Knowledge of color has strong individual, environmental, and cultural differences that may systematically influence performance in cognitive tasks. For example, color knowledge has been shown to influence recall of color (Persaud & Hemmer, 2014). This manifests as a systematic regression to the mean effect, where memory is biased towards the mean hue of each universal color category. What remains unclear is whether differences, such as culture and environment, might differentially influence memory. We tested recognition memory for color in the Tsimane’ of Bolivia; an indigenous population with little or no modern schooling, whose environment is very different from industrialized societies. We found that recognition regressed towards the mean of some universal color categories, but for others was systematically biased toward neighboring categories. A cluster analysis suggested that the Tsimane’ use five underlying color categories—not the standard universals. This might be shaped by education, language and the environment
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Episodic memory; color; Prior knowledge;Expectations; Tsimane"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75w4z248","frozenauthors":[{"first_name":"Pernille","middle_name":"","last_name":"Hemmer","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Kimele","middle_name":"","last_name":"Persaud","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Steven","middle_name":"","last_name":"Piantadosi","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/25532/galley/15156/download/"}]},{"pk":25662,"title":"Influence of Excitation/Inhibition Imbalance on Local Processing Bias in\nAutism Spectrum Disorder","subtitle":null,"abstract":"People with autism spectrum disorder (ASD) tend to detect lo-\ncal patterns of visual stimuli more quickly than global patterns,\nwhich is opposite to the behavior of typically developing peo-\nple. We hypothesized that the imbalance between excitation\nand inhibition neurons in the visual cortex causes the local pro-\ncessing bias observed in ASD. Stronger inhibitory connections\ncould diminish the neural activities and thus prevent global fea-\nture integration, whereas properly balanced connections would\nenable the cortex to detect features of any size. We verified\nour hypothesis by employing a computational neural network\ncalled a neocognitron. Our experimental results demonstrated\nthat the network with stronger inhibitory connections exhib-\nited a local processing bias, whereas the network with properly\nadjusted connections showed a moderate global bias. More-\nover, the networks with extremely strong or weak inhibitions\nrevealed no perception bias. These results suggest that an ex-\ncitation/inhibition imbalance causes multiple types of atypical\nperception in ASD.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"autism spectrum disorder; local processing bias;\nexcitation/inhibition balance; neocognitron"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0tj1p2gb","frozenauthors":[{"first_name":"Yukie","middle_name":"","last_name":"Nagai","name_suffix":"","institution":"Osaka University","department":""},{"first_name":"Takakazu","middle_name":"","last_name":"Moriwaki","name_suffix":"","institution":"Osaka University","department":""},{"first_name":"Minoru","middle_name":"","last_name":"Asada","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/25662/galley/15286/download/"}]},{"pk":25993,"title":"Influence of High and Low Groove Music on Postural Sway Dynamics","subtitle":null,"abstract":"Standing balance control relies on multisensory feedback, but little is known about the influence of periodically\nvarying sounds on this process. The level of sensorimotor activation has been shown to be highly correlated with the concept\nof musical groove. We presented musical stimuli with high and low groove ratings to participants (N=40) as center of pressure\n(CoP) was recorded using a force platform. We found an effect of groove on radial sway in both non-musician and musician\ngroups, with the high groove condition accompanied by the least amount of sway. Further analysis revealed a stronger correlation\nbetween musical events and postural sway deviations in the high groove condition when compared with the low groove\ncondition, providing support for auditory-motor entrainment in postural sway. Our results show that periodicity in music can\nreduce sway variability in standing balance, possibly due to involuntary motor entrainment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00t1w2fr","frozenauthors":[{"first_name":"Jessica","middle_name":"","last_name":"Ross","name_suffix":"","institution":"The University of California, Merced","department":""},{"first_name":"Anne","middle_name":"","last_name":"Warlaumont","name_suffix":"","institution":"The University of California, Merced","department":""},{"first_name":"Lillian","middle_name":"","last_name":"Rigoli","name_suffix":"","institution":"The University of California, Merced","department":""},{"first_name":"Ramesh","middle_name":"","last_name":"Balasubramaniam","name_suffix":"","institution":"The 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/25993/galley/15617/download/"}]},{"pk":25899,"title":"Influences of task difficulty on initiation time and overall use of an external\nstrategy","subtitle":null,"abstract":"Humans readily deploy external strategies in an attempt to offload cognitive work, a process commonly referred to\nas cognitive offloading. For example, individuals will often rotate their head in an attempt to normalize a rotated display (i.e.,\nexternal normalization). Previous work has emphasized how various manipulations affect the overall use of the behavior to\nbetter understand the underlying decision processes. This approach, however, has overlooked the potential utility in investigating\nhow these manipulations affect the time to initiate the use of strategy. We manipulated task difficulty with upright and\nrotated displays and measured initiation time and the overall use of external normalization. Analyses demonstrated that when\nindividuals rotate, rotations take the same amount of time to initiate across tasks, whereas overall frequencies of rotations varied\nas a function of task. This dissociation suggests that the time to initiate the strategy and external strategy selection are at least\npartly independent","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9p88207s","frozenauthors":[{"first_name":"Tymothy","middle_name":"","last_name":"Dunn","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Evan","middle_name":"","last_name":"Risko","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25899/galley/15523/download/"}]},{"pk":25895,"title":"Informative Transitions: A Heuristic for Conditionalized Causal Strength\nLearning","subtitle":null,"abstract":"Controlling for alternative causes is essential for learning the strength of any one cause on an effect. Several\nprocesses have been proposed for how people control for alternative causes, including probabilistic contrasts within focal sets\nand associative processes. We investigated another mechanism called the informative transitions heuristic; people selectively\nattend to temporally adjacent observations (informative transitions; IT) in which the state of the target cause changes but\nthe alternative causes remain the same. Within ITs, whether the effect also changes in the same direction, does not change,\nor changes in the opposite direction implies that the target cause has a positive, neutral, or negative influence on the effect.\nParticipants judged the strength of the relationship between two drugs and a side effect in a trial-by-trial learning task. Causes\nwith more positive as opposed to neutral ITs were judged to have stronger causal relations, consistent with the IT heuristic.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13s2m25r","frozenauthors":[{"first_name":"Cory","middle_name":"","last_name":"Derringer","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Benjamin","middle_name":"","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/25895/galley/15519/download/"}]},{"pk":25767,"title":"Inhibition Failure is Mediated by a Disposition Toward Flexible Thinking","subtitle":null,"abstract":"Conflict detection in dual process contexts is a widely studied\nphenomenon. However, only a small portion of the\ninvestigations has studied the role of individual differences in\na typical conflict detection paradigm. In this study,\nparticipants completed a modified base-rate neglect task, as\nwell as the Cognitive Reflection Task (CRT), and two\nThinking Disposition Questionnaires. Results support an\nindividual differences hypothesis in which the CRT prediction\nof accuracy on the base-rate conflict problems is mediated by\nthe dispositional tendency to engage in flexible thinking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"conflict detection"},{"word":"dual process"},{"word":"flexible thinking"},{"word":"individual differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h49c8rs","frozenauthors":[{"first_name":"Alexander","middle_name":"B","last_name":"Swan","name_suffix":"","institution":"University of California\nSanta Barbara","department":""},{"first_name":"Russell","middle_name":"","last_name":"Revlin","name_suffix":"","institution":"University of California\nSanta 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/25767/galley/15391/download/"}]},{"pk":25850,"title":"In Search of Triggering Conditions for Spontaneous Visual Perspective Taking","subtitle":null,"abstract":"Visual perspective taking (VPT) ‚Äì people‚Äôs ability to\nrepresent the physical world from another person‚Äôs viewpoint\n‚Äì plays a fundamental role in social cognition. However, little\nis known about whether and when VPT can be triggered\nspontaneously without any explicit verbal prompting. In six\nstudies, we measured spontaneous VPT as the tendency to\nread an ambiguous number from another agent‚Äôs imagined\nperspective (‚Äú6‚Äù) rather than from one‚Äôs own default visual\nperspective (‚Äú9‚Äù). We found that the likelihood of\nspontaneous VPT varied systematically with the target agent‚Äôs\nbehavior. The strongest trigger for spontaneous VPT was the\nagent‚Äôs goal-directed reaching, followed by object-directed\ngaze, and lastly the agent‚Äôs mere presence in the scene.\nFurthermore, observing an agent‚Äôs reaching or gaze toward an\nobject triggered viewers‚Äô spontaneous VPT even for objects\nwith which the agent was currently not engaged.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual perspective taking; nonverbal behaviors;\nsocial cognition; self; egocentric; theory of mind"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7ts6j98x","frozenauthors":[{"first_name":"Xuan","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Corey","middle_name":"","last_name":"Cusimano","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Bertram","middle_name":"F","last_name":"Malle","name_suffix":"","institution":"Brown 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/25850/galley/15474/download/"}]},{"pk":25791,"title":"Insight and Cognitive Ecosystems","subtitle":null,"abstract":"Outside the cognitive psychologist‚Äôs laboratory, problem\nsolving is an activity that takes place in a rich web of\ninteractions involving people and artifacts. Through this\ninteractivity, a reasoner‚Äôs comprehension of the problem\nemerges from a coalition of internal and external\nresources. In the experiment presented here, interactivity\nwas explored under laboratory conditions. Participants\nwere invited to solve an insight problem, the so-called\n17 Animals problem. The solution to this problem\ninvolves the spatial arrangements of sets. The problem\nmasquerades as an arithmetic problem, which creates a\ndifficult impasse to overcome. Problem solving took\nplace in two different ecosystems: in one, participants\nwere given a stylus and an electronic tablet to sketch out\na model of the solution; in a second, participants could\ninteract with artifacts that corresponded to the problem‚Äôs\nphysical constituent features to build a model of the\nsolution. Participants in the sketch group were never\nable to break the impasse, that is to abandon their\ninterpretation of the problem as one requiring an\narithmetic solution. Participants in the model building\ngroup were more likely to break the impasse and\ndiscover a productive action trajectory that helped them\nidentify a plausible solution. Video evidence revealed\nsubstantial differences in the manner with which\nparticipants ‚Äòthought‚Äô about the problem as a function of\nthe type of interactivity afforded by the two cognitive\necosystems. Insight was enacted through model building\nactivity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"problem solving"},{"word":"InSight"},{"word":"distributed\ncognition"},{"word":"enactivism"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3991f2vx","frozenauthors":[{"first_name":"Frederic","middle_name":"","last_name":"Vallee-Tourangeau","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Sune","middle_name":"Vork","last_name":"Steffensen","name_suffix":"","institution":"University of Southern Denmark","department":""},{"first_name":"Gaelle","middle_name":"","last_name":"Vallee-Tourangeau","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Angeliki","middle_name":"","last_name":"Makri","name_suffix":"","institution":"Kingston 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/25791/galley/15415/download/"}]},{"pk":25635,"title":"Intellectualism and Psychology","subtitle":null,"abstract":"Intellectualism ‚Äì the thesis that know-how is a kind of knowthat\n‚Äì has proved difficult to assess by the traditional\nphilosophical method of conceptual analysis. Recently, some\nauthors have argued that we should instead look to results in\npsychology ‚Äì specifically whether all procedural knowledge\nis declarative knowledge. I argue that such an approach is\nunsatisfactory, since the concepts employed in psychology do\nnot map onto our concepts of knowledge in any neat way.\nThere is no straightforward psychological interpretation of the\nintellectualist thesis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Intellectualism; knowledge; know-how"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vc453gv","frozenauthors":[{"first_name":"Jack","middle_name":"","last_name":"Marley-Payne","name_suffix":"","institution":"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/25635/galley/15259/download/"}]},{"pk":25904,"title":"Interactions of emoticon valence and text processing","subtitle":null,"abstract":"Emoticons in informal text communication are common worldwide. They have the potential to reveal emotion and\nsocial functions, analogous to facial expression and body gestures in face-to-face verbal communication. Our findings from\na corpus study of online text communication by a group of scientists, some of whom were bilingual and others monolingual,\nsuggested that patterns of emoticon use depend on a variety of factors, including emoticon valence and language of texting\n(Aragon et al., 2014). In the present study we bring these effects into the laboratory by examining the interrelation of emoticons\nand words in lexical decision (LD) experiments with sequential (SOA 200 ms) but spatially superimposed emoticon-word pairs.\nMonolingual speakers showed a reliable interaction of emoticon valence with lexicality but interactions with word valence were\nunreliable. Results will be compared to those from comparable word-word pairs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5j02t9q8","frozenauthors":[{"first_name":"Laurie","middle_name":"","last_name":"Feldman","name_suffix":"","institution":"U Albany, SUNY & Haskins LaBS","department":""},{"first_name":"Kit","middle_name":"W","last_name":"Cho","name_suffix":"","institution":"U Albany, SUNY","department":""},{"first_name":"Cecilia","middle_name":"","last_name":"Aragon","name_suffix":"","institution":"U Washington","department":""},{"first_name":"Judith","middle_name":"","last_name":"Kroll","name_suffix":"","institution":"Penn 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/25904/galley/15528/download/"}]},{"pk":25523,"title":"Interactivity, Expertise and Individual Differences\nin Mental Arithmetic","subtitle":null,"abstract":"Participants completed long single digit sums in two\ninteractivity contexts. In a low interactivity condition sums\nwere solved with hands down. In a second, high\ninteractivity condition participants used moveable tokens.\nAs expected accuracy and efficiency was greater in the high\ncompared to the low interactivity condition. In addition,\nparticipants were profiled in terms of working memory\ncapacity, numeracy, math anxiety and expertise in math.\nAll of these measures predicted calculation errors in the\nlow interactivity conditions; however, in the high\ninteractivity condition, participants‚Äô performance was not\ndetermined by any of these variables. We also developed a\nscale to measure task engagement: Participants were\nsignificantly more engaged with the task when they\ncompleted the sums in the high interactivity condition.\nHowever engagement level did not correlate with\ncalculation error, suggesting improvement in performance\nwith tokens was not the result of greater task engagement.\nInteractivity transformed the deployment of arithmetic\nskills, ameliorated performance, and helped to reduce the\ndifference in performance between individuals of low and\nhigh math expertise.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Interactivity; arithmetic; expertise; math\nanxiety; working memory; task engagement"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5tc9n4r9","frozenauthors":[{"first_name":"Lisa","middle_name":"G","last_name":"Guthrie","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Charlotte","middle_name":"","last_name":"Harris","name_suffix":"","institution":"Kingston University","department":""},{"first_name":"Frederic","middle_name":"","last_name":"Vallee-Tourangeau","name_suffix":"","institution":"Kingston 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/25523/galley/15147/download/"}]},{"pk":26027,"title":"Interdependence of Fixations and Saccades","subtitle":null,"abstract":"The present study investigates the relation between the reading process and text comprehension during naturalistic\ntext reading. To that end, participants read easy and difficult texts while their eye movements were recorded. After each\nreading, participants filled-in comprehension questionnaires. We investigated classical measures of the reading process related\nto comprehension (fixation duration, regressive eye movements), as well as power-law scaling in eye movements that are\nindicative of degree of cognitive coordination during reading. The results show that text difficulty led to longer fixation durations\nand stronger power-law scaling in eye movements. Moreover, the degree of power-law scaling in eye movements was predictive\nof text comprehension. In line with previous research on natural text reading that utilized the self-paced reading method, powerlaw\nscaling turned out to be a superior predictor of reading comprehension compared to standard measures, suggesting that it\nis an effective measure of cognitive performance in complex reading tasks","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kw3p45q","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Wallot","name_suffix":"","institution":"Aarhus University","department":""},{"first_name":"Charles","middle_name":"","last_name":"Coey","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Mike","middle_name":"","last_name":"Richardson","name_suffix":"","institution":"University of Cincinnati","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/26027/galley/15651/download/"}]},{"pk":36061,"title":"International Students at the University of California: The Impact on Writing Center Practice","subtitle":null,"abstract":"The dramatically increasing number of international students at University of California (UC) campuses has had a marked effect on its campus writing centers, causing a reconsideration of personnel, pedagogy, training, services, and cross-campus partnerships. In this article, writing center administrators and staff at 3 UC campuses—UC Irvine, UCLA, and UC San Diego—discuss the challenges they are encountering and the possibilities that are emerging as they pursue their mission to serve all undergraduate student writers.","language":"eng","license":null,"keywords":[],"section":"Theme Section - The Internationalization of Higher Education: Examining Issues, Maximizing Outcomes","is_remote":true,"remote_url":"https://escholarship.org/uc/item/29h9z4tc","frozenauthors":[{"first_name":"Sue","middle_name":"","last_name":"Cross","name_suffix":"","institution":"University of California, Irvine","department":""},{"first_name":"Christine","middle_name":"","last_name":"Holten","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Madeleine","middle_name":"","last_name":"Picciotto","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Kelley","middle_name":"","last_name":"Ruble","name_suffix":"","institution":"University of California, Irvine","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/36061/galley/26913/download/"}]},{"pk":25818,"title":"Interpersonal Anticipatory Synchronization:\nThe Facilitating Role of Short Visual-Motor Feedback Delays","subtitle":null,"abstract":"Effective interpersonal coordination is fundamental to robust\nsocial interaction, and the ability to anticipate a co-actor‚Äôs\nbehavior is essential for achieving this coordination.\nHowever, coordination research has focused on the behavioral\nsynchrony that occurs between the simple periodic\nmovements of co-actors and, thus, little is known about the\nanticipation that occurs during complex, everyday interaction.\nResearch on the dynamics of coupled neurons, human motor\ncontrol, electrical circuits, and laser semiconductors\nuniversally demonstrates that small temporal feedback delays\nare necessary for the anticipation of chaotic events. We\ntherefore investigated whether similar feedback delays would\npromote anticipatory behavior during social interaction.\nResults revealed that co-actors were not only able to\nanticipate others‚Äô chaotic movements when experiencing\nsmall perceptual-motor delays, but also exhibited movement\npatterns of equivalent complexity. This suggests that such\ndelays, including those within the human nervous system,\nmay enhance, rather than hinder, the anticipatory processes\nthat underlie successful social interaction","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"anticipatory synchronization; interpersonal\ncoordination; chaos; global coordination; complexity\nmatching"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2069h726","frozenauthors":[{"first_name":"Auriel","middle_name":"","last_name":"Washburn","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Rachel","middle_name":"W","last_name":"Kallen","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Charles","middle_name":"A","last_name":"Coey","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Shockley","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Richardson","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25818/galley/15442/download/"}]},{"pk":25865,"title":"Interpreting Visualizations of Uncertainty on Smartphone Displays","subtitle":null,"abstract":"The blue circle on smartphone displays is an everyday visualization of uncertainty; with the circle size indicating\nuncertainty of one‚Äôs location. Like error bars on graphs, it is a discrete visualization of a graded probability function. Two\nexperiments examined the effectiveness of different visualizations of location estimates varying whether and how uncertainty\nwas visualized (uniform blue circle showing confidence interval, faded circle showing graded probability, or both). Given a\nknown location and visualizations of the estimates of two ‚Äúsmartphones‚Äù of that location, participants judged which smartphone\nshowed the better location estimation. Participants reported using two primary heuristics (1) choosing the blue circle that\nwas closest to the known location (distance) and (2) choosing the smaller circle (size). Visualizing graded probability with\nfaded circles biased participants towards the distance heuristic. Visualizing confidence intervals with uniform circles biased\nparticipants towards the size heuristic (and using uncertainty information) and produced more accurate judgments","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6s24q1xf","frozenauthors":[{"first_name":"Trevor","middle_name":"","last_name":"Barrett","name_suffix":"","institution":"University of California Santa Barbara","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hegarty","name_suffix":"","institution":"University of California Santa Barbara","department":""},{"first_name":"Grant","middle_name":"","last_name":"McKenzie","name_suffix":"","institution":"University of California Santa Barbara","department":""},{"first_name":"Michael","middle_name":"","last_name":"Goodchild","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/25865/galley/15489/download/"}]},{"pk":36058,"title":"In Their Words: Student Preparation and Perspectives on US Study","subtitle":null,"abstract":"US universities are admitting higher percentages of international students, bringing into focus concerns with how to best support them once they are at the university. However, less attention has been paid to the preparation they undertake before matriculation. This study looks at how students are prepared before arrival and how this preparation matched their expectations and experiences in their US classes. Information was gathered through interviews of international students in different US universities, as well as from large-scale surveys conducted at the University of California, Berkeley with incoming and current international students. Results suggest the need for additional program planning to more fully support this population.","language":"eng","license":null,"keywords":[],"section":"Theme Section - The Internationalization of Higher Education: Examining Issues, Maximizing Outcomes","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7nh5g674","frozenauthors":[{"first_name":"Maggie","middle_name":"","last_name":"Sokolik","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/36058/galley/26910/download/"}]},{"pk":26007,"title":"Introducing the Cognitive Systems Institute Group","subtitle":null,"abstract":"The Cognitive Systems Institute Group (CSIG) is a relatively new initiative of IBM Global University Programs to\nbetter link IBMers and the cognitive systems community around grand challenge problems in cognitive science and artificial\nintelligence. For example, the mission of the CSIG is to augment and scale human expertise with cognitive assistants for all\noccupations in smart service systems. This poster will introduce CSIG and invite the CogSci community to help shape its\nevolution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64v9v7rq","frozenauthors":[{"first_name":"Jim","middle_name":"","last_name":"Spohrer","name_suffix":"","institution":"IBM","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/26007/galley/15631/download/"}]},{"pk":25963,"title":"Invertible signals: A challenge for theories of communication","subtitle":null,"abstract":"We used a novel experimental paradigm to investigate cognitive principles underpinning human communication.\nThrough a computer game simulating different virtual scenes, pairs of participants sent and interpreted non-linguistic, minimal\nsignals to achieve common goals. Participants‚Äô signalling and interpretative actions demonstrated both flexibility and sensitivity\nto variations in the context of the shared visual scene: the same signal in one context could ‚Äòflip‚Äô its meaning in a new context.\nSuch ‚Äòinvertible‚Äô signals in the lab have their counterparts in patterns of real-world natural language use‚Äîfrom the phenomenon\nof enantiosemy (words/phrases that contain their ‚Äòopposite‚Äô meaning) to the pragmatics of satire and irony. But the emergence of\nsuch signals in our experiment challenges both correlational associative and recursive-mentalizing (‚Äòmind-reading‚Äô) accounts\nof human communication and language. Instead, we point to a pragmatics-central perspective in which what is vital is our\ncapacity for joint inference and coordination.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/53s754cv","frozenauthors":[{"first_name":"Jennifer","middle_name":"","last_name":"Misyak","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Takao","middle_name":"","last_name":"Noguchi","name_suffix":"","institution":"University College London","department":""},{"first_name":"Nick","middle_name":"","last_name":"Chater","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/25963/galley/15587/download/"}]},{"pk":25665,"title":"Investigating Strategy Discovery and Coordination in a Novel Virtual Sheep\nHerding Game among Dyads","subtitle":null,"abstract":"Previous research investigating the dynamical processes\nsupporting coordinated joint action has typically used nongoal-\ndirected tasks. The present study expands on this\nresearch by investigating the coordination that emerges\namong pairs in a complex, goal-directed task of herding\nvirtual sheep to the center of a field. The results revealed that\nthe majority of pairs converged on the same stable movement\ncoordination strategy in order to complete the task. This\nstrategy involved pairs moving in an in-phase or anti-phase\noscillatory pattern around the sheep. By adopting this strategy\npairs formed an interpersonal synergy. Interestingly, the\nstrength of this synergy was modulated by the number of\nsheep being herded. More specifically, more dimensional\ncompression was observed among pairs when herding the 7-\nsheep compared to herding 3 or 5 sheep. The implications of\nthese results for understanding how task difficulty and\nmutually defined environmental co-regulation influenced the\nbehavioral dynamics of coordinated joint-action are\ndiscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"joint action; interpersonal synergies;\ncoordination; strategy formation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bn4m5nw","frozenauthors":[{"first_name":"Patrick","middle_name":"","last_name":"Nalepka","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Riehm","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Carl","middle_name":"Bou","last_name":"Mansour","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Anthony","middle_name":"","last_name":"Chemero","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Richardson","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25665/galley/15289/download/"}]},{"pk":26025,"title":"Investigating the Visual/Analytic Shift in Students‚Äô Knowledge in Chemistry","subtitle":null,"abstract":"We argue that the acquisition of chemistry expertise requires considerable conceptual changes, which among other\nthings involve a change from reliance on visual-spatial thinking to the employment of analytic strategies. We also argue that\nthis shift in chemistry and specifically in knowledge about molecular structure is related to the acquisition of expertise and not\nto individual differences in visual-spatial thinking. In this presentation we will present an experiment designed to investigate\nthe visual-analytic shift in knowledge about molecular structure in 132 11th graders. The results showed that the students,\nwho were novices in chemistry, could solve the items requiring visual strategies but not those requiring analytic strategies,\nsuggesting that they had not achieved the visual/analytic shift. Additional studies are needed to compare novices and experts in\norder to further test our hypothesis regarding the visual-analytic shift in chemistry.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0d834642","frozenauthors":[{"first_name":"Maria","middle_name":"","last_name":"Vlacholia","name_suffix":"","institution":"University of Athens, Greece","department":""},{"first_name":"Stella","middle_name":"","last_name":"Vosniadou","name_suffix":"","institution":"University of Athens, Greece","department":""},{"first_name":"Katerina","middle_name":"","last_name":"Salta","name_suffix":"","institution":"University of Athens, Greece","department":""},{"first_name":"Petros","middle_name":"","last_name":"Roussos","name_suffix":"","institution":"University of Athens, Greece","department":""},{"first_name":"Smaragda","middle_name":"","last_name":"Kazi","name_suffix":"","institution":"Panteion University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Sigalas","name_suffix":"","institution":"Aristotle University","department":""},{"first_name":"Chrysa","middle_name":"","last_name":"Tsougraki","name_suffix":"","institution":"University of Athens, Greece","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/26025/galley/15649/download/"}]},{"pk":25574,"title":"Investigating Ways of Interpretations of Artificial Subtle Expressions\nAmong Different Languages: A Case of Comparison Among Japanese, German,\nPortuguese and Mandarin Chinese","subtitle":null,"abstract":"Up until now, several studies have shown that a speech\ninterface system giving verbal suggestions with beeping\nsounds that decrease in pitch conveyed a low system\nconfidence level to users intuitively, and these beeping sounds\nwere named ‚Äúartificial subtle expressions‚Äù (ASEs). However,\nall participants in these studies were only Japanese, so if the\nparticipants‚Äô mother tongue has different sensitivity to\nvariations in pitch compared with Japanese, the\ninterpretations of the ASEs might be different. We then\ninvestigated whether the ASEs are interpreted in the same\nway as with Japanese regardless of the users‚Äô mother tongues;\nspecifically we focused on three language categories in\ntraditional phonological typology. We conducted a web-based\nexperiment to investigate whether the ways speakers of\nGerman, Portuguese (stress accent language), Mandarin\nChinese (tone language) and Japanese (pitch accent language)\ninterpret the ASEs are different or not. The results of this\nexperiment showed that the ways of interpreting did not differ,\nso this suggests that these ways are language-independent","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial subtle expressions (ASEs); tone\nlanguage; pitch accent language; stress accent language"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6t81n3r5","frozenauthors":[{"first_name":"Takanori","middle_name":"","last_name":"Komatsu","name_suffix":"","institution":"Department of Frontier Media Science, Meiji University","department":""},{"first_name":"Rui","middle_name":"","last_name":"Prada","name_suffix":"","institution":"INESC-ID, Av. Prof. An√≠bal Cavaco Silva","department":""},{"first_name":"Kazuki","middle_name":"","last_name":"Kobayashi","name_suffix":"","institution":"Department of Computer Science and Engineering, Shinshu University","department":""},{"first_name":"Seiji","middle_name":"","last_name":"Yamada","name_suffix":"","institution":"National Institute of Informatics/SOKENDAI/Tokyo Institute of Technology","department":""},{"first_name":"Kotaro","middle_name":"","last_name":"Funakoshi","name_suffix":"","institution":"Honda Research Institute Japan","department":""},{"first_name":"Mikio","middle_name":"","last_name":"Nakano","name_suffix":"","institution":"Honda Research Institute Japan","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/25574/galley/15198/download/"}]},{"pk":25627,"title":"Investigation on Using 3D Printed Liver during Surgery","subtitle":null,"abstract":"In this study based on ethnographic methods, we investigated\nhow using a three-dimensional (3D) printed liver influenced\ndoctors during liver resection surgery. Results of the analy-\nses implied that using the 3D printed liver enhanced the con-\nstruction of elaborate mental models of patients‚Äô livers, the\nmental simulation of liver resections, and the construction of\nshared mental models of patients‚Äô livers among doctors. Based\non these results, we compared the advantages of using a 3D\nprinted liver over a two-dimensional (2D) and a 3D image dur-\ning surgery.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"External resources; Mental model; 3D print;\nEthnography"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8n162459","frozenauthors":[{"first_name":"Akihiro","middle_name":"","last_name":"Maehigashi","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Kazuhisa","middle_name":"","last_name":"Miwa","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Hitoshi","middle_name":"","last_name":"Terai","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Tsuyoshi","middle_name":"","last_name":"Igami","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Yoshihiko","middle_name":"","last_name":"Nakamura","name_suffix":"","institution":"Nagoya University","department":""},{"first_name":"Kensaku","middle_name":"","last_name":"Mori","name_suffix":"","institution":"Nagoya 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/25627/galley/15251/download/"}]},{"pk":25678,"title":"Is statistical learning trainable?","subtitle":null,"abstract":"Statistical learning (SL) is the ability to implicitly extract\nregularities in the environment, and likely supports various\nhigher-order behaviors, from language to music and vision.\nWhile specific patterns experience are likely to influence SL\noutcomes, this ability is tacitly conceptualized as a fixed\nconstruct, and few studies to date have investigated how\nexperience may shape statistical learning.\nWe report one experiment that directly tested whether SL\ncan be modulated by previous experience. We used a prepost\ntreatment design allowing us to pinpoint what specific\naspects of ‚Äúprevious experience‚Äù matter for SL. The results\nshow that performance on an artificial grammar learning task\nat post-test depends on whether the grammar to be learned at\npost-test matches the underlying grammar structures learned\nduring treatment. Our study is the first to adopt a pre-post test\ndesign to directly modulate the effects of learning on learning\nitself.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"experience; implicit learning; pre-post test\ndesign; sequential learning; statistical learning; statistical\ntraining; transition probabilities."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/93z978wt","frozenauthors":[{"first_name":"Luca","middle_name":"","last_name":"Onnis","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Matthew","middle_name":"","last_name":"Lou-Magnuson","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Hongoak","middle_name":"","last_name":"Yun","name_suffix":"","institution":"Konkuk University","department":""},{"first_name":"Erik","middle_name":"","last_name":"Thiessen","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/25678/galley/15302/download/"}]},{"pk":26010,"title":"Is the listener really listening? Exploring the effect of verbal and gestural speaker\ncues on backchanneling","subtitle":null,"abstract":"It is well known that listeners of probably all languages give verbal and non-verbal signals, called backchannels,\nto their interlocutors. However, it is not well understood what drives listeners to backchannel. To what degree are they an\nindicator of listener attention? Are backchannels semantically motivated, performed when the message has been parsed and\ncomprehended? Or are they automatic responses triggered by overt cues from the speaker (such as eye contact, gestures, or\nprosodic information), requiring minimal comprehension?\nAn important first step in answering this question is identifying what overt speaker cues trigger backchannels, and to what\ndegree. This preliminary study looks at storytelling data from conversational dyads. We find that the speaker cue most likely to\n‚Äòsuccessfully‚Äô trigger a backchannel is making eye contact. Interestingly, however, other cues are more likely to trigger different\nkinds of backchannels: gestural cues trigger more head nods, while prosodic cues trigger more verbal backchannels.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dx9s4kv","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Stave","name_suffix":"","institution":"University of Oregon","department":""},{"first_name":"Eric","middle_name":"","last_name":"Pederson","name_suffix":"","institution":"University of Oregon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26010/galley/15634/download/"}]},{"pk":25867,"title":"It's all in the eye: multiple orders of motor planning in gaze control","subtitle":null,"abstract":"It has been shown that the eyes anticipate the target of the next manual object interaction. Meanwhile, manual interactions anticipate object features for grasp adjustments (first order) and the most convenient end-state in anticipation of subsequent tasks (second order). Moreover, grasping kinematics for the same object can vary depending on the final goal (third order planning). In an eye-tracking experiment we show that these factors can be measured already in eye fixations prior to grasping objects with different orientations (upright vs. inverted) and for different tasks (drink vs. hand over). Fixation measures show significant effects of object, task, and orientation and significant interactions. These results show for the first time end-state comfort effects in the eyes and suggest a tighter coupling of oculo-motor and motor programming than assumed so far. The insights suggest that even more intricate derivations of manipulation intentions can be derived from eye gaze data.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hg6q8q6","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Belardinelli","name_suffix":"","institution":"University of T¬®ubingen","department":""},{"first_name":"Martin","middle_name":"V","last_name":"Butz","name_suffix":"","institution":"University of T¬®ubingen","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/25867/galley/15491/download/"}]},{"pk":25524,"title":"Knowing what he could have shown: The role of alternatives in children‚Äôs\nevaluation of under-informative teachers","subtitle":null,"abstract":"What underlies young children‚Äôs failure in evaluating underinformative\nteachers? We explore the hypothesis that children\nhave difficulty representing relevant alternatives; knowing\nwhat the teacher could have done. Children rated two\nteachers who demonstrated toys to a na¬®ƒ±ve learner. One group\nfirst observed a fully informative teacher and then an underinformative\nteacher, while the other group saw the reverse order.\nSix- and seven-year-olds successfully rated the underinformative\nteacher lower than the fully-informative teacher\nregardless of the order (Exp.1). However, four- and five-yearolds\nshowed this pattern only when they saw the fully informative\nteacher first (Exp.2). Given a binary choice after seeing\nboth teachers, four-year-olds showed a preference for the fully\ninformative teacher (Exp.3). We discuss these results in light\nof recent literature on children‚Äôs understanding of pragmatic\nviolations in linguistic communication; the contrast between\nthe fully informative vs. under-informative teachers might help\nchildren understand what the teacher could have shown.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Development"},{"word":"Pragmatics"},{"word":"scalar implicature"},{"word":"pedagogical reasoning"},{"word":"Theory of mind"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/59n5z8fv","frozenauthors":[{"first_name":"Hyowon","middle_name":"","last_name":"Gweon","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Mika","middle_name":"","last_name":"Asaba","name_suffix":"","institution":"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/25524/galley/15148/download/"}]},{"pk":25406,"title":"Landmarks in motion: Unstable entities in route directions","subtitle":null,"abstract":"In the present study, we investigate if and when speakers refer\nto moving entities in route directions (RDs). On the one hand,\nthere is a general agreement that landmarks should be\nperceptually salient and stable objects. On the other hand,\nanimated movement attracts visual attention, making entities\nintrinsically salient. In two experiments, we tested to what\nextent people are prepared to use moving entities. Our results\nshow that participants mention moving entities when the\ncommunicative setting affords such references (route\ndirections in a joint communicative setting) and when the\nmovement is informative for the place where a turn should be\ntaken.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"stability; animated movement; moving landmarks;\nvisual attention; route directions"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rc8b4q9","frozenauthors":[{"first_name":"Adriana","middle_name":"","last_name":"Baltaretu","name_suffix":"","institution":"Tilburg center for Cognition and Communication (TiCC), Tilburg University","department":""},{"first_name":"Emiel","middle_name":"","last_name":"Krahmer","name_suffix":"","institution":"Tilburg center for Cognition and Communication (TiCC), Tilburg University","department":""},{"first_name":"Alfons","middle_name":"","last_name":"Maes","name_suffix":"","institution":"Tilburg center for Cognition and Communication (TiCC), 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/25406/galley/15030/download/"}]},{"pk":25374,"title":"Language & Common Sense: Integrating across psychology, linguistics, and computer science","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language; common sense; world knowledge;\npragmatics; intuitive theories; cognitive architectures; natural\nlanguage processing"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0zn5g475","frozenauthors":[{"first_name":"Joshua","middle_name":"K","last_name":"Hartshorne","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":""}],"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/25374/galley/14998/download/"}]},{"pk":25578,"title":"Language and Gesture Descriptions Affect Memory:\nA Nonverbal Overshadowing Effect","subtitle":null,"abstract":"People‚Äôs memory for an event is known to be affected by their\nverbal descriptions prior to memory assessment. The present\nexperiment investigated whether the computational difficulty\nof production itself, which is known to affect what people say,\ncan shape descriptions and subsequent event memory.\nParticipants viewed simple scenes and were asked to describe\nthem using either speech or silent gesture, the latter being a\nmuch more difficult task. We hypothesized that gesturing\nparticipants would over-use action pantomimes, which would\nyield poorer Inaction (vs. Action) scene memory. Following\nscene descriptions, participants were given a forced-choice\nrecognition task to discriminate previously presented scenes\nfrom foils. Patterns of gesturing showed that gesturers used\naction pantomimes for Inaction scenes, and they performed\nreliably worse on Inaction scene memory. Increased\nproduction of action pantomimes predicted increased guesses\nfor Action scenes at test, independent of the correct response.\nImplications for memory and production are discussed","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory; eyewitness memory; language\nproduction; gesture analysis; experimental research with adult\nhumans"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23k932nb","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Koranda","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Maryellen","middle_name":"","last_name":"MacDonald","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/25578/galley/15202/download/"}]},{"pk":25433,"title":"Language evolution in the lab tends toward informative communication","subtitle":null,"abstract":"Why do languages parcel human experience into categories in\nthe ways they do? Languages vary widely in their category\nsystems but not arbitrarily, and one possibility is that this\nconstrained variation reflects universal communicative needs.\nConsistent with this idea, it has been shown that attested\ncategory systems tend to support highly informative\ncommunication. However it is not yet known what process\nproduces these informative systems. Here we show that\nhuman simulation of cultural transmission in the lab produces\nsystems of semantic categories that converge toward greater\ninformativeness, in the domains of color and spatial relations.\nThese findings suggest that larger-scale cultural transmission\nover historical time could have produced the diverse yet\ninformative category systems found in the world‚Äôs languages.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Informative communication"},{"word":"language evolution"},{"word":"iterated learning"},{"word":"cultural transmission"},{"word":"Spatial Cognition"},{"word":"color naming"},{"word":"semantic universals"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9rf1f631","frozenauthors":[{"first_name":"Alexandra","middle_name":"","last_name":"Carstensen","name_suffix":"","institution":"Department of Psychology University of California, Berkeley","department":""},{"first_name":"Jing","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Department of Neurology, Johns Hopkins University","department":""},{"first_name":"Cameron","middle_name":"T","last_name":"Smith","name_suffix":"","institution":"Department of Linguistics University of California, Berkeley","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"Department of Linguistics, Cognitive Science Program 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/cognitivesciencesociety/article/25433/galley/15057/download/"}]},{"pk":25965,"title":"Language input from child-directed speech and children‚Äôs picture books are\ndifferent","subtitle":null,"abstract":"Reading to young, pre-literate children is associated with better language and reading outcomes, but the underlying\nmechanisms are poorly understood. The goal of this work is to better understand the potential mechanisms. We hypothesized\nthat vocabulary diversity and sentence complexity might vary between picture books and child-directed speech, and we wanted\nto quantify those potential differences. We built a corpus consisting of the text of 100 picture books that caregivers might\nread to pre-literate children. We compared the distributions of vocabulary and certain complex sentences of that corpus to\nchild-directed speech from the CHILDES corpus. We found that picture books contained a higher number of unique word\ntypes for a given number of tokens, and contained a higher proportion of complex sentences. The mechanisms by which shared\nbook reading may contribute to improved language outcomes is by exposing children to words and sentence structures that they\nwould not encounter otherwise.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5m00d72d","frozenauthors":[{"first_name":"Jessica","middle_name":"","last_name":"Montag","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Michael","middle_name":"","last_name":"Jones","name_suffix":"","institution":"Indiana University, Bloomington","department":""},{"first_name":"Linda","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Indiana University, Bloomington","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/25965/galley/15589/download/"}]},{"pk":36091,"title":"Language Power: Tutorials for Writers - Dana R. Ferris","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/93b8266p","frozenauthors":[{"first_name":"Leslie","middle_name":"Bennett","last_name":"Sherwood","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/36091/galley/26943/download/"}]},{"pk":25733,"title":"Large-scale investigations of variability in children‚Äôs first words","subtitle":null,"abstract":"A child‚Äôs first word is an important step towards language. Aggregated\nacross children, the distribution of these first productive\nuses of language can act as a window into early cognitive\nand linguistic development. We investigate both the variability\nand predictability in children‚Äôs first words across four\nnew datasets. We find, first, that children‚Äôs first words tend to\nemerge earlier than previously estimated: more than 75 percent\nof children produce their first word before their first birthday.\nSecond, we find a high degree of consistency in the types of\nthings children name in their first words, independent of the\nage at which they are produced. Finally, we show that the particular\nwords that children produce first are predictable from\ntwo linguistic factors: input frequency and phonological complexity.\nTogether, our results suggest a degree of independence\nbetween early conceptual and linguistic development","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language Acquisition"},{"word":"word learning"},{"word":"cognitive\ndevelopment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7q40d9ws","frozenauthors":[{"first_name":"Rose","middle_name":"M","last_name":"Schneider","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25733/galley/15357/download/"}]},{"pk":25703,"title":"Lateral Inhibition Overcomes Limits of Temporal Difference Learning","subtitle":null,"abstract":"There is growing support for Temporal Difference (TD) Learning\nas a formal account of the role of the midbrain dopamine\nsystem and the basal ganglia in learning from reinforcement.\nThis account is challenged, however, by the fact that realistic\nimplementations of TD Learning have been shown to fail on\nsome fairly simple learning tasks ‚Äî tasks well within the capabilities\nof humans and non-human animals. We hypothesize\nthat such failures do not arise from natural learning systems\nbecause of the ubiquitous appearance of lateral inhibition in\nthe cortex, producing sparse conjunctive internal representations\nthat support the learning of predictions of future reward.\nWe provide support for this conjecture through computational\nsimulations that compare TD Learning systems with and without\nlateral inhibition, demonstrating the benefits of sparse conjunctive\ncodes for reinforcement learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"reinforcement learning; lateral inhibition; sparse\nconjunctive codes; computational cognitive neuroscience"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zj747vd","frozenauthors":[{"first_name":"Jacob","middle_name":"","last_name":"Rafati","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"David","middle_name":"C","last_name":"Noelle","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/25703/galley/15327/download/"}]},{"pk":25742,"title":"Learning a Center-Embeddding Rule in an Artificial Grammar Learning Task","subtitle":null,"abstract":"Beginning with Fitch and Hauser (2004), a number of studies\nhave used the Artificial Grammar Learning task to investigate\nlearning rules generating hierarchical structural relations\namong sequences of elements that are characteristic of the\ngrammar of human languages. Studies that have examined the\nlearning of a center-embedding rule (AnBn rule) exemplified\nby the sentence, The dogs the girl the boys like feeds bark\nincessantly have provided mixed results. We present the\nresults of three experiments that demonstrate learning when\ntraining occurs incrementally (e.g., Lai & Poletiek, 2011) and\nrequires feedback when testing with a grammaticality\njudgment task. We also use a novel completion task, which\ndemonstrated learning both with and without feedback. In all\ncases, not all participants learned the rule.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial grammar learning task"},{"word":"centerembedding"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0px532p8","frozenauthors":[{"first_name":"Won","middle_name":"Jae","last_name":"Shin","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Kathleen","middle_name":"M","last_name":"Eberhard","name_suffix":"","institution":"University of Notre Dame","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/25742/galley/15366/download/"}]},{"pk":25701,"title":"Learning Additive and Substitutive Features","subtitle":null,"abstract":"To adapt in an ever-changing world, people infer what basic\nunits should be used to form concepts and guide generalizations.\nWhile recent computational models of human representation\nlearning have successfully predicted how people discover\nfeatures from high-dimensional input in a number of domains\n(Austerweil & Griffiths, 2013), the learned features are\nassumed to be additive. However, this assumption is not always\ntrue in the real world. Sometimes a basic unit is substitutive\n(Garner, 1978), which means it can only be one value out\nof a set of discrete values. For example, a cat is either furry\nor hairless, but not both. In this paper, we explore how people\nform representations for substitutive features, and what computational\nprinciples guide such behavior. In a behavioral experiment,\nwe show that not only are people capable of forming\nsubstitutive feature representations, but they also infer whether\na feature should be additive or substitutive depending on the\nobserved input. This learning behavior is predicted by our\nnovel extension to the Austerweil and Griffiths (2011, 2013)‚Äôs\nfeature construction framework, but not their original model.\nOur work contributes to the continuing effort to understand\nhow people form representations of the world.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"learning; additive features; substitutive features;\nBayesian nonparametric modeling; feature learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44n5b28f","frozenauthors":[{"first_name":"Ting","middle_name":"","last_name":"Qian","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Joseph","middle_name":"","last_name":"Austerweil","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25701/galley/15325/download/"}]},{"pk":25735,"title":"Learning and decisions in contextual multi-armed bandit tasks","subtitle":null,"abstract":"Contextual Multi-Armed Bandit (CMAB) tasks are a\nnovel framework to assess decision making in uncertain\nenvironments. In a CMAB task, participants are presented\nwith multiple options (arms) which are characterized by\na number of features (context) related to the reward as-\nsociated with the arms. By choosing arms repeatedly\nand observing the reward, participants can learn about\nthe relation between context and reward and improve\ntheir decision strategy. We present two studies on how\npeople behave in CMAB tasks. Within a stationary en-\nvironment, we ?nd that participants are best described\nby Thompson Sampling-based Gaussian Process mod-\nels. This decision rule incorporates probability match-\ning to the expected outcomes derived from a rational\nmodel of the task and it is especially well-adapted to\nnon-stationary environments. In a dynamic CMAB task\nwe again ?nd that participants are best described by\nprobability matching of Gaussian Process expectations.\nOur ?ndings imply that behavior previously referred to\nas \\irrational\" can actually be seen as a well-adapted\nstrategy based on powerful inference algorithms.\nKeywords: Decision Making, Learning, Exploration-\nExploitation, Contextual Multi-Armed Bandits","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0s78h2p2","frozenauthors":[{"first_name":"Erich","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"University College London","department":""},{"first_name":"Emmanouil","middle_name":"","last_name":"Konstantinidis","name_suffix":"","institution":"Carnegie Mellon University,","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/25735/galley/15359/download/"}]},{"pk":25439,"title":"Learning and Generalizing Cross-Category Relations\nUsing Hierarchical Distributed Representations","subtitle":null,"abstract":"Recent work has begun to investigate how structured relations\ncan be learned from non-relational and distributed input\nrepresentations. A difficult challenge is to capture the human\nability to evaluate relations between items drawn from distinct\ncategories (e.g., deciding whether a truck is larger than a\nhorse), given that different features may be relevant to\nassessing the relation for different categories. We describe an\nextension of Bayesian Analogy with Relational\nTransformations (BART; Lu, Chen & Holyoak, 2012) that\ncan learn cross-category comparative relations from\nautonomously-generated and distributed input representations.\nBART first learns separate representations of a relation for\ndifferent categories and creates second-order features based\non these category-specific representations. BART then learns\nweights on these second-order features, resulting in a\ncategory-general representation of the relation. This\nhierarchical learning model successfully generalizes the\nrelation to novel pairs of items (including items from different\ncategories), outperforming a flat version of the learning\nmodel.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relation learning; generalization; distributed\nrepresentations; Bayesian models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mq913zs","frozenauthors":[{"first_name":"Dawn","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Department of Pyschology, UCLA","department":""},{"first_name":"Hongjing","middle_name":"","last_name":"Lu","name_suffix":"","institution":"Department of Psychology and Department of Statistics, UCLA","department":""},{"first_name":"Keih","middle_name":"J","last_name":"Holyoak","name_suffix":"","institution":"Department of Pyschology, UCLA","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/25439/galley/15063/download/"}]},{"pk":36090,"title":"Learning English in Mexico: Perspectives From Mexican Teachers of English","subtitle":null,"abstract":"ESL and Language Arts teachers have noted a growing population of transnational students who—because of family migration patterns—have complex educational histories that straddle both Mexico and the US. Yet US teachers know little about the Englishlanguage training that such students receive in Mexico. This study attempts to bridge that gap, reporting on a survey-based study conducted in Mexico of 76 Mexican teachers of English. Included are recommendations about English instruction in both Mexican and US contexts, as well as recommendations for greater collaboration between US and Mexican English teachers.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nz271bh","frozenauthors":[{"first_name":"Ali","middle_name":"","last_name":"Borjian","name_suffix":"","institution":"San Francisco 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/catesoljournal/article/36090/galley/26942/download/"}]},{"pk":25499,"title":"Learning Exceptions in Phonological Alternations","subtitle":null,"abstract":"The present study explores learning phonological alternations\nthat contain exceptions. Participants were exposed to a\nback/round vowel harmony pattern in which a regular suffix\nfollowed harmony, varying between /e/ and /o/ depending on\nthe back/round phonetic features of the stem, and an\nexceptional suffix that was always /o/ regardless of the\nfeatures of the stem vowel. Participants in Experiment 1\nlearned the behavior of both suffixes, but performance for the\nnon-alternating suffix was higher when the suffix happened to\nadhere to vowel harmony. In Experiment 2, participants were\nexposed only to the same suffixes as Experiment 1, but the\nnon-alternating suffix only appeared in harmonic contexts,\ncreating ambiguity between exceptionality and alternation.\nParticipants only correctly selected the non-alternating suffix\nwhen it appeared in a harmonic context. This suggests that\nlearners are biased towards alternating harmony patterns, but\nrequire concrete evidence of non-alternation to learn the nonalternating\nsuffix.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; vowel harmony; learning\nbiases; exceptions."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5p94x4r8","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/25499/galley/15123/download/"}]},{"pk":25688,"title":"Learning mode and comparison in relational category learning","subtitle":null,"abstract":"An important goal in the study of higher-order cognition is to\nunderstand how relational categories are acquired and\napplied. Previous work has explored the potential of withincategory\ncomparison opportunities to promote relational\ncategory learning and transfer. This follows from predictions\nof structure mapping theory (Gentner, 1983, 2003) that\nalignment leads to highlighting and abstraction of common\nrelational structure. However, a straightforward merging of\ntraditional classification learning with comparison (i.e., trials\npresenting two same-category items) has not been effective.\nWe explore the hypothesis that classification and comparison\nhave an unforeseen incompatibility. In a 3x2 betweensubjects\ndesign we tested three presentation conditions\n(unconstrained item pairs, category-matched items pairs,\nsingle items) in two supervised category learning modes:\nclassification and observation. The major finding is an\ninteraction driven by highly accurate categorization for the\nobservational learners with same-category pairs. The\nintroduction of the observational mode yielded the predicted,\nbut elusive result of an advantage for within-category pairs\nover twice as many single-item trials. We conclude that\nwithin-category comparison can be an effective means to\npromote relational category learning and discuss the apparent\nimpediment of the guess-and-correct cycle","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"relational categories; structural alignment;\ncomparison; classification learning; transfer; observational\nlearning mode"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52q2v3pk","frozenauthors":[{"first_name":"John","middle_name":"D","last_name":"Patterson","name_suffix":"","institution":"Binghampton University","department":""},{"first_name":"Kenneth","middle_name":"J","last_name":"Kurtz","name_suffix":"","institution":"Binghampton 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/25688/galley/15312/download/"}]},{"pk":26048,"title":"Learning multiple kinds of associations during cross-situational word learning","subtitle":null,"abstract":"Learning the meanings of words involves not only forming connections between individual words and concepts\nbut also building a network of connections across objects and words. Previous studies reveal that infants and adults can learn\nword-referent links across multiple ambiguous training instances by tracking the statistical co-occurrence of labels and objects\n(Smith & Yu, 2008; Dautriche & Chemla, 2014). We asked whether adults are sensitive to multiple types of statistical structure\nin these learning instances by manipulating the frequency with which objects co-occurred with each other during training trials.\nAcross several studies (n=150), we find that adults not only learned to disambiguate label referents, but simultaneously formed\nconnections both between the frequently co-occurring objects themselves and between the labels of frequently co-occurring\nobjects. These findings indicate that learners exploit statistical regularities to form multiple types of associations during word\nlearning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nr9t8p4","frozenauthors":[{"first_name":"Martin","middle_name":"","last_name":"Zettersten","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Erica","middle_name":"","last_name":"Wojcik","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Viridiana","middle_name":"L","last_name":"Benitez","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Jenny","middle_name":"","last_name":"Saffran","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/26048/galley/15672/download/"}]},{"pk":25839,"title":"Learning of bimodally distributed quantities","subtitle":null,"abstract":"Previous research has shown that people are able to use distributional\ninformation about the environment to make inferences.\nHowever, how people learn these probability distributions is\nless well understood, especially for those that are not normal\nor unimodal. In this paper we focus on how people learn probability\ndistributions that are bimodal. We examined on how\nthe distance between the two peaks of a bimodal distribution\nand the numbers of observations influence how participants\nlearn each distribution, using two types of stimuli with different\ndegrees of perceptual noise. Overall, participants were able to\nlearn the various distributions quickly and accurately. However,\ntheir performance is moderated by stimuli type‚Äîwhether participants\nwere learning a distribution over numbers (low noise)\nor over sizes of circles (high noise). This work suggests that although\npeople are able to quickly learn a variety of distributions,\nmany factors may influence their performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"probability distributions; learning; subjective belief;\nintuitive statistics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sc6x29w","frozenauthors":[{"first_name":"Saiwing","middle_name":"","last_name":"Yeung","name_suffix":"","institution":"Beijing Institute of Technology","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Whalen","name_suffix":"","institution":"University of St Andrews","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/25839/galley/15463/download/"}]},{"pk":25836,"title":"Learning of Time Varying Functions is Based on Association Between Successive\nStimuli","subtitle":null,"abstract":"In function learning, the to-be-learned function always defines\nthe relationships between stimulus and response. However,\nwhen a function defines the stimuli by time points, we can call\nthis type of function as time-varying function. Learning timevarying\nfunction would be different from learning other ones.\nSpecifically, the correlation between successive stimuli should\nplay an important role in learning such functions. In this study,\nthree experiments were conducted with the correlations as positive\nhigh, negative high, and positive low. The results show\npeople perform well when the correlation between successive\nstimuli is high, no matter whether it is positive or negative.\nAlso, people have difficulty learning the time-varying function\nwith a low correlation between successive stimuli. A simple\ntwo-layered neural network model is evident to be able to provide\ngood accounts for the data of all experiments. These results\nsuggest that learning time varying function is based on\nassociation between successive stimuli.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Function Learning; Time Varying Function"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99m4825w","frozenauthors":[{"first_name":"Lee-Xieng","middle_name":"","last_name":"Yang","name_suffix":"","institution":"National Chengchi University","department":""},{"first_name":"Tzu-Hsi","middle_name":"","last_name":"Lee","name_suffix":"","institution":"National Chengchi 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/25836/galley/15460/download/"}]},{"pk":25479,"title":"Learning to reason about desires: An infant training study","subtitle":null,"abstract":"A key aspect of theory of mind is the ability to reason\nabout other people's desires. As adults, we know that desires\nand preferences are subjective and specific to the individual.\nHowever, research in cognitive development suggests that a\nsignificant conceptual shift occurs in desire-based reasoning\nbetween 14 and 18 months of age, allowing 18- but not 14-\nmonth-olds to understand that different people can have\ndifferent preferences (Lucas et al., 2014; Ma & Xu 2011;\nRepacholi & Gopnik, 1997). The present research investigates\nthe kind of evidence that is relevant for inducing this shift and\nwhether younger infants can be trained to learn about the\ndiversity of preferences. In Experiment 1, infants younger\nthan 18 months of age were shown demonstrations in which\ntwo experimenters either liked the same objects as each other\n(in one training condition) or different objects (in another\ntraining condition). Following training, all infants were asked\nto share one of two foods with one of the experimenters ‚Äì\nthey could either share a food that the experimenter showed\ndisgust towards (and the infants themselves liked) or a food\nthat the experimenter showed happiness towards (and the\ninfants themselves did not like). We found that infants who\nobserved two different experimenters liking different objects\nduring training later provided the experimenter with the food\nshe liked, even if it was something they disliked themselves.\nHowever, when infants observed two experimenters liking the\nsame objects, they later incorrectly shared the food that they\nthemselves liked with the experimenter. Experiment 2\ncontrolled for an alternative interpretation of these findings.\nOur results suggest that training allows infants to overturn an\ninitial theory in the domain of Theory of Mind for a more\nadvanced one.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Theory of mind; Desire-based reasoning; Infant\nlearning; Social cognition; Preferences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xt657ph","frozenauthors":[{"first_name":"Tiffany","middle_name":"","last_name":"Doan","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Denison","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Christopher","middle_name":"G","last_name":"Lucas","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25479/galley/15103/download/"}]},{"pk":26011,"title":"Learning with Concrete and Virtual\nManipulative Models: Are Models Scaffolds or Crutches?","subtitle":null,"abstract":"The development of representational competence was investigated by using 3D (concrete\nand virtual) models as feedback in teaching organic chemistry students to translate\nbetween 2D diagrams. In two experiments, students translated between diagrams of\nmolecules and received verbal feedback in one of three intervention conditions: with\nconcrete models, with virtual models, or without models. Learning was measured in\nthree posttests (with models, without models, and after a 7-day delay). Virtual models\nhad either low (Study 1) or high (Study 2) congruence between actions performed with\nthe input device and resulting movements of the virtual model. In terms of learning\noutcomes, model-based feedback was superior to verbal-feedback alone, models\nfunctioned as a scaffold rather than as a crutch, and learning with model-based feedback\nwas resilient over a 7-day delay. Finally, concrete and virtual models were equivalent in\npromoting learning, and action congruence did not affect learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0rq655zz","frozenauthors":[{"first_name":"Andrew","middle_name":"T","last_name":"Stull","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hegarty","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/26011/galley/15635/download/"}]},{"pk":25754,"title":"Let's Get Physical: Thinking with Things in Architectural Design","subtitle":null,"abstract":"To study the cognitive role that tangible objects play in design thinking, we gave 17 architects and novice students a set of blocks and asked them to design their dream house. Although the blocks seem simple they are filled with perceptual surprises. We regard manipulating blocks as a form of physical thinking because through interaction designers increase the dimensionality of their design space. This happens because a) perceptual ambiguity leads to multiple semantics - multiple ways of identifying what shapes are out there, and b) kinesthetic and other forms of non-visual interaction enables designers to feel inertia, mass, force and gravity and thereby encounter blocks and their relations in additional ways. The effects of tangibility and enactive forms of perception is that the design space expands, often leading architects to more divergent thinking. Physical interaction broadens the basis of creativity.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"multimodal interaction; extended cognition;architectural design; blocks world; design thinking; creativity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6d52231n","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Smithwick","name_suffix":"","institution":"MIT","department":""},{"first_name":"David","middle_name":"","last_name":"Kirsh","name_suffix":"","institution":"UCSD","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/25754/galley/15378/download/"}]},{"pk":25557,"title":"Let's talk (ironically) about the weather: Modeling verbal irony","subtitle":null,"abstract":"Verbal irony plays an important role in how we communicate and express opinions about the world. While there exist many theories and empirical findings about how people use and understand verbal irony, there is to our knowledge no formal model of how people incorporate shared background knowledge and linguistic information to communicate ironically. Here we argue that a computational approach previously shown to model hyperbole (Kao, Wu, Bergen, & Goodman, 2014) can also explain irony once we extend it to a richer space of affective subtext. We then describe two behavioral experiments that examine people’s interpretations of utterances in contexts that afford irony. We show that by minimally extending the hyperbole model to account for two dimensions of affect—valence and arousal—our model produces interpretations that closely match humans’. We discuss the implications of our model on informal theories of irony and its relationship to other types of nonliteral language understanding
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"irony; computational modeling; pragmatics; nonliterallanguage understanding"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6pp9986m","frozenauthors":[{"first_name":"Justine","middle_name":"T","last_name":"Kao","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25557/galley/15181/download/"}]},{"pk":25940,"title":"Linear Versus Non-Linear Policy Capturing in a Dynamic Classification Task","subtitle":null,"abstract":"Policy capturing is a decision analysis technique normally using linear statistical models to infer the basis of expert\njudgments. The purpose of the present work was to test if the C4.5 decision tree (DT) algorithm (a non-linear machine learning\nmethod) is more effective at capturing individual’s decision policies than the standard linear technique. Human classification\nbehavior was measured in a simulated naval air-defence task to compare decision tree models and linear logistic regression\nmodels in terms of their descriptive and predictive accuracy. Results show that C4.5 was superior in terms of goodness-of-fit\nand cross-validation performance. Decision tree complexity was significantly correlated to individuals’ response times. The\nclassification rules derived from each individual were actually more reliable than their human counterparts – replicating a classic\nfinding in policy capturing. We conclude that C4.5 is a useful policy capturing tool in the context of a complex dynamic task\nenvironment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6532d164","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Lafond","name_suffix":"","institution":"Thales Research Technology Canada","department":""},{"first_name":"Benoit","middle_name":"","last_name":"Roberge-Valliere","name_suffix":"","institution":"U Laval","department":""},{"first_name":"Marie-Eve","middle_name":"","last_name":"Saint-Louis","name_suffix":"","institution":"U Laval","department":""},{"first_name":"Sebastien","middle_name":"","last_name":"Tremblay","name_suffix":"","institution":"U Laval","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/25940/galley/15564/download/"}]},{"pk":25599,"title":"Linguistic input overrides conceptual biases: When goals don't matter","subtitle":null,"abstract":"Previous research has suggested the presence of a cognitive goal bias, which favors the linguistic and non-linguistic (mnemonic) encoding of goals of motion over sources. The present corpus-based study tests the limits of the goal bias by comparing the path-encoding tendencies of English come and go in young children’s and adults’ naturalistic speech. Both verbs can occur with source and goal adjuncts; however, they differ in their presuppositional structure, such that come presupposes a goal while go presupposes a source. This difference in presupposition might lead adult speakers to inhibit goal-encoding for come via the Gricean maxim of quantity. As input, this might lead young children to acquire different path structures for go and come, even before they have mastered conversational-pragmatic abilities. Descriptive statistics replicate earlier findings of a general goal bias for both verbs. However, the results of more detailed regression analyses suggest that go exhibits a stronger goal bias than come for children and adults. Moreover, children from ages 2- 3 persist in inhibiting goal mentioning for come at rates similar to adult usage. This effect holds even while goal expressions for go are becoming more complex. These findings suggest that statistical patterns in the input can override non-linguistic biases, even during early lexical acquisition.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Goal bias; child language; usage-based grammar;motion deixis."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hj493bj","frozenauthors":[{"first_name":"Nicholas","middle_name":"A","last_name":"Lester","name_suffix":"","institution":"UCSB","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/25599/galley/15223/download/"}]},{"pk":25613,"title":"Linguistic Modality Affects the Creation of Structure and Iconicity in Signals","subtitle":null,"abstract":"Different linguistic modalities (speech or sign) offer different\nlevels at which signals can iconically represent the world.\nOne hypothesis argues that this iconicity has an effect on how\nlinguistic structure emerges. However, exactly how and why\nthese effects might come about is in need of empirical investigation.\nIn this contribution, we present a signal creation\nexperiment in which both the signalling space and the meaning\nspace are manipulated so that different levels and types of\niconicity are available between the signals and meanings. Signals\nare produced using an infrared sensor that detects the hand\nposition of participants to generate auditory feedback. We find\nevidence that iconicity may be maladaptive for the discrimination\nof created signals. Further, we implemented Hidden\nMarkov Models to characterise the structure within signals,\nwhich was also used to inform a metric for iconicity","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistic structure; Combinatorial structure; Signal\nspaces; Iconicity; Hidden Markov Models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/84q5m77d","frozenauthors":[{"first_name":"Hannah","middle_name":"","last_name":"Little","name_suffix":"","institution":"Vrije Universiteit Brussel","department":""},{"first_name":"Kerem","middle_name":"","last_name":"Eryilmaz","name_suffix":"","institution":"Vrije Universiteit Brussel","department":""},{"first_name":"Bart","middle_name":"","last_name":"de Boer","name_suffix":"","institution":"Vrije Universiteit Brussel","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/25613/galley/15237/download/"}]},{"pk":25842,"title":"Linking Joint Attention with Hand-Eye Coordination ‚Äì A Sensorimotor Approach to\nUnderstanding Child-Parent Social Interaction","subtitle":null,"abstract":"An understanding of human collaboration requires a level of\nanalysis that concentrates on sensorimotor behaviors in which the\nbehaviors of social partners continually adjust to and influence\neach other. A suite of individual differences in partners‚Äô ability to\nboth read the social cues of others and to send effective behavioral\ncues to others create dyad differences in joint attention and joint\naction. The present paper shows that infant and dyad differences\nin hand-eye coordination predict dyad differences in joint\nattention. In the study reported here, 51 toddlers and their parents\nwore head-mounted eye-trackers as they played together with\nobjects. This method allowed us to track the gaze direction of\neach participant to determine when they attended to the same\nobject. We found that physically active toddlers align their\nlooking behavior with their parent, and achieve a high proportion\nof time spent jointly attending to the same object in toy play.\nHowever, joint attention bouts in toy play don‚Äôt depend on gaze\nfollowing but rather on the coordination of gaze with hand actions\non objects. Both infants and parents attend to their partner‚Äôs\nobject manipulations and in so doing fixate the object visually\nattended by their partner. Thus, the present results provide\nevidence for another pathway to joint attention ‚Äì hand following\ninstead of gaze following. Moreover, dyad differences in joint\nattention are associated with dyad differences in hand following,\nand specifically parents‚Äô and infants‚Äô manual activities on objects\nand the within- and between-partner coordination of hands and\neyes during parent-infant interactions. In particular, infants‚Äô\nmanual actions on objects play a critical role in organizing parentinfant\njoint attention to an object.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Joint Attention"},{"word":"eye tracking"},{"word":"perception and action"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4bg2k1x1","frozenauthors":[{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Linda","middle_name":"B","last_name":"Smith","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/25842/galley/15466/download/"}]},{"pk":25945,"title":"Long-Term Memory andWorking Memory can be Improved by Cognitive\nTraining","subtitle":null,"abstract":"Previous research showed improved working memory through cognitive training. However, comparatively little\nis known about whether long-term memory can be improved by training. Several cognitive processes, including working\nmemory and executive function, subsume long-term memory functioning. Thus, if the cognitive processes that subserve longterm\nmemory could be improved via training, we predicted that it should lead to broad improvements in long-term memory.\nThe current study examined whether training using three different cognitive training conditions would improve performance in\ntasks measuring executive functions and long-term memory. Participants were assigned one of three possible training conditions\n(working memory training, mindfulness training, and retrieval practice) over 20 days. Results suggested that retrieval practice\nand mindfulness led to changes that improve participants‚Äô ability to store and retrieve new episodic information formed while\nreading text passages. Other benefits include improvements in working memory and executive functions. Limitations and\ndirections for future research will be discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qt2n6jx","frozenauthors":[{"first_name":"David","middle_name":"M","last_name":"Lim","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Michael","middle_name":"D","last_name":"Patterson","name_suffix":"","institution":"Nanyang Technological 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/25945/galley/15569/download/"}]},{"pk":25768,"title":"M3-Situating Embodied Learning: Embedding Gestures in Narratives to learn\nMathematical FrActions in a digital tablet environment","subtitle":null,"abstract":"Researchers developed Iteration-1 of a digital tablet tutorgame\nexploring the impact of narratives (strong (S) vs. weak\n(W)) and gestural mechanics (conceptual (C) vs. deictic (D))\non players‚Äô understanding of mathematical fractions. In a\ntwo-by-two factorial design, 3rd, 4th, and 5th grade elementary\nstudents at an afterschool program in Harlem, NYC\n(NTTL=72; xÃÑAGE=10.31 years [1.64], 67% female) were\nrandomly assigned to play one of the four tutor-game\nenvironments (SC, SD, WC, WD). Pre/post scores on formal\nfractions assessments showed significant learning for all\ngroups. Tutor-log data revealed that students using\nconceptual gestures were significantly more accurate at\nestimating and denominating fractions than students using\ndeictic gestures. Observational notes, student exit surveys and\nclinical interviews corroborated that many students used the\ntutors‚Äô gestures in their explanations of fractions. This\ncollection of data is used to discuss the impact of gesture and\nnarrative on learning fractions and digital-tutor design.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"mathematics; fractions; embodiment; gestures;\nsituated; narrative; ludology; gaming; design-based research;\nDBR; data-mining; digital; tablet; tutor."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2p69d9qs","frozenauthors":[{"first_name":"Michael","middle_name":"I","last_name":"Swart","name_suffix":"","institution":"Teachers College Columbia University","department":""},{"first_name":"Ben","middle_name":"","last_name":"Friedman","name_suffix":"","institution":"Teachers College Columbia University","department":""},{"first_name":"Sorachai","middle_name":"","last_name":"Kornkasem","name_suffix":"","institution":"Teachers College Columbia University","department":""},{"first_name":"John","middle_name":"B","last_name":"Black","name_suffix":"","institution":"Teachers College Columbia University","department":""},{"first_name":"Jon","middle_name":"M","last_name":"Vitale","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/cognitivesciencesociety/article/25768/galley/15392/download/"}]},{"pk":25489,"title":"Making Moves: How Sex and Race are Detected from Biological Motion","subtitle":null,"abstract":"Humans are able to successfully detect characteristics about\nothers that serve to guide interaction, yet the source of this\ninformation is unclear. We hypothesized that biological\nmotion specifies sex and race as these invariant categorical\ncharacteristics often guide interaction. Results indicated that\nmovement kinematics are necessary but not sufficient for sex\ndetection and that race is detectable when movement is\nproduced by Caucasians but not African Americans, and only\nwhen kinematic information is embedded in body structure.\nThese results imply that social psychological perspectives on\nperson perception should be integrated with ecological\npsychological perspectives on affordances in order to\nunderstand social cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cognition; kinematic specification of\ndynamics; person perception; biological motion"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7pv5720m","frozenauthors":[{"first_name":"Brian","middle_name":"A","last_name":"Eiler","name_suffix":"","institution":"Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati","department":""},{"first_name":"Rachel","middle_name":"W","last_name":"Kallen","name_suffix":"","institution":"Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Richardson","name_suffix":"","institution":"Center for Cognition, Action and Perception, Department of Psychology, University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25489/galley/15113/download/"}]},{"pk":25528,"title":"Making Sense of Time-Series Data: How Language Can Help Identify\nLong-Term Trends","subtitle":null,"abstract":"Real-world time-series data can show substantial short-term\nvariability as well as underlying long-term trends. Verbal\ndescriptions from a pilot study, in which participants\ninterpreted a real-world line graph about climate change,\nrevealed that trend interpretation might be problematic\n(Experiment 1). The effect of providing a graph interpretation\nstrategy, via a linguistic warning, on the encoding of longterm\ntrends was then tested using eye tracking (Experiment\n2). The linguistic warning was found to direct visual attention\nto task-relevant information thus enabling more detailed\ninternal representations of the data to be formed. Language\nmay therefore be an effective tool to support users in making\nappropriate spatial inferences about data","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"graph comprehension; language; visual attention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1j5461g2","frozenauthors":[{"first_name":"Jordan","middle_name":"","last_name":"Harold","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Kenny","middle_name":"R","last_name":"Coventry","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Irene","middle_name":"","last_name":"Lorenzoni","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Thomas","middle_name":"F","last_name":"Shipley","name_suffix":"","institution":"Temple 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/25528/galley/15152/download/"}]},{"pk":25796,"title":"Manipulating the Contents of Consciousness\nA Mechanistic-Manipulationist Perspective on Content-NCC Research","subtitle":null,"abstract":"I argue for a manipulationist-mechanistic\nframework for content-NCC research in the case of visual\nconsciousness (Bechtel 2008; Neisser 2012). Reference to\nmechanisms is common in the NCC research. Furthermore,\nrecent developments in non-invasive brain stimulation\ntechniques (NIBS) lend support to a manipulationist\nstandpoint. The crucial question is to understand what is\nchanged after manipulation of a brain mechanism. In the\nsecond part of the paper I review the literature on\nintentionalism, and argue that intervention on the neural\nmechanism is likely to change the intentional content of\nconsciousness. This urges us to shift from content-NCC to\nwhat I call ‚Äúintentional mechanisms‚Äù. Such mechanisms, it\nis argued, should be understood as neural prerequisites of\nconscious visual experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Consciousness; Manipulationism; NCC; Visual\nExperience; Intentionalism; NIBS; Mechanisms; Explanation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/29p122m4","frozenauthors":[{"first_name":"Alfredo","middle_name":"","last_name":"Vernazzani","name_suffix":"","institution":"Institut f√ºr Philosophie","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/25796/galley/15420/download/"}]},{"pk":25698,"title":"Mathematical Model of Developmental Changes in Number Cognition","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"computational model; cognitive development;\nnumerical cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5zv3m5kx","frozenauthors":[{"first_name":"Richard","middle_name":"W","last_name":"Prather","name_suffix":"","institution":"University of Maryland","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/25698/galley/15322/download/"}]},{"pk":25595,"title":"Measuring Time Gestures with the Microsoft Kinect","subtitle":null,"abstract":"Gestures related to time can reveal implicit\nrepresentations of the TIME is SPACE metaphor\n(N√∫√±ez & Sweetser, 2006). While past research\nhas shown that gestures illustrate the direction of\nfuture and past on timelines, no detailed analysis\nof timelines has been possible. Using the Kinect\ndepth camera and body tracking technology, we\ntracked participants‚Äô co-speech gestures while\nexplaining time-related concepts. We present data\ncollected with novel, relatively unsupervised\nKinect-based methods that offer evidence similar\nto traditional gesture-coding methods and could\nprovide the opportunity for novel theoretical\nfindings.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Gesture; Motion Capture; Time;\nMetaphor"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gc886gt","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Lenzen","name_suffix":"","institution":"UCSD","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/25595/galley/15219/download/"}]},{"pk":25663,"title":"Mediators or Alternative Explanations:\nTransitivity in Human-Mediated Causal Chains","subtitle":null,"abstract":"We investigate how learning that an established type-level\ncausal relationship is implemented by human agency affects\npeople‚Äôs conceptualization of this relationship. In particular,\nwe ask under what conditions subjects continue to perceive the\noriginal root cause as appropriate explanation for the resulting\neffect, and under what conditions they perceive the mediating\nintentional action as alternative explanation instead. Using a\nnew experimental paradigm, we demonstrate that mechanisms\ninvolving intentional action lead to intuitions of causal intransitivity,\nbut only when these actions are norm-violating. Potential\ngeneralizations and implications for scientific theory construction\nare discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"explanation; causal mechanisms; causal chains;\ntransitivity; mediators"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mf7m8wh","frozenauthors":[{"first_name":"Jonas","middle_name":"","last_name":"Nagel","name_suffix":"","institution":"University of G¬®ottingen","department":""},{"first_name":"Simon","middle_name":"","last_name":"Stephan","name_suffix":"","institution":"University of G¬®ottingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25663/galley/15287/download/"}]},{"pk":25749,"title":"Memory Capacity Limits in Processing of Natural Connected Speech:\nThe Psychological Reality of Intonation Units","subtitle":null,"abstract":"Many theories of memory propose some type of short-\nterm store limited in capacity to a small number of in-\nformation chunks. However, although short-term ver-\nbal memory is generally considered to be a crucial\ncomponent of language processing, the relevant infor-\nmation chunk level that may de?ne capacity limits in\necologically-valid spoken language has never been inves-\ntigated. The Intonation Unit (IU), an intermediate-level\nprosodic phrase, has been theorized to be a fundamental\nunit of spoken language, the focus of a speaker's mental\nprocessing. This suggests that IUs might play a role as\nthe relevant unit representing \\chunks\" of spoken lan-\nguage. We report the results of an experiment investi-\ngating the role of IUs in short-term memory in a serial\nrecall task. We found a signi?cant non-linear e?ect of\nstimulus size in IUs, but not clauses. We conclude that\nIntonation Units are the primary linguistic unit used for\nchunking spoken language input in memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"short-term memory; working memory ca-\npacity; information chunks; memory capacity; serial re-\ncall; verbal recall; sentence processing; prosody; atten-\ntion"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8v18c50x","frozenauthors":[{"first_name":"Heather","middle_name":"Elizabeth","last_name":"Simpson","name_suffix":"","institution":"University of California { Santa Barbara","department":""},{"first_name":"Fermin","middle_name":"Moscoso del Prado","last_name":"Martin","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/25749/galley/15373/download/"}]},{"pk":25471,"title":"Memory constraints affect statistical learning;\nstatistical learning affects memory constraints","subtitle":null,"abstract":"We present evidence that successful chunk formation during a\nstatistical learning task depends on how well the perceiver is\nable to parse the information that is presented between\nsuccessive presentations of the to-be-learned chunk. First, we\nshow that learners acquire a chunk better when the\nsurrounding information is also chunk-able in a visual\nstatistical learning task. We tested three process models of\nchunk formation, TRACX, PARSER, and MDLChunker, on\nour two different experimental conditions, and found that only\nPARSER and MDLChunker matched the observed result.\nThese two models share the common principle of a memory\ncapacity that is expanded as a result of learning. Though\nimplemented in very different ways, both models effectively\nremember more individual items (the atomic components of a\nsequence) as additional chunks are formed. The ability to\nremember more information directly impacts learning in the\nmodels, suggesting that there is a positive-feedback loop in\nchunk learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; chunking; memory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5wm2t4q9","frozenauthors":[{"first_name":"Joshua","middle_name":"R","last_name":"de Leeuw","name_suffix":"","institution":"Indiana","department":""},{"first_name":"Robert","middle_name":"L","last_name":"Goldstone","name_suffix":"","institution":"Indiana","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/25471/galley/15095/download/"}]},{"pk":25685,"title":"Memory distortions resulting from a choice blindness task","subtitle":null,"abstract":"Using a choice blindness paradigm, it is possible to switch\ndecisions and outcomes in simple choice tasks. Such switches\nhave been found to carry over into later choices, hypothesized\nto be mediated by beliefs about earlier decisions. Here we\ninvestigated participants‚Äô memories for stimuli in a simple\nchoice blindness task involving preferential choices between\npairs of faces. We probed participants‚Äô recognition and source\nmemory following a round of choices where on some trials\nparticipants were presented with the opposite face to the one\nthey actually selected. We found no effect on recognition\nmemory accuracy. Source memory was impaired such that\nparticipants failing to detect the manipulation later\nmisremembered recognized non-chosen faces as being\npreviously chosen. The findings are discussed in the light of\nself-perception theory and previous work on how beliefs\naffect memories for choices","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"choice blindness; memory; decision making;\npreference"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0vr4s1f2","frozenauthors":[{"first_name":"Philip","middle_name":"","last_name":"Parnamets","name_suffix":"","institution":"Lund University","department":""},{"first_name":"Lars","middle_name":"","last_name":"Hall","name_suffix":"","institution":"Lund University","department":""},{"first_name":"Petter","middle_name":"","last_name":"Johansson","name_suffix":"","institution":"Lund 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/25685/galley/15309/download/"}]},{"pk":25769,"title":"Memory Foraging in a Spatial Domain","subtitle":null,"abstract":"Search is a ubiquitous behavior for a variety of species. Converging\nevidence from several domains suggests that there may\nbe common principles that apply to search processes regardless\nof the species, or contexts, in which they are observed.\nTheories of cognitive or memory search have been motivated\nby findings in the animal foraging literature, and have recently\nbeen the subject of increased attention (see Hills et al., 2015;\nHills, Jones, & Todd, 2012, for example). This approach has\nbeen quite successful in terms of applying the principles of\nspatial search to cognitive search, but here we add additional\njustification by grounding cognitive search in spatial measures.\nWe asked subjects to perform a semantic fluency task, recalling\nitems from the category of cities in California, so we could\nuse physical, geographic coordinates to characterize cognitive\nsearch. Our findings support the notion that cognitive search is\nsimilar to spatial search.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Spatial Cognition; Spatial Search; Cognitive\nSearch; Memory; Memory Search; Categorical Recall; Collaborative\nRecall; Collaborative Dynamics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8zj8h7tf","frozenauthors":[{"first_name":"Janelle","middle_name":"","last_name":"Szary","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Chris","middle_name":"","last_name":"Kello","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Rick","middle_name":"","last_name":"Dale","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/25769/galley/15393/download/"}]},{"pk":25771,"title":"Memory Processes of Sequential Action Selection","subtitle":null,"abstract":"We have devised a unified framework with which we\ncan make predictions about several types of human\nerror‚Äîomissions, perseverations, and PCE‚Äîacross\nmultiple tasks with data collected from multiple labs.\nPreviously we have demonstrated this model for PCE\nfrom two tasks (Tamborello & Trafton, 2013). Now we\ndemonstrate it for omissions and perseverations in\nAltmann, Trafton and Hambrick‚Äôs (Altmann, Trafton, &\nHambrick, 2014) UNRAVEL task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory; architecture; cognitive model;\naction selection; error"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32m336mb","frozenauthors":[{"first_name":"Franklin","middle_name":"P","last_name":"Tamborello","name_suffix":"","institution":"National Research Council Postdoctoral Research Associate","department":""},{"first_name":"J","middle_name":"Gregory","last_name":"Trafton","name_suffix":"","institution":"U. S. Naval Research Laboratory","department":""},{"first_name":"Erik","middle_name":"M","last_name":"Altmann","name_suffix":"","institution":"Michigan 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/25771/galley/15395/download/"}]},{"pk":25624,"title":"Memory Strategically Encodes Externally Unavailable Information","subtitle":null,"abstract":"In the present study, we test the theory that humans selectively\nencode incoming sensory information on an as-necessary basis,\nwhen the information would not be accessible otherwise, in\norder to compensate for cognitive limitations on the quantity of\nnew information that they can encode. We investigate whether\nexternal informational sources‚Äîmuch like high-level knowledge\nobtained from previous experiences‚Äîcan spare learners\nfrom having to encode all new information in fine-grained detail.\nIf this is true, we would expect to observe differences\nbetween the way human learners encode new information that\nthey know to be easily available through external informational\nresources (e.g., names of actors in a movie, the date of a historical\nevent) and those that they know are not (e.g., names of\nnew acquaintances, the date of a wedding anniversary). Specifically,\nwe would expect learners to encode far less detail for\ninformation that is available through known external informational\nresources than for information that is not. We present\nevidence from a study run on Amazon Mechanical Turk that\nhuman memory preferentially encodes information that is not\nexpected to be available from external informational resources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Memory; learning; education; human experimentation."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8545d92j","frozenauthors":[{"first_name":"Carla","middle_name":"","last_name":"Macias","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Yung","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Pernille","middle_name":"","last_name":"Hemmer","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25624/galley/15248/download/"}]},{"pk":25516,"title":"Mental states are more important in evaluating moral than conventional violations","subtitle":null,"abstract":"A perpetrator‚Äôs mental state ‚Äì whether she had mens rea or a\n‚Äúguilty mind‚Äù ‚Äì typically plays an important role in evaluating\nwrongness and assigning punishment. In two experiments, we\nfind that this role for mental states is weaker in evaluating\nconventional violations relative to moral violations. We also\nfind that this diminished role for mental states may be\nassociated with the fact that conventional violations are\nwrong by virtue of having violated a (potentially arbitrary)\nrule, whereas moral violations are also wrong inherently","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision making"},{"word":"violations"},{"word":"mental states"},{"word":"moral\nevaluation"},{"word":"Punishment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8kv8g8hx","frozenauthors":[{"first_name":"Carly","middle_name":"","last_name":"Giffin","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/25516/galley/15140/download/"}]},{"pk":36074,"title":"Mentor Texts Squared: Helping Students Explore Voice Through Readings That Promote Critical Consciousness","subtitle":null,"abstract":"Much research has been conducted documenting the reading and writing challenges students in precollege courses face (Crosby, 2007; Masterson, 2007). Some colleges label these courses “developmental,” “remedial,” or “basic skills” courses. These “developmental” students comprise both US-born and immigrant pupils from culturally, linguistically, and economically diverse backgrounds (Roberge, Siegal, & Harklau, 2009) and are often institutionally marginalized (Blumenthal, 2002), leaving them often underprepared when matriculating into credit-bearing collegelevel courses (Roberge, 2009). In this article, we report on a case study where a community college ESOL (English for Speakers of Other Languages) instructor and three faculty members at a local university worked collaboratively on developing resources to support his struggling readers through leveled, culturally responsive texts. We share a unique approach to mentor texts, employing them both as exemplars for developing reading and writing skills, and also as a means to support avenues for finding “voice.”","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9tk7s95d","frozenauthors":[{"first_name":"Sarina","middle_name":"Chugani","last_name":"Molina","name_suffix":"","institution":"University of San Diego","department":""},{"first_name":"Mark","middle_name":"","last_name":"Manasse","name_suffix":"","institution":"San Diego Miramar 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/catesoljournal/article/36074/galley/26926/download/"}]},{"pk":25777,"title":"Metaphors Affect Reasoning:\nMeasuring Effects of Metaphor in a Dynamic Opinion Landscape","subtitle":null,"abstract":"Metaphors pervade discussions of critical issues, making up\nas much as 10-20% of natural discourse. Recent work has\nsuggested that these conventional and systematic metaphors\ninfluence the way people reason about the issues they\ndescribe. For instance, Thibodeau & Boroditsky (2011, 2013)\nfound that people were more likely to want to fight back\nagainst a crime beast by increasing the police force but more\nlikely to want to diagnose and treat a crime virus through\nsocial reform. Here, we report two norming studies and two\nexperiments that reveal a shift in the overall landscape of\nopinion on the topic of crime. Importantly, we find that the\nmetaphors continue to have an influence on people‚Äôs\nreasoning about crime. Our results and analyses highlight the\nimportance of up-to-date opinion norms and carefully\ncontrolled materials in metaphor research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metaphor; analogy; framing; reasoning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34m4k59j","frozenauthors":[{"first_name":"Paul","middle_name":"H","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Peace","middle_name":"O","last_name":"Iyieqaure","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Lera","middle_name":"","last_name":"Boroditsky","name_suffix":"","institution":"UCSD","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/25777/galley/15401/download/"}]},{"pk":25430,"title":"Minimal Requirements for Productive Compositional Signaling","subtitle":null,"abstract":"The ability to form complex linguistic units from simpler ones\nlies at the center of many explanations of the communicative\nsuccess and robustness of natural language. A closely related\nability is that to generalize knowledge about such constructions\nto novel ones. The present investigation addresses the\nquestion what the minimal conditions for the emergence of\nsuch productive compositional communication are. Two features\nare argued to be required for this: relations between elements\nand classes over their relations. Using signaling games\nwith reinforcement learning we show that a learning bias involving\nboth aspects can lead to the emergence of such generalizable\nstructure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"signaling games; generalization; compositionality;\nreinforcement learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/58d0q4nb","frozenauthors":[{"first_name":"Thomas","middle_name":"","last_name":"Brochhagen","name_suffix":"","institution":"Institute for Logic, Language and Computation, Universiteit van Amsterdam","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/25430/galley/15054/download/"}]},{"pk":25633,"title":"Modeling choice and search in decisions from experience: A sequential sampling\napproach","subtitle":null,"abstract":"In decisions from experience (DFE), people sample from two\nor more lotteries prior to making a consequential choice. Although\nexisting models can account for how sampled experiences\nrelate to choice, they don‚Äôt explain decisions about\nhow to search (in particular, when to stop sampling information).\nWe propose that both choice and search behavior in\nthis context can be understood as a sequential sampling process\nwhereby decision makers sequentially accumulate outcome\ninformation from each option to form a preference for\none alternative over the other. We formalize this process in\na new model, Choice from Accumulated Samples of Experience\n(CHASE). The model provides a good account of choice\nbehavior and goes beyond existing models by explaining variations\nin sample size under different task conditions. This\napproach offers a process-level framework for understanding\nhow interactions between the choice environment and properties\nof the decision maker give rise to decisions from experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decisions from experience; sequential sampling;\ndecision field theory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qr6z93q","frozenauthors":[{"first_name":"Douglas","middle_name":"","last_name":"Markant","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Timothy","middle_name":"J","last_name":"Pleskac","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Adele","middle_name":"","last_name":"Diederich","name_suffix":"","institution":"Jacobs University","department":""},{"first_name":"Thorsten","middle_name":"","last_name":"Pachur","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Ralph","middle_name":"","last_name":"Hertwig","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25633/galley/15257/download/"}]},{"pk":25656,"title":"Modeling idiosyncratic preferences: How generative knowledge and expression\nfrequency jointly determine language structure","subtitle":null,"abstract":"Most models of choice in language focus on broadly applicable\ngenerative knowledge, treating item-specific variation as\nnoise. Focusing on word order preferences in binomial expressions\n(e.g. bread and butter), we find meaning in the\nitem-specific variation: more frequent expressions have more\npolarized (i.e. frozen) preferences. Of many models considered,\nonly one that takes expression frequency into account can\npredict the language-wide distribution of preference strengths\nseen in corpus data. Our results support a gradient trade-off in\nlanguage processing between generative knowledge and itemspecific\nknowledge as a function of frequency","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayesian modeling; binomial expression; frequency;\nword order"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7rm1r6jh","frozenauthors":[{"first_name":"Emily","middle_name":"","last_name":"Morgan","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Roger","middle_name":"","last_name":"Levy","name_suffix":"","institution":"UCSD","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/25656/galley/15280/download/"}]},{"pk":25414,"title":"Modeling Lexical Acquisition Through Networks","subtitle":null,"abstract":"We examine the nature of phonological and semantic similarity\nin early language learning. We consider how the use of this\ninformation might change over the course of development. To\nthis end, we represent the lexicon as either a phonological or\nsemantic network and model the growth of this network. Constructing\nnormative vocabularies from the Communicative Development\nInventory norms, we utilize a preferential attachment\ngrowth algorithm. We predict and quantify the words\nwhich will be learned next, comparing the two network representations.\nWe consider the effect of age, total vocabulary size\nand language ability as measured through CDI percentile. Our\nfindings suggest that the semantic representation does not outperform\nthe baseline bag-of-words model, whereas the phonological\nrepresentation conditionally does. More generally, we\nshow that the network representation influences the ability of\na model to capture vocabulary growth. We further offer a\nmethod of analysis for testing representational assumptions in\nnetwork models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language acquisition; word learning; lexical acquisition;\nnetwork modeling; preferential attachment"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4m12w01s","frozenauthors":[{"first_name":"Nicole","middle_name":"","last_name":"Beckage","name_suffix":"","institution":"Department of Computer Science, Colorado","department":""},{"first_name":"Ariel","middle_name":"","last_name":"Aguilar","name_suffix":"","institution":"Microsoft, One Microsoft Way","department":""},{"first_name":"Eliana","middle_name":"","last_name":"Colunga","name_suffix":"","institution":"Department of Psychology and Neuroscience, 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/25414/galley/15038/download/"}]},{"pk":25476,"title":"Modeling Relational Priming and Multiplicative Reasoning with Rational Numbers","subtitle":null,"abstract":"Previous research on multiplicative reasoning has shown that\nfor whole numbers, understanding of division is intimately\nlinked to multiplication, as retrieval of division facts is often\naccomplished through reverse multiplication. We recently\nextended this research to rational numbers, and found that\ninverse multiplication problems can serve as primes for one\nanother (e.g., a √ó b/a = a primes b √ó a/b = b) when the\nsecond multiplier is expressed as a fraction, but not when it is\nexpressed as a decimal. In the current paper we propose a\nprocess model of how such relational priming takes place, and\nreport two experiments that test the limits of this priming\neffect. The first varies the format of the equations as fractions\nor a total division equation, and shows that priming is only\nobserved using the fraction format; the second varies the\nmultiplicative complexity of the factors in the equations, and\nshows that priming requires a common factor linking the\nsuccessive problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"multiplicative reasoning; relational priming;\nnumber concepts; fractions and decimals; mathematics\neducation"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/63s5d8sn","frozenauthors":[{"first_name":"Melissa","middle_name":"","last_name":"deWolf","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/25476/galley/15100/download/"}]},{"pk":25815,"title":"Modeling the Object Recognition Pathway: A Deep Hierarchical Model Using\nGnostic Fields","subtitle":null,"abstract":"To recognize objects, the human visual system processes information\nthrough a network of hierarchically organized brain\nregions. Many neurocomputational models have modeled this\nhierarchical structure, but they have often used hand-crafted\nfeatures to model early visual areas. According to the linear efficient\ncoding hypothesis, the goal of the early visual pathway\nis to capture the statistical structure of sensory stimuli, removing\nredundancy, and factoring the input into independent features.\nIn this work, we use a hierarchical Independent Components\nAnalysis (ICA) algorithm to automatically learn the visual\nfeatures that account for early visual cortex. We then continue\nmodeling the object recognition pathway using Gnostic\nFields, a theory for how the brain does object categorization, in\nwhich brain regions devoted to classifying mutually-exclusive\ncategories exist near the top of sensory processing hierarchies.\nThe whole biologically-inspired model not only allows us to\ndevelop representations similar to those in primary visual cortex,\nbut also to perform well on standard computer vision object\nrecognition benchmarks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"object recognition; Independent Component Analysis;\nGnostic Fields; deep model"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8t67g683","frozenauthors":[{"first_name":"Panqu","middle_name":"","last_name":"Wang","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Garrison","middle_name":"","last_name":"Cottrell","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Kanan","name_suffix":"","institution":"California 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/25815/galley/15439/download/"}]},{"pk":25991,"title":"Modeling the Role of Hippocampus in Extinction and Spontaneous Recovery","subtitle":null,"abstract":"The ability of animals to learn complex tasks from reward is still not fully understood. While models of such reinforcement\nlearning exist (e.g., Sutton & Barto 1990), it is unclear how these models might reflect the functioning of biological\nneural networks. One recent model has shown how networks of spiking neurons can model reinforcement learning in animals\n(Chorley & Seth 2011), however, it and the existing models of animal behavior do not fully account for learning phenomena\nsuch as extinction, spontaneous recovery, and gradual extinction (Gershman et al. 2013). Interestingly, the model‚Äôs failures in\nextinction and spontaneous recovery are the same as those of rodents with hippocampal lesions (e.g., Kimble & Kimble 1970),\nsuggesting that adding a spiking model of the hippocampus will better model these phenomena. We present data on the original\nmodel‚Äôs performance in learning, extinction, and spontaneous recovery, and we explore modifications to better capture these\nphenomena.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2952t59s","frozenauthors":[{"first_name":"Jeffrey","middle_name":"","last_name":"Rodny","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"David","middle_name":"","last_name":"Noelle","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/25991/galley/15615/download/"}]},{"pk":25743,"title":"Modelling Causal Reasoning under Ambiguity","subtitle":null,"abstract":"Causal reasoning under ambiguity requires subjects to estimate\nand evaluate ambiguous observations. This paper proposes a\nhierarchical model that accounts for the uncertainty of both the\ndistribution of the functional form selection and distribution of\nthe ambiguity treatment selection. The posterior distribution of\nthe causal estimates is determined by both the functional form\nand the ambiguity processing strategy adopted by the reasoner.\nA model is tested in a simulation study for its ability to recover\nthe strategy and functional form adopted by subjects across a\nrange of hypothetical conditions. The model is further applied\nto the results of an experimental study.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Causal reasoning; Ambiguity; Uncertainty"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/24x7681k","frozenauthors":[{"first_name":"Yijun","middle_name":"","last_name":"Shou","name_suffix":"","institution":"The Australian National University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Smithson","name_suffix":"","institution":"The Australian National 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/25743/galley/15367/download/"}]},{"pk":25864,"title":"Modelling insight: The case of the nine-dot problem","subtitle":null,"abstract":"A number of frameworks for capturing insight phenomena have been proposed, but there are no executable models of\nknowledge-lean insight problem-solving. Here, an ACT-R model is presented for the nine-dot problem, which implements the\nCriterion for Satisfactory Progress theory for this problem. The model has two main components: a mechanism for searching\nfor possible moves in the problem representation, and a mechanism for expanding the search to discover new moves not\nimmediately available in the initial problem representation. The model accounts for key phenomena including impasse, fixation\nand the ‚Äòaha‚Äô moment, as well as predicting the relative difficulty of different problem variants.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2535v3k2","frozenauthors":[{"first_name":"Adrian","middle_name":"","last_name":"Banks","name_suffix":"","institution":"University of Surrey","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Ormerod","name_suffix":"","institution":"University of Sussex","department":""},{"first_name":"Patrice","middle_name":"","last_name":"Rusconi","name_suffix":"","institution":"University of Surrey","department":""},{"first_name":"Jim","middle_name":"","last_name":"MacGregor","name_suffix":"","institution":"University of Victoria, Canada","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/25864/galley/15488/download/"}]},{"pk":25626,"title":"Modelling Political Source Credibility of Election Candidates in the USA","subtitle":null,"abstract":"A study in political psychology identifies four item-based\nfactors of political trustworthiness in the USA: capability,\nconsistency and closeness, egotism and opportunism, and\ncommunal commitment. Additionally, a list of items describe\nepistemic expertise. Together, these elements make up a\ndescription of political source credibility in the USA.\nThe current study examines the power of these\nelements to predict source credibility. Eliciting estimations of\nlikelihood and importance of each item on a Likert-type scale\nas well as overall estimations of trustworthiness and expertise,\nthe paper presents weighted as well as non-weighted models\nthat predict the likelihood that election candidates are\ntrustworthy, have expertise, and are credible sources for\nindividual respondents.\nMultiple regression analyses show that non-weighted\nscales have slightly better predictive power than weighted\nscales. The findings further provide an example of a datadriven\nmethod for applying a general cognitive models of\nsource credibility to specific domains.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Political source credibility"},{"word":"trustworthiness"},{"word":"epistemic expertise"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4pk1c6pv","frozenauthors":[{"first_name":"Jens","middle_name":"Koed","last_name":"Madsen","name_suffix":"","institution":"University of 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/25626/galley/15250/download/"}]},{"pk":25949,"title":"Modern Symbolic Communication Through Non-Word Text","subtitle":null,"abstract":"Emoticons are graphic signs, such as :-)(smiley face), that often accompany textual computer-mediated communication\n(Dresner & Herring, 2010). Emoticons are thought to be used to convey emotion (Derks et al, 2007; Wolf, 2000).\nSpecifically, it is believed that emoticons supplement electronic communication with non-verbal cues, such as those often seen\nin face-to-face communication (Lo, 2008). We collected text messages from participants who also rated the messages across a\nnumber of emotional dimensions. We asked a separate group to rate the same messages on the same dimensions. By comparing\nwhen a particular emoticon was used, the emotional qualities of the message as rated by both the sender and reviewer, we aim to\ninvestigate which emoticon is likely to be included in text messages according to emotional intent, and whether this emotional\nintent will likely be understood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2w7338tz","frozenauthors":[{"first_name":"Milagros","middle_name":"Florentina Lopez","last_name":"Obeso","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Morgan","middle_name":"Magnus","last_name":"Fleming","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/25949/galley/15573/download/"}]},{"pk":25408,"title":"Moral Dynamics In Everyday Life: How Does Morality Evolve In Time?","subtitle":null,"abstract":"Recent research on moral dynamics (the processes and\nphenomena ‚Äìcollective or individual‚Äì by which moral\nbehavior and moral attitudes emerge, evolve, spread, erode or\ndisappear) shows that an individual‚Äôs ethical mind-set (i.e.,\noutcome-based vs. rule-based) moderates the impact of an\ninitial ethical or unethical act regarding the likelihood of\nbehaving ethically on a subsequent occasion. More\nspecifically, an outcome-based mind-set facilitates Moral\nBalancing (behaving ethically or unethically decreases the\nlikelihood of engaging in the same type of behavior later),\nwhereas a rule-based mind-set facilitates Moral Consistency\n(engaging in an ethical or unethical behavior increases the\nlikelihood of engaging in the same type of behavior later).\nOur objective was to look at the evolution of moral choice\nacross a series of scenarios and so explore if these moral\npatterns (Balancing vs. Consistency) are maintained over\ntime. The results of three studies showed that Moral\nBalancing is not maintained over time. On the other hand,\nMoral Consistency could be maintained over time, if the\nmind-set was reinforced before making a new moral\njudgment (but not otherwise).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Prosocial Choices; Moral Behavior; Ethical\nMind-sets; Ethical Behavior; Decision Making"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4rb6k4cb","frozenauthors":[{"first_name":"Albert","middle_name":"","last_name":"Barque-Duran","name_suffix":"","institution":"Department of Psychology, City University London","department":""},{"first_name":"Emmanuel","middle_name":"M","last_name":"Pothos","name_suffix":"","institution":"Department of Psychology, City University London","department":""},{"first_name":"James","middle_name":"M","last_name":"Yearsley","name_suffix":"","institution":"Department of Psychology, City University London","department":""},{"first_name":"James","middle_name":"A","last_name":"Hampton","name_suffix":"","institution":"Department of Psychology, City University 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/25408/galley/15032/download/"}]},{"pk":25744,"title":"Moral Reasoning as Probability Reasoning","subtitle":null,"abstract":"Previous studies found that the likelihood of subjects to\nchoose a deontological judgment (e.g., allowing harm)\nor a consequentialist judgment (e.g., doing harm) varied\nacross different moral dilemmas. The present paper\nexplored if the variation can be explained by the\ndifferentiation of the perceived outcome probabilities.\nWe generated moral dilemmas that were similar to the\nclassical trolley and footbridge dilemmas, and\ninvestigated the extent to which subjects were sensitive\nto the outcome probabilities. Results indicated that the\nmajority of subjects, including both those who initially\nchose a deontological decision and those who initially\nchose a consequentialist decision could be sensitive to\noutcome probabilities. The likelihood of being sensitive\nto the probabilities was invariant across different\ndilemmas. The variation of the choice behaviors across\ndifferent dilemmas might be associated with the\nvariation of the estimated outcome probabilities","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"probability judgment; moral reasoning;\nmoral dilemma"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gn4v1fm","frozenauthors":[{"first_name":"Yijun","middle_name":"","last_name":"Shou","name_suffix":"","institution":"The Australian National University","department":""},{"first_name":"Fei","middle_name":"","last_name":"Song","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/25744/galley/15368/download/"}]},{"pk":25852,"title":"More Than a Blood Pump: An Experimental Enquiry of the Folk Theory of the\nHeart","subtitle":null,"abstract":"The present research sought to address an intriguing yet\nheretofore unanswered question with the tools of\nexperimental psychology: Do people today still subscribe to\nthe outdated folk belief that the heart is a mental organ,\ngoverning certain, if not all, aspects of mental life‚Äîa belief\nwe termed cardiopsychism? The results from multiple\nexperiments provided converging evidence for the conclusion\nthat cardiopsychism is still very much alive in the minds of\nmodern people. Aside from demonstrating the continued\npresence of cardiopsychism, we explored both the antecedent\nand consequence of holding this misconception. Through\ncross-cultural comparison, we found evidence suggesting that\nthe conventionalized heart-expressions people speak might be\nresponsible for perpetuating cardiopsychism. In addition, our\nhypothetical scenario study indicated that the perseverance of\ncardiopsychism might be more than just an innocuous glitch\nbut could have real-world impacts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"folk belief; cross-cultural comparison; language;\ncognitive linguistics; belief perseverance"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52n5n0gw","frozenauthors":[{"first_name":"Haotian","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"John","middle_name":"T","last_name":"Cacioppo","name_suffix":"","institution":"University of Chicago","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/25852/galley/15476/download/"}]},{"pk":25456,"title":"More than Meets the Eye: Gesture Changes Thought, even without Visual Feedback","subtitle":null,"abstract":"When speakers gesture, their gestures shape their thoughts,\nbut how this happens remains unclear. What kinds of\nfeedback from gesture‚Äîvisual, proprioceptive, or both‚Äî\ndrive these cognitive effects? Here we address this question\nusing a test bed previously employed to explore gesture‚Äôs\ncognitive effects (Beilock & Goldin-Meadow, 2010).\nParticipants solved the Tower of Hanoi puzzle, explained\ntheir solutions in speech and gesture, and solved the puzzle a\nsecond time. Previous studies using this paradigm have\ndemonstrated that the gestures participants produce during the\nexplanation phase affect their ability to solve the problem the\nsecond time. Unlike these prior studies, however, participants\nin the present study were blocked from seeing their hands\nwhile they gestured. Despite this absence of visual feedback,\nour results replicate previous studies in which visual feedback\nwas available. These findings suggest that gesture may shape\nthought through proprioceptive feedback alone.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"gesture; problem solving; Tower of Hanoi;\nembodied cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0kc1s4jp","frozenauthors":[{"first_name":"Kensy","middle_name":"","last_name":"Cooperrider","name_suffix":"","institution":"Department of Psychology, UChicago","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Wakefield","name_suffix":"","institution":"Department of Psychology, UChicago","department":""},{"first_name":"Susan","middle_name":"","last_name":"Goldin-Meadow","name_suffix":"","institution":"Department of Psychology, UChicago","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/25456/galley/15080/download/"}]},{"pk":25589,"title":"More than true: Developmental changes in use of the inductive strength\nfor selective trust","subtitle":null,"abstract":"When learning from others, it is important to take a\ncritical stance‚Äîevaluating both the informants themselves\nas well as the content of their claims. In addition to\naccuracy, one can evaluate claims based on quality. The\ncurrent study investigates developmental change in learners‚Äô\nevaluations of evidence that varies in quality‚Äîinductive\nstrength based on typicality or diversity. We found that\nwhile younger children track which informant provides\nwhich examples, they do not have clear preferences for the\ninformant who provides stronger examples. Older children,\non the other hand, are in the middle of a developmental\ntransition. They rate informants who provide inductively\nstrong examples as more trustworthy, but only reliably\nchoose the informant who provides diverse examples","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"selective trust; induction; social cognition;\ncognitive development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0mb9s75q","frozenauthors":[{"first_name":"Asheley","middle_name":"R","last_name":"Landrum","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Cloudy","name_suffix":"","institution":"University of Louisville","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25589/galley/15213/download/"}]},{"pk":25392,"title":"Motion event expressions in language and gesture: Evidence from Persian","subtitle":null,"abstract":"How do people conceptualize motion events and talk about\nthem? The current study examines how gestural\nrepresentations of motion events arise from linguistic\nexpressions in Persian, which has characteristics of both\nTalmy‚Äôs satellite- and verb-framed languages. We examined\nnative Persian speakers‚Äô speech and gestures in describing 20\nmotion events. We focused on two motion event components:\npath (trajectory of motion like up) and manner (how the\naction is performed like jumping). Results indicated that when\nexpressing motion, Persian speakers produced path in both\nspeech and gesture, whereas manner was conveyed only\nthrough speech (mostly as adverbs). Additionally, dynamic\ngestures tended to occur in the same order they were uttered.\nThe difference between path and manner findings asks for\nfurther research to examine language-gesture interaction in\ndetail among different languages. Results also suggest\nrefinement in gesture theories that argue for one-to-one\ncorrespondence between speech and gesture.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Motion Events"},{"word":"Gesture"},{"word":"language and thought"},{"word":"Persian"},{"word":"Farsi"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8690j84w","frozenauthors":[{"first_name":"Niloofar","middle_name":"","last_name":"Akhavan","name_suffix":"","institution":"Department of Psychology, Ko√ß University","department":""},{"first_name":"Nazbanou","middle_name":"Bonnie","last_name":"Nozari","name_suffix":"","institution":"Department of Neurology, Department of Cognitive Science, Johns Hopkins University","department":""},{"first_name":"Tilbe","middle_name":"","last_name":"Goksun","name_suffix":"","institution":"Department of Psychology, Ko√ß 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/25392/galley/15016/download/"}]},{"pk":25736,"title":"Motion perception of biological swarms","subtitle":null,"abstract":"Biological swarms are collections of many independent\nagents who are motivated to remain clustered in a large group.\nThe motion of swarms, then, is complex, with the influence if\nindependent members within a coherent structure of the\ngroup. We investigated whether human perception of\nbiological swarms was sensitive to this internal complexity of\nthe group motion, as has been observed for biological motion\nof single objects, such as the limbs of a walking person. In\ntwo experiments, we tested motion detection and\ndiscrimination of biological swarm motion compared with\nscrambled, unstructured spiral and rigidly-structured\nrotational motion. The results showed that discrimination of\nswarms was superior to perception of scrambled swarms that\ncontained no structure, but was worse than discrimination of\nthe motion of rigid structures. These results suggest that\nperception of swarms does not engage a specialized\nmechanism for detecting internal structure, as is found with\nother types of biological motion, but instead reflects the\nproperties of perception of a coherent global motion. These\nresults have implications for the design of human-machine\ninterfaces. The majority of existing human-robot swarm\ninteraction visualizations presents the human user with each\nindividual swarm member. The presented results imply that\nan abstract visualization representing the general swarm\nstructure will perform as well, or better than visualizations of\neach individual.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Science; Vision; Perception;\nExperimental research with adult humans; motion perception;\nbiological motion; structure from motion; swarm"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mj4z5kh","frozenauthors":[{"first_name":"Adriane","middle_name":"E","last_name":"Seiffert","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Sean","middle_name":"T","last_name":"Hayes","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Caroline","middle_name":"E","last_name":"Harriot","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Julie","middle_name":"A","last_name":"Adams","name_suffix":"","institution":"Vanderbilt 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/25736/galley/15360/download/"}]},{"pk":25756,"title":"Multiple Language Gender Identification for Blog Posts","subtitle":null,"abstract":"In data-driven gender identification, it has been so far largely\nassumed that the same types of (mostly content-oriented) data\nfeatures can be used to differentiate between male and female\nauthors. In most cases, this distinction is done in a monolingual\nscenario. In this work, we discuss a set of features that\ndistinguish between genders in six different datasets of blog\ndata in English, Spanish, French, German, Italian and Catalan\nwith accuracies that range from 77% to 88%. Using a reduced\nset of language-independent structural features in a multilingual\nscenario we first identify the gender and then the gender\nand language of the author, achieving accuracies higher than\n74%.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Natural Language Processing; Text Categorization;\nAuthor Profiling; Gender Identification"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/66d4z61k","frozenauthors":[{"first_name":"Juan","middle_name":"","last_name":"Soler-Company","name_suffix":"","institution":"Pompeu Fabra University","department":""},{"first_name":"Leo","middle_name":"","last_name":"Wanner","name_suffix":"","institution":"Pompeu Fabra 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/25756/galley/15380/download/"}]},{"pk":26018,"title":"Multiple Strategies in Conjunction and Disjunction Judgments: Most People are\nNormative Part of the Time","subtitle":null,"abstract":"Do people use a single strategy or sample from multiple strategies when estimating the conjunction and disjunction\nof two independent events? Here we address this tension directly by comparing individual level Bayesian simulations of\nmulti and single strategy models using data from a frequency estimation experiment. Participants were shown two statements\ndescribing attributes and asked to estimate how many people had either one attribute, conjunction, or disjunction of attributes.\nIn our Bayesian simulations we compare models in which participants either adopt a single strategy or sample from a set of\nstrategies when forming estimates of both conjunctions and disjunctions. We compared every permutation of models in which a\nparticipant is responding based on a single component, a weighted average of the two events, probability theory, or combination\nof strategies. Our findings show that people sample from multiple strategies and are sampling from the normative strategy some\nof the time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/00f0m2m3","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Tripp","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Adam","middle_name":"","last_name":"Sanborn","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Neil","middle_name":"","last_name":"Stewart","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Takao","middle_name":"","last_name":"Noguchi","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/26018/galley/15642/download/"}]},{"pk":25857,"title":"Multiscale clustering of vocalizations during naturalistic infant-caregiver interactions","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7285w0hv","frozenauthors":[{"first_name":"Drew","middle_name":"H","last_name":"Abney","name_suffix":"","institution":"University\nof\nCalifornia,\nMerced","department":""},{"first_name":"Anne","middle_name":"S","last_name":"Warlaumont","name_suffix":"","institution":"University\nof\nCalifornia,\nMerced","department":""},{"first_name":"D","middle_name":"Kimbrough","last_name":"Oller","name_suffix":"","institution":"University\nof\nMemphis","department":""},{"first_name":"Sebastian","middle_name":"","last_name":"Wallot","name_suffix":"","institution":"Aarhus\nUniversity","department":""},{"first_name":"Christopher","middle_name":"T","last_name":"Kello","name_suffix":"","institution":"University\nof\nCalifornia,\nMerced","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/25857/galley/15481/download/"}]},{"pk":26034,"title":"Multisensory Integration Induces Body Ownership of an External Tool","subtitle":null,"abstract":"Bodily self-consciousness (BS) refers to self-knowledge like body shape, position and ownership. BS relies on the\nintegration of multisensory bodily signals and can be experimentally manipulated with the Rubber Hand Illusion (RHI). In this\nillusion, the incorporation of a rubber hand into the BS is facilitated by visual similarity to the participant‚Äôs hand. Neurophysiological\nresearch indicates that tool use alters neural networks mapping body shape and posture for coordinating motor actions.\nThe present experiment sought to unify perceptual and motoric BS accounts using a modified RHI. We found that synchronous\nmultisensory stimulation induced perceptual embodiment of an external tool. The RHI was stronger if multisensory stimulation\nwas preceded by tool use, highlighting the motor system‚Äôs role in embodiment. The illusion, as measured by proprioceptive\ndrift and questionnaires, was stronger for skilled individuals but also occurred for untrained participants. This experiment helps\nto clarify the role of perceptual and motoric embodiment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9c05r0z4","frozenauthors":[{"first_name":"Veronica","middle_name":"","last_name":"Weser","name_suffix":"","institution":"University of Virginia","department":""},{"first_name":"Gianluca","middle_name":"","last_name":"Finotti","name_suffix":"","institution":"University G. D‚ÄôAnnunzio","department":""},{"first_name":"Dennis","middle_name":"","last_name":"Proffitt","name_suffix":"","institution":"University of Virginia","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/26034/galley/15658/download/"}]},{"pk":25814,"title":"Musical improvisation:\nMulti-scaled spatiotemporal patterns of coordination","subtitle":null,"abstract":"When jazz musicians perform an improvisational piece of\nmusic their behaviors are not fully prescribed in advance.\nNonetheless their actions become so tightly coordinated and\ntheir decisions so seamlessly intertwined that the musicians\nbehave as a single synergistic unit rather than a collection of\nindividuals. A fundamental aspect of such musical\nimprovisation is the bodily movement coordination that occurs\namong the performing musicians, with the embodied\ninteraction of musicians both supporting and constraining\nmusical creativity. Here we consider the ability of pairs of\npiano players to improvise, to spontaneously coordinate their\nactions with co-performers. We demonstrate the ability of the\ntime-evolving patterns of inter-musician movement\ncoordination as revealed by the mathematical tools of nonlinear\ntime series analyses to provide a new understanding of\nwhat potentiates the novelty of spontaneous musical action.\nCross wavelet spectral analysis is applied to the musical\nmovements of pairs of improvising pianists, a method that\nisolates the strength and patterning of the behavioral\ncoordination across a range of nested time-scales. Additionally,\ncross-recurrence quantification analysis is applied to the series\nof notes produced by each musician to assess when and how\noften they visit the same musical states throughout the\nimprovisation. Revealing the sophistication of the previously\nunexplored dynamics of movement coordination between\nimprovising musicians is an important step towards\nunderstanding how creative musical expressions emerge from\nthe spontaneous coordination of multiple musical bodies","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Music improvisation"},{"word":"self-organization"},{"word":"movement\ncoordination"},{"word":"complex dynamical systems"},{"word":"multi-scale analysis"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7xx3d0md","frozenauthors":[{"first_name":"Ashley","middle_name":"","last_name":"Walton","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Richardson","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Peter","middle_name":"","last_name":"Langland-Hassan","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Anthony","middle_name":"","last_name":"Chemero","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Auriel","middle_name":"","last_name":"Washburn","name_suffix":"","institution":"University of Cincinnati","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/25814/galley/15438/download/"}]},{"pk":25496,"title":"Music familiarity modulates mind wandering during lexical processing","subtitle":null,"abstract":"Mind wandering has been investigated in a variety of\nsustained attention tasks. In the present research, we\ninvestigated the role of mind wandering while listening to\nfamiliar or unfamiliar musical excerpts, and its effects on\nlinguistic processing. Participants performed a lexical\ncongruity task involving judging the semantic relatedness of a\nlist of word pairs while listening to familiar classical music,\nunfamiliar classical music, or non-music environmental sound\nclips. Mind wandering episodes were probed randomly and\nintermittently for participants to self-report their mind\nwandering episodes during the task. Results showed that\nlistening to familiar music is associated with faster response\ntimes and lower frequency of mind wandering. Whereas mind\nwandering episodes tend to be more frequent when\nparticipants listened to unfamiliar music. Implications from\nprevious attention models and theories of music familiarity\nsuggest that familiar music might increase task enjoyment\nwithout compromising behavioral performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hv3n49c","frozenauthors":[{"first_name":"Shin-Yi","middle_name":"","last_name":"Feng","name_suffix":"","institution":"Department of Psychology\nInstitute for Intelligent Systems","department":""},{"first_name":"Gavin","middle_name":"M","last_name":"Bidelman","name_suffix":"","institution":"Institute for Intelligent Systems\nSchool of Communication Sciences & Disorders","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/25496/galley/15120/download/"}]},{"pk":25605,"title":"Music Reading Expertise Modulates Hemispheric Lateralization in\nEnglish Word Processing but not in Chinese Character Processing","subtitle":null,"abstract":"Recent research has shown that expertise in English and music\nreading both rely more on left hemisphere (LH) processing\nwhereas Chinese character processing is more bilateral. Accordingly,\nmusic-reading expertise may influence hemispheric\nlateralization in English word processing more than in Chinese\nprocessing due to stronger competition in LH processing.\nHere we recruited musicians and non-musicians in a divided\nvisual field study of English word and Chinese character naming.\nIn English word processing, whereas non-musicians\nshowed a typical right visual field (RVF)/LH advantage, musicians\nshowed a left visual field (LVF)/right hemisphere\n(RH) advantage and responded significantly faster than nonmusicians\nin both the LVF and the center position. This effect\nmay be due to competition for LH processing between music\nand English reading expertise, making musicians‚Äô English\nword processing more right-lateralized. In contrast, in Chinese\ncharacter naming, both musicians and non-musicians\nshowed a similar bilateral pattern. This result suggests that\nmusic reading experience may have differential influences on\nthe processing of different languages, depending on their similarities\nin the cognitive processes involved","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Music reading expertise; English reading; Chinese\nreading; lateralization; visual word processing"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5w475574","frozenauthors":[{"first_name":"Tze","middle_name":"Kwan","last_name":"Li","name_suffix":"","institution":"University of Hong Kong","department":""},{"first_name":"Janet","middle_name":"H","last_name":"Hisau","name_suffix":"","institution":"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/25605/galley/15229/download/"}]},{"pk":25636,"title":"Naïve Beliefs About Intervening on Causes and Symptoms in the Health Domain","subtitle":null,"abstract":"In two experiments we tested people‚Äôs na√Øve beliefs about where interventions act in real-world causal systems. We provided people with a description of a novel health condition that could be treated by two different treatments, a medication and a lifestyle modification. Participants judged a medication as acting on the symptoms of a disorder instead of the cause of the disorder, while a lifestyle modification was seen as acting on both the cause and the symptoms of a health condition (Experiment 1). These results held despite participants rating both treatments as effective. Providing information about the specific causal mechanism by which a treatment could work did not increase beliefs about a medication‚Äôs ability to target the cause of a disorder (Experiment 2). Implications for understanding of everyday causal interventions and health treatments is discussed.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal reasoning; interventions; health carereasoning."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3zr9s8m7","frozenauthors":[{"first_name":"Jessecae","middle_name":"K","last_name":"Marsh","name_suffix":"","institution":"Lehigh University","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Zeveney","name_suffix":"","institution":"Lehigh 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/25636/galley/15260/download/"}]},{"pk":36093,"title":"Narrating Their Lives: Examining English Language Teachers’ Professional Identities Within the Classroom - Lía D. Kamhi-Stein","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5h87c1gh","frozenauthors":[{"first_name":"María","middle_name":"Matilde","last_name":"Olivero","name_suffix":"","institution":"University of South Florida","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/36093/galley/26945/download/"}]},{"pk":25933,"title":"NARS as a Normative Model of Cognition","subtitle":null,"abstract":"In this paper, NARS (Non-Axiomatic Reasoning System) is discussed in the context of Cognitive Science. NARS is\nan artificial general intelligence system designed under the assumption that the system usually has insufficient knowledge and\nresources with respect to the problems to be solved, and must adapt to its environment. Since the human mind was evolved\nunder the same restriction, this normative model shows many human-like properties. In this paper, NARS is used to reinterpret\nseveral well-known results in cognitive science, such as Wason‚Äôs selection task, the Linda problem, and U-shaped learning.\nThese results cannot be explained by traditional normative models, while now they can be handled by NARS in a unified way.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3983j166","frozenauthors":[{"first_name":"Ozkan","middle_name":"","last_name":"Kilie","name_suffix":"","institution":"Temple University","department":""},{"first_name":"Pei","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Temple 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/25933/galley/15557/download/"}]}]}