We investigated human learning and generalization of three novel category structures based on eight exemplars in a continuous (9x9) stimulus space. Each category requires attention to both dimensions, but they differ in their organization. Critically, all three category types are matched on within- and between-category exemplar distances. The first category structure conforms to a condensation or information-integration type of problem with two classes separable by a diagonal bound. The other category structures cannot be solved with a linear decision boundary. We found that learners trained on the diagonal bound structure showed significantly better learning and generalization performance. In computational simulations, we found that an exemplar model (ALCOVE) could not account for the observed pattern. We posit that ALCOVE is constrained by the matched distances to learn these category structures at the same speed. Another similarity-based model with different basic design principles (DIVA) provided a good account of the behavioral data.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37d1d20j","frozenauthors":[{"first_name":"Nolan","middle_name":"","last_name":"Conaway","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Kurtz","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25891/galley/15515/download/"}]},{"pk":25572,"title":"Expertise in Cognitive Task Analysis Interviews","subtitle":null,"abstract":"Cognitive Task Analysis (CTA) interview technique is\ncommonly used to elicit knowledge of subject-matter experts\nand to design instruction better focused on what experts don’t\nknow they know. However, the knowledge of how to conduct\nan effective interview is, itself, largely implicit. In this study\nwe performed protocol analysis on a set of interview\ntranscripts from an expert CTA practitioner to elicit the\ncognitive processes of conducting CTA interviews. We also\nconsulted expert CTA practitioners to identify the strategies\nthat they used during the interviews. We present key\nstrategies that were employed by the expert CTA practitioners\nto ensure comprehensiveness and accuracy in the information\ncollected, such as looking for perceptual cues (e.g.\nconsidering verbs such as “determine”) to ascertain adequacy\nof SME’s responses and selection of follow-up questions. We\npresent a production rule model as a detailed description of\nthe cognitive processes underlying expert CTA interviewing","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive task analysis; knowledge elicitation;\nprotocol analysis; production rule model"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2vh8x287","frozenauthors":[{"first_name":"Danny","middle_name":"S.M.","last_name":"Koh","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Kenneth","middle_name":"R","last_name":"Koedinger","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Carolyn","middle_name":"P","last_name":"Rose","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"David","middle_name":"F","last_name":"Feldon","name_suffix":"","institution":"Utah State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25572/galley/15196/download/"}]},{"pk":25449,"title":"Expertise modulates hemispheric asymmetry in holistic processing: Evidence from\nChinese character processing","subtitle":null,"abstract":"Holistic processing (HP) has been proposed to be a characteristic\nof right hemisphere (RH) processing. Here we test this\nclaim using the divided visual field paradigm with Chinese\ncharacter stimuli. HP is assessed through the composite paradigm,\nwhich is commonly used in perceptual expertise research.\nWe found that in novice Chinese readers, a standard\nHP pattern emerged only in the left visual field/RH but not in\nthe right visual field/left hemisphere, consistent with the analytic/\nholistic hemispheric dichotomy in the literature. However,\nin expert Chinese readers, neither visual field showed the\nHP pattern, consistent with the finding that reduced HP is an\nexpertise maker for Chinese character recognition. Thus, the\nRH does not always employ holistic processing; it depends on\nthe perceivers’ experience with the stimuli. This is the first\nstudy demonstrating that expertise with a visual object type\ncan modulate hemispheric difference in HP.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"holistic processing; Chinese character processing;\nhemispheric asymmetry"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5rg9n52d","frozenauthors":[{"first_name":"Harry","middle_name":"K.S.","last_name":"Chung","name_suffix":"","institution":"Department of Psychology, The University of Hong Kong","department":""},{"first_name":"Jacklyn","middle_name":"C.Y.","last_name":"Leung","name_suffix":"","institution":"Department of Psychology, The University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"H","last_name":"Hsiao","name_suffix":"","institution":"Department of Psychology, The University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25449/galley/15073/download/"}]},{"pk":25485,"title":"Explaining Choice Behavior: The Intentional Selection Assumption","subtitle":null,"abstract":"How do people decide between several options presented to\nthem? Normative accounts suggest the utilities of options are\nfixed, but subjective accounts suggest utilities depend on\ncontext. In the current paper, we propose a novel model of\nchoice that may help reconcile these accounts. We propose\nthat choice behavior may depend on an “Intentional Selection\nAssumption”: when people are presented with multiple\noptions, they assume the options were intentionally selected\nby a person with specific questions in mind. Inferences about\nthe intentional selection of options inform the chooser about\nthe features that are intended to be most relevant. In this way,\ncontext can affect the desirability of a particular option,\nwithout requiring shifting utilities over features. Two\nbehavioral experiments support the claim that participants are\nsensitive to intentional selection. We discuss the importance\nof taking choosers’ assumptions about intentional selection\ninto account in future investigations of choice behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intentional selection; choice; computational\nmodeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44h7854j","frozenauthors":[{"first_name":"Kelley","middle_name":"","last_name":"Durkin","name_suffix":"","institution":"Department of Mathematics & Computer Science, Rutgers University","department":""},{"first_name":"Leyla","middle_name":"R","last_name":"Caglar","name_suffix":"","institution":"Department of Psychology, Rutgers University","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Department of Psychology, Rutgers University","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Department of Mathematics & Computer Science, Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25485/galley/15109/download/"}]},{"pk":25404,"title":"Explaining Injustice in Speech: Individualistic vs. Structural Explanation","subtitle":null,"abstract":"Implicit bias has recently gained much attention in\nscholarly attempts to understand and explain different\nforms of social injustice by identifying causally\nrelevant mental states in individual’ minds. Here we\nquestion the explanatory power of implicit bias in a\nparticular type of injustice, testimonial injustice, and\nmore generally in what we call speech injustice.\nTestimonial injustice occurs when the audience deflates\na speaker’s credibility due to the speaker’s perceived\nsocial identity (Fricker, 2007). We identify two\ndrawbacks of a widely accepted explanation attributing\ntestimonial injustice to prejudices (e.g. implicit bias) in\nthe mind of the hearer, and argue that further\nunderstanding of this phenomenon can be gained from a\nstructural explanation that appeals to discursive\nconventions and interlocutors’ positions in the\ncommunicative exchange.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"structural explanation"},{"word":"testimonial injustice"},{"word":"performative force"},{"word":"implicit bias"},{"word":"discursive injustice"},{"word":"social norms"},{"word":"norm-conforming behavior"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4vj72974","frozenauthors":[{"first_name":"Saray","middle_name":"","last_name":"Ayala","name_suffix":"","institution":"Department of Philosophy, San Francisco","department":""},{"first_name":"Nadya","middle_name":"","last_name":"Vasilyeva","name_suffix":"","institution":"Department of Psychology, Berkley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25404/galley/15028/download/"}]},{"pk":25631,"title":"Explaining the Number Hierarchy","subtitle":null,"abstract":"Greenberg’s (1963) Universal 34 states that “No language has\na trial number unless it has a dual. No language has a dual\nunless it has a plural.” We present an associative model of\nthe acquisition of grammatical number based on the Rescorla-\nWagner learning theory (Rescorla & Wagner, 1972) that predicts\nthis generalization. Number as a real-world category is\ninherently structured: higher numerosity sets are mentioned\nless frequently than lower numerosity sets, and higher numerosity\nsets always contain lower numerosity sets. Using\nsimulations, we demonstrate that these facts, along with general\nprinciples of probabilistic learning, lead to the emergence\nof Greenberg’s Number Hierarchy","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Language acquisition; Learning;\nComputer simulation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5917s4b8","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Malouf","name_suffix":"","institution":"San Diego State University","department":""},{"first_name":"Farrell","middle_name":"","last_name":"Ackerman","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Scott","middle_name":"","last_name":"Seyfarth","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25631/galley/15255/download/"}]},{"pk":25794,"title":"Explanations and Causal Judgments are Differentially Sensitive to Covariation and\nMechanism Information","subtitle":null,"abstract":"We report four experiments demonstrating that judgments of\nexplanatory goodness are sensitive both to covariation\nevidence and to mechanism information. Compared to\njudgments of causal strength, explanatory judgments tend to\nbe more sensitive to mechanism and less sensitive to\ncovariation. Judgments of understanding tracked covariation\nleast closely. We discuss implications of our findings for\ntheories of explanation, understanding and causal attribution","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation; covariation; mechanism; causal\nstrength; understanding"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bz8c5x6","frozenauthors":[{"first_name":"Nadya","middle_name":"","last_name":"Vasilyeva","name_suffix":"","institution":"UCB","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"UCB","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25794/galley/15418/download/"}]},{"pk":25577,"title":"Exploring Complexity in Decisions from Experience: Same Minds, Same Strategy","subtitle":null,"abstract":"One frequent piece of advice is not to “put all our eggs in\none basket” and opt for multiple alternatives in order to minimize\nrisk and uncertainty in our decisions. In a behavioral\nstudy involving decisions-from-experience, Ashby, Konstantinidis,\nand Gonzalez (2015) showed that participants follow\nan “irrational” strategy in choice selection which departs from\nmaximization. As structural complexity (number of available\noptions) increased, participants diversified their choices\nmore, proportional to rank ordering options based on their expected\nvalue. The current work explores the underlying cognitive\nmechanisms through a reinforcement-learning model and\nshows that people’s choices can be explained by a singular\nstrategy (diversification in choice), which originates from similar\ncognitive processes regardless of structural complexity","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Decisions from Experience; Diversification; Computational\nModeling; Probability Matching"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/05x063f2","frozenauthors":[{"first_name":"Emmanouil","middle_name":"","last_name":"Konstantinidis","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Nathaniel","middle_name":"J.S.","last_name":"Ashby","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Cleotilde","middle_name":"","last_name":"Gonzalez","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25577/galley/15201/download/"}]},{"pk":25538,"title":"Exploring Individual Differences via Clustering Capacity Coefficient Functions","subtitle":null,"abstract":"The capacity coefficient function is a well-established, modelbased\nmeasure comparing performance with multiple sources\nof information together to performance on each of those information\nsources in isolation. Because it is a function across\ntime, it may contain a large amount of information about a\nparticipant. In many applications, this information has been ignored,\neither by using qualitative assessment of the function or\nby using a single summary statistic. Recent work has demonstrated\nthe efficacy of functional principal components analysis\nfor extracting important information about the capacity function.\nWe extend this work by applying clustering techniques to\nexamine individual capacity differences in configural learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Configural Learning; Individual Differences; Capacity\nCoefficient; Human Information Processing Modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cc055b2","frozenauthors":[{"first_name":"Joseph","middle_name":"W","last_name":"Houpt","name_suffix":"","institution":"Wright State University","department":""},{"first_name":"Leslie","middle_name":"M","last_name":"Blaha","name_suffix":"","institution":"Air Force Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25538/galley/15162/download/"}]},{"pk":25621,"title":"Exploring the Concept of Utility: Are Separate Value Functions required for Risky\nand Inter-temporal Choice?","subtitle":null,"abstract":"Utility based models are common in both the risky and intertemporal\nchoice literatures. Recently there have been efforts to\nformulate models of choices which involve both risks and\ntime delays. An important question then is whether the\nconcept of utility is the same for risky and inter-temporal\nchoices. We address this question by fitting versions of two\npopular utility based models, Cumulative Prospect Theory for\nrisky choice, and Hyperbolic Discounting for inter-temporal\nchoice, to data from three experiments which involved both\nchoice types. The models were fit assuming either the same\nconcept of utility for both, by way of a common value\nfunction, or different utilities with separate value functions.\nOur results show that while many participants seem to require\nthe flexibility of different value functions, an approximately\nequal number do not suggesting they may have a single\nconcept of utility. Furthermore for both choice types value\nfunctions were concave","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Risky"},{"word":"Inter-temporal"},{"word":"utility"},{"word":"Choice"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00x4w0rm","frozenauthors":[{"first_name":"Ash","middle_name":"","last_name":"Luckman","name_suffix":"","institution":"University of New South Wales","department":""},{"first_name":"Chris","middle_name":"","last_name":"Donkin","name_suffix":"","institution":"University of New South Wales","department":""},{"first_name":"Ben","middle_name":"R","last_name":"Newell","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25621/galley/15245/download/"}]},{"pk":25914,"title":"Exploring the mechanism of context-dependent memory","subtitle":null,"abstract":"Many experiments within the memory literature show evidence for context-dependent effects in memory (Gieselman\n& Bjork, 1980; Godden & Baddeley, 1980; Marian & Neisser, 2000; Smith, 1986; Smith & Vela, 2001). There have also been\na number of failed replications of this effect (Farnsworth, 1930; Reed, 1931; Smith, Glenberg, & Bjork, 1978; Godden &\nBaddeley, 1980; Jacoby, 1983). If the context-dependent effect exists, there are many unanswered questions about it, such as\nthe mechanism behind the phenomenon and at what level of detail context is encoded. In order to explore these questions, we\nneed a reliable way of observing context-dependence that holds across experiments. Here we attempt to find a paradigm that\ncan be reliably used to elicit context-dependence, so that we can begin answering some of these questions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gc343q6","frozenauthors":[{"first_name":"Chelsea","middle_name":"","last_name":"Gordon","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Michael","middle_name":"","last_name":"Spivey","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25914/galley/15538/download/"}]},{"pk":25758,"title":"Exploring the processing costs of the exactly and at least readings of bare numerals\nwith event-related brain potentials","subtitle":null,"abstract":"Bare numerals (e.g. two) seem to be ambiguous between two\nreadings: the exactly and the at least reading. We present an\nERP study that explores this issue. We show that the pattern\nof the ERPs elicited by critical nouns in sentences with unembedded\nbare numerals depends on the participant’s choice\nof the reading of the numeral. For those responders who consistently\napply the exactly reading in their truth-value judgement,\nsentences that are true only under the at least reading\nare associated with a sustained negativity effect compared to\nsentences that are true also under the exactly reading. However,\nno such effect is evident for the responders who apply\nthe at least interpretation. We argue that this result falsifies\nthe exactly-theory of numerals and speaks in favor of the ambiguity\naccount.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"bare numerals; at least reading;\nexactly reading; truth-value judgment; N400 effect; sustained\nanterior negativity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0577n6rz","frozenauthors":[{"first_name":"Maria","middle_name":"","last_name":"Spychalska","name_suffix":"","institution":"Ruhr University Bochum","department":""},{"first_name":"Jarmo","middle_name":"","last_name":"Kontinen","name_suffix":"","institution":"Ruhr University Bochum","department":""},{"first_name":"Ira","middle_name":"","last_name":"Noveck","name_suffix":"","institution":"Institut des Sciences Cognitives","department":""},{"first_name":"Ludmila","middle_name":"","last_name":"Rosch","name_suffix":"","institution":"Ruhr University Bochum","department":""},{"first_name":"Markus","middle_name":"","last_name":"Werning","name_suffix":"","institution":"Ruhr University Bochum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25758/galley/15382/download/"}]},{"pk":25420,"title":"Extremely costly intensifiers are stronger than quite costly ones","subtitle":null,"abstract":"We show how the wide range in strengths of intensifying degree\nadverbs (e.g. very and extremely) could be explained by\npragmatic inference based on differing cost, rather than differing\nsemantics. This predicts a linear relationship between the\nmeaning of intensifiers and their length and log-frequency. We\ntest this prediction in two studies, using two different dependent\nmeasures, finding that higher cost does predict stronger\nmeanings. We discuss the implications for adverbial meaning\nand the more general question of how extensive non-arbitrary\nform-meaning association may be in language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"intensifiers; degree adverbs; scalar adjectives;\npragmatics; m-implicature"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2j02f2x2","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Bennett","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25420/galley/15044/download/"}]},{"pk":25436,"title":"Eye Movement Pattern in Face Recognition is Associated with Cognitive Decline in the Elderly","subtitle":null,"abstract":"The present study investigated the relationship between eye\nmovement pattern in face recognition and cognitive performance\nduring natural aging through modeling and comparing\neye movement of young (18-24 years) and older (65-81 years)\nadults using Hidden Markov Model (HMM) based approach.\nYoung adults recognized faces better than older adults, particularly\nwhen measured by the false alarm rate. Older adults’\nrecognition performance, on the other hand, correlated with\ntheir cognitive status assessed by the Montreal Cognitive Assessment\n(MoCA). Eye movement analysis with HMM revealed\ntwo different strategies, namely “analytic” and “holistic”.\nParticipants using the analytic strategy had better recognition\nperformance (particularly in the false alarm rate) than\nthose using the holistic strategy. Significantly more young\nadults adopted the analytic strategy; whereas more older\nadults adopted the holistic strategy. Interestingly, older adults\nwith lower cognitive status were associated with higher likelihood\nof using the holistic strategy. These results suggest an\nassociation between holistic eye movement patterns and cognitive\ndecline in the elderly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"eye movement; aging; face recognition; holistic\nprocessing; cognitive ability; Hidden Markov Model (HMM)."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/30q0434t","frozenauthors":[{"first_name":"Cynthia","middle_name":"Y.H.","last_name":"Chan","name_suffix":"","institution":"Department of Psychology, University of Hong Kong","department":""},{"first_name":"Antoni","middle_name":"B","last_name":"Chan","name_suffix":"","institution":"Department of Computer Science, City University of Hong Kong","department":""},{"first_name":"Tatia","middle_name":"M.C.","last_name":"Lee","name_suffix":"","institution":"Laboratory of Neuropsychology, University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"H","last_name":"Hsiao","name_suffix":"","institution":"Department of Psychology, University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25436/galley/15060/download/"}]},{"pk":25709,"title":"Eye Movements Reveal Sensitivity to Sound Symbolism\nEarly and Late in Word Learning","subtitle":null,"abstract":"Although the relationship between sound and meaning in\nlanguage is arbitrary, reliable correspondences between sound\nand meaning have been found in natural language. These\nsound symbolic relationships affect word learning, but less is\nknown about how sound symbolism affects online processing\nduring learning or for well-learned stimuli. We use the visual\nworld paradigm and an artificial lexicon featuring carefully\ncontrolled sound symbolic correspondences to examine the\neffects of sound symbolism on the online processing of novel\nand well-learned stimuli. Initially, participants chose novel\nshapes matching the sound symbolic properties of the word\nabove chance, reliably fixating consistent shapes around word\noffset. As learning approached ceiling, accuracy and reaction\ntime differences between matching and mismatching stimuli\ndisappeared but a disadvantage in the online processing of\nmismatching stimuli persisted in the form of lagging target\nfixations. This suggests that sound symbolism affects the\nonline processing of spoken stimuli even for well-learned\nwords.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sound symbolism; eyetracking; visual world\nparadigm; artificial lexicon"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0f8094k3","frozenauthors":[{"first_name":"Kate","middle_name":"Pirog","last_name":"Revill","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Laura","middle_name":"L","last_name":"Namy","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Lynne","middle_name":"C","last_name":"Nygaard","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25709/galley/15333/download/"}]},{"pk":25437,"title":"Eye to I: Males Recognize Own Eye Movements, Females Inhibit Recognition","subtitle":null,"abstract":"Studies show that people can recognize their own movements,\nsuch as their own walking (presented in silhouette using point\nlights), their own drawing (presented as a moving point light),\nown clapping, and their own piano playing. We extend this\nresult to proprioceptive control, showing that people can\nrecognize their own eye movements, when presented as just a\npoint moving against a black background. Eye movements\nwere recorded using a wearable eye tracking glass, while\nparticipants executed four tasks. A week later, participants\nwere shown these videos, alongside another person's videos,\nfor each task, and asked to recognize their own movements.\nMales recognized their own eye movements significantly\nabove chance, but only for tasks with large and familiar body\nmovements. Females performed below chance in these tasks.\nWe argue that the standard common coding/motor simulation\nmodel does not account for this result, and propose an\nextension where eye movements and body movements are\nstrongly coupled. In this model, eye movements automatically\ntrigger covert motor activation, and thus participate directly in\nmotor planning, simulations and the sense of agency","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Self-Recognition"},{"word":"Eye movements"},{"word":"Common\ncoding"},{"word":"Motor simulation"},{"word":"Oculo-motor coupling"},{"word":"agency"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0dj9f38j","frozenauthors":[{"first_name":"Sanjay","middle_name":"","last_name":"Chandrasekharan","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""},{"first_name":"Geetanjali","middle_name":"","last_name":"Date","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""},{"first_name":"Prajakt","middle_name":"","last_name":"Pande","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""},{"first_name":"Jeenath","middle_name":"","last_name":"Rahaman","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""},{"first_name":"Rafikh","middle_name":"","last_name":"Shaikh","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""},{"first_name":"Anveshna","middle_name":"","last_name":"Srivastava","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""},{"first_name":"Nisheeth","middle_name":"","last_name":"Srivastava","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""},{"first_name":"Harshit","middle_name":"","last_name":"Agrawal","name_suffix":"","institution":"The Learning Sciences Research Group, Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25437/galley/15061/download/"}]},{"pk":25387,"title":"Eye-tracking situated language comprehension: Immediate actor gaze versus recent action events","subtitle":null,"abstract":"Previous visual world eye-tracking studies have shown that\nwhen a sentential verb can refer (via tense information on the\nverb and on a following time adverb) to either a recent and\na future action event performed by an actor, people inspected\nthe target of the recent event more often than the (different)\ntarget of the future event. This ’recent event preference’ replicated\neven when the frequency of future events within the experiment\ngreatly exceeded the frequency of recent events (e.g.,\n75% vs 25%). The recent event preference may arise because\nthe past action is situation-immediate and thus more relevant at\nthe particular point in time when the sentence is processed (at\nthat point participants have seen the past action performed and\nwill not see the future action until after the sentence). If the\nsituation-immediate relevance of a cue is responsible for the\nrecent event preference, then we should be able to “overwrite”\nthe effect of the recent action with another situation-immediate\ncue. Accordingly, two current eye-tracking experiments pitted\nthe recent event preference against a situation-immediate cue,\nthe shift in the actor’s gaze to the target object. Given that interlocutors’\ngaze has been shown to be a powerful cue in guiding\nlisteners’ attention to objects in the visual context, we hypothesized\nthat the actor’s gaze to the future target should rapidly\nguide a listener’s attention to it. Analyses revealed indeed that\nlisteners’ visual attention was rapidly guided to the target by\nthe actor’s gaze; crucially the gaze cue was particularly helpful\nin guiding looks to the future target. Importantly, however, we\nstill replicated the overall preference to look at the recent target\nregardless of tense and gaze; and even for future gaze conditions,\nthe preference was not immediately reversed, suggesting\nit is surprisingly robust in competition with a situation-specific\nfuture-biasing cue.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sentence comprehension"},{"word":"recent-event preference"},{"word":"actor gaze"},{"word":"eye tracking"},{"word":"visual world"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47t271kb","frozenauthors":[{"first_name":"Dato","middle_name":"","last_name":"Abashidze","name_suffix":"","institution":"Cognitive Interaction Technology Excellence Center, Department of Linguistics Bielefeld University","department":""},{"first_name":"Pia","middle_name":"","last_name":"Knoeferle","name_suffix":"","institution":"Cognitive Interaction Technology Excellence Center, Department of Linguistics Bielefeld University","department":""},{"first_name":"Maria","middle_name":"Nella","last_name":"Carminati","name_suffix":"","institution":"Cognitive Interaction Technology Excellence Center, Department of Linguistics Bielefeld University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25387/galley/15011/download/"}]},{"pk":25937,"title":"Figurative and Literal Action-Sentence Compatibility Effect in Japanese","subtitle":null,"abstract":"It is well-know that the action-sentence compatibility effect (ACE) is activated by mental simulation triggered by\nvisual or linguistic stimuli (Glenberg and Kaschak 2002 and many others). However, no study has compared the extent of ACE\nactivated by literal and figurative understanding of honorific Japanese verbs.\nTwo experiments, consisting of 59 Japanese university students was conducted using two regular and two honorific Japanese\nverbs in sentences where participants’ literal or metaphorical interpretation of the verbs was measured by their vertical or\nhorizontal hand movement.\nThe findings from this research found metaphorical, not literal, meaning activated a stronger degree of ACE in regards to\nJapanese sentences. In addition, social norms of Japanese society partly played a crucial role regarding ACE.\n2921","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3886p7wj","frozenauthors":[{"first_name":"Soichi","middle_name":"","last_name":"Kozai","name_suffix":"","institution":"Kansai Gaidai University","department":""},{"first_name":"Katsunori","middle_name":"","last_name":"Kotani","name_suffix":"","institution":"Kansai Gaidai University","department":""},{"first_name":"Markane","middle_name":"","last_name":"Sipraseuth","name_suffix":"","institution":"Kansai Gaidai University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25937/galley/15561/download/"}]},{"pk":25938,"title":"Finding Meaning in Neuroaesthetics","subtitle":null,"abstract":"How might neuroaesthetics move beyond beauty and begin to study meaning? While neuroaesthetics is broadly\nconcerned with the brain’s role in processing art, it has typically focused on perceptual preferences concerning the question of\nbeauty. To cut deeper ontologically the field might consider exploring other basic kinds of meaningful categorical judgments\npeople routinely make about artifacts, including those related to an object’s purpose and status as art. Providing a point\nof entry for an empirical approach, a methodology is described where participants judge objects (chairs) for higher-order\nqualities beyond beauty, including functionality, and art-objecthood. Results suggest that artifacts can be used for probing\ndeeper empirical questions concerning the neural basis for aesthetic judgments and object processing. In this manner, we can\nbegin to understand the meaning of art with respect to both its form and function.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3p29t6b4","frozenauthors":[{"first_name":"Alexander","middle_name":"","last_name":"Kranjec","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Julia","middle_name":"","last_name":"Sienkewicz","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Corey","middle_name":"","last_name":"Robinson","name_suffix":"","institution":"Duquesne University","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Buchheit","name_suffix":"","institution":"Duquesne University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25938/galley/15562/download/"}]},{"pk":25526,"title":"Finding the return path: allo- versus egocentric perspective","subtitle":null,"abstract":"In a series of two experiments we investigated the influence\nof an allocentric and egocentric perspective on landmarkbased\nwayfinding and finding the according return path.\nParticipants had to learn a route consisting of twelve\nintersections with four different verbal landmarks at each\nintersection. They were asked to memorize at least one of the\nlandmarks for providing a route description after the learning\nphase, either in the learning direction (initial path) or in the\nopposite direction (return path). In the allocentric experiment,\na clear preference and higher performance was demonstrated\nfor landmarks located at the position before the intersection\nand in the direction of turn, while in the egocentric\nperspective landmarks in the direction of turn were better\nremembered and used more frequently, independent of the\nposition before or behind the intersection. These results will\nbe discussed with respect to current research on structural\nsalience in landmark-based wayfinding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"spatial cognition; return path; structural salience;\nlandmarks; allocentric perspective; egocentric perspective"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9835h6hb","frozenauthors":[{"first_name":"Kai","middle_name":"","last_name":"Hamburger","name_suffix":"","institution":"Justus Liebig University Giessen","department":""},{"first_name":"Florian","middle_name":"","last_name":"Roser","name_suffix":"","institution":"Justus Liebig University Giessen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25526/galley/15150/download/"}]},{"pk":25979,"title":"Finger Gnosis And Symbolic Number Comparison as Robust Predictors of Adult\nNumeracy","subtitle":null,"abstract":"Finger gnosis and magnitude comparison were examined as predictors of adult numeracy. Previous findings were\nextended by (1) controlling for domain-general comparison processes (using a luminance judgment task), (2) controlling for\nvisuo-spatial memory, and (3) examining the robustness of the relations across different numeracy tests, including exact and\napproximate calculations. Control variables were entered in the first step of a multiple regression, with finger gnosis and\nmagnitude comparison entered as a second step. Finger gnosis and symbolic magnitude comparison predicted unique variance\nin adults’ calculation fluency, computational estimation, and Woodcock Johnson calculation scores. The control variables,\nluminance comparison and visuo-spatial memory, did not account for significant variance in the numeracy outcomes, nor did\nnon-symbolic magnitude comparison. These findings suggest that (1) the relation between finger gnosis and numeracy does not\nreflect visuo-spatial memory and (2) the relation between magnitude comparison and numeracy reflects number representations,\nrather than domain general processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0fb6x3jq","frozenauthors":[{"first_name":"Marcie","middle_name":"","last_name":"Penner-Wilger","name_suffix":"","institution":"King’s University College at Western University","department":""},{"first_name":"Rylan","middle_name":"","last_name":"Waring","name_suffix":"","institution":"King’s University College at Western University","department":""},{"first_name":"Adam","middle_name":"","last_name":"Newton","name_suffix":"","institution":"King’s University College at Western University","department":""},{"first_name":"Cindel","middle_name":"","last_name":"White","name_suffix":"","institution":"King’s University College at Western University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25979/galley/15603/download/"}]},{"pk":25697,"title":"Flexible Use of Phonological and Visual Memory in Language-mediated Visual Search","subtitle":null,"abstract":"In language-mediated visual search, memory and attentional resources\nmust be allocated to simultaneously process verbal instructions\nwhile navigating a visual scene to locate linguistically specified\ntargets. We investigate when and how listeners use object\nnames in visual-search strategies across three visual world experiments,\nvarying the presence and location of an added visual\nmemory demand. The results suggest that as long as objects in the\ndisplay can be visually inspected throughout the trial, participants\ndo not linguistically encode those objects. We suggest that instead\nthey use the visual environment as an external memory, mapping\nthe spoken word onto potential referents and using perceptual visual\nroutines automatically triggered by the spoken word. The results\nare discussed in terms of flexible and efficient allocation of\nmemory resources in natural tasks that combine language and vision.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual search"},{"word":"spoken-word recognition"},{"word":"memory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5kc5r7bg","frozenauthors":[{"first_name":"Daniel","middle_name":"F","last_name":"Pontillo","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Anne","middle_name":"Pier","last_name":"Salverda","name_suffix":"","institution":"University of Rochester","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":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25697/galley/15321/download/"}]},{"pk":25413,"title":"Folk Judgments of Normality: Part Statistical, Part Evaluative","subtitle":null,"abstract":"Existing research has emphasized the importance of normality\njudgments in many aspects of cognition and life (e.g., causal\ncognition, gradable adjectives, cooperative behavior). Yet\nlittle work has explored how people actually come to\nunderstand what sorts of things are normal. We argue that\npeople’s normality intuitions reflect a mixture of statistical\nand evaluative considerations. Specifically, we suggest that\npeople’s intuitions about what is normal can be influenced by\nrepresentations both of the average and of the ideal. We test\nthis idea in three experiments. Experiment 1a demonstrates\nthat explicit judgments of normality reflect this mixture of\nstatistical and evaluative considerations. Experiments 1b and\n2 then show that the hybrid notion that comes out in these\nexplicit judgments can also explain people’s judgments about\ngradable adjectives. Taken together, these findings have\npotential implications not only for normality judgments\nthemselves, but also for the many other mental activities that\nthese judgments impact.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"normality; moral cognition; experimental\nphilosophy"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1qt459j0","frozenauthors":[{"first_name":"Adam","middle_name":"","last_name":"Bear","name_suffix":"","institution":"Department of Psychology, Yale","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Knobe","name_suffix":"","institution":"Department of Philosophy, Yale","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25413/galley/15037/download/"}]},{"pk":25431,"title":"Formalizing Risky Choice with a Logistic Model of Fuzzy Trace Theory","subtitle":null,"abstract":"We propose a new model of risk preferences that integrates\ntheoretical principles relevant to mental representation,\nmetacognitive monitoring and editing, and individual\ndifferences in risk-taking propensity. Our model is based on\nfuzzy-trace theory, a theory of decision-making under risk.\nThe theory posits that decision-makers use fuzzy gist\nrepresentations of the meaning of decision information, in\nparallel with precise verbatim representations of the exact\nwording of that information. We account for core phenomena\nin decision theory, such as shifts in risk preference when\nlogically equivalent gambles are described in terms of gains\nrather than losses—framing effects—and also extend fuzzytrace\ntheory beyond these phenomena to encompass research\non affect and personality","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"psychology"},{"word":"decision making"},{"word":"Mathematical\nmodeling"},{"word":"Gist"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xk45809","frozenauthors":[{"first_name":"David","middle_name":"A","last_name":"Broniatowski","name_suffix":"","institution":"Department of Engineering Management and Systems Engineering","department":""},{"first_name":"Valerie","middle_name":"F","last_name":"Reyna","name_suffix":"","institution":"Human Neuroscience Institute Cornell University Ithaca","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25431/galley/15055/download/"}]},{"pk":25770,"title":"Formation of an art concept:\nA case study using quantitative analysis of a contemporary artist’s interview data","subtitle":null,"abstract":"The process of formation by an artist of an art concept for the\nproduction of a new series of artwork has not yet been\nempirically elucidated. The goal of this study is to describe\nthe process of art concept formation by a contemporary artist\nthrough quantitative analyses of a text corpus based on\ninterviews with the artist. From an analysis of the frequency\nof occurrence of items of vocabulary in the interview data and\nthe TF-IDF (term frequency–inverse document frequency),\nwe find that the second of three phases in the artist's creative\nprocess was the most critical for the formation of the art\nconcept, as also shown in our previous qualitative study.\nFurther, based on an analysis of co-occurrence frequencies of\nwords, the structure of the art concept is deduced from the\nimportance of co-occurring vocabulary. By means of\nvisualizing the network of co-occurrence analysis, it is\nclarified that the feature words \"The Large Glass\" functioned\nin the first phase as the medium for dividing the structure of\nthe concept into two parts. In the second phase, these two\nparts of the structure became integrated into one. In the last\nphase, the structure of the concept was elaborated on with the\nrevived feature words, \"White Noise\" and \"Duchamp\".","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"artistic creation"},{"word":"art concept"},{"word":"contemporary artist"},{"word":"quantitative analyses"},{"word":"interview data"},{"word":"Case study"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8pc2j153","frozenauthors":[{"first_name":"Kikuko","middle_name":"","last_name":"Takagi","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Akihiro","middle_name":"","last_name":"Kawase","name_suffix":"","institution":"National Institute for Japanese Language and Linguistics","department":""},{"first_name":"Sawako","middle_name":"","last_name":"Yokochi","name_suffix":"","institution":"Tokyo Future University","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"The University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25770/galley/15394/download/"}]},{"pk":36088,"title":"Fostering Academic Vocabulary Use in Writing","subtitle":null,"abstract":"Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In this pilot case study, 9 advanced students at an Intensive English Program in California wrote an essay, completed a survey on vocabulary strategy use, and participated in an interview to illuminate lexical choices they had made in their compositions. The insights gleaned from these data were then analyzed for patterns, and 10 classroom applications were devised to help L2 academic writing teachers address the vocabulary needs of their students.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/12n6w0qb","frozenauthors":[{"first_name":"Nicole","middle_name":"","last_name":"Brun-Mercer","name_suffix":"","institution":"Northern Arizona University, Flagstaf","department":""},{"first_name":"Cheryl","middle_name":"Boyd","last_name":"Zimmerman","name_suffix":"","institution":"California State University, Fullerton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36088/galley/26940/download/"}]},{"pk":25503,"title":"Framing Effects and the Folk Psychiatry of Addiction","subtitle":null,"abstract":"Clinical disorders are multidimensional phenomena that are\nimportant to both clinicians and the lay public, as well as to\ncognitive scientists interested in understanding how people\nthink and reason about complex domains. To date, however,\nlittle work has examined the factors that influence the folk\npsychiatry of addiction. Participants in the present study read\na brief paragraph about addiction pitched at either an abstract\nor personal level, followed by a series of questions about the\ncauses and treatment of drug addiction. We further\nmanipulated whether addiction was described using a medical\nor psychological label. Results revealed that liberals and\nconservatives varied dramatically with respect to their folk\npsychiatric reasoning, with liberals preferring a more\nbiological/medical view, which is associated increased\nsupport for medical interventions, reduced feelings of\npersonal responsibility, and elevated feelings of stigma.\nFraming addiction using medical labels and at an abstract\nlevel pushed people towards this biological view, suggesting\nthat media reports and messaging campaigns may influence\nhow people conceptualize addiction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"folk psychiatry; framing"},{"word":"addiction"},{"word":"Language"},{"word":"construal"},{"word":"Political Ideology"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xb395j3","frozenauthors":[{"first_name":"Stephen","middle_name":"J","last_name":"Flusberg","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Michael","middle_name":"","last_name":"DellaValle","name_suffix":"","institution":"SUNY Purchase College","department":""},{"first_name":"Paul","middle_name":"H","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25503/galley/15127/download/"}]},{"pk":25500,"title":"Frequency Effects in Morpheme Segmentation","subtitle":null,"abstract":"The present study explores the effects of frequency in\nlearning to parse novel morphological patterns. In two\nexperiments, suffixes were divided into three classes: high,\nmedium and low frequency, based on the proportion of stems\nin the input that each suffix attached to (high frequency =\n12/12, medium frequency = 6/12, and low frequency = 2/12).\nIn Experiment 1, learners were better at segmenting words\ncontaining high frequency suffixes compared to low\nfrequency suffixes, even when the stems were novel. In\nExperiment 2, token frequency was controlled for across all\nthree suffix frequency classes, but learners were still better at\nsegmenting high frequency suffixes, even when words\ncontaining high frequency suffixes were less frequent. These\nresults suggest that learners are sensitive to the frequency\ndistributions of the morphemes in their language, supporting\nwork suggesting that a Zipfian distribution may be ideal for\nlanguage learning","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; type frequency; morpheme\nsegmentation."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1944b4rm","frozenauthors":[{"first_name":"Sara","middle_name":"","last_name":"Finley","name_suffix":"","institution":"Department of Psychology, Pacific Lutheran University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25500/galley/15124/download/"}]},{"pk":25380,"title":"Full Day Tutorial on Quantum Models of Cognition and Decision","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"classical information processing; quantum\ninformation processing; logic and mathematical\nfoundation; Bayesian probability; quantum probability;\nMarkov and quantum processes; quantum\nentanglement; quan"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07q978k6","frozenauthors":[{"first_name":"Jennifer","middle_name":"S","last_name":"Trueblood","name_suffix":"","institution":"Department of Cognitive Sciences, University of California, Irvine","department":""},{"first_name":"James","middle_name":"M","last_name":"Yearsley","name_suffix":"","institution":"Department of Psychology, City University London","department":""},{"first_name":"Zheng","middle_name":"(Joyce)","last_name":"Wang","name_suffix":"","institution":"School of Communications, Center for Cognitive and Brain Sciences, The Ohio State University","department":""},{"first_name":"Jerome","middle_name":"R","last_name":"Busemeyer","name_suffix":"","institution":"Cognitive Science, Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25380/galley/15004/download/"}]},{"pk":25732,"title":"Gaze is not Enough: Computational Analysis of Infant's Head\nMovement Measures the Developing Response to Social Interaction","subtitle":null,"abstract":"Infant eye gaze is frequently studied because of its rel-\nevance as an indicator of early attention and learning.\nHowever, the coupling of eye gaze with an individual's\nhead motion is often overlooked. This paper analyzes\nhow head motion develops within a social interaction\ncontext. To measure this interaction, we developed an\napproach that can estimate infant head motion from\nego perspective recordings as they are typically provided\nby eye-tracking systems. Our method is able to quan-\ntify infant head motion from existing social interaction\nrecordings even if the head was not explicitly tracked.\nTherefore, data from longitudinal studies that has been\ncollected over the years can be reanalyzed in more detail.\nWe applied our method to an existing longitudinal study\nof parent infant interaction and found that infants' head\nmotion in response to social interaction shows a devel-\nopmental trend. Furthermore, our results indicate that\nthis trend is less visible within gaze data alone. This\nsuggests that head motion is an important element for\nunderstanding and measuring infants' behavior during\nparent-child interactions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"head motion; gaze; computational analysis;\nparent infant interaction"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1mp0f2cb","frozenauthors":[{"first_name":"Lars","middle_name":"","last_name":"Schillingmann","name_suffix":"","institution":"Osaka University,","department":""},{"first_name":"Joseph","middle_name":"M","last_name":"Burling","name_suffix":"","institution":"University of Houston,","department":""},{"first_name":"Hanako","middle_name":"","last_name":"Yoshida","name_suffix":"","institution":"University of Houston,","department":""},{"first_name":"Yukie","middle_name":"","last_name":"Nagai","name_suffix":"","institution":"Osaka University,","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25732/galley/15356/download/"}]},{"pk":25831,"title":"General Language Ability Predicts Talker Identification","subtitle":null,"abstract":"Individuals can use both linguistic and non-linguistic features\nof the speech signal to identify talkers. For instance, listeners\nhave more difficulty identifying talkers in unfamiliar\nlanguages compared to a native language (language\nfamiliarity effect), implying that language-specific knowledge\naids talker identification. In the present study, the source of\nthe language familiarity benefit on talker identification was\ninvestigated as listeners identified talkers in their native\nlanguage as well as non-native languages. Experiment 1 was\ndesigned to explore the influence of L2 proficiency on talker\nidentification across languages. Experiment 2 further\ninvestigated individual differences in L1 phonetic perception\nand their contribution to talker identification by comparing\nEnglish listeners’ performance across different language\nconditions that varied in the availability of linguistic cues.\nResults imply that familiarity with a specific language (L1 or\nL2) did not explain individual variation in language\nfamiliarity effect. Rather, in addition to the native language\nbenefit, talker identification may be supported by general\nsensitivity to sound structures in language, modulated by the\navailability of higher-level linguistic information","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"talker identification; language proficiency;\nspeech perception; bilingualism; individual differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/17d1t53h","frozenauthors":[{"first_name":"Xin","middle_name":"","last_name":"Xie","name_suffix":"","institution":"University of Connecticut","department":""},{"first_name":"Emily","middle_name":"B","last_name":"Myers","name_suffix":"","institution":"University of Connecticut","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25831/galley/15455/download/"}]},{"pk":25765,"title":"Generating Functions in Neural Learning of Sequential Structures","subtitle":null,"abstract":"A cornerstone of human statistical learning is the ability to\nextract abstract regularities from sequential events. Here we\npresent a unique method to derive the generating functions for\nthe waiting time of sequential patterns, then compare these\nfunctions with the neural mechanisms for learning sequential\nstructures. We show that the way the neocortex integrates information\nover time bears a striking resemblance to the way these\nnormative functions operate. They both operate by organizing\ncombinatorial objects into meaningful groups then compressing\nthe representations by discarding irrelevant information. As a\nresult, discrete-time signals are converted into frequency signals,\nand similarity-based structures are converted into abstract\nrelational structures. Our analyses not only reveal surprisingly\nrich statistical structures embedded in the seemingly random\nsequences, but also offer an explanation for how higher-order\ncognitive biases may have emerged as a consequence of temporal\nintegration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"generating function; waiting time; statistical learning;\ntemporal integration; compressed representation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xz1v34k","frozenauthors":[{"first_name":"Yanlong","middle_name":"","last_name":"Sun","name_suffix":"","institution":"Texas A&M University Health Science Center","department":""},{"first_name":"Hongbin","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Texas A&M University Health Science Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25765/galley/15389/download/"}]},{"pk":25705,"title":"Generating Hyperdimensional Distributed Representations from Continuous-\nValued Multivariate Sensory Input","subtitle":null,"abstract":"Hyperdimensional computing (HDC) refers to the\nrepresentation and manipulation of data in a very high\ndimensional space using random vectors. Due to the high\ndimensionality, vectors of the space can code large amounts\nof information in a distributed manner, are robust to variation,\nand are easily distinguished from random noise. More\nimportantly, HDC can be used to represent compositional and\nhierarchical relationships and recursive operations between\nentities using fixed-size representations, making it intriguing\nfrom a cognitive modeling point of view. However, the\nmajority of the existing work in this area has focused on\nmodeling discrete categorical data. This paper presents a new\nmethod for mapping continuous-valued multivariate data into\nhypervectors, enabling construction of compositional\nrepresentations from non-categorical data. The mapping is\nstudied in a word classification task, showing how rich\ndistributed representations of spoken words can be encoded\nusing HDC-based representations","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"hyperdimensional computing; distributed\nrepresentations; speech recognition; memory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3db1b0x6","frozenauthors":[{"first_name":"Okko","middle_name":"","last_name":"Rasanen","name_suffix":"","institution":"Aalto University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25705/galley/15329/download/"}]},{"pk":25384,"title":"Generative and Discriminative Models in Cognitive Science","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0049w8mt","frozenauthors":[{"first_name":"Bradley","middle_name":"C","last_name":"Love","name_suffix":"","institution":"University College London","department":""},{"first_name":"Michael","middle_name":"","last_name":"Ramscar","name_suffix":"","institution":"University of Tübingen","department":""},{"first_name":"Tom","middle_name":"","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Matt","middle_name":"","last_name":"Jones","name_suffix":"","institution":"University of Colorado at Boulder","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25384/galley/15008/download/"}]},{"pk":25459,"title":"Gesture Production under Instructional Context:\nThe Role of Mode of Instruction","subtitle":null,"abstract":"We aim at examining how communication mode\ninfluences the production of gestures under specific\ncontextual environments. Twenty-four participants were\nasked to present a topic of their choice under three\ninstructional settings: a blackboard, paper-and-pencil, and a\ntablet. Participants’ gestures were investigated in three\ngroups: deictic gestures that point to entities,\nrepresentational gestures that present picturable aspects of\nsemantic content, and beat gestures that are speech-related\nrhythmic hand movements. The results indicated that\ngesture production of the participants was influenced by the\nmode of instruction (i.e., board, paper-and-pencil, tablet).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Gesture production; Multimodal communication;\nDiagrams"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5nz1c85x","frozenauthors":[{"first_name":"Melda","middle_name":"","last_name":"Coskun","name_suffix":"","institution":"Cognitive Science Department, Informatics Institute\nMiddle East Technical University","department":""},{"first_name":"Cengiz","middle_name":"","last_name":"Acarturk","name_suffix":"","institution":"Cognitive Science Department, Informatics Institute\nMiddle East Technical University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25459/galley/15083/download/"}]},{"pk":26038,"title":"Gestures in the TV News reflect mental number space: \"Tiny\" and \"low\" numbers","subtitle":null,"abstract":"Past research suggests that people think about numbers in terms of multiple spatial mappings. For instance, they think of “more” as “bigger” or “higher” (e.g., Andres et al., 2008; Sell & Kaschak, 2012). Here, we investigate mental number space by looking at naturally occurring co-speech gestures. Using the TV News Archive (archive.org/details/tv), we selected a random sample of 1,320 videos containing the phrases “tiny number,” “huge number,” “high number” and “low number,” of which 314 had associated manual gestures. Our analysis shows that with “tiny number,” speakers produce pinching gestures; with “huge number,” they move their hands outward; with “high numbers,” the palms are oriented and move upward; and with “low numbers,” the palms are oriented and move downward. Speakers did not gesture systematically along the horizontal axis. This work provides new insights into how people’s spatial conceptualizations of numbers shape communicative practice in naturally occurring discourse.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1411j5mh","frozenauthors":[{"first_name":"Bodo","middle_name":"","last_name":"Winter","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Marcus","middle_name":"","last_name":"Perlman","name_suffix":"","institution":"University of Wisconsin, Madison","department":""},{"first_name":"Teenie","middle_name":"","last_name":"Matlock","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26038/galley/15662/download/"}]},{"pk":25680,"title":"Getting From Here to There! : Testing the Effectiveness of an\nInteractive Mathematics Intervention Embedding Perceptual Learning","subtitle":null,"abstract":"We describe an interactive mathematics technology\nintervention From Here to There! (FH2T) that was developed\nby our research team. This dynamic program allows users to\nmanipulate and transform mathematical expressions. In this\npaper, we present initial findings from a classroom study that\ninvestigates whether using FH2T improves learning. We\ncompare learning gains from two different instantiations of\nFH2T (retrieval practice and fluid visualizations), as well as a\ncontrol group, and investigate the role of prior knowledge and\ncontent exposure in FH2T as possible moderators of learning.\nFindings, as well as implications for research and practice are\ndiscussed","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mathematical cognition; concepts and percepts;\nmathematics education; learning sciences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wj428kw","frozenauthors":[{"first_name":"Erin","middle_name":"R","last_name":"Ottmar","name_suffix":"","institution":"Indiana University and University of Richmond","department":""},{"first_name":"David","middle_name":"","last_name":"Landy","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Robert","middle_name":"","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Erik","middle_name":"","last_name":"Weitnauer","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25680/galley/15304/download/"}]},{"pk":26031,"title":"Getting what you Ordered: Symbolic and Non-Symbolic Ordinality as Predictors\nof Exact and Approximate Calculation in Adults","subtitle":null,"abstract":"Performance on symbolic and non-symbolic numeric order determination tasks was examined as predictors of\nWoodcock Johnson calculation (exact) and computation estimation (approximate) scores among university aged adults. For\nWoodcock Johnson scores, only the symbolic task variant was found to be a significant predictor of performance outcomes after\nentering both task variants into a multiple regression. For the computational estimation task, both symbolic and non-symbolic\ntask variants were significant predictors of performance outcomes. However, when controlling for general math ability (using\nWoodcock Johnson scores in the first step of a multiple regression), only the non-symbolic task variant remained predictive of\ncomputational estimation scores. Predictors remained significant for each outcome measure after controlling for non-numerical\n(luminance) order determination tasks through regression. These findings suggest that 1) the relations are due to numeric (not\ngeneral order) judgements, and 2) both symbolic and non-symbolic task variants are related to specific mathematical outcome\nmeasures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23j828hs","frozenauthors":[{"first_name":"Rylan","middle_name":"J","last_name":"Waring","name_suffix":"","institution":"King‚Äôs University College at Western University","department":""},{"first_name":"Marcie","middle_name":"","last_name":"Penner-Wilger","name_suffix":"","institution":"King‚Äôs University College at Western University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26031/galley/15655/download/"}]},{"pk":25999,"title":"Giving dyads the silent treatment: Anticipatory joint action and the need for\nexternal action feedback","subtitle":null,"abstract":"Participants pressed computer keys to keep a moving dot stimulus within a rectangle, either alone or with a partner\nthey could neither see nor hear. Pressing the A-key or L-key caused the dot to move right or left, respectively, for as long as\nthe key was pressed. Switching between the A and L keys (i.e., turning) proved challenging: concurrently pressing both keys\nmade the stimulus move upward, while pressing neither key made it move downward. Individuals performed better than dyads\nbecause they turned the dot near the edge of the rectangle and let it coast back and forth within the rectangle. Dyads turned the\ndot in the middle of the rectangle because they pressed their buttons as quickly as possible. These findings support the assertion\nthat pairs require external feedback regarding the other‚Äôs actions during tasks necessitating anticipatory actions (Knoblich &\nJordan, 2003; Van Der Wel, Knoblich, & Sebanz, 2011).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7ms9q3r2","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Schloesser","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Jiuyang","middle_name":"","last_name":"Bai","name_suffix":"","institution":"Illinois State University","department":""},{"first_name":"Jerome","middle_name":"Scott","last_name":"Jordan","name_suffix":"","institution":"Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25999/galley/15623/download/"}]},{"pk":25793,"title":"Goals Affect the Perceived Quality of Explanations","subtitle":null,"abstract":"Do people evaluate the quality of explanations differently\ndepending on their goals? In particular, are explanations of\ndifferent kinds (formal, mechanistic, teleological) judged\ndifferently depending on the future judgments the evaluator\nanticipates making? We report two studies demonstrating that\nthe perceived ‚Äúgoodness‚Äù of explanations depends on the\nevaluator‚Äôs current goals, with explanations receiving a\nrelative boost when they are based on relationships that\nsupport anticipated judgments. These findings shed light on\nthe functions of explanation and support pragmatic and\npluralist approaches to explanation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation"},{"word":"inference"},{"word":"goals"},{"word":"Context"},{"word":"pragmatic\nfactors"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4st4h0hx","frozenauthors":[{"first_name":"Nadya","middle_name":"","last_name":"Vasilyeva","name_suffix":"","institution":"UCB","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Wilkenfeld","name_suffix":"","institution":"UCB","department":""},{"first_name":"Tania","middle_name":"","last_name":"Lombrozo","name_suffix":"","institution":"UCB","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25793/galley/15417/download/"}]},{"pk":25396,"title":"Go fishing! Responsibility judgments when cooperation breaks down","subtitle":null,"abstract":"Many social judgments hinge on assigning responsibility to individuals\nfor their role in a group‚Äôs success or failure. Often the\ngroup‚Äôs success depends on every team member acting in a rational\nway. When someone does not conform to what others\nexpect of them, cooperation breaks down. We present a computational\nmodel of responsibility judgments for individuals\nin a cooperative setting. We test the model in two behavioral\nexperiments where participants were asked to evaluate agents\nacting in a cooperative, one-shot game. In Experiment 1, we\nshow that participants‚Äô action predictions are consistent with a\nrecursive reasoning model. In Experiment 2, we show that people‚Äôs\nassignments of blame are influenced by both an agent‚Äôs\npresumed rationality, or adherence to an expected policy, as\nwell as the pivotality of the agent‚Äôs actions, or how close the\nsituation was to one in which the action would have made a\ndifference to the outcome.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"responsibility attribution; theory of mind; recursive\nreasoning; multi-agent coordination"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1z3552q0","frozenauthors":[{"first_name":"Kelsey","middle_name":"","last_name":"Allen","name_suffix":"","institution":"Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Tobias","middle_name":"","last_name":"Gerstenberg","name_suffix":"","institution":"Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Max","middle_name":"","last_name":"Kleiman-Weiner","name_suffix":"","institution":"Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Joshua","middle_name":"Bonnie","last_name":"Tenenbaum","name_suffix":"","institution":"Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25396/galley/15020/download/"}]},{"pk":36092,"title":"Grammar Choices for Graduate and Professional Writers - Nigel A. Caplan","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4sp7x493","frozenauthors":[{"first_name":"Jeroen","middle_name":"","last_name":"Gevers","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36092/galley/26944/download/"}]},{"pk":26026,"title":"Gricean maxims influence inductive inference with negative observations","subtitle":null,"abstract":"A robust finding in category-based induction tasks is for positive observations to raise the willingness to generalize\nto other categories while negative observations lower the willingness to generalize. This pattern is referred to as monotonic\ngeneralization. In earlier work, we have found evidence for non-monotonic generalization when negative observations are\ninvolved. For example, we presented participants with the information that Mozart‚Äôs music has a certain property, asking to\njudge the likelihood of the conclusion that Metallica‚Äôs music too has the property. We found people more willing to accept the\nconclusion if they were additionally informed that the sound of a falling rock does not have the property. Here, we test the\nhypothesis that non-monotonic generalization following negative observations crucially depends on the reasoner‚Äôs assumptions\nregarding the way the arguments were constructed. We find that people may generalize non-monotonically when they assume\nthe observations were intended to be helpful.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6bj999gk","frozenauthors":[{"first_name":"Wouter","middle_name":"","last_name":"Voorspoels","name_suffix":"","institution":"University of Leuven","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Navarro","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Amy","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Keith","middle_name":"","last_name":"Ransom","name_suffix":"","institution":"University of Adelaide","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26026/galley/15650/download/"}]},{"pk":36082,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hb529k6","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36082/galley/26934/download/"}]},{"pk":36055,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wc6z988","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36055/galley/26907/download/"}]},{"pk":25389,"title":"Harmonics co-occurrences bootstrap pitch and tonality perception in music: Evidence from a statistical unsupervised learning model","subtitle":null,"abstract":"The ability to extract meaningful relationships from sequences\nis crucial to many aspects of perception and cognition, such\nas speech and music. This paper explores how leading\ncomputational techniques may be used to model how humans\nlearn abstract musical relationships, namely, tonality\nand octave equivalence. Rather than hard-coding musical\nrules, this model uses an unsupervised learning approach to\nglean tonal relationships from a musical corpus. We develop\nand test a novel input representation technique, using a\nperceptually-inspired harmonics-based representation, to bootstrap\nthe model‚Äôs learning of tonal structure. The results are\ncompared with behavioral data from listeners‚Äô performance on\na standard music perception task: the model effectively encodes\ntonal relationships from musical data, simulating expert\nperformance on the listening task. Lastly, the results are contrasted\nwith previous findings from a computational model that\nuses a more simple symbolic input representation of pitch.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Music perception; tonality; unsupervised learning;\nRestricted Boltzman Machines"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wm9t397","frozenauthors":[{"first_name":"Kat","middle_name":"","last_name":"Agres","name_suffix":"","institution":"Queen Mary, University of London","department":""},{"first_name":"Carlos","middle_name":"","last_name":"Cancino","name_suffix":"","institution":"Austrian Research Institute for Artificial Intelligence","department":""},{"first_name":"Maarten","middle_name":"","last_name":"Grachten","name_suffix":"","institution":"Austrian Research Institute for Artificial Intelligence","department":""},{"first_name":"Stefan","middle_name":"","last_name":"Lattner","name_suffix":"","institution":"Austrian Research Institute for Artificial Intelligence","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25389/galley/15013/download/"}]},{"pk":25964,"title":"Harmonization effects between a word‚Äôs meaning and typography: An\ninvestigation using the visual world paradigm","subtitle":null,"abstract":"We conducted an experiment using two Japanese typographies and sixteen words, having positive/negative emotional\nvalence, to investigate the effects of harmonization between a word‚Äôs meaning and typography for harmonized and\nill-harmonized conditions. Four different words - two positive and two negative - were simultaneously presented at the four\ncorners of a display. Participants‚Äô eye movements were recorded as they search a word on the display after hearing it. We analyzed\nthe gaze duration in each region of the display (target/distractors). In the ill-harmonized condition the target was found\nearlier compared with the harmonized condition. However the words were finished reading at same time in both condition. The\nresults imply that the target and distractors were processed automatically because of the increase in words‚Äô perceptual fluency\ndue to harmonization, thereby resulting in the delayed finding of the target.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/57z543g1","frozenauthors":[{"first_name":"Kozue","middle_name":"","last_name":"Miyashiro","name_suffix":"","institution":"University of Tsukuba","department":""},{"first_name":"Etsuko","middle_name":"T","last_name":"Harada","name_suffix":"","institution":"University of Tsukuba","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25964/galley/15588/download/"}]},{"pk":25724,"title":"Helping Students Understand Posterior Probabilities:\nResearch with a Digital Learning Environment on the Monty Hall Dilemma","subtitle":null,"abstract":"When initially confronted with the Monty Hall dilemma\n(MHD), people show a very strong tendency to stick with\ntheir initial choice, although switching maximizes winning\nchances. Previous research demonstrated that certain\ninterventions helped participants to discover and apply the\noptimal strategy, but generally failed to increase participants‚Äô\nunderstanding of the MHD solution. An exception on the\nlatter finding is DiBattista‚Äôs (2011) digital learning\nenvironment study, reporting that the majority of participants\nwho used the learning environment learned to understand the\nMHD solution. However, a major shortcoming was\nDiBattista‚Äôs (2011) methodology, which did not allow to infer\ncausal relations and to conclude which (combination of)\nmanipulation(s) was most important for participants‚Äô\nunderstanding of the MHD solution. The aim of the present\nstudy was to fill this research gap by conducting a controlled\nrandomized experiment with an analogous digital learning\nenvironment. Participants were high-school students between\n16 and 19 years old. The results showed that receiving\nexplanation about the MHD solution was the most important\nmanipulation to improve understanding. Implications for\neducation in (posterior) probability are discussed","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Monty Hall dilemma; probability; posterior\nprobability; digital learning environment; experience-based\nlearning; traditional learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1268x3sg","frozenauthors":[{"first_name":"Lore","middle_name":"","last_name":"Saenen","name_suffix":"","institution":"KU Leuven","department":""},{"first_name":"Mieke","middle_name":"","last_name":"Heyvaert","name_suffix":"","institution":"KU Leuven","department":""},{"first_name":"Wim","middle_name":"","last_name":"Van Dooren","name_suffix":"","institution":"KU Leuven","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Onghena","name_suffix":"","institution":"KU Leuven","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25724/galley/15348/download/"}]},{"pk":25448,"title":"Hidden Markov model analysis reveals better eye movement strategies in face\nrecognition","subtitle":null,"abstract":"Here we explored eye movement strategies that lead to better\nperformance in face recognition with hidden Markov models\n(HMMs). Participants performed a standard face recognition\nmemory task with eye movements recorded. The durations\nand locations of the fixations were analyzed using HMMs for\nboth the study and the test phases. Results showed that in the\nstudy phase, the participants who looked more often at the\neyes and shifted between different regions on the face with\nlong fixation durations had better performances. The test\nphase analyses revealed that an efficient, short first orienting\nfixation followed by a more analytic pattern focusing mainly\non the eyes led to better performances. These strategies could\nnot be revealed by analysis methods that do not take individual\ndifferences in both temporal and spatial dimensions of eye\nmovements into account, demonstrating the power of the\nHMM approach.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"hidden Markov model; fixation duration; eye\nmovement; face recognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/54t0b5zp","frozenauthors":[{"first_name":"Tim","middle_name":"","last_name":"Chuk","name_suffix":"","institution":"Department of Psychology, The University of Hong Kong","department":""},{"first_name":"Antoni","middle_name":"B","last_name":"Chan","name_suffix":"","institution":"Department of Computer Science, City University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"","last_name":"Hsiao","name_suffix":"","institution":"Department of Psychology, The University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25448/galley/15072/download/"}]},{"pk":25576,"title":"Hierarchical Reasoning with Distributed Vector Representations","subtitle":null,"abstract":"We demonstrate that distributed vector representations are capable\nof hierarchical reasoning by summing sets of vectors representing\nhyponyms (subordinate concepts) to yield a vector\nthat resembles the associated hypernym (superordinate concept).\nThese distributed vector representations constitute a potentially\nneurally plausible model while demonstrating a high\nlevel of performance in many different cognitive tasks. Experiments\nwere run using DVRS, a word embedding system\ndesigned for the Sigma cognitive architecture, and Word2Vec,\na state-of-the-art word embedding system. These results contribute\nto a growing body of work demonstrating the various\ntasks on which distributed vector representations perform competently.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"hierarchical reasoning; word embeddings; language\nmodeling; concepts; distributed representations"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47s3m5h0","frozenauthors":[{"first_name":"Cody","middle_name":"","last_name":"Kommers","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Volkan","middle_name":"","last_name":"Ustun","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Abram","middle_name":"","last_name":"Demski","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Paul","middle_name":"","last_name":"Rosenbloom","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25576/galley/15200/download/"}]},{"pk":25730,"title":"Highlighting the Causal Meaning of Causal Test Questions\nin Contexts of Norm Violations","subtitle":null,"abstract":"Experiments have shown that prescriptive norms often influence\ncausal inferences. The reason for this effect is still not clear. One\nproblem of the studies is that the term ‚Äòcause‚Äô in the test questions\nis ambiguous and can refer to both the causal mechanism and the\nagent‚Äôs accountability. Possibly subjects interpreted the causal test\nquestion as a request to assess accountability rather than causality.\nScenarios that put more stress on the causal mechanism should\ntherefore yield no norm effect. Consequently, Experiment 1\ndemonstrates that norms no longer influence causal judgments\nwhen the causal information is presented in a trial-by-trial learning\ntask. Furthermore, Experiment 2 shows that norm effects are only\nobtained when the test question asks about a (potentially\naccountable) person but not when asked about a component of the\ncausal mechanism. Both findings demonstrate that norms cease to\ninfluence causal judgments when the task settings highlight causal\nrelations","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning; moral judgment; causal selection;\nnorms"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3cd7747p","frozenauthors":[{"first_name":"Jana","middle_name":"","last_name":"Samland","name_suffix":"","institution":"University of G√∂ttingen","department":""},{"first_name":"Michael","middle_name":"R","last_name":"Waldmann","name_suffix":"","institution":"University of G√∂ttingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25730/galley/15354/download/"}]},{"pk":26036,"title":"Historical Cognition: An Investigation of Factors Affecting Reasoning about\nHistorical Causality","subtitle":null,"abstract":"We assessed whether students‚Äô reasoning about historical causality is biased by accessibility and previous knowledge.\nUndergraduates in Canada provided explanations for historical events: the attacks on Pearl Harbor and September 11,\n2001. Participants were then given several explanations for these events, including conventional historical and alternative conspiracist\nexplanations, and reported how satisfying they found them. Overall, historical explanations were more satisfying than\nalternative explanations. Historical explanations were more satisfying for Pearl Harbor than 9/11, and alternative explanations\nwere more satisfying for 9/11 than Pearl Harbor. Similarly, ease of generating an explanation was associated with satisfaction\nwith historical explanations for Pearl Harbor, and with satisfaction with alternative explanations for 9/11. Participants‚Äô general\nconspiracist beliefs were also associated with acceptance of alternative and historical explanations. Students learn about Pearl\nHarbor in history class, whereas information about 9/11 comes primarily from the media, leaving the door open to a multiplicity\nof ahistorical explanations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/76f7c8qk","frozenauthors":[{"first_name":"Cindel","middle_name":"","last_name":"White","name_suffix":"","institution":"King‚Äôs University College at Western University","department":""},{"first_name":"Marcie","middle_name":"","last_name":"Penner-Wilger","name_suffix":"","institution":"King‚Äôs University College at Western University","department":""},{"first_name":"Graham","middle_name":"","last_name":"Broad","name_suffix":"","institution":"King‚Äôs University College at Western University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26036/galley/15660/download/"}]},{"pk":25917,"title":"How are interaction between human and an autonomous agent affected by\nembodiments and voice?: Investigation with age groups comparison.","subtitle":null,"abstract":"Although many information system are employing autonomous agents for the purpose of user-friendly interface,\ncognitive mechanisms of their effects are not clear yet. In this study, we compared three types of UI, an embodied agent\nsystem equipped with a direct anthropomorphization robot, an only voice agent, and without agent system condition, of a\nmicrowave oven. Thirty-six older (65 years or above) and 36 younger adults (undergraduate students) participated in the\nusability testing experiment with one of the three agent conditions. Analysis of interaction between a participant and the oven,\nthrough participants‚Äô utterance and the personal-space data, showed large differences between two age groups; younger adults\nentertained the interaction both the voice and the embodiment agent conditions, while older adults evaluated higher only with\nthe embodiment agent condition. Differences in mental models of older- and younger adults, and reasons of those aging effects\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/24g8t9nc","frozenauthors":[{"first_name":"Etsuko","middle_name":"T","last_name":"Harada","name_suffix":"","institution":"Faculty of Human Sciences, University of Tsukuba","department":""},{"first_name":"Riko","middle_name":"","last_name":"Hasegawa","name_suffix":"","institution":"Universtity of Tsukuba","department":""},{"first_name":"Wataru","middle_name":"","last_name":"Kayano","name_suffix":"","institution":"Universtity of Tsukuba","department":""},{"first_name":"Hirotaka","middle_name":"","last_name":"Osawa","name_suffix":"","institution":"Faculty of Engineering, Information and Systems, Universtity of Tsukuba","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25917/galley/15541/download/"}]},{"pk":25969,"title":"How bookies make your money","subtitle":null,"abstract":"UK bookies (bookmakers) herd geographically in less-affluent areas. The present work shows that UK bookies also\nherd with the special bets that they advertise to consumers, both in their shop window advertising and on TV adverts as shown\nto millions of viewers. I report an observational study of betting adverts over the 2014 soccer World Cup. Bet types vary\nin complexity, with complex types having the highest expected losses. Bookies herded on a common strategy of advertising\nspecial bets on two levels: by almost exclusively advertising complex bet types with high expected losses, and by advertising\nrepresentative events within a given complex bet type. This evidence is most consistent with bookies‚Äô advertising targeting a\nrepresentativeness heuristic amongst bettors. Bookies may know how to nudge bettors toward larger losses","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0m03w41h","frozenauthors":[{"first_name":"Philip","middle_name":"","last_name":"Newall","name_suffix":"","institution":"University of Stirling","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25969/galley/15593/download/"}]},{"pk":25720,"title":"How Causal Mechanism and Autocorrelation Beliefs Influence Information Search","subtitle":null,"abstract":"When testing which of multiple causes (e.g., medicines)\nworks the best, the testing sequence has important\nimplications for the validity of the final judgment. Trying one\ncause for a period of time is important if the cause has\ntolerance, sensitization, delay, or carryover effects (TSDC).\nAlternating between the causes is important in autocorrelated\nenvironments ‚Äì when the outcome naturally comes and goes\nin waves. Across two studies, participants‚Äô beliefs about\nTSDC influenced the amount of alternating; however, their\nbeliefs about autocorrelation had a very modest effect on the\ntesting strategy. This research helps chart how well people\nadapt to various environments in order to optimize learning,\nand it suggests that in situations with no TSDC effects and\nhigh autocorrelation, people may not alternate enough","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning"},{"word":"information search"},{"word":"dynamic\nenvironments"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0296c6z7","frozenauthors":[{"first_name":"Binjamin","middle_name":"Margolin","last_name":"Rottman","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25720/galley/15344/download/"}]},{"pk":25975,"title":"How did Homo Heuristicus become ecologically rational?","subtitle":null,"abstract":"Gigerenzer and colleagues have proposed the ‚Äòadaptive toolbox of heuristics‚Äô as an account of resource-bounded\nhuman decision-making. According to these authors, evolution has endowed such toolboxes with ‚Äòecological rationality‚Äô,\ndefined as the ability to make good quality decisions in their specific environments. Here we explore to what extent the\nmechanisms of evolution alone are sufficient to explain the emergence of ecologically rational toolboxes. It is not clear how\nevolution can lead to ecologically rational toolboxes within the space of possible toolboxes. That is, even if one assumes a\nvery simple environment (e.g., 10 cues and 50 decisions), the number of possible toolboxes (10ÀÜ72) is still astronomical. By\nusing artificial evolution simulations we investigated the evolvability of ecologically rational toolboxes. We present preliminary\nresults showing that evolution can produce toolboxes of heuristics that are ‚Äúgood enough‚Äù to survive, but those toolboxes are\nnot ecologically rational.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5v9538vm","frozenauthors":[{"first_name":"Maria","middle_name":"","last_name":"Otworowska","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Marieke","middle_name":"","last_name":"Sweers","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Robin","middle_name":"","last_name":"Wellner","name_suffix":"","institution":"Radboud University Nijmegen","department":""},{"first_name":"Todd","middle_name":"","last_name":"Wareham","name_suffix":"","institution":"Memorial University of Newfoundland","department":""},{"first_name":"Iris","middle_name":"","last_name":"van Rooij","name_suffix":"","institution":"Radboud University Nijmegen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25975/galley/15599/download/"}]},{"pk":25525,"title":"How do adults reason about their opponent?\nTypologies of players in a turn-taking game","subtitle":null,"abstract":"This paper reports a construction of typologies of players\nbased on their strategic reasoning in turn-taking games.\nClassifications have been done based on latent class analysis\nand according to different orders of theory of mind, and\nexploratory validations have been provided for the resulting\nclassifications. Finally, interaction of the typologies described\nby these classifications is discussed towards achieving a\ncommon perspective of typologies of players originating from\nvarious aspects of strategic thinking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cognition; higher-order theory of mind;\nstrategic games; turn-taking games"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2s4208nc","frozenauthors":[{"first_name":"Tamoghna","middle_name":"","last_name":"Halder","name_suffix":"","institution":"Indian Statistical Institute","department":""},{"first_name":"Khyati","middle_name":"","last_name":"Sharma","name_suffix":"","institution":"Indian Statistical Institute","department":""},{"first_name":"Sujata","middle_name":"","last_name":"Ghosh","name_suffix":"","institution":"Indian Statistical Institute","department":""},{"first_name":"Rineke","middle_name":"","last_name":"Verbrugge","name_suffix":"","institution":"University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25525/galley/15149/download/"}]},{"pk":25728,"title":"How do children construct the color lexicon? :\nRestructuring the domain as a connected system","subtitle":null,"abstract":"The present study investigated how children learn the meanings\nof basic color words and are immersed into the language-specific\nsystem of the color lexicon. The study examined how children\ndiscover the boundaries of color names by having 3-, 4-, and 5-\nyear-old children produce names for 93 color patches. We found\nthat even 3-year-olds children can map color words to its typical\nreferents. At the same time, they struggle to delineate the\nboundaries between neighboring color words. The results indicated\nthat, in learning color words, children continuously restructure the\nentire semantic domain by discovering and adjusting the linguistic\nboundaries between the neighboring words","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"lexical acquisition; color word; reorganization\nprocess of word meaning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3g41v804","frozenauthors":[{"first_name":"Noburo","middle_name":"","last_name":"Saji","name_suffix":"","institution":"Kamakura Women‚Äôs University","department":""},{"first_name":"Michiko","middle_name":"","last_name":"Asano","name_suffix":"","institution":"Rikkyo University","department":""},{"first_name":"Midori","middle_name":"","last_name":"Oishi","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Mutsumi","middle_name":"","last_name":"Imai","name_suffix":"","institution":"Keio University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25728/galley/15352/download/"}]},{"pk":25713,"title":"How do different training tasks modulate our perception and hemispheric\nlateralization in the development of perceptual expertise?","subtitle":null,"abstract":"Holistic processing (HP) and hemispheric lateralization are\nboth expertise markers of object recognition. For example,\nexpertise in face and sub-ordinate object perception is shown\nto be associated with HP and stronger right hemispheric\nlateralization. However, HP is modulated by experiences of\nselective attention to parts such as writing experiences of\nChinese characters (Tso, Au, & Hsiao, 2014) and drawing\nexperiences of faces (Zhou et al., 2011). Meanwhile,\nhemispheric lateralization is associated with the decoding\nstrategy employed in object recognition, such as left\nhemispheric lateralization for reading alphabetic scripts and\nright hemispheric lateralization for reading logographic\nscripts. This study aims at training participants to recognize\nthe same sets of artificially-created scripts using either wholeword\n(Logographic) or grapheme-to-phoneme (Alphabetic)\napproaches. We found that both approaches induced strong\nHP, though the alphabetic approach induced stronger left\nhemisphere advantage than the logographic approach. This\ntraining study demonstrates that HP and hemispheric\nlateralization are separate processes that are associated with\ndifferent perceptual mechanisms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Perceptual expertise"},{"word":"holistic processing"},{"word":"hemispheric asymmetry"},{"word":"Reading"},{"word":"writing"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75t4v432","frozenauthors":[{"first_name":"Ricky","middle_name":"V","last_name":"Tso","name_suffix":"","institution":"The University of Hong Kong","department":""},{"first_name":"Terry","middle_name":"K","last_name":"Au","name_suffix":"","institution":"The University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"H","last_name":"Hsiao","name_suffix":"","institution":"The University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25713/galley/15337/download/"}]},{"pk":25399,"title":"How Grammatical Gender Affects Perspective Taking","subtitle":null,"abstract":"This is the first study to examine the influence of gender-sex\ncongruence (match or mismatch between grammatical gender\nmarkers and participant sex) on the embodied processing of\nfirst-person sentences and images with either an internal or an\nexternal perspective in a picture-sentence verification task in\nBulgarian modeled on Bruny e et al.‚Äôs (2009) exp erimental\nparadigm. Participants were shown not to discriminate\nbetween perspectives when the grammatical gender was\ncongruent with their own sex, thus allowing for an agentive\ninterpretation by the reader. However, in the gender-sex\nincongruent condition, a significant 83 ms effect of image\nperspective was observed indicating large processing costs for\nattempting to adopt an internal perspective when the\np articip ant‚Äôs sex was incomp atible with the first -person\ngender marking, hence with action simulation from an\negocentric perspective. These results are discussed in terms of\nembodiment specificity accounts and the experiential basis of\ngrammar processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"perspective; grammatical gender; embodiment;\nBulgarian."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6x79h99c","frozenauthors":[{"first_name":"Elena","middle_name":"","last_name":"Andonova","name_suffix":"","institution":"Department of Cognitive Science and Psychology","department":""},{"first_name":"Zornitsa","middle_name":"","last_name":"Savcheva","name_suffix":"","institution":"Department of Cognitive Science and Psychology","department":""},{"first_name":"Gergana","middle_name":"","last_name":"Todorova","name_suffix":"","institution":"Department of Cognitive Science and Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25399/galley/15023/download/"}]},{"pk":25983,"title":"How is the result of the categorization process represented?","subtitle":null,"abstract":"How is the outcome of the categorization process represented? This question has gone virtually unaddressed. A\nnotable exception is Barsalou (2012) which proposes that categorization results in a type‚Äìtoken predication, whereby the type\nrepresentation (e.g. DOG) is predicated of the token representation of the categorized individual (e.g. Fido). Another is\nJackendoff (1983) which proposes that categorization results in a token representation being related to the type representation\nvia a two-place IS-AN-INSTANCE-OF function. Despite important differences, both proposals assume that type and token\nrepresentations are extrinsically related to one another. This contrasts with recent research (Prasada & Dillingham, 2009;\nPrasada, 2013) which makes use of instance-of-kind representations in which type and token are intrinsically related. This\nposter identifies theoretical and empirical implications of the two approaches for representing the output of categorization, and\nargues that these favor the instance-of-kind representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/54w8234g","frozenauthors":[{"first_name":"Sandeep","middle_name":"","last_name":"Prasada","name_suffix":"","institution":"Hunter College, CUNY","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25983/galley/15607/download/"}]},{"pk":25766,"title":"How learners use feedback information:\nEffects of social comparative information and achievement goals","subtitle":null,"abstract":"The present study investigated how learners use feedback\ninformation on their test results. We also examined the effects\nof the type of feedback and learners‚Äô achievement goals on\nthe manner in which feedback information was reviewed. In\nan experimental study (N = 42 undergraduate and graduate\nstudents), we tracked eye movements of the participants while\nthey took a critical thinking test and received their test results.\nThe results showed that most participants checked feedback\nfor incorrectly-answered questions but not for correctlyanswered\nquestions. This suggests that learners do not use\nfeedback information to judge the adequacy of the process of\nsolving. In addition, these tendencies were not different\nbetween feedback conditions. Furthermore, participants‚Äô\nachievement goals predicted learners‚Äô review activities.\nSpecifically, learners with higher mastery goals tended to\ncheck feedback for correctly-answered questions. Therefore,\nfostering the pursuit of mastery goals may prompt learners to\nuse feedback information to enhance their comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"achievement test; feedback; eye movements;\nachievement goals"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0g30r3r8","frozenauthors":[{"first_name":"Masayuki","middle_name":"","last_name":"Suzuki","name_suffix":"","institution":"Showa Women's University","department":""},{"first_name":"Tetsuya","middle_name":"","last_name":"Toyota","name_suffix":"","institution":"Aoyama Gakuin University","department":""},{"first_name":"Yuan","middle_name":"","last_name":"Sun","name_suffix":"","institution":"National Institute of Informatics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25766/galley/15390/download/"}]},{"pk":25727,"title":"How People Estimate Effect Sizes: The Role of Means and Standard Deviations","subtitle":null,"abstract":"Many studies of causal judgments have dealt with the relation\nbetween the presence and the absence of a cause and an effect.\nHowever, little is known about causal learning with a\ncontinuous outcome. The present study adopted Cohen‚Äôs d as\nan objective standard for effect size in situations where a\nbinary cause influenced a continuous effect and investigated\nhow people use means and standard deviations in the\nestimation of effect sizes. The experimental task was to read a\nscenario where the performance of two groups was compared\nand to infer the causal effect. Whereas means were\nmanipulated while holding standard deviations constant in the\nmean difference group, standard deviations were varied with\nholding means constant in the standard deviation difference\ngroup. The results demonstrate that participants could respond\nappropriately to the difference in two means, and that they\ngave a higher estimate of effect size in large standard\ndeviation situations than in small standard deviation situations.\nJudgments about standard deviations are in contrast to\nCohen‚Äôs d, indicating disproportionate attention to different\nkinds of data samples.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal learning; causal reasoning; intuitive\nstatistics; effect size; continuous variable"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79v573s0","frozenauthors":[{"first_name":"Motoyuki","middle_name":"","last_name":"Saito","name_suffix":"","institution":"Kwansei Gakuin University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25727/galley/15351/download/"}]},{"pk":25502,"title":"How Physical Interaction Helps Performance in a Scrabble-like Task","subtitle":null,"abstract":"An experiment tested the hypothesis that people sometimes\ntake physical actions to help themselves solve problems. The\ntask was to generate all possible words that could be formed\nfrom seven Scrabble letters. In one condition, participants\ncould use their hands to manipulate the letters, and in another\ncondition, they could not. Quantitative results show that more\nwords were generated and lower frequency words were generated\nwith physical manipulation than without. Qualitative\nresults suggest that participants who could manipulate the letters\ntended to subdivide the task into smaller tasks (focusing on\nfewer letters at a time). Overall, our results can be explained in\nterms of an interactive search process in which external, physical\nactivity effectively complements internal, cognitive activity,\nproviding a reliable way to simplify search, explore the\nspace of letter combinations, and identify potential words","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Interactive skill"},{"word":"Scrabble"},{"word":"word games"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9jw1v5ft","frozenauthors":[{"first_name":"Morgan","middle_name":"","last_name":"Fleming","name_suffix":"","institution":"Cognitive and Information Sciences\nUniversity of California, Merced","department":""},{"first_name":"Paul","middle_name":"P","last_name":"Maglio","name_suffix":"","institution":"Cognitive and Information Sciences\nUniversity of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25502/galley/15126/download/"}]},{"pk":25967,"title":"How semantic is unconscious semantic integration? A visual masking study","subtitle":null,"abstract":"Consciousness‚Äô role in high-level semantic integration is still unclear. Here, we presented masked pairs of images,\nwhich could be unrelated (e.g., a broken plate and an eagle), associatively related (e.g., a broken plate and a fork) or abstractly\nrelated (e.g., a broken plate and a fighting couple). Low-level features of the pairs were controlled for. In each trial, a masked\npair (prime) was followed by a second pair (target) of a similar or different type. When the prime pair was visible, equal\npriming effects were found for both associatively related and abstractly related pairs. Yet when primes were rendered invisible,\nonly associatively related pairs affected target processing. Our findings go beyond previous ones by demonstrating that two\nsimultaneously presented distinct objects can be unconsciously integrated. Critically however, they suggest a crucial role for\nconsciousness in processing semantic relations that transcend those of simple categorical associations","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64c1591t","frozenauthors":[{"first_name":"Liad","middle_name":"","last_name":"Mudrik","name_suffix":"","institution":"Teal Aviv University","department":""},{"first_name":"Nathan","middle_name":"","last_name":"Faivre","name_suffix":"","institution":"¬¥ Ecole polytechnique f¬¥ed¬¥erale de Lausanne","department":""},{"first_name":"Sid","middle_name":"","last_name":"Kouider","name_suffix":"","institution":"Ecole Normale Sup¬¥erieure","department":""},{"first_name":"Christof","middle_name":"","last_name":"Koch","name_suffix":"","institution":"Allen Institute of Brain Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25967/galley/15591/download/"}]},{"pk":25684,"title":"How Sharing Contexts Influence Purchase Amounts: The Case of Food Choices","subtitle":null,"abstract":"This work focuses on the impact of sharing contexts on\nconsumers‚Äô decision processes and purchase-amount\ndecisions. Four studies, using both hypothetical and real\n(incentive-compatible) choices, find that people regularly\npurchase more in sharing (vs. non-sharing) contexts.\nEvidence is presented suggesting that a significant portion\nof this effect is driven by a cognitive bias arising in sharing\ncontexts that focuses people on what they will give to\nothers, and away from what they will receive from others.\nConsequences of this bias include the noted surplus in\npurchase amounts, over-consumption, and waste.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"sharing; purchase amounts; decision processes"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2f21z0hs","frozenauthors":[{"first_name":"Jeffrey","middle_name":"R","last_name":"Parker","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Nita","middle_name":"","last_name":"Umashankar","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Martin","middle_name":"G","last_name":"Scleicher","name_suffix":"","institution":"IAE Business School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25684/galley/15308/download/"}]},{"pk":25782,"title":"How Sharp is Occam's Razor? Language Statistics in Cognitive Processing","subtitle":null,"abstract":"According to the dominant view in cognitive science, language processing requires perceptual simulation of symbols. Various experiments have shown that words that share a perceptual relationship are processed faster. We have proposed an alternative view in which perceptual cues are encoded in language. However, experiments supporting perceptual simulation or language statistics have focused on concept words. It remains therefore unclear whether the evidence found for language statistics might actually just be evidence for perceptual simulations. We presented subjects with lexical items as well as stimuli unlikely to be represented in the perceptual world: grammatical items. Results showed that response times to lexical items could be explained by a statistical linguistic approach and a perceptual simulation approach, supporting both perceptual and symbolic accounts. Results for the responses to grammatical items were explained by statistical linguistic information but not by a perceptual simulation account, raising questions about the principle of parsimony.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language statistics; Embodied cognition;Perceptual simulation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6p22z7fj","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Tillman","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Sterling","middle_name":"","last_name":"Hutchinson","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Max","middle_name":"M","last_name":"Louwerse","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25782/galley/15406/download/"}]},{"pk":25962,"title":"How soon is now? The language of timing in joint activities","subtitle":null,"abstract":"A key problem for models of joint action is to explain how co-ordination is established and sustained. Existing\naccounts emphasize the importance of interaction, demonstrating how collaborative feedback leads to more systematized, stable,\nand partner-specific referring conventions.\nHowever, in addition to conventionalizing referring expressions, recent work demonstrates how interlocutors also rapidly\nestablish procedural conventions for resolving sequential and temporal co-ordination problems in the interaction. It is unclear,\nhowever, whether interlocutors associate these procedural conventions with specific conversational partners.\nTo address this question, we report a collaborative, 3-participant, computer-mediated task which presents participants with\nthe recurrent co-ordination problem of ordering their actions and utterances into a single sequence. Artificially generated\nclarification requests are inserted into the dialogue, that appear, to each participant, as if they originate from either of the 2\nother participants. We argue that participants’ responses to these clarifications provide evidence of interlocutors associating\nprocedural conventions with specific partners.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03v5h406","frozenauthors":[{"first_name":"Gregory","middle_name":"","last_name":"Mills","name_suffix":"","institution":"University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25962/galley/15586/download/"}]},{"pk":25856,"title":"How the curse of intractability can be cognitive science’s blessing","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"philosophy of cognitive science; computational\nexplanation; intractability; computational complexity; intertheory\nreduction"}],"section":"Publication-Based Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8v6066wt","frozenauthors":[{"first_name":"Iris","middle_name":"","last_name":"van Rooij","name_suffix":"","institution":"Donders Institute for Brain, Cognition, and Behaviour","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25856/galley/15480/download/"}]},{"pk":25513,"title":"How, whether, why: Causal judgments as counterfactual contrasts","subtitle":null,"abstract":"How do people make causal judgments? Here, we propose\na counterfactual simulation model (CSM) of causal judgment\nthat unifies different views on causation. The CSM predicts\nthat people’s causal judgments are influenced by whether a\ncandidate cause made a difference to whether the outcome occurred\nas well as to how it occurred. We show how whethercausation\nand how-causation can be implemented in terms of\ndifferent counterfactual contrasts defined over the same intuitive\ngenerative model of the domain. We test the model in an\nintuitive physics domain where people make judgments about\ncolliding billiard balls. Experiment 1 shows that participants’\ncounterfactual judgments about what would have happened if\none of the balls had been removed, are well-explained by an\napproximately Newtonian model of physics. In Experiment 2,\nparticipants judged to what extent two balls were causally responsible\nfor a third ball going through a gate or missing the\ngate. As predicted by the CSM, participants’ judgments increased\nwith their belief that a ball was a whether-cause, a\nhow-cause, as well as sufficient for bringing about the outcome.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causality; counterfactuals; mental simulation; intuitive\nphysics."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74b7k69g","frozenauthors":[{"first_name":"Tobias","middle_name":"","last_name":"Gerstenberg","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"David","middle_name":"A","last_name":"Lagnado","name_suffix":"","institution":"Experimental Psychology, University College London","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25513/galley/15137/download/"}]},{"pk":25763,"title":"Human behavior in contextual multi-armed bandit problems","subtitle":null,"abstract":"In real-life decision environments people learn from their direct\nexperience with alternative courses of action. Yet they\ncan accelerate their learning by using functional knowledge\nabout the features characterizing the alternatives. We designed\na novel contextual multi-armed bandit task where decision\nmakers chose repeatedly between multiple alternatives characterized\nby two informative features. We compared human\nbehavior in this contextual task with a classic multi-armed\nbandit task without feature information. Behavioral analysis\nshowed that participants in the contextual bandit task used the\nfeature information to direct their exploration of promising\nalternatives. Ex post, we tested participants’ acquired functional\nknowledge in one-shot multi-feature choice trilemmas.\nWe compared a novel function-learning-based reinforcement\nlearning model to a classic reinforcement learning. Although\nreinforcement learning models predicted behavior better in the\nlearning phase, the new models did better in predicting the\ntrilemma choices","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision making; reinforcement learning;\nexploration–exploitation trade-off; contextual multi-armed\nbandits; function learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/53x415cj","frozenauthors":[{"first_name":"Hrvoje","middle_name":"","last_name":"Stojic","name_suffix":"","institution":"Universitat Pompeu Fabra","department":""},{"first_name":"Pantelis","middle_name":"P","last_name":"Analytis","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Maarten","middle_name":"","last_name":"Speekenbrink","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25763/galley/15387/download/"}]},{"pk":25411,"title":"Humans predict liquid dynamics using probabilistic simulation","subtitle":null,"abstract":"Liquids can splash, squirt, gush, slosh, soak, drip, drain,\ntrickle, pool, and be poured–complex behaviors that we can\neasily distinguish, imagine, describe, and, crucially, predict,\ndespite tremendous diversity among different liquids’ material\nand dynamical characteristics. This proficiency suggests the\nbrain has a sophisticated cognitive mechanism for reasoning\nabout liquids, yet to date there has been little effort to study this\nmechanism quantitatively or describe it computationally. Here\nwe find evidence that people’s reasoning about how liquids\nmove is consistent with a computational cognitive model based\non approximate probabilistic simulation. In a psychophysical\nexperiment, participants predicted how different liquids would\nflow around solid obstacles, and their judgments agreed with\nthose of a family of models in which volumes of liquid are\nrepresented as collections of interacting particles, within a dynamical\nfluid simulation. Our model explains people’s accuracy,\nand their predictions’ sensitivity to liquids of different\nviscosity. We also explored several models that did not involve\nsimulation, and found they could not account for the experimental\ndata as well. Our results are consistent with previous\nreports that people’s physical understanding of solid objects is\nbased on simulation, but extends this thesis to the more complex\nand unexplored domain of reasoning about liquids","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xc533j2","frozenauthors":[{"first_name":"Christopher","middle_name":"J","last_name":"Bates","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, MIT","department":""},{"first_name":"Iker","middle_name":"","last_name":"Yildirim","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, MIT","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, MIT","department":""},{"first_name":"Peter","middle_name":"W","last_name":"Battaglia","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25411/galley/15035/download/"}]},{"pk":25428,"title":"Hybrid-Logical Reasoning in the Smarties and Sally-Anne Tasks:\nWhat Goes Wrong When Incorrect Responses are Given?","subtitle":null,"abstract":"The present paper is a follow-up to the journal paper (Bra¨uner,\n2014) which in turn is a revised and extended version of the\nconference paper (Bra¨uner, 2013). These papers were concerned\nwith formalizations of the reasoning when giving correct\nresponses to the psychological tests called the Sally-Anne\ntask and the Smarties task, testing children’s capacity to ascribe\nfalse beliefs to others. In the present paper we give an\nanalysis of what goes wrong when incorrect answers are given.\nOur analysis corroborates the claim that children under four\nand autistic children have difficulties shifting to a perspective\ndifferent from their own.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"False-belief tasks; hybrid logic; natural deduction"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3c19481w","frozenauthors":[{"first_name":"Torben","middle_name":"","last_name":"Brauner","name_suffix":"","institution":"Roskilde University, Denmark","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25428/galley/15052/download/"}]},{"pk":25691,"title":"Iconicity in English Vocabulary and its Relation to Toddlers' Word Learning","subtitle":null,"abstract":"Scholars have documented substantial classes of iconic vocabulary in many non-Indo-European languages. In comparison, Indo-European languages like English are assumed to be arbitrary outside of a small number of onomatopoeic words. In three experiments, we asked English speakers to rate the iconicity of words from the MacArthur- Bates Communicative Developmental Inventory. We found English—contrary to common belief—exhibits iconicity that correlates with age of acquisition and differs across lexical classes. Words judged as most iconic are learned earlier, in accord with findings that iconic words are easier to learn. We also find that adjectives and verbs are more iconic than nouns, supporting the idea that iconicity provides an extra cue in learning more difficult abstract meanings. Our results provide new evidence for a relationship between iconicity and word learning and suggest iconicity may be a more pervasive property of spoken languages than previously thought.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"English"},{"word":"iconicity"},{"word":"sound symbolism"},{"word":"vocabulary"},{"word":"word learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6536w0w1","frozenauthors":[{"first_name":"Lynn","middle_name":"K","last_name":"Perry","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Marcus","middle_name":"","last_name":"Perlman","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Gary","middle_name":"","last_name":"Lupyan","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25691/galley/15315/download/"}]},{"pk":25539,"title":"Ideas in Dialogue: The Effects of Interaction on Creative Problem Solving","subtitle":null,"abstract":"Much problem-solving research has investigated if and why\n‘two heads are better than one’, but typically posits that if there\nis any process gain observed it is because of the exposure to the\nideas provided by another person’s attempted solutions. This\nwork fails to acknowledge or investigate what the interaction\nitself contributes to joint problem solving.\nUsing an online version of the Alternative Uses Task, we compare\nsituations in which people are passively exposed to what\nis said in a dialogue with situations in which people are actively\nengaged in the dialogue, thus varying the interactivity independently\nof the informational content that participants were\nexposed to.\nInteracting participants produce more turns overall, but they\ndo not come up with more ideas. Interacting participants were\nalso more likely to build on each other’s ideas and produce\nmore complex ideas when a turn is linked to a previous idea;\nfollowing leads to elaboration – but only if there is genuine\ninteractivity. These results indicate that conversational mechanisms\npromote the exploration of a problem space and that\nmerely counting the number of ideas produced would miss the\nimportance of the interaction itself.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interaction; dialogue; creative problem-solving"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4sx8281v","frozenauthors":[{"first_name":"Christine","middle_name":"","last_name":"Howes","name_suffix":"","institution":"University of Gothenburg","department":""},{"first_name":"Patrick","middle_name":"G.T.","last_name":"Healey","name_suffix":"","institution":"Queen Mary University of London","department":""},{"first_name":"Pietro","middle_name":"","last_name":"Panzarasa","name_suffix":"","institution":"Queen Mary University of London","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Hills","name_suffix":"","institution":"University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25539/galley/15163/download/"}]},{"pk":25596,"title":"If at First You Don't Succeed: The Role of Evidence in Preschoolers' and Infants' Persistence.","subtitle":null,"abstract":"Perseverance, above and beyond IQ, predicts academic outcomes in school age children. Yet, little is known about how very young children learn the contexts in which persistence is valuable (or not). Here, we explore how young children and infants learn about the rational deployment of effort through observing adults’ persistent behavior. Results from Experiments 1 and 2 indicate that preschoolers persist more after watching an adult persist, but only if the adult is successful at reaching their goal. Experiment 3 extends these findings, showing that even infants use adult models to modulate their persistence, and can generalize this inference to novel situations. Thus, both preschoolers and infants are sensitive to adult persistence and use it to calibrate their own tenacity.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"learning"},{"word":"Child Development"},{"word":"motivation"},{"word":"persistence"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79v75857","frozenauthors":[{"first_name":"Julia","middle_name":"A","last_name":"Leonard","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Laura","middle_name":"E","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25596/galley/15220/download/"}]},{"pk":25629,"title":"Ignorance-Based Chance Discovery\nBeyond Dark Events","subtitle":null,"abstract":"The human part of chance-discovery is usually analyzed as an\neffect of the agent’s knowledge of herself and of her environment.\nIn this paper, setting off from the importance of “understanding\nthe meaning of an impending phenomenon as a\nchance,” we will analyze how chance-discovery activities are\naffected and driven by the agent’s ignorance, and the relationship\nshe entertains with the latter. More specifically, we will\nspell out two kinds of ignorance that are relevant for chancediscovery,\nalso considering which abductive chance-discovery\nprocesses they can be related to.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Human Computer Interaction; Chance-Discovery\nMethods; Abductive Reasoning; Affordances; Ignorance"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1wp2h0hv","frozenauthors":[{"first_name":"Lorenzo","middle_name":"","last_name":"Magnani","name_suffix":"","institution":"University of Pavia","department":""},{"first_name":"Selene","middle_name":"","last_name":"Arfini","name_suffix":"","institution":"University of Chieti and Pescara","department":""},{"first_name":"Tommaso","middle_name":"","last_name":"Bertolotti","name_suffix":"","institution":"University of Pavia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25629/galley/15253/download/"}]},{"pk":25638,"title":"Illusory inferences: disjunctions, indefinites, and the erotetic theory of reasoning","subtitle":null,"abstract":"Work in the mental model tradition has shown that human\nreasoners are subject to fallacious inferences from very simple\npremises that have been described as tantamount to cognitive\nillusions (Walsh & Johnson-Laird, 2004; Khemlani &\nJohnson-Laird, 2009). We present four experiments that show\nthat these phenomena are much more general and systematic\nthan has previously been thought. Among other results, we\nfind that premises using ‘some’ mirror premises using ‘or’\nin generating fallacious inferences, showing that there are interesting\nfacts about reasoning with quantifiers beyond syllogisms\nthat have been the main focus in the literature. Neither\nmental model theory nor other familiar theories of reasoning\naccount for the results we present. However, the novel illusory\ninferences we present are predicted by the erotetic theory of\nreasoning (Koralus and Mascarenhas, 2013). The key idea is\nthat, by default, we reason by interpreting successive premises\nas questions and maximally strong answers to those questions,\nwhich generates the observed fallacies","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"illusory inferences; disjunction; quantifiers;\nerotetic theory; reasoning; mental models; fallacies"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1ft528sw","frozenauthors":[{"first_name":"Salvador","middle_name":"","last_name":"Mascarenhas","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Philipp","middle_name":"","last_name":"Koralus","name_suffix":"","institution":"University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25638/galley/15262/download/"}]},{"pk":26014,"title":"Imagine That: The Relationship between Imagery Measures and Imagery Types","subtitle":null,"abstract":"Imagery is an important feature of mental simulation, which is central to human cognitive functions from decision\nmaking to joint action to language production. Imagery is often used as a mental rehearsal strategy in areas of expertise, such as\nmusic, athletics and surgery, but also in movement rehabilitation. Individual imagery abilities may vary by general, modalityunspecific\nimagery capacity, as well as by imagery types. Within the literature, multiple tests have been used to measure imagery\nability in various modalities such as visual, auditory, motor and spatial imagery. Participants (n=301) completed common\nimagery questionnaires (MIQ3, VMIQ2, BQMI, VVIQ, MASMI, OSIVQ, BAIS, CAIS). Findings suggest that greater reported\ndance, video game or music experience is related to increased kinesthetic, spatial or auditory imagery ability respectively.\nOther individual differences were found across subscales of the same modality, suggesting issues with reliability between\nquestionnaires. Further factor analyses may reveal commonalities between imagery types.\n2998","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/09k1x4n7","frozenauthors":[{"first_name":"Margaret","middle_name":"","last_name":"Tarampi","name_suffix":"","institution":"University of California Santa Barbara","department":""},{"first_name":"Boris","middle_name":"","last_name":"Khanukayev","name_suffix":"","institution":"University of California Santa Barbara","department":""},{"first_name":"Rebecca","middle_name":"","last_name":"Schaefer","name_suffix":"","institution":"University of California Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26014/galley/15638/download/"}]},{"pk":25672,"title":"Implementation of selective attention in sequential word production","subtitle":null,"abstract":"We studied changes to the pattern of speech errors as a\nfunction of selectively attending to one word in a sequence to\nlearn how attention is implemented in language production.\nThree hypotheses were tested: (1) attention specifically\ninhibits the past, (2) attention enhances the activation of the\npresent without affecting the past or the future, and (3)\nattention decreases priming of the future. In Experiment 1,\nusing a model of sequential word production, we simulated\nthe pattern of anticipatory and perseveratory errors on the\nattended words, and compared them to empirical error data.\nOur findings support a model in which attention only affects\nthe present. Experiment 2 tested the prediction of this model\nregarding the error patterns on the word following the\nattended word. These results were also compatible with a\ntransient enhancement in the activation of present that does\nnot affect the production of the future words.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language production; Selective attention;\nStructural frame; Perseveration"},{"word":"Anticipation; Speech error"},{"word":"Cognitive control; Executive function"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hk078mx","frozenauthors":[{"first_name":"Nazbanou","middle_name":"","last_name":"Nozari","name_suffix":"","institution":"Johns Hopkins University","department":""},{"first_name":"Gary","middle_name":"S","last_name":"Dell","name_suffix":"","institution":"University of Illinois at Urbana-Champaign","department":""},{"first_name":"Kyle","middle_name":"","last_name":"Schneck","name_suffix":"","institution":"University of Delaware","department":""},{"first_name":"Barry","middle_name":"","last_name":"Gordon","name_suffix":"","institution":"Johns Hopkins University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25672/galley/15296/download/"}]},{"pk":25885,"title":"Implicit Association in Mathematics and Science","subtitle":null,"abstract":"Previous work using the Implicit Association Test (IAT) has revealed an implicit association between academic\ndisciplines and gender (Nosek et al., 2002). Namely, participants appear to have an implicit association between men and\nscience, and women and the humanities. The purpose of this research is to examine whether the former implicit association\nis rooted in an association between men and mathematics or math-heavy fields. This might explain the fact of relatively low\nrepresentation by women in math-heavy sciences, and relatively high representation by women in areas of science that do\nnot require advanced mathematical training. One hypothesis is that this difference in representation can be at least partially\nexplained by an implicit association between math or math-intensive fields and men. We hypothesize that subjects will exhibit\nan implicit association between women and non-math intensive sciences, and men and math-intensive sciences. This research\nis conducted using mouse-tracking on Amazon Mechanical Turk.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1rd2t9mm","frozenauthors":[{"first_name":"Yuliya","middle_name":"","last_name":"Chernykhovskaya","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Carolyn","middle_name":"","last_name":"Jennings","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Maryam","middle_name":"","last_name":"Tabatabaeian","name_suffix":"","institution":"University of California Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25885/galley/15509/download/"}]},{"pk":25985,"title":"Implicit learning in dynamic decision making: A glass-box approach","subtitle":null,"abstract":"Although simulations can be useful tools to train dynamic decision making (DDM) skills, studies show that mere\npractice with simulated environments leads to limited improvements in performance. Simulated environments often show little\nor no transparency about the underlying structure. Making information about the system and the consequences of decisions\navailable to users has been found to enhance learning. We tested a glass-box approach using highly interactive feedback tools to\nsupport implicit learning in a 3-hour DDM training session. Ninety participants were assigned to either the control (no training)\nor implicit learning condition. While performance on the training scenario improved over time, learning took place mostly in\nthe beginning of the training session, and final performance remained far from optimal. Performance in the training scenario\nwas positively correlated to performance in a test scenario. However, implicit learning did not improve performance on the test\nscenario compared to the control group.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2bw3p5nw","frozenauthors":[{"first_name":"Sylvain","middle_name":"","last_name":"Pronovost","name_suffix":"","institution":"Laval University, Quebec City","department":""},{"first_name":"Marie-Eve","middle_name":"","last_name":"St-Louis","name_suffix":"","institution":"Laval University, Quebec City","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Lafond","name_suffix":"","institution":"Thales Research & Technology (TRT) Canada","department":""},{"first_name":"Jean-Francois","middle_name":"","last_name":"Gagnon","name_suffix":"","institution":"Laval University, Quebec City","department":""},{"first_name":"Sebastien","middle_name":"","last_name":"Tremblay","name_suffix":"","institution":"Laval University, Quebec City","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25985/galley/15609/download/"}]},{"pk":25477,"title":"Implicit Understanding of Arithmetic with Rational Numbers:\nThe Impact of Expertise","subtitle":null,"abstract":"Recent work has shown that undergraduates at a major public\nuniversity demonstrate implicit understanding of inverse\nrelations between multiplication problems with fractions, as\nevidenced by the fact that solving one problem facilitates\nsolving its inverse. The present study investigated whether\nsuch implicit understanding of mathematical relations is\nrelated to overall math ability. We found that low performers\nshowed relational facilitation only when it was supported by\nperceptual similarity, whereas high performers showed\nrelational facilitation on both perceptually similar and\ndissimilar problems. These findings are interpreted in terms\nof novice-expert differences in the representation of\nmathematical relations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mathematical reasoning"},{"word":"rational numbers"},{"word":"relational reasoning"},{"word":"expertise"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7h13w9h0","frozenauthors":[{"first_name":"Melissa","middle_name":"","last_name":"deWolf","name_suffix":"","institution":"Department of Psychology, University of California, Los Angeles","department":""},{"first_name":"Ji","middle_name":"Y","last_name":"Son","name_suffix":"","institution":"Department of Psychology, University of California, Los Angeles","department":""},{"first_name":"Miriam","middle_name":"","last_name":"Bassok","name_suffix":"","institution":"Department of Psychology, University of Washington","department":""},{"first_name":"Keith","middle_name":"J","last_name":"Holyoak","name_suffix":"","institution":"Department of Psychology, University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25477/galley/15101/download/"}]},{"pk":25774,"title":"Improving Lexical Memory Access and Decision Making Processes Using\nCognitive Word Games","subtitle":null,"abstract":"Strengthening semantic and orthographic associations among\nwords in a lexicon may help to improve memory processes\nrelated to fluent organizing and retrieval of language. In the\npresent study, we examined how training in several different\nword games impacts later retrieval access for the words.\nGames included a word-stem completion task (orthographic),\na free association task (semantic), and a crossword paradigm\ntask (orthographic+semantic). A within-subject experiment\nwas used to compare the relative effectiveness of these three\ntraining methods on a lexical association task performed prior\nto and following training. Results showed that the games were\nable to improve participants’ decision times, and the increased\nfluency in the lexical association task due to the free association\ntask was greater than the other games. We will further\napply and examine this study with non-native English speakers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Crossword Paradigm; Lexical Memory Access;\nWord-Stem Completion; Free Association"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6pj47967","frozenauthors":[{"first_name":"Kejkaew","middle_name":"","last_name":"Thanasuan","name_suffix":"","institution":"Michigan Technilogical University","department":""},{"first_name":"Shane","middle_name":"T","last_name":"Mueller","name_suffix":"","institution":"Michigan Technilogical University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25774/galley/15398/download/"}]},{"pk":25409,"title":"Improving Science Writing in Research Methods Classes Through Computerized Argument Diagramming","subtitle":null,"abstract":"The purpose of this study was to characterize the ways in\nwhich psychologists address research hypothesis risk in\nacademic articles, and to support undergraduates in learning\nto write about such risk using argument diagramming prewriting\nactivities. First, 90 articles recently published in top\nsocial, developmental, and cognitive psychology journals\nwere examined for their presentation of research hypothesis\n‘risk’ – an element of the intellectual merit of a research study\ndenoting the novelty and importance of the study being\nconducted. Second, an experimental study was conducted\ninvolving 82 students in undergraduate research methods\nclasses. They were assigned to either argument diagram or\ntraditional instruction conditions. Research reports were\ncoded for explicit discussion of risk. Students using argument\ndiagramming were significantly more likely to write about\nrisk when compared to matched classes given no\ndiagramming support","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Argument diagram; writing instruction; science\ninstruction; educational intervention; hypothesis risk;\nphilosophy of science"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1b28v9cz","frozenauthors":[{"first_name":"Brendan","middle_name":"J","last_name":"Barstow","name_suffix":"","institution":"Learning Research and Development Center, Pitt","department":""},{"first_name":"Christian","middle_name":"D","last_name":"Schunn","name_suffix":"","institution":"Learning Research and Development Center, Pitt","department":""},{"first_name":"Lisa","middle_name":"K","last_name":"Fazio","name_suffix":"","institution":"Department of Psychology & Human Development, Vanderbilt University","department":""},{"first_name":"Mohammad","middle_name":"H","last_name":"Falakmasir","name_suffix":"","institution":"Learning Research and Development Center, Pitt","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Ashley","name_suffix":"","institution":"Learning Research and Development Center, Pitt","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25409/galley/15033/download/"}]},{"pk":25450,"title":"Incidental Memory for Naturalistic Scenes: Exposure, Semantics, and Encoding","subtitle":null,"abstract":"Visual memory for naturalistic scenes is mediated by: amount\nof exposure, semantic content, and type of encoding. These\nfactors might interactively contribute to scene memorability.\nThus, we tracked computer-mouse movements during an encoding\nphase where participants verified the congruency of\nsentence and scene pairs, which varied in plausibility. The\npresentation time of the scenes was also manipulated. Subsequently,\nin an unexpected recognition phase, participants had\nto indicate whether they remembered scenes (old and new).\nRecognition improved when correct verifications were made\nduring encoding especially: when the scene was implausible,\nthe stimuli pair congruent, and for longer presentation times.\nWhen comparing the trajectories between encoding and recognition,\nwe found greater hesitancy during encoding, especially\nfor implausible scenes in incongruent pairs, decreasing as presentation\ntime increased. These results provide novel insights\ninto the factors modulating the memorability of naturalistic\nscenes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual memory; action-dynamics; presentation\ntime; semantic plausibility; active encoding"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9dx3m2s3","frozenauthors":[{"first_name":"Moreno","middle_name":"I","last_name":"Coco","name_suffix":"","institution":"Faculdade de Psicologia, Universidade de Lisboa","department":""},{"first_name":"Nicholas","middle_name":"D","last_name":"Duran","name_suffix":"","institution":"School of Social and Behavioral Sciences, Arizona State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25450/galley/15074/download/"}]},{"pk":25423,"title":"Incorporating Background Knowledge into Text Classification","subtitle":null,"abstract":"It has been shown that prior knowledge and information are\norganized according to categories, and that also background\nknowledge plays an important role in classification. The purpose\nof this study is first, to investigate the relationship between\nbackground knowledge and text classification, and second,\nto incorporate this relationship in a computational model.\nOur behavioral results demonstrate that participants with access\nto background knowledge (experts), overall performed\nsignificantly better than those without access to this knowledge\n(novices). More importantly, we show that experts rely more\non relational features than surface features, an aspect that bagof-\nwords methods fail to capture. We then propose a computational\nmodel for text classification which incorporates background\nknowledge. This model is built upon vector-based representation\nmethods and achieves significantly more accurate\nresults over other models that were tested.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"text classification; background knowledge; distributed\nrepresentation; similarity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2j23p7jn","frozenauthors":[{"first_name":"Reihane","middle_name":"","last_name":"Bogharti","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Justin","middle_name":"","last_name":"Garten","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Aleksandra","middle_name":"","last_name":"Litvinova","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Morteza","middle_name":"","last_name":"Dehghani","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25423/galley/15047/download/"}]}]}