In two experiments we tested people’s naïve 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’s 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":"2015-01-01T10:00:00-08:00","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":"2015-01-01T10:00:00-08:00","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":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25933/galley/15557/download/"}]},{"pk":25897,"title":"Natural language quantifiers are exclusively linked to exact number skills","subtitle":null,"abstract":"Knowledge of natural language quantifiers (like all, some, many) correlates with number acquisition (i.e., counting\nabilities). At the same time, number acquisition and approximate number skills are closely linked. These findings raise the\nquestion whether quantifier comprehension is exclusively related to exact number skills like counting or whether the relationship\nalso extends to approximate number skills. To find out, we tested 3- to 6-year-old German speaking children on a quantifier\ncomprehension task and on two counting tasks (‚Äòhow-many task‚Äô, ‚Äògive-a-number task‚Äô). Additionally, we assessed children‚Äôs\napproximate number skills (ANS acuity) in a non-symbolic number comparison task. Quantifier comprehension was found to\ncorrelate with exact number skills even when age was controlled for. However, no significant correlation between quantifier\ncomprehension and ANS acuity was obtained. Our findings support the notion of two distinct number systems: Only exact\nnumber skills appear to benefit from quantifier comprehension, whereas approximate number skills do not.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/45q853k6","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Dolscheid","name_suffix":"","institution":"University of Cologne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25897/galley/15521/download/"}]},{"pk":25490,"title":"Navigation with Learned Spatial Affordances","subtitle":null,"abstract":"This paper describes how a cognitive architecture builds a\nspatial model and navigates from it without a map. Each constructed\nmodel is a collage of spatial affordances that describes\nhow the environment has been sensed and traversed.\nThe system exploits the evolving model while it directs an\nagent to explore the environment. Effective models are\nlearned quickly during travel. Moreover, when combined with\nsimple heuristics, the learned spatial model supports effective\nnavigation. In three simple environments, these learned models\ndescribe space in ways familiar to people, and often produce\nnear-optimal travel times","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Spatial Cognition"},{"word":"cognitive architecture"},{"word":"spatial\naffordances"},{"word":"learning"},{"word":"Exploration"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13s0r6rm","frozenauthors":[{"first_name":"Susan","middle_name":"L","last_name":"Epstein","name_suffix":"","institution":"Department of Computer Science, Hunter College and The Graduate Center of the City University of New York","department":""},{"first_name":"Anoop","middle_name":"","last_name":"Aroor","name_suffix":"","institution":"Department of Computer Science, Hunter College and The Graduate Center of the City University of New York","department":""},{"first_name":"Matthew","middle_name":"","last_name":"Evanusa","name_suffix":"","institution":"Department of Computer Science, Hunter College and The Graduate Center of the City University of New York","department":""},{"first_name":"Elizabeth","middle_name":"I","last_name":"Sklar","name_suffix":"","institution":"Department of Computer Science, University of Liverpool","department":""},{"first_name":"Simon","middle_name":"","last_name":"Parsons","name_suffix":"","institution":"Department of Computer Science, University of Liverpool","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25490/galley/15114/download/"}]},{"pk":25677,"title":"Near-misses sting even when they are uncontrollable","subtitle":null,"abstract":"Observers often judge agents who miss a desired outcome by a\nsmall, compared to a large, margin to be less happy. This nearmiss\neffect has typically been examined in situations where\nthe agents have control over outcomes (e.g., missing a flight).\nHere, we extend this work in three ways. First, we show\nthat near-miss effects play into observers‚Äô intuitive theories of\nemotion even for randomly-determined outcomes over which\nagents demonstrably have no control. Second, we find data\nconsistent with a hypothesis in which‚Äîeven in randomly determined\ncases‚Äînear-miss effects reflect an illusion of control\nover those events. Finally, we integrate near-miss effects into a\nbroader model of affective cognition, and quantify the psychological\ncost of a missing a desired outcome by relatively little\ndistance, relative to winning or losing that outcome","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Near-Miss; Counterfactual Distance; Lay Theories;\nEmotion; Illusory Control"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99x3m02n","frozenauthors":[{"first_name":"Desmond","middle_name":"C","last_name":"Ong","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Jamil","middle_name":"","last_name":"Zaki","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25677/galley/15301/download/"}]},{"pk":26042,"title":"Neural Basis of Episodic Memory Development: Evidence from Single Nucleotide\nPolymorphisms","subtitle":null,"abstract":"Episodic memory involves a mechanism that binds information into a coherent representation structure. Especially,\nmore complex memory structures are required when there are more overlapping elements among different episodes\n(Humphreys, Bain & Pike, 1989), and the ability to use memory structures of different complexities increases throughout development\n(Yim, Dennis, & Sloutsky, 2013). Although the major neural structures considered to underlie the development of\nepisodic memory are the prefrontal cortex (PFC) and the hippocampus, it is possible that the development of episodic memory\ninvolves multiple brain mechanisms interacting with different types memory structure. The current study tries to examine the\ndivision of labor between the PFC and hippocampus when forming different types of binding structure in episodic memory development.\nWe utilized a multinomial processing tree (MPT) model, and Single Nucleotide Polymorphisms (SNP) genotyping\napproach to elucidate the division of labor between different brain areas involved in forming different memory structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5h50d10h","frozenauthors":[{"first_name":"Hyungwook","middle_name":"","last_name":"Yim","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Simon","middle_name":"","last_name":"Dennis","name_suffix":"","institution":"University of Newcastle","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Bartlett","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Vladimir","middle_name":"","last_name":"Sloutsky","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26042/galley/15666/download/"}]},{"pk":25432,"title":"Neural Correlates of Purchasing Behavior in the Prefrontal Cortex: An Optical\nBrain Imaging Study","subtitle":null,"abstract":"Existing neuroimaging studies in decision making\npredominantly employ the fMRI method. Despite its superior\nspatial resolution, fMRI is an expensive and impractical\nneuroimaging technology for purchasing behavior studies in\nthe field. This study aims to explore the role of prefrontal\ncortex during purchasing behavior by utilizing functional nearinfrared\n(fNIR) spectroscopy; a low-cost, non-invasive and\nportable optical brain imaging methodology. The findings\nsuggest that fNIRS can be effectively used for developing a\nneuro-physiologically informed, predictive model of\npurchasing behavior based on multivariate effects of\nactivations in frontopolar, dorso-medial and dorso-lateral\nprefrontal cortex.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Neuroeconomics"},{"word":"neuromarketing"},{"word":"purchasing\nbehavior"},{"word":"decision making"},{"word":"optical brain imaging"},{"word":"fNIR."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wh41285","frozenauthors":[{"first_name":"Murat","middle_name":"Perit","last_name":"Cakir","name_suffix":"","institution":"METU Informatics Institute, Department of Cognitive Science","department":""},{"first_name":"Tuna","middle_name":"","last_name":"Cakar","name_suffix":"","institution":"METU Informatics Institute, Department of Cognitive Science","department":""},{"first_name":"Yener","middle_name":"","last_name":"Girisken","name_suffix":"","institution":"Graduate School of Marketing Communications, Istanbul Bilgi University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25432/galley/15056/download/"}]},{"pk":25467,"title":"Neural Effects of Childhood Language Deprivation on Picture Processing: Insights from Adolescent First-Language Learners","subtitle":null,"abstract":"The developmental relationship between linguistic semantic processing and non-linguistic semantic processing (interpreting pictures) is investigated in a longitudinal neuroimaging study of two deaf individuals who did not begin acquiring their first language until the age of 14. 1-2 years after they began learning language, the two case studies performed a picture-sign priming task. Magnetoencephalography was localized to the cortical surface, showing that picture processing was initially bilateral or focused in the canonical left hemisphere language network, while single sign processing was initially focused in the right hemisphere. After 15 months of additional language experience, the neural responses too both pirctures and single signs reversed in lateralization, becoming more similar to those observed in a control group of native signers. The results shed new light on the interdependence between linguistic and non-linguistic semantics in cognitive development, as well as the neural underpinnings of semantic processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"linguistics; neuroscience; cognitive development; language acquisition; semantics; experimental research with children; neuro-imaging; case studies; sign language"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6511s21b","frozenauthors":[{"first_name":"Tristan","middle_name":"S","last_name":"Davenport","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Naja","middle_name":"Ferjan","last_name":"Ramirez","name_suffix":"","institution":"University of Washington","department":""},{"first_name":"Matthew","middle_name":"K","last_name":"Leonard","name_suffix":"","institution":"UCSF","department":""},{"first_name":"Rachel","middle_name":"","last_name":"Mayberry","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Eric","middle_name":"","last_name":"Halgren","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25467/galley/15091/download/"}]},{"pk":25957,"title":"Neural precursors of decisions that matter ‚Äì an ERP study of the role of\nconsciousness in deliberate and random choices","subtitle":null,"abstract":"Neural precursors of voluntary actions appear before subjects report having decided on their behavior, leading\nsome to dismiss a causal role for consciousness in decision-making. But the voluntary actions studied are typically arbitrary\n‚Äì bearing no purpose, meaning or consequence. We used EEG to directly compare deliberate and arbitrary decisions in a\ndonation-preference task. Two NPOs appeared on the left/right of the screen, and subjects pressed the left/right button with\nthe corresponding hand. In the deliberate condition, subjects‚Äô choices led to monetary donations to the NPOs. In the arbitrary\ncondition, both NPOs received donations irrespective of the choice. Early left/right ERP differences appeared 1s before the\naction only for arbitrary decisions. Following our earlier work, we interpreted these ERPs as reflecting random bias activity disjoint\nfrom decision-making processes. Our findings challenge previous studies, suggesting that early predictability of voluntary\naction does not generalize from arbitrary to more-interesting deliberate decisions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8082b11r","frozenauthors":[{"first_name":"Uri","middle_name":"","last_name":"Maoz","name_suffix":"","institution":"California Institute of Technology","department":""},{"first_name":"Liad","middle_name":"","last_name":"Mudrik","name_suffix":"","institution":"Tel Aviv University","department":""},{"first_name":"Ram","middle_name":"","last_name":"Rivlin","name_suffix":"","institution":"Hebrew University of Jerusalem","department":""},{"first_name":"Gideon","middle_name":"","last_name":"Yaffe","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Ralph","middle_name":"","last_name":"Adolphs","name_suffix":"","institution":"California Institute of Technology","department":""},{"first_name":"Christof","middle_name":"","last_name":"Koch","name_suffix":"","institution":"Allen Institute for Brain Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25957/galley/15581/download/"}]},{"pk":25738,"title":"Neuronal Dynamics and Spatial Foraging","subtitle":null,"abstract":"Foraging is an embodied cognitive process which balances the\nsearch constraints of exploration versus exploitation. As such,\nforaging strategies and mechanisms offer useful insight into\nabstract forms of search such as visual search, problem solving,\nand semantic recall. We performed a series of simulations\nusing artificial neural networks to relate metastable neuronal\ndynamics to observed foraging behaviors. We show that the\nvelocity and tortuosity of the foraging paths are influenced by\nmetastable neuronal activity, while resource collection is\nunaffected. These initial results indicate that neuronal\nmetastability may contribute to foraging behaviors but\nadditional mechanisms are needed to optimally exploit\nenvironmental resources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"foraging; neural networks; critical branching"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/29d6d91t","frozenauthors":[{"first_name":"Timoty","middle_name":"M","last_name":"Shea","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Anne","middle_name":"S","last_name":"Warlaumont","name_suffix":"","institution":"University of California Merced","department":""},{"first_name":"Christopher","middle_name":"T","last_name":"Kello","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":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25738/galley/15362/download/"}]},{"pk":25533,"title":"New space-time metaphors foster new mental representations of time","subtitle":null,"abstract":"Can learning new linguistic metaphors foster new nonlinguistic\nrepresentations? We describe a set of studies in\nwhich we trained English-speaking participants to talk\nabout time using vertical spatial metaphors that are novel to\nEnglish. One group learned a mapping that placed earlier\nevents above and the other a mapping that placed earlier\nevents below. After mastering the new metaphors,\nparticipants were tested in a non-linguistic space-time\nimplicit association task ‚Äì the Orly task. This task has been\nused previously to document cross-linguistic differences in\nrepresentations of time (Boroditsky et. al 2010; Fuhrman et\nal 2011). Some participants completed temporal judgments\nin the Orly task without any other secondary task, while\nothers did so under either verbal or visual interference.\nFinally, we report data from a serendipitous sample of\nChinese-English bilinguals on the same task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"metaphor; space; time; learning; language"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/68j0b15c","frozenauthors":[{"first_name":"Rose","middle_name":"K","last_name":"Hendricks","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Lera","middle_name":"","last_name":"Boroditsky","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25533/galley/15157/download/"}]},{"pk":25848,"title":"No One Left Behind: How Social Distance Affects Life-Saving Decision Making","subtitle":null,"abstract":"This research explored how social distance affects risk\npreference in the life-saving domain. We found that decisionmakers\ntend to be more risk-seeking when the lives of close\nothers versus distant others are at stake. By analyzing the\nshape of value function, we showed that the underlying\nmechanism for this difference in risk attitude might be that\ndecision-makers engage in feeling-based evaluation when\nclose others‚Äô lives are at stake but calculation-based\nevaluation when distant others‚Äô lives are at stake","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social distance; risk preference; decision making"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dw5b7t2","frozenauthors":[{"first_name":"Yufeng","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Haotian","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Mo","middle_name":"","last_name":"Luan","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Hong","middle_name":"","last_name":"Li","name_suffix":"","institution":"Tsinghua University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25848/galley/15472/download/"}]},{"pk":25410,"title":"Not by number alone: The effect of teachers‚Äô knowledge and its value in evaluating ‚Äúsins of omission‚Äù","subtitle":null,"abstract":"What constitutes good teaching, and what factors do learners\nconsider when evaluating teachers? Prior developmental work\nsuggests that even young children accurately recognize and\nevaluate under-informativeness. Building on prior work, we\npropose a Bayesian model of teacher evaluation that infers the\nteacher‚Äôs quality from how carefully he selected demonstrations\ngiven what he knew. We test the predictions of our model\nacross 15 conditions in which participants saw a teacher who\ndemonstrated all or a subset of functions of a novel device and\nrated his helpfulness. Our results suggest that human adults\nseamlessly integrate information about the number of functions\ntaught, their values, as well as what the teacher knew,\nto make nuanced judgments about the quality of teaching; the\nquantitative pattern is well predicted by our model","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pedagogy"},{"word":"Bayesian models"},{"word":"social learning"},{"word":"Causal Learning"},{"word":"Pragmatics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9633w301","frozenauthors":[{"first_name":"Ilona","middle_name":"","last_name":"Bass","name_suffix":"","institution":"Department of Psychology, Wesleyan University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Hawthorne-Madell","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Hyowon","middle_name":"","last_name":"Gweon","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25410/galley/15034/download/"}]},{"pk":25943,"title":"\"No way!\": Similar contribution of visual and auditory cues to sarcasm comprehension","subtitle":null,"abstract":"While conversationally common, sarcasm presents identification challenges in writing. For example, ‚ÄùOh wow!‚Äù may be expressed both sincerely and ironically. Research suggests that interpretation of ambiguous sarcasm may be context dependent, though precisely how visual and auditory cues contribute to comprehension remains unclear. To explore this, we recorded an actor performing 45 phrases sarcastically and sincerely. In two calibration studies, we selected 16 ambiguous phrases that were identifiable with all cues available. In the main study, participants classified these phrases as sarcastic or sincere in three conditions: audio-video (N=32), audio-only (N=29), or video-only (N=26). Performance was high (91%) with both cues available. Intriguingly, the drops in performance with audio only (82%, p<.001) and video only (80%, p<.0001) were small and not significantly different from one another (p>.5) suggesting auditory and visual cues contribute similarly to sarcasm comprehension. We replicated these results in a separate within-subjects experiment (N=77).
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/31p4z03j","frozenauthors":[{"first_name":"Alina","middle_name":"","last_name":"Larson","name_suffix":"","institution":"University of California, Santa Cruz","department":""},{"first_name":"John","middle_name":"","last_name":"Collins","name_suffix":"","institution":"University of California, Santa Cruz","department":""},{"first_name":"Nicolas","middle_name":"","last_name":"Davidenko","name_suffix":"","institution":"University of California, Santa Cruz","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25943/galley/15567/download/"}]},{"pk":25463,"title":"Odor naming is difficult, even for wine and coffee experts","subtitle":null,"abstract":"Odor naming is difficult for people, but recent cross-cultural\nresearch suggests this difficulty is culture-specific. Jahai\nspeakers (hunter-gatherers from the Malay Peninsula) name\nodors as consistently as colors, and much better than English\nspeakers (Majid & Burenhult, 2014). In Jahai the linguistic\nadvantage for smells correlates with a cultural interest in\nodors. Here we ask whether sub-cultures in the West with\nodor expertise also show superior odor naming. We tested\nwine and coffee experts (who have specialized odor training)\nin an odor naming task. Both wine and coffee experts were no\nmore accurate or consistent than novices when naming odors.\nAlthough there were small differences in naming strategies,\nexperts and non-experts alike relied overwhelmingly on\nsource-based descriptions. So the specific language experts\nspeak continues to constrain their ability to express odors.\nThis suggests expertise alone is not sufficient to overcome the\nlimits of language in the domain of smell.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Olfaction; Flavor Expertise; Odor Naming;\nLanguage Consistency; Cognitive Linguistics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/65d3d36k","frozenauthors":[{"first_name":"Ilja","middle_name":"","last_name":"Croijmans","name_suffix":"","institution":"Centre for Language Studies, Radboud University","department":""},{"first_name":"Asifa","middle_name":"","last_name":"Majid","name_suffix":"","institution":"Centre for Language Studies, Radboud University; Donders Institute for Brain, Cognition, and Behaviour, Radboud University; Max Planck Institute for Psycholinguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25463/galley/15087/download/"}]},{"pk":25573,"title":"On the interplay between spontaneous spoken instructions and human visual\nbehaviour in an indoor guidance task","subtitle":null,"abstract":"We present an indoor guidance study to explore the interplay\nbetween spoken instructions and listeners’ eye movements.\nThe study involves a remote speaker to verbally guide a listener\nand together they solved nine tasks. We collected a\nmulti-modal dataset consisting of the videos from the listeners’\nperspective, their gaze data, and instructors’ utterances.\nWe analyse the changes in instructions and listener gaze when\nthe speaker can see 1) only the video, 2) the video and the gaze\ncursor, or 3) the video and manipulated gaze cursor. Our results\nshow that listener visual behaviour mainly depends on utterance\npresence but also varies significantly before and after\ninstructions. Additionally, more negative feedback occurred\nin 2). While piloting a new experimental setup, our results\nprovide indication for gaze reflecting both: a symptom of language\ncomprehension and a signal that listeners employ when\nit appears useful and which therefore adapts to our manipulation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"referential situated communication; specific task\nguidance; mobile eye tracking; visual behaviour analysis;\ngaze-sensitive feedback"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/81v3r1p2","frozenauthors":[{"first_name":"Nikolina","middle_name":"","last_name":"Koleva","name_suffix":"","institution":"Saarland University","department":""},{"first_name":"Sabrina","middle_name":"","last_name":"Hoppe","name_suffix":"","institution":"Max Planck Institute for Informatics","department":""},{"first_name":"Mohammad","middle_name":"Mehdi","last_name":"Moniri","name_suffix":"","institution":"German Research Center for Artificial Intelligence","department":""},{"first_name":"Maria","middle_name":"","last_name":"Staudte","name_suffix":"","institution":"Saarland University","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Bulling","name_suffix":"","institution":"Max Planck Institute for Informatics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25573/galley/15197/download/"}]},{"pk":25890,"title":"Optimal stopping in a natural sampling task","subtitle":null,"abstract":"Sampling biases are often assumed to arise from the type of information that learners sample (Fiedler, 2008), the\npossibility of negative payoffs (Denrell, 2001), or the prevalence of small samples (Kareev et al., 2002). Here, we show that\neven in a natural sampling situation (repeated Bernoulli trials), in which a learner’s only decision is when to stop sampling,\ndifferent sampling goals can have an impact on sample composition and on inferences drawn from them. Specifically, we find\nthat learners sampling with a binary goal (”more heads/tails?”) versus a distributional goal (”how many heads?”) end up with\nsamples that differ not only in size but also content. Binary sampling leads to more samples with extreme distributions (many\nmore heads or tails) compared to distributional sampling. In this project, we explore the impact of those sampling goals on\nsubsequent decision-making on the basis of those samples.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/93h9145b","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Coenen","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25890/galley/15514/download/"}]},{"pk":25554,"title":"Organizing Metacognitive Tutoring Around Functional Roles of Teachers","subtitle":null,"abstract":"Metacognitive skills are critical in learning but difficult to\nteach. Thus the question becomes how can we facilitate\nmetacognitive tutoring? We present an exploratory learning\nenvironment called MILA-T with embedded metacognitive\ntutors imitating five functional roles of teachers in\nclassrooms. We tested MILA–T in a controlled experiment\nwith 237 middle school students. We examine the impact of\nMILA–T on the models of a natural phenomenon constructed\nby the students. We find that students with access to MILA–T\nwrote better evidential justifications for their models, and\nthus, deliver better-justified models for the phenomenon. We\nalso find that these improvements persisted during a transfer\ntask. These results lend support for organizing metacognitive\ntutoring around the functional roles of teachers for supporting\ninquiry-driven modeling","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Functional roles of teachers; intelligent tutoring\nsystems"},{"word":"metacognition"},{"word":"metacognitive tutoring; scientific\ninquiry; scientific modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gq1f0rs","frozenauthors":[{"first_name":"David","middle_name":"A","last_name":"Joyner","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Ashok","middle_name":"K","last_name":"Goel","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25554/galley/15178/download/"}]},{"pk":25950,"title":"P3 as a neural index of response inhibition","subtitle":null,"abstract":"This study aimed to identify which ERP are specifically related to response inhibition. Electrophysiological activity\nwas recorded from 30 subjects, and was submitted to a temporospatial principal component analysis to detect and quantify the\nmain components associated with response inhibition. A modified go/nogo composed of three types of stimuli (frequentGo,\ninfrequentGo, and infrequentNogo) was used to dissociate activity related to response inhibition from that related to novelty\nprocessing. InfrequentGo and infrequentNogo trials differed in the type of response (execution vs. inhibition), but not in\ntheir frequency of appearance. Neither the anterior nor the posterior N2 displayed larger amplitudes for infrequentNogo than\ninfrequentGo trials. By contrast, both the anterior and the posterior P3 showed larger amplitudes for infrequentNogo than for\ninfrequentGo trials. Present results suggest that P3 plays a key role in motor response inhibition. These findings substantiate\nand extend the current evidence and previous findings from our group.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7637423s","frozenauthors":[{"first_name":"Sara","middle_name":"","last_name":"Lopez-Martin","name_suffix":"","institution":"Universidad Aut´onoma de Madrid","department":""},{"first_name":"Jacobo","middle_name":"","last_name":"Albert","name_suffix":"","institution":"Universidad Aut´onoma de Madrid","department":""},{"first_name":"Sandra","middle_name":"","last_name":"Hoyos","name_suffix":"","institution":"Universidad Aut´onoma de Madrid","department":""},{"first_name":"Alberto","middle_name":"","last_name":"Sanchez-Carmona","name_suffix":"","institution":"Universidad Complutense de Madrid","department":""},{"first_name":"Luis","middle_name":"","last_name":"Carretie","name_suffix":"","institution":"Universidad Aut´onoma de Madrid","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25950/galley/15574/download/"}]},{"pk":25620,"title":"Partitioning the Firing Patterns of Spike Trains by\nCommunity Modularity","subtitle":null,"abstract":"The traditional clustering method utilized to partition\nneuronal firing patterns, including K-means and FCM\nalgorithm, require specification of clusters numbers as priori\nknowledge. A new approach to analyze groups of firing\npatterns of neuronal spike trains based on community\nstructure partitioning analysis and modularity function Q is\nexamined in this study. This approach is able to automatically\nidentify the optimal number of groups in neuronal firing\npatterns, realizing the true unsupervised analysis, and identify\ngroups of neurons with similar firing patterns. The method\nwas tested on a surrogate data set and a testing data set with\nfiring patterns known in advance. The method was also\napplied to multi-electrode recording spike trains with\npreviously unknown patterns. Results indicate this method\ncan effectively self-determine number of pattern groups and\nlocate firing patterns of neuronal populations based on\ncommunity modularity Q.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Community structure; Modularity; Clustering;\nNeuronal firing pattern"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v86d6c8","frozenauthors":[{"first_name":"Hu","middle_name":"","last_name":"Lu","name_suffix":"","institution":"Fudan University","department":""},{"first_name":"Xing","middle_name":"Hao","last_name":"Huang","name_suffix":"","institution":"Jiangsu University","department":""},{"first_name":"Yu","middle_name":"Qing","last_name":"Song","name_suffix":"","institution":"Jiangsu University","department":""},{"first_name":"Hui","middle_name":"","last_name":"Wei","name_suffix":"","institution":"Fudan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25620/galley/15244/download/"}]},{"pk":25486,"title":"Pathways of Conceptual Change: Investigating the Influence of Experimentation\nSkills on Conceptual Knowledge Development in Early Science Education","subtitle":null,"abstract":"Science education aims at developing students’ knowledge of\nscientific concepts and principles. However, students differ in\ntheir prior knowledge and cognitive skills and thus follow\ndifferent learning pathways. We examined whether and how\nexperimentation skills predict elementary students’ pathways\nof conceptual knowledge development in science education.\nFirst to sixth grade students (N = 1275) received 15 units of\ninquiry-based classroom instruction on the topic “floating and\nsinking”. Students’ experimentation skills were assessed\nbefore instruction. Their conceptual knowledge about floating\nand sinking was assessed before and after instruction. Latent\nprofile transition analysis, a markov chain mixture model for\ncontinuous longitudinal data, revealed that students with\nhigher experimentation skills were more likely to develop\nproficient and consistent knowledge of floating and sinking.\nWe discuss theoretical implications of this finding,\nadvantages of mixture models to examine conceptual\nknowledge development, and implications for science\neducation in elementary school.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"science education; experimentation skills;\nknowledge structure; knowledge development; elementary\nschool;"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64f8q0ww","frozenauthors":[{"first_name":"Peter","middle_name":"A","last_name":"Edelsbrunner","name_suffix":"","institution":"Section for Research on Learning and Instruction, ETH Zurich","department":""},{"first_name":"Lennart","middle_name":"","last_name":"Schalk","name_suffix":"","institution":"Section for Research on Learning and Instruction, ETH Zurich","department":""},{"first_name":"Ralph","middle_name":"","last_name":"Schumacher","name_suffix":"","institution":"Section for Research on Learning and Instruction, ETH Zurich","department":""},{"first_name":"Elsbeth","middle_name":"","last_name":"Stern","name_suffix":"","institution":"Section for Research on Learning and Instruction, ETH Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25486/galley/15110/download/"}]},{"pk":25800,"title":"Pattern Probabilities for Non-Dichotomous Events:\nA New Rational Contribution to the Conjunction Fallacy Debate","subtitle":null,"abstract":"This paper analyzes probability judgments about properties\nthat can take multiple values (i.e., monadic polytomous\nevents). It extends previous work on pattern-based deviations\nfrom standard (extensional) probabilities. Pattern-probabilities\nare formalized in Bayesian Logic (BL) and should be\napplicable when testing the overall adequacy of alternative\nlogical hypotheses while allowing for exceptions. BL\nsystematically predicts ‘conjunction fallacies’ (CFs) and,\nmore generally, ‘inclusion fallacies’ (IFs), when a subset is\ndeemed more probable than its superset. BL formalizes a fit\nbetween data and explanatory noisy-logical patterns and was\nsupported in previous experiments on dyadic logical\nconnectives with two dichotomous events. Here BL is\nextended to monadic prediction with several subclasses. BL\nmay for instance predict Ppattern(A) > Ppattern(non-A) even\nthough f(A) < f(non-A), given that non-A has more subclasses\nthan A. Two experiments using material from the Linda\nparadigm corroborate a pattern approach and rule out\nconfirmation as an alternative explanation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"probability judgments; biases; conjunction\nfallacy; inclusion fallacy; inductive Bayesian logics;\npredication; strong sampling; categories; Lockean Thesis"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16n762gr","frozenauthors":[{"first_name":"Momme","middle_name":"","last_name":"von Sydow","name_suffix":"","institution":"University of Heidelberg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25800/galley/15424/download/"}]},{"pk":25874,"title":"Perceptual Learning in Mathematics Produces Durable Encoding Improvements","subtitle":null,"abstract":"Mathematical competence requires pattern recognition for appropriate application of concepts and procedures. Research\ndemonstrates that interventions targeting perceptual learning (PL) improve math performance. Little research, however,\nhas directly investigated encoding changes, measured psychophysically, that may accompany PL gains in real-world tasks. We\nsought evidence of lasting encoding changes for mathematical objects for participants who used an Algebraic Transformations\nPLM and compared them to a Control group who did a different task, one that did not target PL of equation structure, but provided\nequal exposure to the same equations as in the PLM. All participants completed a speeded same/different psychophysical\ntask comparing equations at pretest and delayed posttest. The PLM group improved on the psychophysical task more than\ncontrols, demonstrating that PLM structure, not mere exposure to equations, caused the information encoding gains. Perceptual\nlearning interventions can accelerate expertise in complex domains, and these learning gains produce detectable, durable\nencoding changes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1pd307bn","frozenauthors":[{"first_name":"Carolyn","middle_name":"","last_name":"Buffor","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Philip","middle_name":"","last_name":"Kellman","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25874/galley/15498/download/"}]},{"pk":26016,"title":"Perceptual Learning with Adaptively-triggered Comparisons","subtitle":null,"abstract":"Recent research has shown that learning technology combining adaptive and perceptual learning (PL) methods can\nimprove pattern recognition, transfer, and fluency in complex learning domains (e.g., Mettler & Kellman, 2014). Both classic\nresearch and recent work suggest the benefit of paired comparisons in PL, but no previous work has used adaptive techniques\nto trigger comparisons. We asked whether PL can be enhanced by adaptively triggered comparison trials, in which erroneous\nresponses led to comparisons designed to distinguish confusable categories. Undergraduates learned to interpret basic patterns\nfrom electrocardiograms (ECGs) with either: (1) adaptive PL based on single category exemplars, (2) adaptive PL combined\nwith adaptively triggered comparisons, (3) adaptive PL combined with non-adaptive comparisons. Results showed strong learning\nin all conditions. Comparison conditions produced the strongest learning gains and showed smaller performance declines\nover a one-week delay. The results also suggested that adaptively triggered comparisons may enhance training efficiency","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5s24v5k8","frozenauthors":[{"first_name":"Khanh-Phuong","middle_name":"","last_name":"Thai","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Sally","middle_name":"","last_name":"Krasne","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Philip","middle_name":"","last_name":"Kellman","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26016/galley/15640/download/"}]},{"pk":25651,"title":"Personal Change and the Continuity of Identity","subtitle":null,"abstract":"The current research examines what types of change are\nperceived as allowable versus disallowable in the self while\nstill maintaining a sense of personal continuity. We find that\noverall, improvements are seen as more allowable than\nworsening or unspecified change, although this difference\nvaries in magnitude based on the centrality of the trait being\nconsidered. Additionally, valence interacts with expectations\nof change, such that the differential impact of positive versus\nnegative change on self-continuity is largest when positive\nchange is expected, but is attenuated when negative change is\nexpected.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"psychological essentialism; change; identity; self;\nself-concept; feature centrality"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5j19n8kg","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Molouki","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"M","last_name":"Bartels","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25651/galley/15275/download/"}]},{"pk":26037,"title":"Perspective Taking in Communicative Pointing: An Optimal Feedback Control\nModeling Approach","subtitle":null,"abstract":"Pointing movements can serve instrumental goals (‘pointing to press a button’) or communicative goals (‘pointing\nto indicate to someone which button to press’). Previous work has shown that communicative pointing follows different trajectories,\nand has different end points than instrumental pointing movements, depending on the addressee’s spatial location. This\nsuggests that motor control processes are affected by communicative intentions, but the nature of this interface remains unknown.\nUsing optimal feedback control theory, we construct a model of instrumental pointing, and explore how this model can\nbe adjusted to reproduce the dependency between communicative trajectories and addressees’ locations. Our results show that\nthe variations in end points cannot account for those trajectories. Instead, the kinematic data are best explained by ‘perspective\ntaking’ on the part of the communicator, i.e., communicative pointing movements seem to be planned in a frame of reference\nthat is adjusted to the addressee’s point of view.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1615r185","frozenauthors":[{"first_name":"Tobias","middle_name":"","last_name":"Winner","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Luc","middle_name":"","last_name":"Selen","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Lennart","middle_name":"","last_name":"Verhagen","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Pieter","middle_name":"","last_name":"Medendorp","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Ivan","middle_name":"","last_name":"Toni","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Iris","middle_name":"","last_name":"van Rooij","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26037/galley/15661/download/"}]},{"pk":25984,"title":"Phonetic abilities of walking and crawling infants","subtitle":null,"abstract":"Infants undergo a series of dynamic changes during the first year of their life, starting at nearly complete dependence\nupon others for all functions, culminating with the ability to self-transport and rudimentarily converse around the age\nof 12 months. Previous research indicates an interaction between walking and expressive and receptive language development.\nGiven that phonology underlies expressive language production, in this study we are exploring potential relationships\nbetween locomotion and phonological development by examining phonetic inventories of age-matched peers who are walking\nor crawling. We are transcribing canonical utterances from high-volubility samples taken from daylong home audio recordings\nof 18 English-learning infants. Various phonetic features of the infants’ productions are compared across locomotor groups, in\nsearch of an interaction between phonological and locomotor development. This work is informing our understanding of the\nmechanisms through which locomotor and language development are interrelated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6t01m9gx","frozenauthors":[{"first_name":"Gina","middle_name":"","last_name":"Pretzer","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Anne","middle_name":"","last_name":"Warlaumont","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Eric","middle_name":"","last_name":"Walle","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25984/galley/15608/download/"}]},{"pk":25424,"title":"Phonological Neighborhood Density Modulates Errors In Spoken Word Recognition","subtitle":null,"abstract":"The present study examined how differences in onset (cohort)\nand offset (rhyme) neighborhood density influence the types\nof spoken word recognition errors made by listeners.\nSimulations of the TRACE model were used to derive\npreliminary predictions. Younger (N=15) and older (N=15)\nadults identified spoken words presented in moderate noise.\nParticipants exhibited the standard inhibitory effect of\nphonological neighborhood density: slower recognition of\nspoken words from denser neighborhoods, with a larger effect\nfor older adults. Most errors were phonological neighbors\nwith few unrelated errors. However, the manipulation of\ncohort and rhyme density produced an unexpected reversal:\nthe relative proportion of cohort vs. rhyme errors was biased\ntoward cohorts when cohort density was low or when rhyme\ndensity was high, and toward rhymes when cohort density\nwas high or rhyme density was low. These results are not\nconsistent with the TRACE simulations and suggest a more\ncomplex pattern of lexical competition","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"neighborhood density; spoken word recognition;\nlexical selection; error type."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kj1t154","frozenauthors":[{"first_name":"Mona","middle_name":"Rozana","last_name":"Botezatu","name_suffix":"","institution":"Department of Psychology, Drexel University; Moss Rehabilitation Research Institute","department":""},{"first_name":"Jon-Frederick","middle_name":"","last_name":"Landrigan","name_suffix":"","institution":"Department of Psychology, Drexel University","department":""},{"first_name":"Qi","middle_name":"","last_name":"Chen","name_suffix":"","institution":"School of Psychology, South China Normal University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Mirman","name_suffix":"","institution":"Department of Psychology, Drexel University; Moss Rehabilitation Research Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25424/galley/15048/download/"}]},{"pk":25512,"title":"Phrase similarity in humans and machines","subtitle":null,"abstract":"Computational models of semantics have emerged as\npowerful tools for natural language processing. Recent\nwork has developed models to handle compositionality,\nbut these models have typically been evaluated on large,\nuncontrolled corpora. In this paper, we constructed\na controlled set of phrase pairs and collected phrase\nsimilarity judgments, revealing novel insights into hu-\nman semantic representation. None of the computa-\ntional models that we considered were able to capture\nthe pattern of human judgments. The results of a sec-\nond experiment, using the same stimuli with a trans-\nformational judgment task, support a transformational\naccount of similarity, according to which the similarity\nbetween phrases is inversely related to the number of ed-\nits required to transform one mental model into another.\nTaken together, our results indicate that popular mod-\nels of compositional semantics do not capture important\nfacets of human semantic representation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Similarity"},{"word":"Semantics"},{"word":"Neural Networks"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6zg6r1mv","frozenauthors":[{"first_name":"Samuel","middle_name":"J","last_name":"Gershman","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":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25512/galley/15136/download/"}]},{"pk":25508,"title":"Physiological entrainment and behavioral coordination in a collective, creative\nconstruction task","subtitle":null,"abstract":"Interpersonal physiological entrainment is increasingly argued\nto underlie rapport, empathy and even team performance. We\ninvestigate the presence, temporal development, possible\nmechanisms and impact of interpersonal heart rate\nentrainment during collective creative LEGO construction\ntasks. We observe a statistically significant presence and\nincrease over time of structured entrainment, which relates to\nthe actual unfolding and development of behavioral\ncoordination. Heart rate entrainment does not predict rapport\nand perceived group competence, but behavioral coordination\ndoes. Physiological entrainment, thus, should not be\nconsidered a universal unmediated proxy for shared emotions,\nempathy and collective performance. Behavioral coordination\n– at least in tasks requiring forms of joint action – seems to be\na more informative proxy for both physiological entrainment\nand collective experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interpersonal coordination; joint action; common\nground; physiological entrainment; behavioral coordination."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1d49m1zk","frozenauthors":[{"first_name":"Riccardo","middle_name":"","last_name":"Fusaroli","name_suffix":"","institution":"Interacting Minds Center & Center for Semiotics, Jens Chr. Skous Vej 2","department":""},{"first_name":"Johanne","middle_name":"S","last_name":"Bjorndahl","name_suffix":"","institution":"Interacting Minds Center, Jens Chr. Skous Vej 2","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Roepstorff","name_suffix":"","institution":"Interacting Minds Center, Jens Chr. Skous Vej 2","department":""},{"first_name":"Kristian","middle_name":"","last_name":"Tylen","name_suffix":"","institution":"Center for Semiotics & Interacting Minds Center, Jens Chr. Skous Vej 2","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25508/galley/15132/download/"}]},{"pk":25618,"title":"Piece of Mind: Long-Term Memory Structure in ACT-R and CHREST","subtitle":null,"abstract":"Creating a plausible Unified Theory of Cognition (UTC) requires\nconsiderable effort from large, potentially distributed,\nteams. Computational Cognitive Architectures (CCAs) provide\nresearchers with a concrete medium for connecting different\ncognitive theories to facilitate development of a robust,\nunambiguous UTC. However, due to wide dissemination of research\neffort, and broad scope of cognition as a psychological\nscience, keeping track of CCA contributions is difficult.\nWe compare the structuring of long-term memory (LTM) in\ntwo CCAs: ACT-R and CHREST. LTM structuring is considered\nin particular since it is an essential component of CCAs\nand underpins most of their operations. We aim to consolidate\nknowledge regarding LTM structuring for these CCA’s and\nidentify similarities and differences between their approaches.\nWe find that, whilst the architectures are similar in a number\nof ways, providing consensus for some concepts to be included\nin a UTC, their differences highlight important questions and\ndevelopment opportunities","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"ACT-R"},{"word":"CHREST"},{"word":"Cognitive architectures"},{"word":"Long-term Memory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6105r91v","frozenauthors":[{"first_name":"Martyn","middle_name":"","last_name":"Lloyd-Kelly","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Fernand","middle_name":"","last_name":"Gobet","name_suffix":"","institution":"University of Liverpool","department":""},{"first_name":"Peter","middle_name":"C.R.","last_name":"Lane","name_suffix":"","institution":"University of Hertfordshire","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25618/galley/15242/download/"}]},{"pk":25812,"title":"Power-law fluctuations in eye movements predict text comprehension during\nconnected text reading","subtitle":null,"abstract":"The present study investigates the relation between the\nreading process and text comprehension during naturalistic\ntext reading. To that end, participants read easy and difficult\ntexts while their eye movements were recorded. After each\nreading, participants filled-in comprehension questionnaires.\nWe investigated classical measures of the reading process\nrelated to comprehension (fixation duration, regressive eye\nmovements), as well as power-law scaling in eye movements\nthat are indicative of degree of cognitive coordination during\nreading. The results show that text difficulty led to longer\nfixation durations and stronger power-law scaling in eye\nmovements. Moreover, the degree of power-law scaling in\neye movements was predictive of text comprehension. In line\nwith previous research on natural text reading that utilized the\nself-paced reading method, power-law scaling turned out to\nbe a superior predictor of reading comprehension compared\nto standard measures, suggesting that it is an effective\nmeasure of cognitive performance in complex reading tasks","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"naturalistic text reading; connected text reading;\ncomprehension; power-law scaling; eye movements"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6dx236wv","frozenauthors":[{"first_name":"Sebastian","middle_name":"","last_name":"Wallot","name_suffix":"","institution":"Interacting Minds Centre, Department of Culture and Society","department":""},{"first_name":"Beth","middle_name":"A","last_name":"O'Brien","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Charles","middle_name":"A","last_name":"Coey","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Damian","middle_name":"","last_name":"Kelty-Stephen","name_suffix":"","institution":"Grinnell College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25812/galley/15436/download/"}]},{"pk":25415,"title":"Predicting a Child's Trajectory of Lexical Acquisition","subtitle":null,"abstract":"How does a child's vocabulary production change over time? Past research has often focused on characterizing population statistics of vocabulary growth. In this work, we develop models that attempt to predict when a specific word will be learned by a particular child. The models are based on two qualitatively different sources of information: a representation describing the child (age, sex, and quantifiers of vocabulary skill) and a representation describing the specific words a child knows. Using longitudinal data from children aged 15-36 months collected at the University of Colorado, we constructed logistic regression models to predict each month whether a word would be learned in the coming month. Models based on either the child representation or the word representation outperform a baseline model that utilizes population acquisition norms. Although the child- and word-representation models perform comparably, an ensemble that averages the predictions of the two separate models obtains significantly higher accuracy, indicating that the two sources of information are complementary. Through the exploration of such models, we gain an understanding of the factors that influence language learning, and this understanding should inform cognitive theories of development. On a practical level, these models may support the development of interventions to boost language acquisition.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Language acquisition; word learning; lexical acquisition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/94h1994j","frozenauthors":[{"first_name":"Nicole","middle_name":"","last_name":"Beckage","name_suffix":"","institution":"Department of Computer Science, University of Colorado","department":""},{"first_name":"Michael","middle_name":"","last_name":"Mozer","name_suffix":"","institution":"Department of Computer Science, University of Colorado","department":""},{"first_name":"Eliana","middle_name":"","last_name":"Colunga","name_suffix":"","institution":"Department of Psychology and Neuroscience, University of Colorado","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25415/galley/15039/download/"}]},{"pk":25792,"title":"Predicting Lexical Norms Using a Word Association Corpus","subtitle":null,"abstract":"Obtaining norm scores for subjective properties of words can\nbe quite cumbersome as it requires a considerable investment\nproportional to the size of the word set. We present a method\nto predict norm scores for large word sets from a word\nassociation corpus. We use similarities between word pairs,\nderived from this corpus, to construct a semantic space.\nStarting from norm scores for a subset of the words, we\nretrieve the direction in the space that optimally reflects the\nnorm data associated with the words. This direction is used to\northogonally project all the other words in the semantic space\non, providing predictions of the words on the variable of\ninterest. In this study, we predict valence, arousal, dominance,\nage of acquisition, and concreteness and show that the\npredictions correlate strongly with the judgments of human\nraters. Furthermore, we show that our predictions are superior\nto those derived using other methods","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Similarity; MDS; Valence; Arousal; Dominance;\nAge of acquisition; Concreteness"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/26h3m3m6","frozenauthors":[{"first_name":"Hendrik","middle_name":"","last_name":"Vankrunkelsven","name_suffix":"","institution":"University of Leuven","department":""},{"first_name":"Steven","middle_name":"","last_name":"Verheyen","name_suffix":"","institution":"University of Leuven","department":""},{"first_name":"Simon","middle_name":"","last_name":"De Deyne","name_suffix":"","institution":"University of Leuven","department":""},{"first_name":"Gert","middle_name":"","last_name":"Storms","name_suffix":"","institution":"University of Leuven","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25792/galley/15416/download/"}]},{"pk":25745,"title":"Predicting Meme Success with Linguistic Features in a Multilayer\nBackpropagation Network","subtitle":null,"abstract":"The challenge of predict ing meme success has gained at tention\nfrom researchers, largely due to the increased availability of\nsocial media data. Many models focus on st ructural features of\nonline social networks as predictors of meme success. The\ncurrent work takes a different approach, predict ing meme\nsuccess from linguist ic features. We propose predict ive power\nis gained by grounding memes in theories of working memory,\nemot ion, memory, and psycholinguist ics. The linguist ic\ncontent of several memes were analyzed with linguist ic\nanalysis tools. These features were then t rained with a\nmult ilayer supervised backpropagat ion network. A set of new\nmemes was used to test the generalizat ion of the network.\nResults indicated the network was able to generalize the\nlinguist ic features in order to predict success at greater than\nchance levels (80% accuracy). Linguist ic features appear to be\nenough to predict meme t ransmission success without any\ninformat ion about social network st ructure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"meme predict ion; psycholinguist ics; neural\nnetworks"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9c34s7mh","frozenauthors":[{"first_name":"Keith","middle_name":"T","last_name":"Shubeck","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Huette","name_suffix":"","institution":"University of Memphis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25745/galley/15369/download/"}]},{"pk":25550,"title":"Predictions from Uncertain Beliefs","subtitle":null,"abstract":"According to probabilistic theories of higher cognition,\nbeliefs come in degrees. Here, we test this idea by studying\nhow people make predictions from uncertain beliefs.\nAccording to the degrees-of-belief theory, people should\ntake account of both high- and low-probability beliefs\nwhen making predictions that depend on which of those\nbeliefs are true. In contrast, according to the all-or-none\ntheory, people only take account of the most likely belief,\nignoring other potential beliefs. Experiments 1 and 2 tested\nthese theories in explanatory reasoning, and found that\npeople ignore all but the best explanation when making\nsubsequent inferences. Experiment 3A extended these\nresults to beliefs fixed only by prior probabilities, while\nExperiment 3B found that people can perform the\nprobability calculations when the needed probabilities are\nexplicitly given. Thus, people’s intuitive belief system\nappears to represent beliefs in a ‘digital’ (true or false)\nmanner, rather than taking uncertainty into account","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Explanation; abduction; causal reasoning;\nbelief; prediction; diagnosis; probability; uncertainty"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9dt917xm","frozenauthors":[{"first_name":"Samuel","middle_name":"G.B.","last_name":"Johnson","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Merchant","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Frank","middle_name":"C","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25550/galley/15174/download/"}]},{"pk":25704,"title":"Preferred Inferences in Causal Relational Reasoning:\nCounting Model Operations","subtitle":null,"abstract":"Interpreting causal relations plays an important role in everyday\nlife, for example in scientific inquiries and text comprehension.\nErrors in causal reasoning can be a recipe for disaster.\nDespite vast literature on the psychology of human causal reasoning,\nthere are few investigations into preferred inferences\nin relational three-term problems. Based on a previous formal\ninvestigation about relevant causal relations we develop a cognitive\nmodeling approach with mental models. The key principle\nfor this approach proves to be the prediction of preferred\ninferences by model operations and the process of sub model\nintegration. Subsequent experiments test preferred inferences,\nthe number of model operations, and if concrete or generic\nproblems make a difference in causal reasoning performance.\nImplications of the model are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2jv8f9tp","frozenauthors":[{"first_name":"Marco","middle_name":"","last_name":"Ragni","name_suffix":"","institution":"University of Freiburg; Justus Liebig University","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Schwenke","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Christine","middle_name":"","last_name":"Otieno","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25704/galley/15328/download/"}]},{"pk":25541,"title":"Preschoolers' and Chimpanzees' Use of Source Reliability on Action-Based Tasks","subtitle":null,"abstract":"One way to optimize social learning is to be selective when choosing from what sources to accept information. Preschoolers prefer to learn from previously accurate or competent sources, rather than from unreliable ones (e.g., Koenig, Clément, & Harris, 2004). The current study extends this work by comparing the ability to monitor an actor’s success in two species: children and chimpanzees. Members of both species saw two actors try to open containers, with different outcomes. Then, a forced-choice response was used to determine whether participants would pair the container with the previously successful actor. While preschoolers correctly elicited help from a previously successful actor, chimpanzees did not reliably select the type of object the actor could open. The current findings suggest a difference between humans and chimpanzees’ use of past source reliability, which may reflect or result from differences in their use of social learning
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"source reliability; social learning; preschoolers;chimpanzees"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6950r5gk","frozenauthors":[{"first_name":"Melissa","middle_name":"L","last_name":"Hrabic","name_suffix":"","institution":"Georgia State University, Atlanta","department":""},{"first_name":"Bethany","middle_name":"J","last_name":"MacDonald","name_suffix":"","institution":"Georgia State University, Atlanta","department":""},{"first_name":"Michael","middle_name":"J","last_name":"Beran","name_suffix":"","institution":"Georgia State University, Atlanta","department":""},{"first_name":"Rebecca","middle_name":"A","last_name":"Williamson","name_suffix":"","institution":"Georgia State University, Atlanta","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25541/galley/15165/download/"}]},{"pk":25637,"title":"Priming bicultural bilingual Latino-Americans as Latino or American modulates\naccess to the Spanish and English meaning of interlingual homographs","subtitle":null,"abstract":"Using Spanish-English bilingual Latino-Americans, this study\ntested whether priming Latino or American cultural\nrepresentations facilitated the accessibility of the Spanish\nmeaning or English meaning of Spanish-English homographs.\nSeventy-four participants were randomly assigned to a Latino\nprime, American prime, or no prime condition. After being\nprimed, subjects performed an English lexical decision task\nwherein they indicated whether a letter string formed an\nEnglish word. Homographs, English controls, and non-words\nwere included in the array. As predicted, there was a\nsignificant prime condition by word type interaction, F(2,\n70)= 5.48, p= .006, partial eta squared = .136, suggesting that\nprime condition modulated reaction times to homographs.\nPlanned contrasts showed that participants in the Latino prime\ncondition had slower reaction times to homographs than\nEnglish controls, F(1, 22)= 4.84, p= .039, partial eta squared\n= .180, suggesting that the Latino prime facilitated access to\nhomographs’ Spanish meaning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bilingual"},{"word":"Bicultural"},{"word":"Homographs"},{"word":"Semantic\nRepresentations"},{"word":"Cultural Representations"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5d09c0kc","frozenauthors":[{"first_name":"Benjamin","middle_name":"Uel","last_name":"Marsh","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Jean-Paul","middle_name":"","last_name":"Snijder","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Marina","middle_name":"","last_name":"Pulver","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Janna","middle_name":"","last_name":"Schirmer","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Ashley","middle_name":"","last_name":"Horiuchi","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Brandon","middle_name":"","last_name":"Reynoso","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Veronica","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Hyun","middle_name":"Seo","last_name":"Lee","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Natalie","middle_name":"","last_name":"Koskela","name_suffix":"","institution":"Azusa Pacific University","department":""},{"first_name":"Raul","middle_name":"","last_name":"Fajardo","name_suffix":"","institution":"Azusa Pacific University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25637/galley/15261/download/"}]},{"pk":25858,"title":"Priming Dynamic-Kinematic Routines Using Spatial Language","subtitle":null,"abstract":"Along with using geometric information to define spatial terms such as “in”, Coventry and Garrod (2004) have\nproposed the use of dynamic-kinematic (DK) routines which relate to how two objects interact (kinematic) over time (dynamic).\nFor the spatial description, “The penny is in the bowl,” the penny is contained by a bounding box around the bowl as well as\nthe DK location-control routine that if the bowl moves, so will the penny. In two experiments a speeded prime/ probe picturesentence\nverification task was used to gather evidence for the existence of DK routines. The first experiment found evidence\nfor priming location-control for the preposition “in”. The second experiment examined location-control routines for both “in”\nand “on” using the same prepositions for both location-control and embedded spatial relationships. A significant response time\nbenefit for priming location-control routines was found. These experiments provided evidence for priming location-control\nroutines independent of semantic priming.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3nr9b0pm","frozenauthors":[{"first_name":"Deanne","middle_name":"","last_name":"Adams","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Galeucia","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Kolesari","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Laura","middle_name":"","last_name":"Carlson","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Kenny","middle_name":"","last_name":"Coventry","name_suffix":"","institution":"University of East Anglia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25858/galley/15482/download/"}]},{"pk":25553,"title":"Probabilistic Versus Heuristic Accounts of Explanation in Children:\nEvidence from a Latent Scope Bias","subtitle":null,"abstract":"Like scientists, children must find ways to explain causal\nsystems in the world. The Bayesian approach to cognitive\ndevelopment holds that children evaluate explanations by\napplying a normative set of statistical learning and\nhypothesis-testing mechanisms to the evidence they\nobserve. Here, we argue for certain supplements to this\napproach. In particular, we demonstrate in two studies that\nchildren, like adults, have a robust latent scope bias that\nconflicts with the laws of probability. When faced with two\nexplanations equally consistent with observed data, where\none explanation made an unverified prediction, children\nconsistently preferred the explanation that did not make\nthis prediction (Experiment 1). The bias can be overridden\nby strong prior odds, indicating that children can integrate\ncues from multiple sources of evidence (Experiment 2). We\nargue that children, like adults, rely on heuristics for\nmaking explanatory judgments which often lead to\nnormative responses, but can lead to systematic error.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive development; causal reasoning;\nexplanation; evidence; probability; philosophy of science"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/51d3f1f4","frozenauthors":[{"first_name":"Angie","middle_name":"M","last_name":"Johnston","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Samuel","middle_name":"G.B.","last_name":"Johnson","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Marissa","middle_name":"L","last_name":"Koven","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Frank","middle_name":"C","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25553/galley/15177/download/"}]},{"pk":25442,"title":"Probing the mental number line:\nA between-task analysis of spatial-numerical associations","subtitle":null,"abstract":"The mental number line (MNL) hypothesis is that numbers\nare mentally represented in spatial format, particularly in leftto-\nright orientation among Westerners. The MNL has\nreceived support from various paradigms, but it remains\ncontroversial as it is challenged by alternative models. Here\nwe used an individual differences approach to assess spatialnumerical\nassociations (SNAs) across a variety of tasks. The\nMNL hypothesis predicts correlations across SNA tasks\nbecause they should tap a common MNL representation.\nControl tasks were included to account for effects not specific\nto SNAs. Correlation analyses revealed significant\nassociations across several SNA tasks, even when controlling\nfor general cognitive abilities or individual differences in\nresponse time (RT). These findings provide unique support\nfor the MNL hypothesis, and begin to shed insight on\npotential explanations that may contribute to variation in the\nstrength of the correlations among SNA tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Spatial-numerical associations"},{"word":"SNARC effect"},{"word":"mental number line (MNL)"},{"word":"polarity correspondence"},{"word":"working\nmemory"},{"word":"individual differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21x007h9","frozenauthors":[{"first_name":"Chi-Ngai","middle_name":"","last_name":"Cheung","name_suffix":"","institution":"Department of Psychology, Emory University","department":""},{"first_name":"Vladislav","middle_name":"","last_name":"Ayzenberg","name_suffix":"","institution":"Department of Psychology, Emory University","department":""},{"first_name":"Rachel","middle_name":"F.L.","last_name":"Diamond","name_suffix":"","institution":"Department of Psychology, Emory University","department":""},{"first_name":"Sami","middle_name":"","last_name":"Yousif","name_suffix":"","institution":"Department of Psychology, Emory University","department":""},{"first_name":"Stella","middle_name":"F","last_name":"Lourenco","name_suffix":"","institution":"Department of Psychology, Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25442/galley/15066/download/"}]},{"pk":25798,"title":"Processing Overt and Null Subject Pronouns in Italian: a Cognitive Model","subtitle":null,"abstract":"In this paper, we present a cognitive model that simulates the\nprocessing of subject pronouns in Italian. The model is\nimplemented in the cognitive architecture ACT-R and uses\nhierarchically ranked constraints to select the most likely\nreferent of a pronoun. When this model is combined with a\nmeasure of accessibility in discourse and a processing time\nlimit imposed by the speed of natural language production, the\nmodel accounts for novel empirical data of the interpretation\nof null as well as overt subject pronouns in Italian. The model\ngenerates concrete predictions on the basis of variations in\ncognitive capacities, which can be tested in subsequent\nexperiments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pronoun interpretation; cognitive modeling; null\nsubjects; constraint-based modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/02c9x6jf","frozenauthors":[{"first_name":"Margreet","middle_name":"","last_name":"Volgelzang","name_suffix":"","institution":"University of Groningen","department":""},{"first_name":"Petra","middle_name":"","last_name":"Hendriks","name_suffix":"","institution":"University of Groningen","department":""},{"first_name":"Hedderik","middle_name":"","last_name":"van Rijn","name_suffix":"","institution":"University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25798/galley/15422/download/"}]},{"pk":25495,"title":"Production is biased to provide informative cues early: Evidence from miniature\nartificial languages","subtitle":null,"abstract":"The role of processing constraints on sentence structure has\nbeen a topic of central interest in cognitive science. One\nproposal (Hawkins, 2004) suggests that language production\nsystem is organized to facilitate efficient parsing. We\nexperimentally test this hypothesis using a miniature artificial\nlanguage learning paradigm. Our findings support this\naccount. Even though the input languages did not favor early\nplacement of cues to grammatical function assignment (case\nand word order), participants used these cues in their own\nproductions significantly more often in such a way as to allow\nearly correct parsing commitments. This preference interacted\nwith a bias to mark the less expected: Participants tended to\nuse more case-marking in non-English OSV sentences. Our\nresults underscore the potential of miniature artificial learning\nfor language production research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language acquisition; language processing;\nlanguage production; artificial language learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3xt2s4gt","frozenauthors":[{"first_name":"Maryia","middle_name":"","last_name":"Fedzechkina","name_suffix":"","institution":"Department of Psychology, University of Pennsylvania","department":""},{"first_name":"T","middle_name":"Florian","last_name":"Jaeger","name_suffix":"","institution":"Department of Brain & Cognitive Sciences, University of Rochester","department":""},{"first_name":"John","middle_name":"C","last_name":"Trueswell","name_suffix":"","institution":"Department of Psychology, University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25495/galley/15119/download/"}]},{"pk":25378,"title":"Programming online experiments with jsPsych","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"online experiments; methodology; jsPsych;\nJavaScript"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6tb540kg","frozenauthors":[{"first_name":"Joshua","middle_name":"R","last_name":"de Leeuw","name_suffix":"","institution":"Department of Psychological and Brain Science & Program in Cognitive Science Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25378/galley/15002/download/"}]},{"pk":25445,"title":"Promoting Comprehension of Health Information among Older Adults","subtitle":null,"abstract":"Understanding and acting on online health information is\nincreasingly a pre-requisite for patient self-care. Therefore,\ninadequate health literacy is a barrier to self-care among older\nadults with chronic illness. The goal of our study was to\nimprove older adults’ comprehension of online health\ninformation. We extracted typical health texts from multiple\ncredible health websites, and systematically improved the\ntexts in terms of, content, language, organization and design.\nResults showed that older adults better understood the revised\npassages than the typical ones, in terms of their reading\nefficiency (time per unit of information uptake). Intervention\nbenefits were greater for older adults with more domainspecific\nhealth knowledge, suggesting that knowledge\nfacilitated the comprehension of health information in the\nrevised texts. Implications for promoting older adults’\ncomprehension of health information are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive aging; health literacy; comprehension;\ndomain knowledge; healthcare"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/447314dq","frozenauthors":[{"first_name":"Jessie","middle_name":"","last_name":"Chin","name_suffix":"","institution":"University of Illinois at Urbana Champaign\nBeckman Institute for Advanced Science and Technology","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"University of Illinois at Urbana Champaign\nBeckman Institute for Advanced Science and Technology","department":""},{"first_name":"Darcie","middle_name":"D","last_name":"Moeller","name_suffix":"","institution":"University of Illinois at Urbana Champaign\nBeckman Institute for Advanced Science and Technology","department":""},{"first_name":"Elise","middle_name":"","last_name":"Duwe","name_suffix":"","institution":"University of Illinois at Urbana Champaign\nBeckman Institute for Advanced Science and Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25445/galley/15069/download/"}]},{"pk":25559,"title":"Pronominal Reference and Pragmatic Enrichment: A Bayesian Account","subtitle":null,"abstract":"A standard assumption in linguistic, psycholinguistic, and\ncomputational research on pronoun use is that production and\ninterpretation are guided by the same set of contextual factors.\nKehler et al. (2008) and Kehler & Rohde (2013) have argued\ninstead for a Bayesian model, one in which pronoun production\nis insensitive to a class of semantically- and pragmaticallydriven\ncontextual biases that have been shown to influence pronoun\ninterpretation. Here we evaluate the model using a passage\ncompletion study that employs a subtle contextual manipulation\nto which traditional analyses are insensitive, specifically\nby varying whether or not a relative clause that modifies\nthe direct object in the context sentence invites the inference\nof a cause of the event that the sentence denotes. The results\nsupport the claim that pronoun interpretation biases, but not\nproduction biases, are sensitive to this pragmatic enrichment,\nrevealing precisely the asymmetry predicted by the Bayesian\nanalysis. A correlation analysis further establishes that the\nmodel provides better estimates of measured pronoun interpretation\nbiases than two competing models from the literature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Pronoun interpretation"},{"word":"discourse coherence"},{"word":"pragmatic enrichment"},{"word":"Bayesian models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9cj2g2mr","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Kehler","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Hannah","middle_name":"","last_name":"Rohde","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25559/galley/15183/download/"}]},{"pk":25753,"title":"Prospective uncertainty: The range of possible futures in physical predictions","subtitle":null,"abstract":"Recent research has suggested that people make physical\npredictions based on extrapolation from a noisy representation\nof the world, which gives rise to a probabilistic distribution\nover possible future worlds. But can people use the\nuncertainty of their predictions to inform their decisions, or\ncan people access only a single possible future? Here we\ndemonstrate that confidence-sensitive decisions about the\nfuture track the amount of uncertainty expected from\nprobabilistic forward extrapolations. Participants were asked\nto make predictions about where a ball would go and indicate\nan expected range around that prediction. This range was well\ncorrelated with two measures of uncertainty: variability in\npredictions across participants and the amount of uncertainty\nexpected by a model of physical prediction. This suggests that\npeople form a probabilistic distribution over possible futures\nin the course of physical prediction and base their decisions\nabout the future on this range.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"prediction; uncertainty; physical reasoning; noisy\nNewton physics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7mb5p73k","frozenauthors":[{"first_name":"Kevin","middle_name":"A","last_name":"Smithson","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Edward","middle_name":"","last_name":"Vul","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25753/galley/15377/download/"}]},{"pk":25377,"title":"Quantifying the Dynamics of Interpersonal Interaction: A Primer on Cross-Recurrence Quantification Analysis using R","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive dynamics; cross-recurrence quantification\nanalysis; R-tutorial; interpersonal interaction; statistical\nmethods"}],"section":"Tutorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3h47c51h","frozenauthors":[{"first_name":"Moreno","middle_name":"I","last_name":"Coco","name_suffix":"","institution":"Faculdade de Psicologia, Universidade de Lisboa","department":""},{"first_name":"Rick","middle_name":"","last_name":"Dale","name_suffix":"","institution":"Cognitive and Information Sciences, University of California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25377/galley/15001/download/"}]},{"pk":25534,"title":"Quantifying the time course of similarity","subtitle":null,"abstract":"Does the similarity between two items change over time? Previous\nstudies (Goldstone & Medin, 1994; Gentner & Brem,\n1999) have found suggestive results but have relied on interpreting\ncomplex interaction effects from “deadline” decision\ntasks in which the decision making process is not well understood\n(Luce, 1986). Using a self-paced simple decision\ntask in which the similarity between two items can be isolated\nfrom strategic decision processes using computational modeling\ntechniques (Ratcliff, 1978), we show strong evidence that\nthe similarity between two items changes over time and shifts\nin systematic ways. The change in similarity from early to\nlate processing in Experiment 1 is consistent with the theory\nof structural alignment (Gentner, 1983; Goldstone & Medin,\n1994), and Experiment 2 demonstrates evidence for a stronger\ninfluence of thematic knowledge than taxonomic knowledge in\nearly processing of word associations (Lin & Murphy, 2001).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"similarity; temporal dynamics; hierarchical modeling;\nreaction time; drift-diffusion model"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0189t2td","frozenauthors":[{"first_name":"Andrew","middle_name":"T","last_name":"Hendrickson","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Daniel","middle_name":"J","last_name":"Navarro","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Chris","middle_name":"","last_name":"Donkin","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25534/galley/15158/download/"}]},{"pk":25628,"title":"Quit while you're ahead: Preschoolers' persistence and willingness to accept challenges are affected by social comparison","subtitle":null,"abstract":"Many beliefs about oneself are constructed through experience, but the kinds of evidence that inform these beliefs in early childhood are not well understood. One source of information that affects adults and older children’s appraisals of themselves is social comparison. We found that even preschoolers (mean=57 months) spontaneously use social comparisons to guide their behavior. In Experiment 1, children who saw they out-performed peers on a task subsequently persisted less than children in other conditions. Children who saw evidence suggesting they performed either better or worse than peers on the task were more likely to choose an easy (versus difficult) novel task relative to those who saw neutral or no evidence. In Experiment 2 children who saw peers perform better were inclined to persist more than children in other conditions. This suggests preschoolers use social comparison to draw inferences about themselves without explicit cues, and this affects their motivation.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social comparison; persistence; learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7g86b04m","frozenauthors":[{"first_name":"Rachel","middle_name":"W","last_name":"Magid","name_suffix":"","institution":"MIT","department":""},{"first_name":"Laura","middle_name":"E","last_name":"Schulz","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25628/galley/15252/download/"}]},{"pk":25755,"title":"Reading and writing direction effects on the aesthetic perception of photographs","subtitle":null,"abstract":"Does the habitual reading and writing direction (RWD) affect\nthe aesthetic appreciation of visual art? Pérez González\n(2012) showed that 19th century Iranian and Spanish\nprofessional photographers manifest lateral biases linked to\nRWD in their compositions. The present study aimed to test\nwhether the general public shows similar biases, and under\nwhat conditions. Photographies with left-to-right (L-R) and\nright-to-left (R-L) directionality were selected from Pérez\nGonzález's collections and presented in both the original and\nmirror reversed forms to Spanish (L-R readers) and Moroccan\n(R-L readers) participants. In Experiment 1, participants rated\neach picture as to how aesthetically pleasing it was. The\nresults showed no interactions with RWD. In Experiment 2,\nwe presented each picture and its mirror version and asked the\nparticipants to choose which one they liked better. Now, clear\nbiases linked to RWD arose. RWD does affect aesthetic\nimpressions of photography in the general public, but only\nwhen people are paying attention to the lateral spatial\ndimension of the pictures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"aesthetics"},{"word":"reading and writing direction"},{"word":"spatial\nbiases"},{"word":"left-right"},{"word":"Photography"},{"word":"fluency"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8zh8t8jk","frozenauthors":[{"first_name":"Sobh","middle_name":"","last_name":"Chahboun","name_suffix":"","institution":"Norwegian University of Science and Technology","department":""},{"first_name":"Andrea","middle_name":"","last_name":"Flumini","name_suffix":"","institution":"University of Granada","department":""},{"first_name":"Carmen","middle_name":"Perez","last_name":"Gonzalez","name_suffix":"","institution":"Bergische Universität Wuppertal","department":""},{"first_name":"I","middle_name":"Chris","last_name":"McManus","name_suffix":"","institution":"University College London","department":""},{"first_name":"Julio","middle_name":"","last_name":"Santiago","name_suffix":"","institution":"University of Granada","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25755/galley/15379/download/"}]},{"pk":36076,"title":"Reading for Results (12th ed.) - Laraine Flemming","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4q5070d8","frozenauthors":[{"first_name":"Emily","middle_name":"","last_name":"Durst","name_suffix":"","institution":"Middlebury Institute of International Studies at Monterey","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36076/galley/26928/download/"}]},{"pk":25458,"title":"Reading Words Hurts:\nThe impact of pain sensitivity on people’s ratings of pain-related words","subtitle":null,"abstract":"This study explores the relation between pain sensitivity and\nthe cognitive processing of words. 130 participants evaluated\nthe pain-relatedness of a total of 600 two-syllabic nouns, and\nsubsequently reported on their own pain sensitivity. The\nresults demonstrate that pain-sensitive people (based on their\nself-report) associate words more strongly with pain than less\nsensitive people. In particular, concrete nouns like syringe,\nwound, knife, and cactus, are considered to be more painrelated\nfor those who are more pain-sensitive. We discuss our\nresults in the light of three theoretical frameworks – cognitive\nbias, prototype theory, embodied account. We argue that the\nlatter is best suited to explain the results of this study in the\nsense in which it implies the principle of body specificity,\naccording to which different bodily characteristics lead to\ncorresponding differences in the way in which people\nconstruct concepts and word meanings","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Pain"},{"word":"pain-sensitivity; semantic processing;\ncognitive biases; prototype theory; embodied account; body\nspecificity."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6387f8j0","frozenauthors":[{"first_name":"Erica","middle_name":"","last_name":"Cosentino","name_suffix":"","institution":"Department of Philosophy, Ruhr University Bochum","department":""},{"first_name":"Markus","middle_name":"","last_name":"Werning","name_suffix":"","institution":"Department of Philosophy, Ruhr University Bochum","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Reuter","name_suffix":"","institution":"Department of Philosophy, Ruhr University Bochum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25458/galley/15082/download/"}]},{"pk":26012,"title":"Real-world implementation of Newcomb’s thought experiment, using\nmouse-tracking techniques","subtitle":null,"abstract":"Newcomb’s paradox is a famous thought experiment in the field of decision theory. There are two paradoxical, yet\n“rational”, strategies to approach this decision-making problem. We addressed this debate by testing the paradox in a real world\nexperiment. Analyzing participants’ mouse movements allowed us to reveal the internal cognitive dynamics of their thought\nprocess during the task explanation as well as the actual decision. This knowledge of internal processes helped us to accurately\n(73%) predict their decision before it was made. Moreover, the consistency of mouse movements before and during the actual\ndecision significantly interacted with RT. This suggests that subjects were revealing their indecision in the mouse movement,\nand that this indecision weighed on both possibilities. This work has implications for exploring human decision-making, as\nwell as predicting consumers’ choice in online setups.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1r14n95k","frozenauthors":[{"first_name":"Maryam","middle_name":"","last_name":"Tabatabaeian","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Shaun","middle_name":"","last_name":"Pilkington","name_suffix":"","institution":"Interset","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":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26012/galley/15636/download/"}]},{"pk":25644,"title":"Reasoning About Diverse Evidence in Preference Predictions","subtitle":null,"abstract":"People often incorporate the opinions of others to make\npredictions about the world, including their preferences for\nnovel experiences and items. In two experiments, we explored\nhow people use the opinions of dissimilar others in making\nsuch predictions. While social cognition research has found\nthat similar others tend to influence our judgments more than\ndissimilar others, the diversity principle from category-based\ninduction argues that we value evidence from diverse sources.\nOur results suggest that people seek and use information from\ndissimilar others differently when predicting their own\npreferences than when making predictions with more\nverifiable values. For self-relevant predictions, participants\nwere less likely to seek the opinion of dissimilar advisors\n(Experiment 1) and more likely to contrast their judgments\naway from these advisors’ opinions (Experiment 2).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Advice; category-based induction; diversity;\npreferences; social influence"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1s734738","frozenauthors":[{"first_name":"Rachel","middle_name":"","last_name":"Meng","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Stephanie","middle_name":"Y","last_name":"Chen","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Daniel","middle_name":"M","last_name":"Bartels","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25644/galley/15268/download/"}]},{"pk":25819,"title":"Reasoning about sentience and animacy: Children's and adults' inferences about the properties of unseen entities","subtitle":null,"abstract":"One striking finding in developmental and cognitive psychology is that people make rich inferences about the intentions and experiences of objects that look nothing like humans or animals. What makes these scenarios appear social, not just mechanical? Three studies explore this foundational level of social cognition: the detection of sentience. We probe inferences among what we posit to be core components of the concept of sentience—affect, autonomy, and perception—as well as physical markers of inanimacy. We find that children and adults share the belief that a fact about one of these three “sentient properties” implies the presence of others, to a moderate degree. Meanwhile, information about sentience blocks inferences of inanimacy. This link between sentience and animacy is particularly strong for US adults and White children, while people from other cultural backgrounds demonstrate a more flexible construal of what kinds of objects might be sentient
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"inference; sentience; animacy; social cognitivedevelopment."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7d58f4z5","frozenauthors":[{"first_name":"Kara","middle_name":"","last_name":"Weisman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Ellen","middle_name":"M","last_name":"Markman","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Carol","middle_name":"S","last_name":"Dweck","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25819/galley/15443/download/"}]},{"pk":25647,"title":"Reconstructing the Bayesian Adaptive Toolbox: Challenges of a dynamic\nenvironment and partial information acquisition","subtitle":null,"abstract":"We show how dynamic (changing) environments can affect\nchoice behavior, and highlight the challenges that recent\nmodels face in explaining the learning and selection of\nheuristic strategies under such conditions, especially when\ndecisions are made using only a small subset of the available\ninformation. We propose an enhanced modeling framework\nthat includes a trial-by-trial implementation of a Bayesian\nadaptive toolbox, redefinition of heuristic strategies, and\nincorporation of intricate learning rate mechanisms into a\nstrategy learning model. We use data from a new empirical\nstudy to show how this improves the quality of inference","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Learning; Bayesian graphical models; strategy\nselection; heuristics; adaptive toolbox; Bayesian inference;\ndynamic environments; reinforcement learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34m2d2n6","frozenauthors":[{"first_name":"Percey","middle_name":"K","last_name":"Mistry","name_suffix":"","institution":"University of California Irvine","department":""},{"first_name":"Jennifer","middle_name":"S","last_name":"Trueblood","name_suffix":"","institution":"University of California Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25647/galley/15271/download/"}]},{"pk":25821,"title":"Reducing overconfidence in forecasting with repeated judgement elicitation","subtitle":null,"abstract":"Overconfidence is the tendency for people to underestimate\nthe true range of uncertainty regarding unknown or future\nvalues. It results in observed outcomes falling outside\npeople‚Äôs estimated ranges more often than their stated\nconfidence would suggest. Previous research has, however,\ndemonstrated various ways of reducing this bias and the\nMore-Or-Less-Elicitation (MOLE) tool has been designed to\ntake these into account while leading people through an\nelicitation. Previous research showed MOLE‚Äôs benefit on a\nvisual estimation task but real world elicitation is more likely\nto involve forecasting future values. The current study\ncompared forecast ranges, for 7 and 28 day windows, elicited\nvia the MOLE and direct estimation. A significant reduction\nin overconfidence (the mismatch between stated confidence\nand the proportion of ranges containing the true value) was\nobserved ‚Äì from more than 25% to only 7%. We conclude\nthat the MOLE is a useful tool for assisting forecasting.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"repeated judgement; elicitation; calibration;\noverconfidence; MOLE"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nq276b9","frozenauthors":[{"first_name":"Mathew","middle_name":"Brian","last_name":"Welsh","name_suffix":"","institution":"University of Adelaide","department":""},{"first_name":"Steve","middle_name":"H","last_name":"Begg","name_suffix":"","institution":"University of Adelaide","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25821/galley/15445/download/"}]},{"pk":36063,"title":"Refashioning the Practicum by Emphasizing Attending and Reflective Skills","subtitle":null,"abstract":"In their 1970 guidelines for teacher-preparation programs (TPPs), TESOL’s founders promoted practicum experiences that include “systematic directed observation, supervised teaching practice and progressive teaching responsibilities.” TPPs with field experiences as centerpieces of their programs have been more effective in meeting the increasing demands teacher educators and their trainees face in today’s performance-assessment and accountability-driven environment. Alternatives to traditional practicum structures that are more learner centered and grounded in practice provide a panoply of possibilities for those who structure TESOL preparation programs. Refashioning the practicum in ways that promote and sharpen teacher-learners’ attending skills and their desire to reflect deeply and systematically on practice is the framework used here to consider the selection of innovative ideas TESOL and other teacher educators are using to strengthen their TPPs. Reorienting such programs so that theory is driven by authentic classroom experiences would align with the intent of TESOL’s founders.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Revisioning the Practicum Experience in TESOL Teacher Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74f6n2bt","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Oprandy","name_suffix":"","institution":"University of the Pacifi c, Stockton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36063/galley/26915/download/"}]},{"pk":25623,"title":"Referential cues modulate attention and memory\nduring cross-situational word learning","subtitle":null,"abstract":"Tracking word-object co-occurrence statistics can reduce referential\nuncertainty during word learning. But human learners\nare constrained by limits on attention and memory, and therefore\nmust store a subset of the information available‚Äîhow do\nthey select what information to store? We hypothesize that the\npresence of referential cues like eye gaze guides how learners\nallocate their attention. In three large-scale experiments\nwith adults, we test how the presence of referential cues affects\ncross-situational word learning. Referential cues shift learners\naway from multiple hypothesis tracking towards storing only a\nsingle hypothesis (Experiments 1 and 2). In addition, learners\nare sensitive to the reliability of a referential cue and when it is\nless reliable, they are less likely to use the cue and more likely\nto store multiple hypotheses (Experiment 3). Together, the data\nsuggest a rational tradeoff: In conditions of greater uncertainty,\nlearners tend to store a broader range of information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning"},{"word":"word learning"},{"word":"referential\ncues"},{"word":"resource rationality"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5rx7w4kb","frozenauthors":[{"first_name":"Kyle","middle_name":"","last_name":"MacDonald","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":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25623/galley/15247/download/"}]},{"pk":36071,"title":"Reflecting on the Practicum: An Invitation to Continue the Conversation","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Revisioning the Practicum Experience in TESOL Teacher Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/94n4h0hd","frozenauthors":[{"first_name":"Priya","middle_name":"","last_name":"Abeywickrama","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"David","middle_name":"","last_name":"Olsher","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Maricel","middle_name":"G.","last_name":"Santos","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36071/galley/26923/download/"}]},{"pk":25780,"title":"Representations of Time Affect Willingness to Wait for Future Rewards","subtitle":null,"abstract":"How do representations of the future shape behavior? Prior\nresearch has shown that people‚Äôs willingness to wait for a\nfuture reward decreases with increases in time. At the same\ntime, this research has also shown that such effects can\ndepend on the vividness of the future reward, as well as, on\nindividual differences. The present research offers a potential\nexplanation for these additional effects in demonstrating how\nrepresentations of the future can depend not only on objective\ndistances in time, but also on how distances in time are\nconstrued. In a series of three experiments using a delay\ndiscounting paradigm, we show that participants who\nrepresent the future as close to the present are more likely to\nwait for future rewards than those who represent the future as\nfar, even when the objective distances are held constant.\nApplications are discussed to public policy issues such as\nglobal warming, and to episodic future thinking","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"psychological distance; delay discounting;\nepisodic future thinking"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/115087zp","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Thorstad","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Aiming","middle_name":"","last_name":"Nie","name_suffix":"","institution":"Emory University","department":""},{"first_name":"Phillip","middle_name":"","last_name":"Wolff","name_suffix":"","institution":"Emory University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25780/galley/15404/download/"}]},{"pk":25723,"title":"Representing and Learning a Large System of Number Concepts\nwith Latent Predicate Networks","subtitle":null,"abstract":"Conventional models of exemplar or rule-based concept learning\ntend to focus on the acquisition of one concept at a time.\nThey often underemphasize the fact that we learn many concepts\nas part of large systems rather than as isolated individuals.\nIn such cases, the challenge of learning is not so much in\nproviding stand-alone definitions, but in describing the richly\nstructured relations between concepts. The natural numbers\nare one of the first such abstract conceptual systems children\nlearn, serving as a serious case study in concept representation\nand acquisition (Carey, 2009; Fuson, 1988; Gallistel\n& Gelman, 2005). Even so, models of natural number learning\nfocused on single-concept acquisition have largely ignored\ntwo challenges related to natural number‚Äôs status as a system\nof concepts: 1) there is an unbounded set of exact number\nconcepts, each with distinct semantic content; and 2) people\ncan reason flexibly about any of these concepts (even fictitious\nones like eighteen-gazillion). To succeed, models must instead\nlearn the structure of the entire infinite set of number concepts,\nfocusing on how relationships between numbers support reference\nand generalization. Here, we suggest that the latent predicate\nnetwork (LPN) ‚Äì a probabilistic context-sensitive grammar\nformalism ‚Äì facilitates tractable learning and reasoning\nfor natural number concepts (Dechter, Rule, & Tenenbaum,\n2015). We show how to express several key numerical relationships\nin our framework, and how a Bayesian learning algorithm\nfor LPNs can model key phenomena observed in children\nlearning to count. These results suggest that LPNs might\nserve as a computational mechanism by which children learn\nabstract numerical knowledge from utterances about number","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"child development; concept learning; number;\ngeneralization; computational model; grammar induction"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07p69506","frozenauthors":[{"first_name":"Joshua","middle_name":"","last_name":"Rule","name_suffix":"","institution":"MIT","department":""},{"first_name":"Eyal","middle_name":"","last_name":"Dechter","name_suffix":"","institution":"MIT","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25723/galley/15347/download/"}]},{"pk":25560,"title":"Resolving Rogers' Paradox with Specialized Hybrid Learners","subtitle":null,"abstract":"Culture is considered an evolutionary adaptation that enhances human reproductive fitness. A common explanation is that social learning, the learning mechanism underlying cultural transmission, enhances fitness by avoiding the extra costs of individual learning. This explanation was disproved by a mathematical model of individual and social learning, showing that social learners can invade a population but do not enhance its fitness. We extend this model to include a more complex environment, limited cognitive resources, and hybrid learners that combine social and individual learning. In this extended model, we show that social learning evolves and enhances population fitness via hybrid learners capable of specializing their individual learning.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Rogers’ Paradox"},{"word":"social learning"},{"word":"Evolution ofLearning"},{"word":"Skill Pools"},{"word":"specialization"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1c82z2jx","frozenauthors":[{"first_name":"Milad","middle_name":"","last_name":"Kharratzadeh","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Marcel","middle_name":"","last_name":"Montrey","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Alex","middle_name":"","last_name":"Metz","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Thomas","middle_name":"R","last_name":"Schultz","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25560/galley/15184/download/"}]},{"pk":25673,"title":"Response Dominance Predicts Garden-Path Comprehension: An ERP Study","subtitle":null,"abstract":"While the P600 is generally presumed to be a uniform response\nelicited consistently across individuals in specific syntactic\ncontexts, Tanner and Van Hell (2014) showed evidence of distinct\nresponse profiles (N400 or P600 dominant) for syntactic\nviolations across individuals. The current analysis used Tanner\nand Van Hell’s response-dominance index (RDI) to examine the\nimpact of response dominance on comprehension of garden-path\nsentences. P600 dominant individuals showed enhanced\ncomprehension of garden-path sentences, even when controlling\nfor working memory capacity. Response dominance as an\nindividual difference measure has the potential to enhance\nunderstanding of the neurocognitive basis of sentence processing\nand greater cognition in general","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"P600; N400; Response Dominance Index; Garden-\nPath; Working Memory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3sf8f66n","frozenauthors":[{"first_name":"Polly","middle_name":"","last_name":"O'Rourke","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Colflesh","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25673/galley/15297/download/"}]},{"pk":25622,"title":"Response Time Variability in an Inhibitory Control Task Reflects Statistical\nLearning and Adaptive Decision-Making","subtitle":null,"abstract":"Response time (RT) is an oft-used but ”noisy” behavioral measure\nin psychology. Here, we combine modeling and psychophysics\nto examine the hypothesis that RT variability may\nreflect ongoing statistical learning and consequent adjustment\nof behavioral strategy. We utilize the stop-signal task, in which\nsubjects respond to a go stimulus on each trial, unless instructed\nnot to by a subsequent, rare stop signal. We model\nacross-trial learning of stop signal frequency (P(stop)) and\nstop-signal onset time (SSD) with a Bayesian hidden Markov\nmodel, and within-trial decision-making as optimal stochastic\ncontrol. The model predicts that RT should increase with\nexpected P(stop) and SSD, a prediction borne out by our human\ndata. Thus, it appears that humans continuously monitor\nenvironmental statistics and adjust behavioral strategy accordingly.\nMore broadly, our approach exemplifies the use of\n”noisy” RT measures for extracting insights about cognitive\nand neural processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Bayesian modeling"},{"word":"decision making"},{"word":"learning"},{"word":"response\ntime"},{"word":"behavioral psychophysics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1qt4p6fz","frozenauthors":[{"first_name":"Ning","middle_name":"","last_name":"Ma","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Angela","middle_name":"J","last_name":"Yu","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25622/galley/15246/download/"}]},{"pk":25514,"title":"Responsibility judgments in voting scenarios","subtitle":null,"abstract":"How do people assign responsibility for the outcome of an\nelection? In previous work, we have shown that responsibility\njudgments in achievement contexts are affected by the probability\nthat a person’s contribution is necessary, and by how\nclose it was to being pivotal (Lagnado, Gerstenberg, & Zultan,\n2013). Here we focus on responsibility judgments in voting\nscenarios. We varied the number of people in different voting\ncommittees, their political affiliations, the number of votes\nrequired for a policy to pass, which party supports the policy,\nand the pattern of votes (creating 170 different situations). As\nexpected, we found that participants’ responsibility judgments\nincreased the closer the voter was to being pivotal. Further,\njudgments increased the more unexpected a vote was. Voters\nwere assigned more responsibility when they voted against the\nmajority in the committee, and when they voted against their\nparty affiliation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"responsibility"},{"word":"causality"},{"word":"counterfactuals"},{"word":"pivotality"},{"word":"criticality"},{"word":"normality"},{"word":"voting"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9gk6m214","frozenauthors":[{"first_name":"Tobias","middle_name":"","last_name":"Gerstenberg","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Joseph","middle_name":"Y","last_name":"Halpern","name_suffix":"","institution":"Computer Science Department, Cornell University","department":""},{"first_name":"Joshua","middle_name":"B","last_name":"Tenenbaum","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25514/galley/15138/download/"}]},{"pk":25722,"title":"Restoring the Context of Interrupted Work with Desktop Thumbnails","subtitle":null,"abstract":"Knowledge work is frequently interrupted. Interruptions enable\ncollaboration and bring timely information, but they disrupt\nthe fragile context of ongoing activities. Computers, now\nubiquitous in knowledge work, have improved in their ability\nto track and restore digital context (documents and files), but\nthey do a poor job of helping users restore mental context: the\nideas, intentions, and motivations behind their work. Thumbnail\nimages are an efficient way to help computer users refind\ndocuments; we ask if they can also be used to restore\nmental context. We tested how three manipulations to thumbnails\nof personal computer screenshots impact their ability to\nhelp viewers recognize past activities and recall accurate and\ndetailed context. In a 2-week study we found that thumbnails\nof portions of the screen need to be larger than thumbnails of\nthe entire screen for successful activity recognition and that\nstatic screenshots prompted more accurate contextual recall\nthan animations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"interruptions; memory; thumbnails; activitybased\ncomputing"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1pt4c25g","frozenauthors":[{"first_name":"Adam","middle_name":"","last_name":"Rule","name_suffix":"","institution":"UC San Diego","department":""},{"first_name":"Karen","middle_name":"","last_name":"Boyd","name_suffix":"","institution":"UC San Diego","department":""},{"first_name":"Jim","middle_name":"","last_name":"Hollan","name_suffix":"","institution":"UC San Diego","department":""},{"first_name":"Aurelien","middle_name":"","last_name":"Tabard","name_suffix":"","institution":"Université Lyon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25722/galley/15346/download/"}]},{"pk":25845,"title":"Rethinking the Conceptual History of the Term \"Cognitive\"","subtitle":null,"abstract":"Psychologist-historian Christopher D. Green posits that the word “cognitive\" was never intended by its philosophical advocates to be synonymous with \"mental\" and, consequently, much of what now goes by the name of \"cognition\" in cognitive science is not really \"cognitive\" in the strict sense at all (Green in Canadian Psychology 37: 31- 39). After a brief presentation of his position, I argue that Green does not provide sufficient reason or evidence for us to accept his claim and his proposal ought to be disregarded unless further evidence can be put forth in its defense. In doing so, I clear the ground for a constructive engagement with the conceptual history of the term “cognitive” and its relevance to present-day concerns.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"history; philosophy; mark of the cognitive"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/06p6s8qj","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Zautra","name_suffix":"","institution":"Indiana University Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25845/galley/15469/download/"}]},{"pk":25519,"title":"Robustness of semantic encoding effects in a transfer task for multiple-strategy\narithmetic problems","subtitle":null,"abstract":"The nature of the quantities involved in arithmetic problems\npromotes semantic encodings that affect the strategy chosen\nto solve them (Gamo, Sander, & Richard, 2010). Such\nencoding effects might prevent positive transfer to problems\nsharing the same formal mathematical structure (Bassok, Wu,\n& Olseth, 1995). In this study with 5th and 6th graders, we\ninvestigated the conditions promoting positive and negative\ntransfer in arithmetic problems that could be solved with two\ndistinct strategies. We showed that basic training do not\novercome the initial impact of semantic encodings, and we\nprovided evidence that a poor semantic encoding of the\ntraining problems leads to transfer errors. This suggests the\nexistence of ontological restrictions on the representation\nmechanisms involved in word arithmetic problem solving","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"arithmetic problem solving; analogical transfer;\nsemantic structures; semantic alignment; semantic encoding;\nstrategy choice"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2ns9r1gd","frozenauthors":[{"first_name":"Hippolyte","middle_name":"","last_name":"Gros","name_suffix":"","institution":"École normale supérieure","department":""},{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"Universite de Bourgogne","department":""},{"first_name":"Emmanuel","middle_name":"","last_name":"Sander","name_suffix":"","institution":"Universite Paris 8","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25519/galley/15143/download/"}]},{"pk":25473,"title":"Savvy software agents can encourage the use of\nsecond-order theory of mind by negotiators","subtitle":null,"abstract":"In social settings, people often reason about unobservable\nmental content of other people, such as their beliefs, goals,\nor intentions. This ability helps them to understand and predict\nthe behavior of others. People can even take this ability\nfurther, and use higher-order theory of mind to reason\nabout the way others use theory of mind, for example in\n’Alice believes that Bob does not know about the surprise’.\nHowever, empirical evidence suggests that people do not\nspontaneously use higher-order theory of mind in strategic\ngames. In this paper, we let participants negotiate with computational\ntheory of mind agents in the setting of Colored\nTrails. We find that even though participants are unaware of\nthe level of sophistication of their trading partner, within a\nfew rounds of play, participants offers are more indicative\nof second-order theory of mind reasoning when their trading\npartner was using second-order theory of mind as well.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"theory of mind; social cognition; negotiation;\nstrategic games"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2nx2w4ks","frozenauthors":[{"first_name":"Harmen","middle_name":"","last_name":"de Weerd","name_suffix":"","institution":"Institute of Artificial Intelligence, University of Groningen","department":""},{"first_name":"Eveline","middle_name":"","last_name":"Broers","name_suffix":"","institution":"Institute of Artificial Intelligence, University of Groningen","department":""},{"first_name":"Rineke","middle_name":"","last_name":"Verbrugge","name_suffix":"","institution":"Institute of Artificial Intelligence, University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25473/galley/15097/download/"}]},{"pk":25571,"title":"Scene Inversion Slows the Rejection of False Positives through Saccade Exploration\nDuring Search","subtitle":null,"abstract":"The effect of face inversion has been heavily studied, whereas\nfewer studies have investigated inversion in scenes. We\ninvestigated the influence of scene inversion on decisions and\ncontextual guidance of eye movements during visual search.\nA saccade contingent display termination paradigm was used\nto assess the temporal dynamics of the effect. Observers\nsearched for a computer mouse in office scenes and\nperformed a yes/no detection task. Observers’ sensitivity (d’)\nwas lower for inverted images relative to upright. Observers’\nfalse positive rate decreased with additional eye movements\nwhen they viewed upright images, but remained constant\nduring the first three eye movements when viewing inverted\nimages. The average distance of observers’ eye movements to\nthe target location was greater for inverted than upright\nscenes. We interpret that inverting an image disrupts the rapid\nextraction of scene gist, subsequently disrupting guidance in\neye movement behavior and slowing the process of rejecting\nfalse positives.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"scene context; contextual guidance; eye\nmovements; visual search; scene understanding; scene\ninversion; scene gist"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1g83m1xn","frozenauthors":[{"first_name":"Kathryn","middle_name":"","last_name":"Koehler","name_suffix":"","institution":"UCSB","department":""},{"first_name":"Miguel","middle_name":"P","last_name":"Eckstein","name_suffix":"","institution":"UCSB","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25571/galley/15195/download/"}]},{"pk":25670,"title":"Schematic Processing inWorking Memory Tasks\nRelies on Learning and Long-Term Memory Resources","subtitle":null,"abstract":"This paper presents an evidence for involvement of long-term\nmemory (LTM) resources along volatile memory (VM) resources\nin active management of information in a working\nmemory (WM) task that features schematic processing ofWM\ncontent. It was observed that in rehearsing frequently changing\nWM items in a self-paced concurrent-counting task when\nsubjects learn and use a fixed rehearsing order across different\nepisodes of the task they make significantly less error compared\nto when they adopt different rehearsing order for different\nepisodes. This finding suggests that while retaining information\nin this task practically draws on volatile resources\nsuch as the phonological loop (PL), access to the corresponding\nitem in WM relies on learning and retaining data structures\nin LTM. It is discussed that in this role learning and LTM\nresources help render schematic access to episodic information\nstored in less structured storage units such as PL. In this\nrole LTM and learning plays a crucial role in execution ofWM\ntasks that employ complex process schemas.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Working Memory; Symbolic Working Memory;\nVolatile Memory; Long-term Memory; Concurrent-counting;\nSchematic Access"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5cd7h4kt","frozenauthors":[{"first_name":"Nader","middle_name":"","last_name":"Noori","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25670/galley/15294/download/"}]},{"pk":25859,"title":"Searching for the best functional comparison to isolate neural processes related to\nresponse inhibtion","subtitle":null,"abstract":"Despite an extensive literature on the brain substrates of response inhibition, it still remains to be determined which\nis the best functional comparison to tease apart neural activity underlying this cognitive process. Here we aimed to shed\nlight on this issue be recording event-related potentials while participants performed a modified stop-signal task that allowed\nus to compare the following conditions: successful versus unsuccessful response inhibitions, successful response inhibitions\nversus successful response executions, and easy versus difficult response inhibitions. Electrophysiological activity related to\nresponse inhibition was best isolated by comparing easy and difficult inhibitions. This activity was observed at fronto-central\nscalp electrodes between 260 and 300 milliseconds after stop-stimulus presentation. Notably, the stop-signal reaction time (an\nestimate of the time required to inhibit the motor response) fell within this window interval.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2205g1rn","frozenauthors":[{"first_name":"Jacob","middle_name":"","last_name":"Albert","name_suffix":"","institution":"Universidad Aut´onoma de Madrid","department":""},{"first_name":"Alberto","middle_name":"","last_name":"Sanchez-Carmona","name_suffix":"","institution":"Universidad Complutense de Madrid","department":""},{"first_name":"Gerardo","middle_name":"","last_name":"Santaniello","name_suffix":"","institution":"Universidad Complutense de Madrid","department":""},{"first_name":"Sara","middle_name":"","last_name":"Lopez-Martin","name_suffix":"","institution":"Universidad Aut´onoma de Madrid","department":""},{"first_name":"Jose","middle_name":"Antonio","last_name":"Hinojosa","name_suffix":"","institution":"Universidad Complutense de Madrid","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25859/galley/15483/download/"}]},{"pk":25879,"title":"Selecting landmarks when giving directions to different addressees on campus","subtitle":null,"abstract":"Landmarks can be helpful guides when completing spatial tasks, such as giving directions. Past research has shown\nthat the salience of landmarks can influence their use, with salience based on perceptual features, or on the spatial relation\nbetween the landmark and a target location. In two experiments, students were asked to give directions to locations on campus\nto other students, alumni, or visitors. In Experiment 1, speakers’ ratings of the imaginability and frequency of use for 20\nbuildings along the directed paths impacted whether they were included in their directions to other students. In Experiment 2,\nthese features did not impact speakers’ directions to alumni or visitors, suggesting a different prioritization of salience. These\nresults suggest that the experience of the speakers and the identity of the receivers play a role in which landmarks speakers\nchoose to include in their directions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04p7f1p8","frozenauthors":[{"first_name":"Laura","middle_name":"","last_name":"Carlson","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Kolesari","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Galeucia","name_suffix":"","institution":"University of Notre Dame","department":""},{"first_name":"Deanne","middle_name":"","last_name":"Adams","name_suffix":"","institution":"University of Notre Dame","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25879/galley/15503/download/"}]},{"pk":25591,"title":"Semantic Alignment of Fractions and Decimals with Discrete\nVersus Continuous Entities: A Cross-national Comparison","subtitle":null,"abstract":"Previous work has shown that adults in the United States\nselectively use fractions and decimals to model discrete and\ncontinuous entities, respectively. However, it is unclear whether\nthis apparent semantic alignment between the format of rational\nnumbers and quantitative ontology is specific to the American\neducation system, the English language, or measuring\nconventions (primarily imperial measures). Here we test\nwhether similar alignments hold for Korean college students\nwho differ from American students in educational background,\nlanguage, and measurement conventions. Across three\nexperiments, we found that the alignments found in the United\nStates were generally replicated in South Korea. Relative to\nAmericans, Korean students showed an overall bias towards\nusing continuous representations, perhaps related to their\nexclusive use of the metric measurement system and to\ndifferences in instructional practice identified in a textbook\nanalysis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cross-national comparison"},{"word":"semantic alignment"},{"word":"continuous and discrete quantities"},{"word":"fractions"},{"word":"decimals"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9ks2d0mv","frozenauthors":[{"first_name":"Hee","middle_name":"Seung","last_name":"Lee","name_suffix":"","institution":"Yonsei University","department":""},{"first_name":"Melissa","middle_name":"","last_name":"DeWolf","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Miriam","middle_name":"","last_name":"Bassok","name_suffix":"","institution":"University of Washington","department":""},{"first_name":"Keith","middle_name":"J","last_name":"Holyoak","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25591/galley/15215/download/"}]}]}