural face processing when they were attended. In contrast, the P2 was larger for featural relative to configural\nface processing when they were attended. Therefore, the results suggested that configural and featural face processing are\ndifferentially affected by spatial attention at different time windows.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v65q1hg","frozenauthors":[{"first_name":"Hailing","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Shimin","middle_name":"","last_name":"Fu","name_suffix":"","institution":"Tsinghua University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26028/galley/15652/download/"}]},{"pk":25494,"title":"Conflict Sensitivity and the Conjunction Fallacy: Eye-tracking Evidence for\nLogical Intuitions in Conjunction Probability Judgments","subtitle":null,"abstract":"Recent evidence shows that, contrary to what is commonly\nassumed, people who are pressured to think fast are also less\nlikely to provide a heuristic judgment when heuristic and\nlogical considerations point to conflicting answers in a\nconjunction fallacy task (Vall√©e-Tourangeau & Faure-\nBloom, under review). The present study explores this\nfinding using an eye-tracking methodology. Eye movements\nfrom 41 participants were recorded while they read a\nthumbnail description and made a judgment on a statement\ncomparing the probability of a single-event and that of a\nconjunctive event. Results showed participants focused more\non the comparative probability statement under logicoheuristic\nconflict while they focused more the task\ndescription in the absence of conflict. Additionally, longer\njudgment latencies predicted higher rates of heuristic\nresponding, which contradicts the original dual-process\nassumption that heuristic thinking in conjunction fallacy\ntasks is fast.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Conjunction fallacy"},{"word":"heuristics and biases"},{"word":"intuition"},{"word":"dual-processes"},{"word":"eye-tracking"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gh0w9z8","frozenauthors":[{"first_name":"Jenny","middle_name":"","last_name":"Faure-Bloom","name_suffix":"","institution":"Department of Psychology, Kingston University","department":""},{"first_name":"Gaelle","middle_name":"","last_name":"Vallee-Tourangeau","name_suffix":"","institution":"Department of Psychology, Kingston University","department":""},{"first_name":"Sabira","middle_name":"","last_name":"Mannan","name_suffix":"","institution":"Department of Psychology, Kingston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25494/galley/15118/download/"}]},{"pk":25690,"title":"Congenitally Deaf Children Generate Iconic Vocalizations to Communicate\nMagnitude","subtitle":null,"abstract":"From an early age, people exhibit strong links between certain\nvisual (e.g. size) and acoustic (e.g. duration) dimensions. Do\npeople instinctively extend these crossmodal correspondences\nto vocalization? We examine the ability of congenitally deaf\nChinese children and young adults (age M = 12.4 years, SD =\n3.7 years) to generate iconic vocalizations to distinguish items\nwith contrasting magnitude (e.g., big vs. small ball). Both\ndeaf and hearing (M = 10.1 years, SD = 0.83 years)\nparticipants produced longer, louder vocalizations for greater\nmagnitude items. However, only hearing participants used\npitch‚Äîhigher pitch for greater magnitude ‚Äì which counters\nthe hypothesized, innate size ‚Äúfrequency code‚Äù, but fits with\nMandarin language and culture. Thus our results show that\nthe translation of visible magnitude into the duration and\nintensity of vocalization transcends auditory experience,\nwhereas the use of pitch appears more malleable to linguistic\nand cultural influence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"crossmodal correspondence; deafness; iconicity;\nlanguage evolution; magnitude; vocalization"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1g76m05r","frozenauthors":[{"first_name":"Marcus","middle_name":"","last_name":"Perlman","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25690/galley/15314/download/"}]},{"pk":25381,"title":"Connecting learning, memory, and representation in math education","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"numeracy; math; perception; learning; memory;\ncognition; models; education"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5sd1r39j","frozenauthors":[{"first_name":"Martha","middle_name":"","last_name":"Alibali","name_suffix":"","institution":"Department of Psychology, UW Madison","department":""},{"first_name":"Chuck","middle_name":"","last_name":"Kalish","name_suffix":"","institution":"Department of Educational Psychology, UW Madison","department":""},{"first_name":"Timothy","middle_name":"T","last_name":"Rogers","name_suffix":"","institution":"Department of Psychology, UW Madison","department":""},{"first_name":"Vladimir","middle_name":"","last_name":"Sloutsky","name_suffix":"","institution":"Department of Psychology, Ohio State University","department":""},{"first_name":"Christine","middle_name":"","last_name":"Massey","name_suffix":"","institution":"Institute for Research in Cognitive Science, University of Pennsylvania","department":""},{"first_name":"Phil","middle_name":"","last_name":"Kellman","name_suffix":"","institution":"Department of Psychology, UCLA","department":""},{"first_name":"James","middle_name":"L","last_name":"McClelland","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Kevin","middle_name":"W","last_name":"Mickey","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25381/galley/15005/download/"}]},{"pk":25481,"title":"Connecting rule-abstraction and model-based choice\nacross disparate learning tasks","subtitle":null,"abstract":"Recent research has identified key differences in the way\nindividuals make decisions in predictive learning tasks,\nincluding the use of feature- and rule-based strategies in\ncausal learning and model-based versus model-free choices in\nreinforcement learning. These results suggest that people rely\nto varying degrees on separable psychological processes.\nHowever, the relationship between these types of learning\nstrategies has not been explored in any depth. This study\ninvestigated the relationship between feature- vs rule-based\nstrategies in a causal learning task and indices of model-free\nand model-based choice in a two-step reinforcement learning\nprocedure. We found that rule-based transfer was associated\nwith the use of model-based, but not model-free responding in\na two-step task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"predictive learning; individual differences; rule\nvs. feature generalization; model-based vs. model-free;\ncognitive control; associative learning; decision-making"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64m1k8vk","frozenauthors":[{"first_name":"Hilary","middle_name":"J","last_name":"Don","name_suffix":"","institution":"School of Psychology, Brennan McCallum Building, University of Sydney","department":""},{"first_name":"Micah","middle_name":"B","last_name":"Goldwater","name_suffix":"","institution":"School of Psychology, Brennan McCallum Building, University of Sydney","department":""},{"first_name":"A","middle_name":"Ross","last_name":"Otto","name_suffix":"","institution":"Center for Neural Science, New York University","department":""},{"first_name":"Evan","middle_name":"J","last_name":"Livesey","name_suffix":"","institution":"School of Psychology, Brennan McCallum Building, University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25481/galley/15105/download/"}]},{"pk":25846,"title":"Consistency in Brain Activation Predicts Success in Transfer","subtitle":null,"abstract":"Recent brain imaging studies have provided new insight into\nhow students are able to extend their previous problem solving\nskills to new but similar problems. It is still unclear, however,\nwhat the basis is of individual differences in their success at\ntransfer. In this study, 75 subjects had been trained to solve\na set of mathematical problems before they were put into the\nfMRI scanner, where they were challenged to solve modified\nversions of familiar problems. A hidden semi-Markov model\nidentified the sequential structure of thought when solving the\nproblems. Analyzing the patterns of brain activity over the sequence\nof states identified by the model, we observed that subjects\nwho showed consistent brain patterns performed better.\nThis consistency refers to both how consistently subjects respond\nto different problems (within-subject consistency), and\nhow brain responses of a given subject deviate from the population\naverage (between-subjects consistency). Early withinsubject\nconsistency is particularly predictive of later performance\nin the experiment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Transfer of learning; Mathematical problemsolving;\nIndividual differences; Hidden semi-Markov model"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2br8j0qf","frozenauthors":[{"first_name":"Qiong","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Robert","middle_name":"E","last_name":"Kass","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25846/galley/15470/download/"}]},{"pk":25422,"title":"Constraint-Based Parsing with Distributed Representations","subtitle":null,"abstract":"The idea that optimization plays a key role in linguistic cognition\nis supported by an increasingly large body of research.\nBuilding on this research, we describe a new approach to parsing\ndistributed representations via optimization over a set of\nsoft constraints on the wellformedness of parse trees. This\nwork extends previous research involving the use of constraintbased\nor ‚Äúharmonic‚Äù‚Äô grammars by suggesting how parsing\ncan be accomplished using fully distributed representations\nthat preserve their dimensionality with arbitrary increases in\nstructural complexity. We demonstrate that this method can\nbe used to correctly evaluate the wellformedness of linguistic\nstructures generated by a simple context-free grammar, and\ndiscuss a number of extensions concerning the neural implementation\nof the method and its application to complex parsing\ntasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"natural language processing; parsing; optimization;\nharmonic grammar; holographic reduced representations;\nsemantic pointer architecture"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5rj6w6p9","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Blouw","name_suffix":"","institution":"Centre for Theoretical Neuroscience, University of Waterloo","department":""},{"first_name":"Chris","middle_name":"","last_name":"Eliasmith","name_suffix":"","institution":"Centre for Theoretical Neuroscience, University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25422/galley/15046/download/"}]},{"pk":25787,"title":"Constraints on Hypothesis Selection in Causal Learning","subtitle":null,"abstract":"How do children identify promising hypotheses worth testing?\nMany studies have shown that preschoolers can use patterns of\ncovariation together with prior knowledge to learn causal relationships.\nHowever, covariation data are not always available\nand myriad hypotheses may be commensurate with substantive\nknowledge about content domains. We propose that children\ncan identify high-level abstract features common to effects and\ntheir candidate causes and use these to guide their search. We\ninvestigate children‚Äôs sensitivity to two such high-level features\n‚Äî proportion and dynamics, and show that preschoolers\ncan use these to link effects and candidate causes, even in the\nabsence of other disambiguating information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Causal learning; intuitive theories; information\nsearch; analogy."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hj590td","frozenauthors":[{"first_name":"Pedro","middle_name":"","last_name":"Tsividis","name_suffix":"","institution":"MIT","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25787/galley/15411/download/"}]},{"pk":25606,"title":"Constraints on Learning Non-Adjacent Dependencies (NADs) of Visual Stimuli","subtitle":null,"abstract":"Non-adjacent dependencies (NADs) refer to dependencies\nbetween items that are not adjacent in a sequence. Pe√±a et al.\n(2002) discovered adult participants could learn the NADs of\nsyllables in an artificial language when there were 25ms\npauses before and after the NADs. Studies using videos of\nhuman body movements showed similar learning outcomes\n(Endress & Wood, 2011). However, participants failed to\nlearn the NADs with respect to non-linguistic acoustic\nstimuli, such as tones or noises (Gebhart, Newport, & Aslin,\n2009). Four experiments in this study examined the\nconstraints on learning the NADs of visual stimuli. We\npropose that acquisition of the NADs requires the sequences\nbe packed into a coherent unit, and the motor system provides\nthe require packaging for stimuli that can be mapped onto\nmotor representation. Implications on the acquisition of\nsyllable NADs are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; Non-Adjacent Dependencies\n(NADs); sequence learning; visual stimuli"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1b75k23m","frozenauthors":[{"first_name":"Jia","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Toben","middle_name":"","last_name":"Mintz","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25606/galley/15230/download/"}]},{"pk":25789,"title":"Constructing meaning:\nMaterial products of a creative activity engage the social brain","subtitle":null,"abstract":"Symbolic artifacts present a challenge to theories of\nneurocognitive processing due to their dual nature: they are\nboth physical objects and vehicles of social meanings. While\ntheir physical properties can be read of the surface structure,\nthe meaning of symbolic artifacts depends on their\nembeddedness in cultural practices. In this study, participants\nbuilt models of LEGO bricks to illustrate their understanding\nof abstract concepts. Subsequently, they were scanned with\nfMRI while presented to photographs of their own and others‚Äô\nmodels. When participants attended to the meaning of the\nmodels, we observed activations associated with social\ncognition and semantics. In contrast, when attending to the\nphysical properties, we observed activations related to object\nrecognition and manipulation. Furthermore, when contrasting\nown and others‚Äô models, we found activations in areas\nassociated with autobiographical memory and agency. Our\nfindings support a view of symbolic artifacts as neurocognitive\ntrails of human social interactions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"symbolic artifacts; mPFC; TPJ; IFG; social\ncognition; cultural practice"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4q00x5dh","frozenauthors":[{"first_name":"Kristian","middle_name":"","last_name":"Tylen","name_suffix":"","institution":"Aarhus Universitet","department":""},{"first_name":"Johanne","middle_name":"Stege","last_name":"Bjorndahl","name_suffix":"","institution":"Aarhus Universitet","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Roepstorff","name_suffix":"","institution":"Aarhus Universitet","department":""},{"first_name":"Riccardo","middle_name":"","last_name":"Fusaroli","name_suffix":"","institution":"Aarhus Universitet","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25789/galley/15413/download/"}]},{"pk":25601,"title":"Constructional paradigms affect visual lexical decision latencies in English","subtitle":null,"abstract":"Previous research on morphological processing suggests that\nthe probability distribution of a word across its inflected\nvariants influences the recognition of that word. Recently,\nsimilar effects have been reported for relations between\nprepositions and definite-noun-phrase heads in English\ntrigrams (e.g., in the bucket). In the present study, we test\nwhether both effects could be accounted for in terms of string\nproximity and/or semantic similarity alone, or whether the\nfindings for English trigrams should be attributed to syntactic\nparadigm effects. We ‚Äòfake‚Äô a case system for English using\nsyntactic positions and prepositions as proxies for the\nrelational meanings expressed inflectionally in other\nlanguages. Based on these syntactic factors, we define a\nsyntactic inflectional entropy to parallel the morphological\nentropy measures used in prior studies. We found that this\nnew measure correlates negatively with visual lexical decision\nRTs. However, unlike prior studies, we did not find a\nsemantic priming effect between nouns with similar\ndistributions in our paradigmatic vectors. This finding\nsuggests that abstract constructional distributions facilitate\nlexical access while obscuring semantic relations between\nsimilarly distributed words","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"inflectional entropy; case systems; morphology;\nlexicon."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1th0w6t8","frozenauthors":[{"first_name":"Nicholas","middle_name":"A","last_name":"Lester","name_suffix":"","institution":"UCSB","department":""},{"first_name":"Fermin","middle_name":"Moscoso","last_name":"del Prado","name_suffix":"","institution":"UCSB","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25601/galley/15225/download/"}]},{"pk":25548,"title":"Consumer Mere Newness Bias","subtitle":null,"abstract":"We examine a ‚Äúmere newness bias,‚Äù a preference for novelty\npurely due to recentness of release. In a series of studies, we\nshow that, for newer and older products of identical quality,\npeople prefer newly released goods over older goods across a\nrange of domains. This bias translates to a higher willing to\npay, greater anticipated excitement, and higher likelihood of\npurchase for products perceived to be newer. The mere\nnewness bias persists even for die rolls, where there cannot be\nany difference in quality and where there is no social benefit to\nnewness.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"novelty; decision making; bias"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rx596f0","frozenauthors":[{"first_name":"Yun","middle_name":"","last_name":"Jie","name_suffix":"","institution":"UCR","department":""},{"first_name":"Ye","middle_name":"","last_name":"Li","name_suffix":"","institution":"UCR","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25548/galley/15172/download/"}]},{"pk":26004,"title":"Contextual determinants of category-based expectations during single-word\nrecognition","subtitle":null,"abstract":"Highly predictive sentential contexts can facilitate the generation of expectancies for low-level physical form-based\nproperties of upcoming linguistic input. When contextual information (such as words in a sentence) constrains upcoming input\nto a specific syntactic category, words with category-typical physical form-based properties are processed more quickly than\ncategory atypical words. We aim to determine whether expectancies for grammatical category can be induced in experimental\nparadigms where words are presented in isolation. We demonstrate that properties of the stimuli to which participants respond\ncan facilitate, through experience with the task, the generation of category-based expectancies. When all words were nouns,\nparticipants were more accurate on lexical decision and category judgments when targets possessed category-typical form-based\nfeatures. When words from multiple categories were present, however, the typicality effect disappeared, suggesting higher-level\nexpectancies can be induced without sentential context and modulate the effects of lexical- and form-based properties of words.\n2988","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fq7f0tt","frozenauthors":[{"first_name":"Francis","middle_name":"","last_name":"Smith","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Danielle","middle_name":"","last_name":"Reece","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Morten","middle_name":"","last_name":"Christiansen","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Farmer","name_suffix":"","institution":"University of Iowa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26004/galley/15628/download/"}]},{"pk":26033,"title":"Context vs. Compositionality: How Do Context-induced Ad-hoc Affordances Interact with Semantically Stored Telic Information? -- An ERP Study","subtitle":null,"abstract":"

In an ERP study we investigate the time course of the interaction between the lexically specified telic role of a noun and the contextually provided ad-hoc affordance induced by a linguistic discourse. If preceded by a neutral discourse context, a verb inconsistent with the telic role in a sentence elicits an enhanced N400 compared to a congruent verb. However, if the preceding discourse context induces an ad-hoc affordance for the object that conflicts with the lexically specified telic role of the referring noun, we observe a crossing-over: compared to the neutral context, the N400 elicited by the inconsistent verb is significantly reduced in this context, whereas the N400 elicited by the congruent verb is significantly enhanced. We interpret these results as a consequence of the immediate functional replacement of the telic role with the contextually triggered ad-hoc affordance, thus supporting a single-step model of sentence meaning composition.

","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9757j295","frozenauthors":[{"first_name":"Markus","middle_name":"","last_name":"Werning","name_suffix":"","institution":"Ruhr Universtity Bochum","department":""},{"first_name":"Jarmo","middle_name":"","last_name":"Kontinen","name_suffix":"","institution":"Ruhr Universtity Bochum","department":""},{"first_name":"Erica","middle_name":"","last_name":"Cosentino","name_suffix":"","institution":"Ruhr Universtity Bochum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26033/galley/15657/download/"}]},{"pk":25828,"title":"Contingent Labeling after Infants' Pointing Helps Infants Learn Words","subtitle":null,"abstract":"

Previous studies provide suggestive evidence that infants’ pointing gesture is associated with language development, but cannot verify a causal role of pointing in word learning. The present study thus experimentally manipulated infants’ production of pointing, and responses to pointing, to investigate the role of pointing in infants’ performance of forming novel word-object associations. Sixteen-month-olds were introduced to pairs of novel objects, and then heard the labels after they had pointed to an object, or when they were just looking at it, or at a predetermined time schedule. Results showed that children learned the labels the best when the labels were provided contingently after their pointing gesture. These results suggest that offering information in response to infants’ pointing gestures may lead to better word learning.

","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pointing gesture; word learning; infants"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01j6405g","frozenauthors":[{"first_name":"Zhen","middle_name":"","last_name":"Wu","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Julie","middle_name":"","last_name":"Gros-Louis","name_suffix":"","institution":"University of Iowa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25828/galley/15452/download/"}]},{"pk":25593,"title":"Convincing people of the Monty Hall Dilemma answer:\nThe impact of solution type and individual differences","subtitle":null,"abstract":"The Monty Hall Dilemma (MHD) is a classic brain teaser that\neven mathematicians appear to consistently answer\nincorrectly, and when the correct solution is presented people\nremain unconvinced. We examined how convincing were\nthree solution types: a simple statement of the solution, a\nguided diagram solution, or simulated trials. Participants were\ngiven the MHD, followed by one of the three types of\nsolutions, then we measured their level of conviction and\ntheir numeracy, Cognitive Reflection (CR), Need for\nCognition (NFC), and Openness. Overall, both guided\ndiagrams and simulated trials led to higher conviction\ncompared to a simple solution statement. Higher numeracy\nand higher CR were associated with lower conviction after\nthe simple solution; furthermore higher numeracy tended to\nhelp more in the simulation condition, whereas higher CR\nhelped more in the guided condition. Therefore the\npersuasiveness of a solution depended both on its nature and\ncharacteristics of individual reasoners.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Reasoning"},{"word":"Monty Hall Dilemma"},{"word":"individual\ndifferences"},{"word":"cognitive reflection"},{"word":"belief revision"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2gq1h108","frozenauthors":[{"first_name":"Joanne","middle_name":"","last_name":"Lee","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Bruce","middle_name":"D","last_name":"Burns","name_suffix":"","institution":"University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25593/galley/15217/download/"}]},{"pk":36077,"title":"Corpus Linguistics for ELT: Research and Practice - Ivor Timmis","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0fk207pd","frozenauthors":[{"first_name":"Yu","middle_name":"Han","last_name":"Kuo","name_suffix":"","institution":"San José State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36077/galley/26929/download/"}]},{"pk":25612,"title":"Creating a New Communication System: Gesture has the Upper Hand","subtitle":null,"abstract":"How does modality affect our ability to create a new\ncommunication system? This paper describes two\nexperiments that address this question, and extend prior\nrelated findings by drawing from a significantly more\nextensive list of concepts (over 1000) than has been used\npreviously. In Experiment 1, participants communicated\nconcepts to a partner using either gestures or non-linguistic\nvocalizations (sounds that are not words). Experiment 1\nconfirmed that participants who gesture 1) produce more\nstrongly ‚Äòmotivated‚Äô signs that physically resemble the\nconcepts they represent (i.e., are iconic), 2) are better able to\ncorrectly guess the meaning of a partner‚Äôs signs, and 3) show\nstronger alignment on a shared inventory of signs. Experiment\n2 addressed a limitation of Experiment 1 (concurrent feedback\nonly in the gesture condition). In Experiment 2 concurrent\nfeedback was eliminated from the gesture and vocal\nconditions. Gesture again outperformed vocalization on\ncommunication effectiveness and sign alignment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Alignment; Gesture; Vocalization; Multimodal;\nMotivated; Signs; Language Origin; Embodied Cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8q78w6j0","frozenauthors":[{"first_name":"Casey","middle_name":"J","last_name":"Lister","name_suffix":"","institution":"University of Western Australia","department":""},{"first_name":"Nicolas","middle_name":"","last_name":"Fay","name_suffix":"","institution":"University of Western Australia","department":""},{"first_name":"T","middle_name":"Mark","last_name":"Ellison","name_suffix":"","institution":"University of Western Australia","department":""},{"first_name":"Jeneva","middle_name":"","last_name":"Ohan","name_suffix":"","institution":"University of Western Australia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25612/galley/15236/download/"}]},{"pk":25875,"title":"Creating You-Are-Here Maps: Mapping location and orientation using\nphotographs","subtitle":null,"abstract":"Difficulty in interpreting and using spatial information from You-Are-Here maps (YAH maps specify a viewer‚Äôs\nlocation and orientation) stems from a misalignment between one‚Äôs physical orientation and the map‚Äôs orientation. The current\nresearch investigates the relationship between the participant‚Äôs physical location and orientation in accurately placing the\nlocation and orientation of another individual onto a map ‚Äì essentially creating a YAH map for another individual. The other\nindividual‚Äôs location and orientation was conveyed to the participant using a photograph. The photographs were of highly\nfamiliar building facades from around campus, which were oriented towards the cardinal directions. This research reveals how\nthe participant‚Äôs location and orientation interacts with the photographer‚Äôs location and orientation, given the properties of the\nenvironment. Task performance was related to individual difference factors, such as self-assessed sense-of-direction, gender,\nfamiliarity with photographed locations, and the spatial reference frame used by the participant.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3r59r94d","frozenauthors":[{"first_name":"Heather","middle_name":"","last_name":"Burte","name_suffix":"","institution":"Tufts University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25875/galley/15499/download/"}]},{"pk":25804,"title":"Cross-Cultural Comparison of Peer Influence on Discovery Rate during Play","subtitle":null,"abstract":"Previous literature has explored how factors such as maturation,\nattachment style, and security influence children‚Äôs freeplay\nbehavior. The present study investigates a previously unexplored\nfactor: peer presence. This is an important consideration\nbecause much of children‚Äôs play and early learning occurs\nin a social context with siblings and friends. We tested\nchildren (ages 2 to 11) from two different cultural environments:\nthe lowlands of Bolivia, the home of a group of Amazonian\nfarmer-foragers called the Tsimane‚Äô (Experiment 1),\nand the United States (Experiment 2). We presented groups of\nchildren from both cultures with a set of toys hidden in envelopes\nto explore and discover either with a familiar peer or\nwithout. Tsimane‚Äô children discovered significantly more objects\nin the presence of a peer, over and above the effect that\nwould be expected from simply having two children search\nthe toys independently in parallel. Additionally, Tsimane‚Äô\nchildren discovered more objects as a function of age. The\nUnited States children did not exhibit the same pattern of behavior.\nPeer presence facilitated exploration in younger children\nbut inhibited exploration in older children, relative to\nexploration rate without the peer. Taken together, peer presence\nfacilitates exploration among young children across both\ncultures. However, among older U.S. children, peer presence\ninhibited exploration. We propose that the positive effect of\npeer presence on discovery rate may be driven by an increase\nin competition for resource control. The differences among\nolder children across cultures may be an artifact due to experience\nwith formal schooling","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Developmental psychology; developmental experimentation;\ncross-cultural analysis; exploration; discovery;\nlearning; play; social development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6jk4t0q1","frozenauthors":[{"first_name":"Shirlene","middle_name":"","last_name":"Wade","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25804/galley/15428/download/"}]},{"pk":25509,"title":"Cross-Domain Influences on Creative Innovation: Preliminary Investigations","subtitle":null,"abstract":"This paper takes a two-pronged approach to investigate\ncross-domain influence on creativity. We present a\nstudy in which creative individuals were asked to list\ninfluences on their creative work. More than half the\nlisted influences were unrelated to their creative\ndomain, thus demonstrating empirically that crossdomain\ninfluence is widespread. We then present a\npreliminary model of exaptation, a form of crossdomain\ninfluence on creativity in which a different\ncontext suggests a new use for an existing item, using as\nan example waste recycling of petroleum byproducts","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"art"},{"word":"concepts; context; creative writing"},{"word":"crossdomain"},{"word":"cross-modal; creativity; exaptation; influence;\ninnovation; music"},{"word":"quantum cognition; sustainability"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3304d5nc","frozenauthors":[{"first_name":"Liane","middle_name":"","last_name":"Gabora","name_suffix":"","institution":"Department of Psychology, University of British Columbia","department":""},{"first_name":"Nicole","middle_name":"","last_name":"Carbert","name_suffix":"","institution":"School of Population and Public Health, Faculty of Medicine, University of British Columbia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25509/galley/15133/download/"}]},{"pk":25706,"title":"Cross-situational cues are relevant for early word segmentation","subtitle":null,"abstract":"Existing models of infant word learning have mainly\nassumed that the learner is capable of segmenting words from\nspeech before grounding them to their referential meaning,\nwhile segmentation itself has been treated relatively\nindependently of meaning acquisition. In this paper, we argue\nthat situated cues such as visually perceived concrete objects\nor actions are not just important for word-to-meaning\nmapping, but that they are useful in pre-linguistic word\nsegmentation, thereby helping the learner to bootstrap the\nlanguage learning process. We present a model where joint\nacquisition of proto-lexical segments and their meanings\nmaximizes the referential quality of the lexicon, and where\nlearning can occur without any a priori knowledge of the\nlanguage or its linguistically relevant units. We investigate the\nbehavior of the model using a computational implementation\nof statistical learning, showing successful word segmentation\nunder varying degrees of referential uncertainty.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word learning; segmentation; meaning\nacquisition; computational modeling; synergies in word\nlearning; language acquisition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/336868mc","frozenauthors":[{"first_name":"Okko","middle_name":"","last_name":"Rasanen","name_suffix":"","institution":"Aalto University","department":""},{"first_name":"Heikki","middle_name":"","last_name":"Rasilo","name_suffix":"","institution":"Aalto University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25706/galley/15330/download/"}]},{"pk":26029,"title":"Cross-situationalWord Learning Results in Explicit Memory Representations","subtitle":null,"abstract":"Word learning is a fundamental part of language acquisition. Learning words from cross-situational statistics (Yu\n& Smith 2007) has been argued to be critical for lexical acquisition, but the resulting representations are not well understood.\nHere, we examine the claim from Hamrick & Rebuschat (2014) that cross-situational learning results in implicit representations.\nThree experiments provide evidence to the contrary. First, we establish that confidence ratings positively correlate with accuracy.\nBy using a cover story where participants were not told to infer word meaning, only highly confident answers were above\nchance, contrary to what accounts of implicit memory would predict. In addition, using a deadline procedure (Voss, Bayem &\nPaller 2008), we found that participants performed no differently than without a deadline, contrary to predictions from implicit\nmemory representations. In sum, we conclude that representations from cross-situational word learning are explicit.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5wr170pq","frozenauthors":[{"first_name":"Felix","middle_name":"","last_name":"Wang","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Toben","middle_name":"","last_name":"Mintz","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26029/galley/15653/download/"}]},{"pk":25416,"title":"Crowdsourcing elicitation data for semantic typologies","subtitle":null,"abstract":"In semantic typology, it is desirable to have quick and easy\naccess to crosslinguistic elicitations describing stimuli from a\nsemantic domain. We explore the use of crowdsourcing for\nobtaining such data, and compare it with fieldwork data obtained\nthrough in-person elicitations. Despite potential concerns\nabout the quality of crowdsourced data, we find no difference\nin the amount of between-language variation and can\nreplicate a cognitive modeling experiment using the crowdsourced\ndata in place of the fieldwork data. Both results suggest\nthat crowdsourcing elicitations is a viable method for\ngathering data for semantic typology and cognitive modeling","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"semantic typology; cognitive modeling; data collection;\nspatial relations"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rg8v0qt","frozenauthors":[{"first_name":"Barend","middle_name":"","last_name":"Beekhuizen","name_suffix":"","institution":"Leiden University Centre for Linguistics","department":""},{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"Department of Computer Science, University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25416/galley/15040/download/"}]},{"pk":25992,"title":"Cultural consensus modeling of Tibetan Buddhist concepts in cognitive science:\nEnhancing cross-cultural science education through mutual understanding","subtitle":null,"abstract":"The Emory-Tibet Science Initiative (ETSI), a two-way exchange betweenWestern science and Tibetan Buddhism, is\na partnership between Emory University, the Dalai Lama, and the Library of TibetanWorks and Archives in Dharamsala, India.\nETSI is a comprehensive 6-year science curriculum being implemented at Tibetan Buddhist monasteries in India, representing\nthe most significant change in 600 years for the Tibetan Buddhist monastic curriculum. This two-way exchange between science\nand Buddhism offers potential for mutual enrichment leading to new discoveries. Yet a cross-cultural challenge exists between\nscience faculty and monastic students in teaching and learning science, as both traditions can hold quite different understandings\nof fundamental concepts, including sentience, awareness, attention, and perception. Using cultural consensus modeling, we\nestimate Tibetan Buddhist concepts of core cognitive science constructs and compare them with Western scientific definitions.\nResults can enhance cross-cultural science education by supporting faculty in understanding students‚Äô cultural concepts, and\nvice versa.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/63r7d3nh","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Romano","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Geshe","middle_name":"Dadul","last_name":"Namgyal","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Tsondue","middle_name":"","last_name":"Samphel","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Carol","middle_name":"","last_name":"Worthman","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25992/galley/15616/download/"}]},{"pk":25894,"title":"Cultural Differences in Fluid Collaboration","subtitle":null,"abstract":"A common form of embodied social engagement involves acting as an ensemble, with all participants aware of\neach other and mutually engaged. In this naturalistic comparative study, we term this kind of triadic socio-cognitive activity\n‚Äòfluid collaboration‚Äô. Fluid collaboration occurs when participants establish the pace of ensemble activity mutually, with their\nmoves flexibly adjusted and responsive to one another and to the demands of their shared endeavors. The moves of a fluidly\ncollaborating ensemble depend on each other and might be described as harmonious. This kind of ensemble behavior appears\nto be the activity of ‚Äúone organism with many limbs‚Äù. Utilizing a micro-analytic qualitative method, our finding of cultural\ndifferences in fluid collaboration relates to previous ethnographic and comparative work involving patterns of collaborative\nactivity in Indigenous and Indigenous heritage communities in the Americas.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kw6h405","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Dayton","name_suffix":"","institution":"University of California Santa Cruz","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Rogoff","name_suffix":"","institution":"University of California Santa Cruz","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25894/galley/15518/download/"}]},{"pk":26032,"title":"Culture, causal attributions, and development: A comparison of Chinese and U.S.\n4-and 6-year-olds","subtitle":null,"abstract":"This is a cross-cultural replication of Seiver, Gopnik & Goodman (2013) and compares the development of social\ncausal attributions in Chinese and U.S. children. In this study, Chinese (n=110) 4-and 6-year-olds were directly compared to the\nU.S. children in Seiver, Gopnik & Goodman (2013). Children were shown covariation evidence that varied across conditions\nto imply that a person, situation, or neither was the cause of a person‚Äôs actions. Following observation, children were asked\nto explain why the person engaged in the actions. Findings indicate that U.S. children significantly increased the amount of\nperson attributions they made with age, while Chinese 4-and 6-year-olds answered comparably. Children from both cultures\nwere sensitive to covariation manipulations when they suggested a person was the cause of an action. Only U.S. children were\nsensitive to evidence when it favored the situation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/50c2x88v","frozenauthors":[{"first_name":"Adrienne","middle_name":"","last_name":"Wente","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Sophie","middle_name":"","last_name":"Bridgers","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Xin","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Yixin","middle_name":"","last_name":"Cui","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Seiver","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Li","middle_name":"","last_name":"Zhanxing","name_suffix":"","institution":"Chinese Academy of Science","department":""},{"first_name":"Liqi","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"Chinese Academy of Science","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26032/galley/15656/download/"}]},{"pk":25505,"title":"Cumulative Contextual Facilitation inWord Activation and Processing:\nEvidence from Distributional Modelling","subtitle":null,"abstract":"Information provided by the linguistic context has been shown\nto have a strong facilitatory effect on the activation and processing\nof upcoming words. The studies described in this paper\naim to model the relation between context and target words\nusing a distributional semantic model. We report three modelling\nstudies in which we show that this model can successfully\ncapture context effects in human-generated data (reading\ntimes and association scores).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word processing; contextual effects; feature overlap;\ndistributional semantics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1r4167ns","frozenauthors":[{"first_name":"Diego","middle_name":"","last_name":"Frassinelli","name_suffix":"","institution":"Institut f¬®ur Maschinelle Sprachverarbeitung\nUniversit¬®at Stuttgart","department":""},{"first_name":"Frank","middle_name":"","last_name":"Keller","name_suffix":"","institution":"Institute for Language, Cognition and Computation\nSchool of Informatics, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25505/galley/15129/download/"}]},{"pk":25393,"title":"Daxing with a Dax: Evidence of Productive Lexical Structures in Children","subtitle":null,"abstract":"In English, many words can be used flexibly to label artifacts,\nas nouns, or functional uses of those artifacts, as verbs:\nWe can shovel snow with a shovel and comb our hair with a\ncomb. Here, we examine whether young children form generalizations\nabout flexibility from early in life and use such\ngeneralizations to predict new word meanings. When children\nlearn a new word for an artifact, do they also expect it\nto label its functional use, and vice versa? In Experiment 1,\nwe show that when four- and five-year-olds are taught a first\nnovel word to label a familiar action‚Äîe.g., that bucking means\nshoveling‚Äîthey exclude the artifact involved in this action‚Äî\ni.e., the shovel‚Äîas the meaning of a second novel word (e.g.,\ngork). This suggests that children spontaneously expected the\nfirst novel word‚Äîwhich referred to the action‚Äîto also refer to\nthe artifact. In Experiment 2, we show that this pattern extends\nto words that label novel actions involving novel artifacts, suggesting\nthat children expect any word for an action to label the\nartifact that helps carry out that action. Experiment 3 traces\nhow such generalizations may arise in development. In particular,\nwe show that while four- and five-year-olds each expect\nwords to label artifacts and their functional uses, three-yearolds\nmay not.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language acquisition; polysemy; mutual exclusivity;\nclass-extension rules"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3q37k4nk","frozenauthors":[{"first_name":"Sara","middle_name":"","last_name":"Al-Mughairy","name_suffix":"","institution":"Department of Psychology, University of California, Berkeley","department":""},{"first_name":"Ruthe","middle_name":"","last_name":"Foushee","name_suffix":"","institution":"Department of Psychology, University of California, Berkeley","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"Department of Psychology, University of California, San Diego","department":""},{"first_name":"Mahesh","middle_name":"","last_name":"Srinivasan","name_suffix":"","institution":"Department of Psychology, University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25393/galley/15017/download/"}]},{"pk":26003,"title":"Decreasing Music Familiarity Increases Incorporation of Music Themes in a\nGeneration Task","subtitle":null,"abstract":"We examine whether the familiarity of thematic music affects the degree to which concepts associated with the music\nare activated after listening to the music and subsequently affect generation task performance. In two experiments, participants\nlistened to one of two excerpts of war-themed music varying in familiarity either before or after completing Amabile‚Äôs (1985)\nAmerican Haiku task. Haikus were examined to determine the degree to which concepts associated with the music were affected\nby music familiarity. Experiment 1 demonstrated that associated music concepts for both familiar and unfamiliar music were\nincluded in the haiku at equal rates when the music was listened to prior to writing the haiku. Experiment 2 demonstrated\nthat listening to moderately familiar rather than unfamiliar music before the haiku task resulted in more music associates being\nincluded. Explanations of how familiarity and other factors affect incorporation of war-themed music concepts into the haiku\nwill 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/1t26z1fq","frozenauthors":[{"first_name":"Cynthia","middle_name":"","last_name":"Sifonis","name_suffix":"","institution":"Oakland University","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Saulter","name_suffix":"","institution":"Oakland University","department":""},{"first_name":"William","middle_name":"","last_name":"Fuss","name_suffix":"","institution":"Oakland University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26003/galley/15627/download/"}]},{"pk":25588,"title":"Deep Neural Networks Predict Category Typicality Ratings for Images","subtitle":null,"abstract":"The latest generation of neural networks has made major performance\nadvances in object categorization from raw images.\nIn particular, deep convolutional neural networks currently\noutperform alternative approaches on standard benchmarks by\nwide margins and achieve human-like accuracy on some tasks.\nThese engineering successes present an opportunity to explore\nlong-standing questions about the nature of human concepts\nby putting psychological theories to test at an unprecedented\nscale. This paper evaluates deep convolutional networks\ntrained for classification on their ability to predict category\ntypicality ‚Äì a variable of paramount importance in the\npsychology of concepts ‚Äì from the raw pixels of naturalistic\nimages of objects. We find that these models have substantial\npredictive power, unlike simpler features computed from the\nsame massive dataset, showing how typicality might emerge\nas a byproduct of a complex model trained to maximize classification\nperformance","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"deep learning; neural networks; typicality; categorization;\nobject recognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4mv9c98f","frozenauthors":[{"first_name":"Brenden","middle_name":"M","last_name":"Lake","name_suffix":"","institution":"New York University","department":""},{"first_name":"Wojciech","middle_name":"","last_name":"Zaremba","name_suffix":"","institution":"New York University","department":""},{"first_name":"Rob","middle_name":"","last_name":"Fergus","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"M","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25588/galley/15212/download/"}]},{"pk":25507,"title":"Defaulting effects contribute to the simulation of cross-linguistic\ndifferences in Optional Infinitive errors","subtitle":null,"abstract":"This paper describes an extension to the MOSAIC model\nwhich aims to increase MOSAIC‚Äôs fit to the cross-linguistic\noccurrence of Optional Infinitive (OI) errors. While previous\nversions of MOSAIC have successfully simulated these errors\nas truncated compound finites with missing modals or\nauxiliaries, they have tended to underestimate the rate of OI\nerrors in (some) obligatory subject languages. Here, we\nexplore defaulting effects, where the most frequent form of a\ngiven verb is substituted for less frequent forms, as an\nadditional source of OI errors. It is shown that defaulting in\nEnglish tends to result in the production of bare forms that are\nindistinguishable from the infinitive, while defaulting in\nSpanish is less pronounced, and tends to result in the\nproduction of 3rd person singular forms. Dutch verb forms are\ndominated by the stem in corpus-wide statistics, and the\ninfinitive in utterance-final position, suggesting defaulting in\nDutch may change qualitatively across development.\nDefaulting is shown to increase MOSAIC‚Äôs fit to English and\nDutch without affecting its already good fit to Spanish, and\nprovides a potential way of simulating the cross-linguistic\npattern of verb-marking errors in children with SLI.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language Acquisition; MOSAIC; Optional\nInfinitive errors; defaulting; SLI"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6n01f8z4","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Freudenthal","name_suffix":"","institution":"Department of Psychological Sciences, University of Liverpool","department":""},{"first_name":"Julian","middle_name":"M","last_name":"Pine","name_suffix":"","institution":"Department of Psychological Sciences, University of Liverpool","department":""},{"first_name":"Gary","middle_name":"","last_name":"Jones","name_suffix":"","institution":"Division of Psychology, Nottingham Trent University","department":""},{"first_name":"Fernand","middle_name":"","last_name":"Gobet","name_suffix":"","institution":"Department of Psychological Sciences, University of Liverpool","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25507/galley/15131/download/"}]},{"pk":25511,"title":"Defeasible Reasoning with Quantifiers","subtitle":null,"abstract":"Human conditional reasoning is defeasible: people withdraw\nlogically valid conclusions if they are aware of situations (i.e.,\nexceptions) that prevent the consequent of the rule to happen\nalthough the antecedent is given. In this paper we investigate\ndefeasible reasoning with quantified rules. In two experiments\nwe rephrased conditionals from the literature (Experiment 1)\nand rules from penal code (Experiment 2) as either universal\nor existential rules and embedded them into Modus Ponens\nand Modus Tollens inference problems. We show that defeasible\nreasoning also exists for quantified rules. However, the\nkind of quantifier (universal vs. existential) did not affect inferences.\nThis last finding conflicts with theories highlighting\nthe importance of logic in human reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Quantifiers; defeasible reasoning; exceptions"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2904x296","frozenauthors":[{"first_name":"Lupita","middle_name":"Estefania Gazzo","last_name":"Castaneda","name_suffix":"","institution":"The University of Edinburgh","department":""},{"first_name":"Markus","middle_name":"","last_name":"Knauff","name_suffix":"","institution":"Justus-Liebig-Universit√§t Gie√üen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25511/galley/15135/download/"}]},{"pk":25740,"title":"Deliberate Practice Revisited: Complexity and Creativity in the Practice Process in\nBreakdance","subtitle":null,"abstract":"This study investigated the longitudinal process of practice\nby an expert dancer in breakdance. We examined the ability\nof the concept of ‚Äúdeliberate practice‚Äù (Ericsson, Krampe, &\nTesch-R√∂mer, 1993) to provide a full account of the practice\nprocess of an expert dancer. We conducted a fieldwork study\nto observe the practice of expert dancers under natural\nconditions, and analyzed data gathered from video and\ninterviews for the progress of a dancer‚Äôs proficiency at a\nparticular skill with respect to the following three points:\nnumber of rotations in the skill, contents of the skill, and\npurposes of the skill practices. Results indicated that the\npractice process involved not only refining the quality of the\nskill, but also two other activities: the exploration of new and\noriginal skills utilizing the characteristics of that skill, and\nchoreographing that skill so that it could fit into his full\nperformance. The practice process of experts is a complicated\nand creative one, which cannot be sufficiently explained by\nthe concept of ‚Äúdeliberate practice‚Äù alone","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"breakdance; deliberate practice; skill acquisition\nand learning; creativity; fieldwork"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0r13s296","frozenauthors":[{"first_name":"Daichi","middle_name":"","last_name":"Shimizu","name_suffix":"","institution":"University of Tokyo","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25740/galley/15364/download/"}]},{"pk":25976,"title":"Describing Causal Events: Evidence from Patients with Focal Brain Injury","subtitle":null,"abstract":"We investigated (1) how focal brain-injured patients describe causal events (causal verb like ‚Äúpush‚Äù and the instrument\nof the action like ‚Äúthe stick‚Äù) in speech and co-speech gestures and (2) whether gestures compensate for their impaired\nverbalization. 16 left hemisphere damaged (LHD), 16 right hemisphere damaged (RHD) and 14 controls were asked to describe\ncausal events (22 video clips). The correct use of causal action components in speech and iconic gestures referring to these\nactions were coded. Results indicated that LHD patients were less accurate in using both components in speech compared to\nRHD and controls. There was no difference in the number of iconic gestures among groups. Yet, LHD patients were more\nlikely to omit or misuse both components in speech and in gesture than RHD and controls. Particularly, damage to the left\ninferior and middle frontal gyrus resulted in problems in both modalities, suggesting conceptual deficits of causality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1v0686g6","frozenauthors":[{"first_name":"Demet","middle_name":"","last_name":"Ozer","name_suffix":"","institution":"Koc University","department":""},{"first_name":"Idil","middle_name":"","last_name":"Bostan","name_suffix":"","institution":"Koc University","department":""},{"first_name":"Anjan","middle_name":"","last_name":"Chatterjee","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Tilbe","middle_name":"","last_name":"Goksun","name_suffix":"","institution":"Koc University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25976/galley/15600/download/"}]},{"pk":26030,"title":"Developing an Integrated and Comprehensive Traditional Chinese Corpus Based\non Multi-CharacterWords for Studying relations between words and lexicons","subtitle":null,"abstract":"Most of Chinese corpus were created for single-character words with indexes, such as frequency, stroke number,\nand phonetic information, for the purposes of basic research. However, multi-character Chinese words are recognized of\nreferring alterations of meaning and more useful for investigating reading processes and comprehension. Therefore, for studying\ncomplete relations between words and lexicons of Chinese, a corpus requires statistics based on more than single-character\nwords with valid and reliable indexes. In this study, we illustrate a corpus of Traditional Chinese providing five word indexes,\nincluding word sound, word position, word form, semantics, and competence of forming multi-character words by integrating\ncurrent credible corpus. The integration approach of the present study is beneficial not only for minimizing inconsistencies\nof word entities between corpus, but also for calculating quantitative properties of character-to-character relationship. The\nutilization of the present corpus will significantly impact the studies of Chinese words and reading comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4527v1w6","frozenauthors":[{"first_name":"Chung-Ching","middle_name":"","last_name":"Wang","name_suffix":"","institution":"National Cheng Kung Univeristy","department":""},{"first_name":"Sau-chin","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Tzu Chi University","department":""},{"first_name":"Yueh","middle_name":"Lin","last_name":"Tsai","name_suffix":"","institution":"National Cheng Kung Univeristy","department":""},{"first_name":"Hsiao","middle_name":"","last_name":"Yong-Ru","name_suffix":"","institution":"National Cheng Kung Univeristy","department":""},{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung Univeristy","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26030/galley/15654/download/"}]},{"pk":36057,"title":"Developing Global Competency in US Higher Education: Contributions of International Students","subtitle":null,"abstract":"International students are key players in realizing the goal of internationalizing US colleges and universities, particularly when it comes to engagement on issues of global signifi cance. Th is article contextualizes the phenomenon of the internationalization of higher education and recent patterns of transnational mobility for international students, and then it examines internationalization on an institutional level, both the practices associated with this recognition of global interconnectivity and the discourses that accompany it. Th ough institutions have missed some opportunities to integrate international students into their teaching and learning communities, I argue that these diverse students are in fact rich natural resources for developing global competency in US higher education. Th is article concludes by highlighting some promising practices for integrating international students into teaching and learning environments on US campuses and emphasizing the importance of reorienting status quo approaches.","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/10f5s19q","frozenauthors":[{"first_name":"Megan","middle_name":"M.","last_name":"Siczek","name_suffix":"","institution":"Th e George Washington University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36057/galley/26909/download/"}]},{"pk":25425,"title":"Developmental Changes in the Relationship Between Grammar and the Lexicon","subtitle":null,"abstract":"How does abstract structure emerge during language learning?\nOn some accounts, children‚Äôs early syntax emerges from direct\ngeneralizations from particular lexical items, while on others,\nsyntactic structure is acquired independently and follows its\nown timetable. Progress on differentiating these views requires\ndetailed developmental data. Using parental reports of vocabulary\nand grammar abilities, previous analyses have shown that\nearly syntactic abstraction strongly depends on the growth of\nthe lexicon, providing support for lexicalist and emergentist\ntheories. Leveraging a large cross-linguistic dataset, we replicate\nand extend these findings, demonstrating similar patterns\nin each of four languages. Moreover, the power of our dataset\nreveals that there are measurable effects of age over and above\nthose attributable to vocabulary size, and that these effects are\ngreater for aspects of language ability more closely tied to syntax\nthan morphology. These findings suggest non-lexical contributions\nto the growth of syntactic abstraction that all theories\nmust address.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language acquisition; word learning;\nmorphology; syntax; development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6vz9t5qx","frozenauthors":[{"first_name":"Mika","middle_name":"","last_name":"Braginsky","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Virginia","middle_name":"A","last_name":"Marchman","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25425/galley/15049/download/"}]},{"pk":25562,"title":"Development of Numerosity Estimation: A Linear to Logarithmic Shift?","subtitle":null,"abstract":"Young children‚Äôs estimates of numerosity increase approximately\nlogarithmically with actual set size. The conventional\ninterpretation of this finding is that children‚Äôs estimates reflect\nan innate logarithmic encoding of number. A recent set of\nfindings, however, suggest logarithmic number-line estimates\ncould emerge via a dynamic encoding mechanism that is sensitive\nto the prior distribution of stimuli. Here we test this idea by\nexamining trial-to-trial changes in logarithmicity of numerosity\nestimates. Against the dynamic encoding hypothesis, first\ntrial estimates in both adults (Study 1) and adults and children\n(Study 2) were strongly logarithmic, despite there being zero\nprevious stimuli. Additionally, although numerosity of a previous\ntrial affected adult estimates of numerosity, the nature\nof this effect varied across experiments, yet always resulted in\na logarithmic-to-linear shift from trial-to-trial. These results\nsuggest that a dynamic encoding mechanism is neither necessary\nnor sufficient to elicit logarithmic estimates of numerosity","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; numerical cognition; spatial\ncognition; numerosity perception"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7pk9p7fx","frozenauthors":[{"first_name":"Dan","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"John","middle_name":"E","last_name":"Opfer","name_suffix":"","institution":"Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25562/galley/15186/download/"}]},{"pk":25715,"title":"Development of selective attention in category learning","subtitle":null,"abstract":"Categorization, the process of grouping distinguishable entities\ninto equivalence classes, is an essential component of human\ncognition. Although it has been often argued that selective\nattention is an important component of categorization, organism\nwith immature selective attention (such as human infants\nor young children) exhibit the ability to learn categories. This\nresearch addresses this apparent paradox by examining attention\nallocation in the course of category learning across development.\nResults suggest that while some young children are\nable to attend selectively, adults more flexibly deploy selective\nattention according to task demands.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; attention optimization;\ncategory learning; categorization; conceptual development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6vr3663s","frozenauthors":[{"first_name":"Samuel","middle_name":"","last_name":"Rivera","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Vladimir","middle_name":"M","last_name":"Sloutsky","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25715/galley/15339/download/"}]},{"pk":25838,"title":"Diagnosticity: Some theoretical and empirical progress","subtitle":null,"abstract":"We present progress towards a novel theoretical approach for\nunderstanding Tversky‚Äôs famous ‚Äòdiagnosticity‚Äô effect in similarity\njudgments, and an initial empirical validation. Our approach\nuses a model for similarity judgments based on quantum\nprobability theory. The model predicts a diagnosticity effect\nunder certain conditions only. Our model also predicts that\nchanges to the set of stimuli to be compared can cause the diagnosticity\neffect to break down or reverse. In one experiment,\nwe test and confirm one of our key predictions","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"similarity; diagnosticity; quantum probability"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0h1029t1","frozenauthors":[{"first_name":"James","middle_name":"M","last_name":"Yearsley","name_suffix":"","institution":"City University London","department":""},{"first_name":"Emmanuel","middle_name":"M","last_name":"Pothos","name_suffix":"","institution":"City University, London","department":""},{"first_name":"Albert","middle_name":"Barque","last_name":"Duran","name_suffix":"","institution":"City University, London","department":""},{"first_name":"James","middle_name":"A","last_name":"Hampton","name_suffix":"","institution":"City University, London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25838/galley/15462/download/"}]},{"pk":25446,"title":"Diagrams Benefit Symbolic Problem Solving","subtitle":null,"abstract":"Problem presentation can influence students‚Äô understanding,\nchoice of strategy, and accuracy. For example, the presence\nand type of external representation can alter performance. In\nthis study, we examined the effect of diagrams on students‚Äô\nperformance in a symbolic problem domain. Sixty-one\nseventh-grade students solved algebraic equations with or\nwithout an accompanying diagram. The presence of diagrams\nincreased accuracy and use of informal strategies. Overall, the\nbenefits of diagrams found for word problems generalized to\nsymbolic problems","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"External Representation; Problem Solving;\nAlgebra Equations"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4x00101v","frozenauthors":[{"first_name":"Junyi","middle_name":"","last_name":"Chu","name_suffix":"","institution":"Department of Psychology and Human Development, Vanderbilt University","department":""},{"first_name":"Emily","middle_name":"R","last_name":"Fyfe","name_suffix":"","institution":"Department of Psychology and Human Development, Vanderbilt University","department":""},{"first_name":"Bethany","middle_name":"","last_name":"Rittle-Johnson","name_suffix":"","institution":"Department of Psychology and Human Development, Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25446/galley/15070/download/"}]},{"pk":25809,"title":"Disambiguation Across the Senses: The Role of Discovery-Based Interference","subtitle":null,"abstract":"When asked to find the referent of a novel label, children\ntypically select an object that they cannot already name (the\n‚Äúdisambiguation effect‚Äù; Merriman & Bowman, 1998).\nHowever, when the task required cross-modal extension of a\nlabel, children did not show this effect (Scofield, Hernandez-\nReif, & Keith, 2009). In Experiments 1 and 2, preschoolers\nlearned a label for a visual object, then examined it and a\nnovel object by touch. On the critical trials, children were\nasked to decide which tactile object was the referent of a\nnovel label. Four-year-olds only showed the disambiguation\neffect if, prior to the label test, they had identified the tactile\nobject that matched the visual training object. The results of\nExperiment 3 suggest that the 4-year-olds expected to be\nasked about the matching object, which interfered with their\ntendency to disambiguate. This discovery-based interference\nappears to attenuate the use of common word learning\nstrategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"word learning; novel word mapping; mutual\nexclusivity; cross-modal perception; language learning\nstrategies; attention; discovery"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4831c81m","frozenauthors":[{"first_name":"Jenna","middle_name":"L","last_name":"Wall","name_suffix":"","institution":"Kent State University","department":""},{"first_name":"William","middle_name":"E","last_name":"Merriman","name_suffix":"","institution":"Kent State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25809/galley/15433/download/"}]},{"pk":36069,"title":"Discovering Aspects of Teacher Identity Through Volunteering in the Noncredit ESL Classroom","subtitle":null,"abstract":"As many scholars in the field of TESOL (Danielewicz, 2001; Harlow & Cobb, 2014; Kanno & Stuart, 2011) point out, the development of teacher identity is an ongoing, multifaceted process. Thus, quite frequently, novice teachers feel as though they take on a role when they are in the classroom, as opposed to fully embodying an identity of a teacher. This article chronicles my experience as a MA TESOL student at San Francisco State University (SFSU) during my participation in a volunteer organization called Project SHINE (Students Helping in the Naturalization of Elders). Project SHINE places student volunteers in ESL classrooms in the local community college and provides the opportunity for novice teachers to gain valuable classroom experience, to engage with professionals in the field, and to work closely with ESL students. Project SHINE has served as a practicum experience during my 1st year as a MA TESOL student and has become an integral part of my growth as a teacher. Through volunteering in the ESL classroom, I have had the opportunity to make discoveries about aspects of my personality that contribute to my identity as an emerging professional in the TESOL field.","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/0pq6f6jf","frozenauthors":[{"first_name":"Lina","middle_name":"","last_name":"Jurkunas","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36069/galley/26921/download/"}]},{"pk":25901,"title":"Distinguishing the Recent Past from the Complicated Present in Recognition\nMemory","subtitle":null,"abstract":"In the study of verbal memory, a critical question is the extent to which recognition is influenced by the prior contexts\nin which items have appeared (‚Äòcontext noise‚Äô), as opposed to competition from other items present within the immediate task\ncontext (‚Äòitem noise‚Äô). In a standard recognition task, subjects study a list of words, and at test, discriminate between studied\nitems (targets) and novel items (foils). To disentangle the contributions of context and item noise, we systematically manipulated\nboth the contexts in which critical items had been encountered prior to study, and the composition of the recognition list,\nvarying semantic similarity among items. Our results suggest independent contributions of each factor, with word frequency\nand temporal lag as important mediating variables. These findings can be interpreted within both associative learning and\nmemory paradigms","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/043997fc","frozenauthors":[{"first_name":"Melody","middle_name":"","last_name":"Dye","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Rich","middle_name":"","last_name":"Shiffrin","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25901/galley/15525/download/"}]},{"pk":26005,"title":"Distributed Cognition in the Age of Distributed Systems","subtitle":null,"abstract":"In parallel with the development of the theory of distributed cognition, the study of distributed computing has progressed\nrapidly. This research has both been driven by pragmatic insights into the practicalities of coordinating computational\nprocesses and resulted in formal theories of distributed systems. We believe that advances in distributed computation research\ncan be used to refine understanding of distributed cognition by establishing new metrics for evaluating cognitive systems and\nnew methods for modeling cognitive ecologies. To illustrate this we revisit classical distributed cognition scenarios from a\ndistributed systems perspective","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jj169tr","frozenauthors":[{"first_name":"Ethan","middle_name":"","last_name":"Soutar-Rau","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Brian","middle_name":"","last_name":"Fisher","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26005/galley/15629/download/"}]},{"pk":25639,"title":"Distributional determinants of learning argument structure constructions\nin first and second language","subtitle":null,"abstract":"Learning argument structure constructions is believed to depend\non input properties. In particular, in a cued production\ntask, verb production within each construction has been shown\nto depend on three input factors: frequency of a verb in a construction,\ncontingency of verb‚Äìconstruction mapping, and verb\nsemantic prototypicality. Earlier studies have estimated these\nvalues from a language corpus, without accounting for variation\nin the input to individual learners. We use a computational\nmodel to control for such variation, and our results replicate\nthose reported for human learners. The second issue that we\naddress relates to different ways of representing constructions:\nwhile the earlier studies employ form-only representations, we\nrun an additional analysis for form‚Äìmeaning representations.\nAgain, the results show the impact of all three input properties\non the verb production, but their relative impact depends on\nthe representations used.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language learning; argument structure constructions;\nlearning factors; frequency effects"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2dz3n8kv","frozenauthors":[{"first_name":"Yevgen","middle_name":"","last_name":"Matusevych","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Afra","middle_name":"","last_name":"Alishahi","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Ad","middle_name":"","last_name":"Backus","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25639/galley/15263/download/"}]},{"pk":25978,"title":"Does Learning Magnitude Knowledge help Students Learn Procedural Knowledge\nor Vice Versa?","subtitle":null,"abstract":"The present study was designed to explore how learning magnitude knowledge and learning procedural knowledge,\nwith respect to both whole numbers and fractions, might be causally related. Neither magnitude knowledge nor procedural\nknowledge is necessary or sufficient for learning the other, and yet, correlations between the two are ubiquitous (e.g., Siegler\n& Pyke, 2013). Using correlational data (Structural Equation Models) and accuracy data (Knowledge Space Theory), potential\ncausal models to describe the data were tested. Structural equation models did not differentiate between learning magnitude\nknowledge helping to learn procedural knowledge or vice versa. However, knowledge space model testing models of accuracy\ndata provides support for the notion that learning procedural knowledge helps learning magnitude knowledge, and evidence\nagainst the reverse notion that learning magnitude knowledge helps learning procedural knowledge.\nKey Words: Magnitude; Procedure; Structural Equation Models; Knowledge Space Theory","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/990572bt","frozenauthors":[{"first_name":"Rony","middle_name":"","last_name":"Patel","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Ken","middle_name":"","last_name":"Koedinger","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25978/galley/15602/download/"}]},{"pk":26015,"title":"Does prior knowledge reveal cognitive and metacognitive processes during\nlearning with a hypermedia-learning system based on eye-tracking data?","subtitle":null,"abstract":"Self-regulated learning (SRL) can be measured in different ways (e.g., eye-tracking) and can be impacted by individual\ndifferences (e.g., prior knowledge) as college students learn with MetaTutor, an intelligent hypermedia system. In this study\n(N = 30), we examined fixation and duration data on interface-related areas of interest (AOI)-pairs as indicators of cognitive and\nmetacognitive SRL strategies, and whether the frequencies of fixations and proportion of time spent on these AOI-pairs differed\nbetween prior knowledge groups. Results indicated that high prior knowledge learners selected significantly more cognitive\n(e.g., summarize) SRL strategies than learners with low prior knowledge. Additionally, learners with low prior knowledge spent\na significantly higher proportion of time engaging in help seeking behavior, compared to high prior knowledge learners. These\nresults have implications for designing advanced learning technologies capable of detecting real-time eye-tracking data used to\nadapt to fluctuations in learners‚Äô SRL processes and foster effective learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/95v7t99k","frozenauthors":[{"first_name":"Michelle","middle_name":"","last_name":"Taub","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Jesse","middle_name":"J","last_name":"Farnsworth","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Roger","middle_name":"","last_name":"Azevedo","name_suffix":"","institution":"North Carolina State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26015/galley/15639/download/"}]},{"pk":25956,"title":"Does tactile softness and hardness alter our acceptance of utilitarian judgment?","subtitle":null,"abstract":"Present study examines the effect of incidental haptic sensations on acceptance of utilitarian judgment‚Äîseeking\ngreater happiness in exchange for a few victims‚Äîunder personal and impersonal moral dilemmas. Recently, Nakamura et\nal. (2014) indicated that physical coldness reduced empathic concern and facilitated utilitarian judgment in personal moral\ndilemma. It is also shown that tactile sensations such as softness and hardness affect our social judgment and empathic feeling\nto others. In this experiment, participants palmed either a soft cotton cushion or a hard iron tube while making moral judgments.\nResults showed that the hardness did not solely facilitate utilitarian judgment, however sex-tactile sensations interaction was\nmodestly significant in personal dilemma. Specifically, males seemed to be more utilitarian while palming the iron tube. Results\nalso showed that males were more utilitarian when they felt the sacrificed individuals were socially distant. Furthermore,\ncontrary to expectation, high empathic feelings strengthened utilitarian judgment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jn2v42p","frozenauthors":[{"first_name":"Yoshimasa","middle_name":"","last_name":"Majima","name_suffix":"","institution":"Hokusei Gakuen University","department":""},{"first_name":"Hiroko","middle_name":"","last_name":"Nakamura","name_suffix":"","institution":"Nagoya University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25956/galley/15580/download/"}]},{"pk":25658,"title":"Does the Frequency of Pedagogical Agent Intervention Relate to Learners' Self- Reported Boredom while using Multiagent Intelligent Tutoring Systems?","subtitle":null,"abstract":"

Pedagogical agents (PAs) have the ability to scaffold and regulate students’ learning about complex topics while using intelligent tutoring systems (ITSs). Research on ITSs predominantly focuses on the impact that these systems have on overall learning, while the specific components of human- ITS interaction, such as student-PA dialogue within the system, are given little attention. One hundred undergraduate students interacted with MetaTutor, a multiagent hypermedia ITS, to learn about the human circulatory system. Data from these interactions were drawn from questionnaires and logfiles to determine the extent to which a specific agent from MetaTutor, Sam the Strategizer, impacted students’ overall emotions while using the system. Results indicated that Sam negatively impacted students’ experiences of enjoyment, in relation to the other agents of MetaTutor, and the frequency of Sam’s interactions with students significantly predicted their reports of boredom while using the system. Implications for the design of affect-sensitive multiagent ITSs are discussed.

","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"affect; metacognition; self-regulated learning;intelligent tutoring systems; pedagogical agents; self-reports"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9z7170zz","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Mudrick","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Roger","middle_name":"","last_name":"Azevedo","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Taub","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Francois","middle_name":"","last_name":"Bouchet","name_suffix":"","institution":"Université Pierre et Marie Curie","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25658/galley/15282/download/"}]},{"pk":25405,"title":"Does Training of Cognitive and Metacognitive Regulatory Processes\nEnhance Learning and Deployment of Processes with Hypermedia?","subtitle":null,"abstract":"In this study we examined the effectiveness of self-regulated\nlearning (SRL) training in facilitating college students’\nscience learning with hypermedia. Sixty (N = 60)\nundergraduate students were randomly assigned to either a\ntraining condition or a control condition and used a\nhypermedia environment to learn about the circulatory\nsystem. On Day 1, all participants were administered a pretest\nand a self-report measure of SRL. On Days 2–4, participants\nin the experimental group underwent 3-day training on the use\nof specific, empirically based cognitive and metacognitive\nSRL processes (e.g., judgment of learning, making\ninferences) designed to foster their conceptual understanding;\ncontrol students received no training. Three weeks later (on\nDay 5), all participants were administered a pretest on the\nscience topic and a self-report measure of SRL, and then used\na different version of the system to learn about another\nscience topic (i.e., the central nervous system). Verbal\nprotocol data were collected from both groups on Days 2–5.\nOverall, there were no significant differences on several\nlearning outcome measures between conditions. However,\nthose in the training condition remembered significantly more\ndeclarative knowledge of cognitive and metacognitive\nstrategies. Lastly, think-aloud protocol data showed\nsignificant differences in the use of the SRL processes\nimmediately following training, but not following a 3-week\ninterval on a hypermedia transfer task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metacognition; self-regulated learning;\nhypermedia; learning; training; process data; think-alouds"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xk3h318","frozenauthors":[{"first_name":"Roger","middle_name":"","last_name":"Azevedo","name_suffix":"","institution":"North Carolina State University, Department of Psychology","department":""},{"first_name":"Amy","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"Arizona State University, Learning Sciences Institute","department":""},{"first_name":"Candice","middle_name":"","last_name":"Burkett","name_suffix":"","institution":"University of Chicago at Illinois, Department of Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25405/galley/15029/download/"}]},{"pk":25930,"title":"Dogmas of Understanding inWestern Art Music Performance","subtitle":null,"abstract":"This paper presents an exploration of the ontological shift from musical materials (i.e. melody, harmony, rhythm,\ntexture, timbre, register) to activities in music performance analysis. The “dogmas” extend Herbert H. Clark’s conceptual\nframework for the study of joint activity in language use to explore music performance in the WAM tradition. A systematic\nanalysis of London Symphony Orchestra masterclasses examines the basic mechanisms of music making in four main areas:\nrepresentation, audience, interaction, and tacit knowledge. This exploration leads to a broader account of cognition and creativity\nin music performance, one that bridges inner and outer processes of awareness around domains of coordination in joint\nactivities. In this view, material conceptualizations are viewed as targets of focal awareness rather than the basis for cognition\nin music making. This account, grounded in a rich third-person phenomenological analysis of instructional materials, paves the\nway for a “meaningful analytics” of musical practice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6zm7d19q","frozenauthors":[{"first_name":"Linda","middle_name":"T","last_name":"Kaastra","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25930/galley/15554/download/"}]},{"pk":25916,"title":"Do infants compare ratios or use simpler heuristics in probabilistic inference?","subtitle":null,"abstract":"Empirical evidence suggests infants can make inferences about uncertain future events using probabilistic data\n(Denison & Xu, 2010; Teglas et al., 2007). However, it is unclear if infants are using information about proportions to make\nthese decisions. Infants were presented with population jars that contained large distributions of objects, and were tasked with\ndeciding which of the two jars was more likely to yield a desirable object on a single draw. In Experiment 1, most infants chose\nthe jar that contained only preferred objects over a jar that contained a 3:1 ratio of preferred objects. Most infants also made\nthe correct choice when presented with the reverse ratios (choosing a 1:3 over a 0:1 ratio). In Experiment 2, infants correctly\nchose the jar that contained a 4:1 ratio of preferred objects over a jar that contained a 1.5:1 ratio. However, infants performed\nat chance when presented with the reverse ratios.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/50t617qf","frozenauthors":[{"first_name":"Samantha","middle_name":"","last_name":"Gualtieri","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Denison","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25916/galley/15540/download/"}]},{"pk":25719,"title":"Do Markov Violations and Failures of Explaining Away Persist with Experience?","subtitle":null,"abstract":"Making judgments by relying on beliefs about causal relations\nis a fundamental aspect of everyday cognition. Recent\nresearch has identified two ways that human reasoning seems\nto diverge from optimal standards; people appear to violate\nthe Markov Assumption, and do not to “explain away”\nadequately. However, these habits have rarely been tested in\nthe situation that presumably would promote accurate\nreasoning – after experiencing the multivariate distribution of\nthe variables through trial-by-trial learning, even though this\nis a standard paradigm. Two studies test whether these habits\npersist 1) despite adequate learning experience, 2) despite\nincentives, and 3) whether they also extend to situations with\ncontinuous variables","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning"},{"word":"Markov Assumption"},{"word":"Explaining Away"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/51b927w6","frozenauthors":[{"first_name":"Binjamin","middle_name":"Margolin","last_name":"Rottman","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Reid","middle_name":"","last_name":"Hastie","name_suffix":"","institution":"The University of Chicago Booth School of Business","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25719/galley/15343/download/"}]},{"pk":25390,"title":"Do potential past and future events activate the Lateral Mental Timeline?","subtitle":null,"abstract":"Current evidence provides support for the idea that time is\nmentally represented by spatial means, as a lateral mental time\nline. However, available studies have tested only factual events,\ni.e., those which have occurred in the past or will occur in the\nfuture. In the present study we tested whether past and future\npotential events are also represented along the lateral mental\ntimeline. In Experiment 1 participants categorized the temporal\nreference (past or future) of either factual or potential events and\nresponded by means of a lateralized (left or right) keypress.\nFactual events showed a space-time congruency effect that\nreplicated prior findings: participants were faster to categorize\npast events with the left hand and future events with the right\nhand than when using the opposite mapping. More importantly,\nthis also ocurred for potential events. Experiment 2 replicated\nthis finding using blocks comprising only potential events. In\norder to assess the degree of automaticity of the activation of the\nmental timeline in these two kinds of events, Experiment 3 asked\nparticipants to judge whether the expressions referred to factual\nor potential events. In this case, there was no space-time\ncongruency effect, showing that the lateral timeline is active\nonly when relevant to the task. Moreover, participants were\nfaster to categorize potential events with the left hand and factual\nevents with the right hand than when using the opposite\nmapping, suggesting for the first time a link between the mental\nrepresentations of space and potentiality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mental timeline; time; space; potentiality; factuality"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rx9x0qm","frozenauthors":[{"first_name":"Roberto","middle_name":"","last_name":"Aguirre","name_suffix":"","institution":"Centre of Basic Research in Psychology. Av","department":""},{"first_name":"Julio","middle_name":"","last_name":"Santiago","name_suffix":"","institution":"Mind, Brain, and Behavior Research Center. University of Granada","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25390/galley/15014/download/"}]},{"pk":26043,"title":"Do we use L1 probabilistic phonotactics in L2 listening?","subtitle":null,"abstract":"The present study examined whether Cantonese-English bilingual listeners made use of their L1 probabilistic phonotactics\nin the segmentation process of English continuous speech (L2). Previous research in different languages demonstrated\nthat probabilistic phonotactics could serve as a useful cue to locate the possible word boundary in continuous speech. The use\nof these kinds of information in L1 can also be easily transferred to deal with L2 listening for bilingual listeners. In the present\nstudy, a word-spotting experiment was conducted to examine this issue and the results revealed that the Cantonese-English\nbilingual listeners might not make use of all their L1 probabilistic phonotactics in segmenting the L2 speech.\n3027","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/61t4200r","frozenauthors":[{"first_name":"Michael","middle_name":"C.W.","last_name":"Yip","name_suffix":"","institution":"The Hong Kong Institute of Education","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26043/galley/15667/download/"}]},{"pk":25641,"title":"During category learning, top-down and bottom-up processes\nbattle for control of the eyes","subtitle":null,"abstract":"Information in the visual environment is largely accessed\nthrough a series of fixations punctuated by saccades. Changes\nin fixation patterns in response to learning are well\ndocumented in studies of categorization, but the properties of\nthe saccades that precede them and the role of visual salience\nin effecting eye movements remains poorly understood. This\neye tracking study examines oculomotor changes in a\ncategorization task with salient distractors. The design\nexamines high-level, goal-directed attention that serves the\npurpose of learning, and making decisions based on that\nlearned knowledge in the presence of salient distractors. We\nfind that salient distractors draw fixation durations and\nsaccade velocities that display similar properties to eye\nmovements directed to task relevant items, challenging\nexisting accounts that salience draws rapid saccades.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Saccades; eye movements; categorization; visual\nattention; salience; learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2r73w3f6","frozenauthors":[{"first_name":"Caitlyn","middle_name":"M","last_name":"McColeman","name_suffix":"","institution":"Simon Fraser University","department":""},{"first_name":"Mark","middle_name":"R","last_name":"Blair","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25641/galley/15265/download/"}]},{"pk":25876,"title":"Education, not age, predicts variable plural production in Yucatec Maya","subtitle":null,"abstract":"We examine the effects of age and education on the production of variable grammatical morphology among speakers\nof Yucatec Maya. Our investigation focuses on the use of optional plural morphology when describing pictures of one, two and\nseven entities performing an action in Yucatec Maya. Our sample (N=69) compares children and adults ranging in age from\n5 to 48 years old (mean=19.6, SD=12.1) with levels of education (Spanish-based) ranging from no formal education to some\ncollege. Since the use of plural morphology is not optional in Spanish, this is a particularly interesting test of the effects of\neducation in Spanish on sentence production in Yucatec Maya. Mixed effects logit models reveal that set size is a significant\npredictor of the use of plural morphology and numeral mention. Education, but not age, predicts the use of plural morphology,\nthough only on nouns. We propose a language-internal and language contact-based explanation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3699f6c6","frozenauthors":[{"first_name":"Lindsay","middle_name":"","last_name":"Butler","name_suffix":"","institution":"The Pennsylvania State University","department":""},{"first_name":"Rosa","middle_name":"Couoh","last_name":"Pool","name_suffix":"","institution":"La Universidad de Oriente","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25876/galley/15500/download/"}]},{"pk":25664,"title":"Effect is sure, but explanation is unsure:\nCloser investigation of the foreign language effect with Japanese participants","subtitle":null,"abstract":"The foreign language effect (Costa et al., 2014) refers to a\nphenomenon in which the response to a moral dilemma\ndepends on whether it is asked in a native or second language.\nThis study explored this effect with Japanese participants\nusing various types of moral dilemmas. Study 1 adopted\ntwelve variations of trolley dilemmas from Mikhail (2007).\nStudy 2 used seven types of moral dilemmas from Greene et\nal. (2001). The dilemmas required permissibility and\nunderstandability judgments. Results of the two studies\ndemonstrated the following two points. (1) Interactions\nbetween types of dilemmas (switch/footbridge) and language\n(native/foreign) were significant in both studies, indicating\nthat the foreign language effects were replicated consistent\nwith Costa et al. (2014). (2) Evidence that contradicts the\ntheoretical explanation of the foreign language effect was also\nfound.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"foreign language effect"},{"word":"moral dilemmas"},{"word":"mental\nrepresentation"},{"word":"dual process theory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2ft6673h","frozenauthors":[{"first_name":"Kuninori","middle_name":"","last_name":"Nakamura","name_suffix":"","institution":"Seijo University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25664/galley/15288/download/"}]},{"pk":25434,"title":"Effectiveness of Learner-Regulated Study Sequence: An in-vivo study in Introductory Psychology courses","subtitle":null,"abstract":"Study sequence can have a profound impact on learning.\nPrevious research has often shown advantages for interleaved\nover blocked study, though the reverse has also been found.\nLearners typically prefer blocking even in situations for\nwhich interleaving is superior. The present study investigated\nlearner regulation of study sequence, and its effects on\nlearning in an ecologically valid context – university students\nusing an online tutorial relevant to an exam that counted\ntoward their course grades. The majority of participants\nblocked study by problem category, and this tendency was\npositively associated with subsequent exam performance. The\nresults suggest that preference for blocked study may be\nadaptive under some circumstances, and highlight the\nimportance of identifying task environments under which\ndifferent study sequences are most effective.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"study sequence; in-vivo educational research;\nconcept learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2v7978t4","frozenauthors":[{"first_name":"Paulo","middle_name":"F","last_name":"Carvalho","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""},{"first_name":"David","middle_name":"W","last_name":"Braithwaite","name_suffix":"","institution":"Department of Psychology, Carnegie Mellon University","department":""},{"first_name":"Joshua","middle_name":"Rozana","last_name":"de Leeuw","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""},{"first_name":"Benjamin","middle_name":"A","last_name":"Motz","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""},{"first_name":"Robert","middle_name":"L","last_name":"Goldstone","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25434/galley/15058/download/"}]},{"pk":25388,"title":"Effect of heaviness on the cognitive evaluation process","subtitle":null,"abstract":"The aim of this study was to clarify how the sense of heaviness\nchanges our cognition. According to recent studies in cognitive\nscience, intelligent human behaviors ranging from perception\nto inference are not closed mental processes; rather, they\nare affected by body and action (Wilson, 2002; Gibbs, 2005;\nProffitt, 2006). In previous studies, the sense of heaviness\nactivated concepts metaphorically related to heaviness, and\nchanged impressions accordingly. However, previous studies\nhave not distinguished between subjective heaviness and physical\nweight. The purpose of this study was to clarify whether\nchanges in impressions are due to subjective heaviness or physical\nweight. To examine this issue, a psychological experiment\nusing a tasting task was conducted. The results confirmed that\nsubjective heaviness influences evaluations of price and value.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Embodied cognition; Size-weight illusion; Haptic\npriming."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/08h4w8sw","frozenauthors":[{"first_name":"Keiga","middle_name":"","last_name":"Abe","name_suffix":"","institution":"Department of Education, 1-1 Takakuwa-Nishi Yanaizu-Cho Gifu-Shi Gifu","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25388/galley/15012/download/"}]},{"pk":25928,"title":"Effect of language on discrimination between warm and cold color hues.","subtitle":null,"abstract":"It has been argued that linguistic color categories, despite their number can vary between languages, are themselves\nuniversal and based on physiologically conditioned distinctions. Recently it has been demonstrated that Russians, whose\nlanguage has separate terms for light and dark blue, discriminate faster between objects of corresponding hues than Englishmen.\nIn our study we tested if language also conditions the physiologically more sound discrimination between cold and warm hues.\nWe compare Russians to speakers of Komi language, where green and yellow make up the same category and there is only\none category for blue. Russians outperformed Komi in discriminating between light and dark blue objects as well as yellow\nand green objects. However Komi were faster in discriminating yellow and green objects then light and dark blue objects.\nTherefore, language influences discrimination between warm and cold hues, but this impact is weaker than in the case of two\ncold hues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9cj0g8b4","frozenauthors":[{"first_name":"Kirill","middle_name":"","last_name":"Istomin","name_suffix":"","institution":"Institute of Language, Literature and History, Komi Science Center, Russian Academy of Science","department":""},{"first_name":"Irina","middle_name":"","last_name":"Ilina","name_suffix":"","institution":"Institute of Language, Literature and History, Komi Science Center, Russian Academy of Science","department":""},{"first_name":"Oleg","middle_name":"","last_name":"Uliashev","name_suffix":"","institution":"Institute of Language, Literature and History, Komi Science Center, Russian Academy of Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25928/galley/15552/download/"}]},{"pk":25714,"title":"Effects of Complementary Control on the Coordination Dynamics of Joint-Action","subtitle":null,"abstract":"Previous research has revealed that the behavioral dynamics\nof joint-action can naturally emerge from the physical and\ninformational constraints that define a shared task-goal. The\nemergence of complementary actions or functional differences\nin control also appear to be a natural part of such behavior, and\nare often an inherent aspect of robust and highly flexible jointaction\nperformance. The aim of the current study was to explore\nthese latter aspects of joint-action behavior. More specifically,\nwe examined the interpersonal coordination and control that\nemerged between two individuals performing a virtual labyrinth\nball-control game. Key manipulations involved whether control\nwas symmetrical (i.e. both individuals had full control of the\nboard tilt), asymmetrical (i.e. one with control of the x-axis of\ntilt and the other with control of the y-axis of tilt), or unbalanced\n(i.e. one joystick had full control of the y-axis of tilt, but only ½\nthe gain control of the x-axis of tilt, and vice versa). Data on a\nsolo individual two-handed version of the task was also\ncollected for comparison purposes. Our results revealed that the\npatterns of synergistic coordination that emerged were the same\nfor pairs and individuals, and that both pairs and individuals\nmaintain task success by mutually adapting the coordination and\ncontrol dynamics across the different task manipulations","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interpersonal coordination; joint-action; recurrence\nanalysis; motor-control."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23p8w0zg","frozenauthors":[{"first_name":"Lillian","middle_name":"","last_name":"Rigoli","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Veronica","middle_name":"","last_name":"Romero","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Schokley","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Gregory","middle_name":"J","last_name":"Funke","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Adam","middle_name":"J","last_name":"Strang","name_suffix":"","institution":"Air Force Research Laboratory","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":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25714/galley/15338/download/"}]},{"pk":25564,"title":"Effects of Emotional Prosody and Attention on Semantic Priming","subtitle":null,"abstract":"We use an auditory-visual semantic priming paradigm to investigate\nthe effect of phonetically-cued emotional information\n(emotional prosody) on semantic activation of a lexical carrier.\nIn two experiments, we show that words uttered in emotional\nprosody, although infrequent and atypical, do not necessarily\nhinder lexical access nor hamper subsequent semantic spreading,\nand that effects of emotional prosody on word processing\ncrucially depend on the global context in which different types\nof prosody are presented. These results illustrate the complex\nnature of spoken word recognition and raise questions about\nhow listeners incorporate multi-faceted information from spoken\nwords.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"spoken word recognition; emotional prosody; semantic\npriming; attention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3zq3s226","frozenauthors":[{"first_name":"Seung","middle_name":"Kyung","last_name":"Kim","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Meghan","middle_name":"","last_name":"Sumner","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25564/galley/15188/download/"}]},{"pk":25921,"title":"Effects of lined traces and hand motion in underlining sentences on comprehension","subtitle":null,"abstract":"Previous studies have shown that underlining sentences while reading is an effective comprehension strategy that\nmany people use spontaneously. We examined which components of this underlining strategy could facilitate comprehension.\nThe effects on comprehension of lined traces and hand movement were examined independently. Eighty-two undergraduates\nwere assigned to one of the four conditions: both traces and movement, movement and no trace, traces and no movement, and\nneither trace nor movement. After reading the expository text as instructed for ten minutes, participants were instructed to solve\na Sudoku puzzle as a distracter task for three minutes. They were then asked to summarize, title, and generate three keywords\nfor the text in ten minutes. The results showed that hand movement facilitated appropriate summarization and that lined traces\nenhanced appropriate titling. We interpreted the results in terms of cognitive load theory and external memory aid.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2c9668b0","frozenauthors":[{"first_name":"Misaki","middle_name":"","last_name":"Horie","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Sachiko","middle_name":"","last_name":"Kiyokawa","name_suffix":"","institution":"Nagoya University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25921/galley/15545/download/"}]},{"pk":25840,"title":"Efficient analysis-by-synthesis in vision: A computational framework, behavioral\ntests, and comparison with neural representations","subtitle":null,"abstract":"A glance at an object is often sufficient to recognize it and\nrecover fine details of its shape and appearance, even under\nhighly variable viewpoint and lighting conditions. How can\nvision be so rich, but at the same time fast? The analysisby-\nsynthesis approach to vision offers an account of the richness\nof our percepts, but it is typically considered too slow\nto explain perception in the brain. Here we propose a version\nof analysis-by-synthesis in the spirit of the Helmholtz machine\n(Dayan, Hinton, Neal, & Zemel, 1995) that can be implemented\nefficiently, by combining a generative model based\non a realistic 3D computer graphics engine with a recognition\nmodel based on a deep convolutional network. The recognition\nmodel initializes inference in the generative model, which\nis then refined by brief runs of MCMC. We test this approach\nin the domain of face recognition and show that it meets several\nchallenging desiderata: it can reconstruct the approximate\nshape and texture of a novel face from a single view, at a level\nindistinguishable to humans; it accounts quantitatively for human\nbehavior in “hard” recognition tasks that foil conventional\nmachine systems; and it qualitatively matches neural responses\nin a network of face-selective brain areas. Comparison to other\nmodels provides insights to the success of our model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"analysis-by-synthesis"},{"word":"3d scene understanding"},{"word":"face processing"},{"word":"neural"},{"word":"Behavioral"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/10j5s56s","frozenauthors":[{"first_name":"Ilker","middle_name":"","last_name":"Yildirim","name_suffix":"","institution":"MIT","department":""},{"first_name":"Tejas","middle_name":"D","last_name":"Kulkarni","name_suffix":"","institution":"MIT","department":""},{"first_name":"Winrich","middle_name":"A","last_name":"Freiwald","name_suffix":"","institution":"Rockefeller University","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25840/galley/15464/download/"}]},{"pk":25757,"title":"Elemental Causal Learning from Transitions","subtitle":null,"abstract":"Much research on elemental causal learning has focused on\nhow causal strength is learned from the states of variables. In\nlongitudinal contexts, the way a cause and effect change over\ntime can be informative of the underlying causal relationship.\nWe propose a framework for inferring the causal strength\nfrom different observed transitions, and compare the\npredictions to existing models of causal induction. Subjects\nobserve a cause and effect over time, updating their\njudgments of causal strength after observing different\ntransitions. The results show that some transitions have an\neffect on causal strength judgments over and above states.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal learning; causal reasoning; time"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1wx2047x","frozenauthors":[{"first_name":"Kevin","middle_name":"W","last_name":"Soo","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Benjamin","middle_name":"M","last_name":"Rottman","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25757/galley/15381/download/"}]},{"pk":25465,"title":"Embodied cognition and passive processing: What hand-tracking tells us about\nsyntactic processing in L1 and L2 speakers of English","subtitle":null,"abstract":"In the current study, hand motions captured by a mousetracking\nsystem were used to index listener’s cognitive\nprocesses while making commitments to different choice\nalternatives during the processing of English passive and\nactive structures. Fifty-seven second language (L2) speakers\nand 19 first language (L1) speakers of English carried out an\naural forced-choice picture identification task comprised of 75\nitems. The findings indicate that although L1 participants\nhave quicker response times for both active and passive\nstructures than L2 participants, both L1 and L2 participants\ndemonstrate similar difficulties in processing passive\nconstructions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Syntactic processing; second language\nacquisition"},{"word":"embodied cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9h87j3t1","frozenauthors":[{"first_name":"Scott","middle_name":"A","last_name":"Crossley","name_suffix":"","institution":"Georgia State University, Department of Applied Linguistics","department":""},{"first_name":"YouJin","middle_name":"","last_name":"Kim","name_suffix":"","institution":"Georgia State University, Department of Applied Linguistics","department":""},{"first_name":"Tiffany","middle_name":"","last_name":"Lester","name_suffix":"","institution":"Brenau University, Department of Psychology","department":""},{"first_name":"Samuel","middle_name":"","last_name":"Clark","name_suffix":"","institution":"San Luis Potosi Campus, Department of Humanities and Language Department,","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25465/galley/15089/download/"}]}]}