Much research has documented learners’ ability to segment auditory and visual input into its component units. Two types of models have been designed to account for this phenomena: statistical models, in which learners represent statistical relations between elements, and chunking models, in which learners represent statistically coherent units of information. In a series of three experiments, we investigated how adults’ performance on a visual sequence-learning task aligned with the predictions of these two types of models. Experiments 1 and 2 examined learning of embedded items and Experiment 3 examined learning of illusory items. The pattern of results obtained was most consistent with the competitive chunking model of Servan-Schreiber and Anderson (1990). Implications for theories and models of statistical learning are discussed.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; transitional probability;chunking; implicit learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3f46z1dp","frozenauthors":[{"first_name":"Lauren","middle_name":"K","last_name":"Slone","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Scott","middle_name":"P","last_name":"Johnson","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25751/galley/15375/download/"}]},{"pk":26049,"title":"Statistical learning of auditory patterns as trajectories through a perceptually\ndefined similarity space","subtitle":null,"abstract":"Most accounts of statistical learning (e.g., Saffran et al., 1996) assume that the learner computes cooccurrence\nstatistics over units, such as syllables, that abstract away from the physical features of the input. This assumption need not hold\nwhen the units are underlearned, unfamiliar, or uncategorizable. We tested statistical learning with variable, unfamiliar units\nand show that if the featural variation is small, adults treat words differently from part-words and non-words, as if learning were\noccurring over abstract units. When the featural variation is large, and the categorical boundaries are unclear, participants can\nstill learn statistical regularities defined over trajectories through this space: Words, part words and even non-words that follow\ntrajectories consistent with the familiarization set are rated as equally familiar, whereas non-words that take trajectories opposite\nthe familiarized direction are rated as less familiar. Conceiving of statistical learning over trajectories through perceptual space\nexplains the results under both conditions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4v676151","frozenauthors":[{"first_name":"Jason","middle_name":"","last_name":"Zevin","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Hao","middle_name":"","last_name":"Wang","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26049/galley/15673/download/"}]},{"pk":25816,"title":"Statistical Structures in Artificial languages Prime Relative Clause Attachment\nBiases in English","subtitle":null,"abstract":"The phenomenon of syntactic priming is well studied in the\nliterature, but the mechanisms behind it are still under debate.\nIn this study, we trained English-speaking participants in\nartificial language sequences with dependencies that are either\nadjacent or non-adjacent. The participants then wrote\ncompletions to relative clause (RC) fragments. We found that\nparticipants who learn non-adjacent dependencies in the\nartificial language, exhibit a bias to write high-attachment\n(non-adjacent) continuations for RCs, when compared to\nparticipants in a control condition who exhibit low-attachment\n(adjacent) biases in RCs. The implications for theories of\nsyntactic priming and its relations to implicit learning are\ndiscussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"implicit learning; syntactic priming; relative\nclause attachment bias; non-adjacent dependencies"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0f6289dd","frozenauthors":[{"first_name":"Felix","middle_name":"Hao","last_name":"Wang","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Mythili","middle_name":"","last_name":"Menon","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Elsi","middle_name":"","last_name":"Kaiser","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25816/galley/15440/download/"}]},{"pk":25847,"title":"Statistical Word Learning is a Continuous Process: Evidence from the Human\nSimulation Paradigm","subtitle":null,"abstract":"In the word-learning domain, both adults and young children\nare able to find the correct referent of a word from highly\nambiguous contexts that involve many words and objects by\ncomputing distributional statistics across the co-occurrences\nof words and referents at multiple naming moments (Yu &\nSmith, 2007; Smith & Yu, 2008). However, there is still\ndebate regarding how learners accumulate distributional\ninformation to learn object labels in natural learning\nenvironments, and what underlying learning mechanism\nlearners are most likely to adopt. Using the Human\nSimulation Paradigm (Gillette, Gleitman, Gleitman &\nLederer, 1999), we found that participants’ learning\nperformance gradually improved and that their ability to\nremember and carry over partial knowledge from past\nlearning instances facilitated subsequent learning. These\nresults support the statistical learning model that word\nlearning is a continuous process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"statistical learning; word-referent mapping;\nlearning mechanisms"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7266d8rq","frozenauthors":[{"first_name":"Yayun","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Yurovsky","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25847/galley/15471/download/"}]},{"pk":25611,"title":"Stepping up to the Blackboard: Distributed Cognition in Doctor-Patient\nInteractions","subtitle":null,"abstract":"The discourse of laymen and professionals reveals the\ndependence of cognition on the interaction between\nparticipants, and the limitations of studying expertise by\nexamining isolated individual behavior. This paper examines\ndistributed cognition in the management of Multiple Sclerosis\n(MS). By varying the level of patient experience with the\nmanagement of MS, we demonstrate the dependence of\nphysician cognition on the patient’s contribution in four\ndoctor-patient interactions. Experienced patients actively\nconstructed clinical representations and presented initial\nevaluations for the doctor to refine and validate.\nConversations between newly diagnosed patients and doctors\ndemonstrated the physician work to establish a common\nunderstanding of the problem and acceptable interventions.\nOur analysis focuses on the complementary participant roles,\nand challenges the notion that medical cognition equals\nphysician cognition","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"distributed cognition; medical cognition; doctorpatient\ninteraction; expertise; problem solving"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wd8d2rf","frozenauthors":[{"first_name":"Katherine","middle_name":"D","last_name":"Lippa","name_suffix":"","institution":"Wright State University","department":""},{"first_name":"Valerie","middle_name":"Lin","last_name":"Shalin","name_suffix":"","institution":"Wright State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25611/galley/15235/download/"}]},{"pk":25871,"title":"Strategy differences do not account for gender difference in mental rotation","subtitle":null,"abstract":"The Mental Rotations Test (Vandenberg & Kuse, 1978) consistently produces large gender differences favoring\nmales (Voyer, Voyer, & Bryden, 1995). This test requires participants to select two of four answer choices that are rotations\nof a probe stimulus. The incorrect choices (i.e., foils) are either mirror reflections of the probe or structurally different. Two\nexperiments investigated the hypothesis that males notice structural differences more than females and a strategy of capitalizing\non structural differences, accounts for the gender difference. Trials with structurally different foils showed higher accuracy and\nfaster reaction times for both males and females. A significant male advantage was found for both foil trial types; however, an\ninteraction between trial type and gender was not present. Moreover, males and females did not differ in reaction time. Thus,\nno evidence was found to suggest that strategy differences account for the large gender difference in mental rotation tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/76h549kd","frozenauthors":[{"first_name":"Alexander","middle_name":"","last_name":"Boon","name_suffix":"","institution":"University of California Santa Barbara","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hegarty","name_suffix":"","institution":"University of California Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25871/galley/15495/download/"}]},{"pk":25603,"title":"Structured priors in visual working memory revealed through iterated learning","subtitle":null,"abstract":"What hierarchical structures do people use to encode visual\ndisplays? We examined visual working memory’s priors for\nlocations by asking participants to recall the locations of\nobjects in an iterated learning task. We designed a nonparametric\nclustering algorithm that infers the clustering\nstructure of objects and encodes individual items within this\nstructure. Over many iterations, participants recalled objects\nwith more similar displacement errors, especially for objects\nour clustering algorithm grouped together, suggesting that\nsubjects grouped objects in memory. Additionally,\nparticipants increasingly remembered objects as lines with\nsimilar orientations and lengths, consistent with the Gestalt\ngrouping principles of continuity and similarity. Furthermore,\nthe increasing tendency of participants to remember objects as\ncomponents of hierarchically organized lines rather than\nindividual objects or clusters suggests that these priors aid the\nperception of higher-level structures from ensemble statistics","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual working memory; Markov chain Monte\nCarlo with people; non-parametric Dirichlet process"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8p7887dz","frozenauthors":[{"first_name":"Timothy","middle_name":"F","last_name":"Lew","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Edward","middle_name":"","last_name":"Vul","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25603/galley/15227/download/"}]},{"pk":36094,"title":"Summit 1 (2nd ed.) - Joan M. Saslow and Allen Ascher","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gs5074z","frozenauthors":[{"first_name":"Jessica","middle_name":"Joy","last_name":"Tapia","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36094/galley/26946/download/"}]},{"pk":25569,"title":"Supervised and unsupervised learning in phonetic adaptation","subtitle":null,"abstract":"Speech perception requires ongoing perceptual category learning.\nEach talker speaks differently, and listeners need to learn\neach talker’s particular acoustic cue distributions in order to\ncomprehend speech robustly from multiple talkers. This phonetic\nadaptation is a semi-supervised learning problem, because\nsometimes a particular cue value occurs with information\nthat labels the talker’s intended category for the listener,\nbut other times no such labels are available. Previous work has\nshown that adaptation can occur in both purely supervised (all\nlabeled) and purely unsupervised (all unlabeled) settings, but\nthe interaction between them has not been investigated. We\ncompare unsupervised with (semi-) supervised phonetic adaptation\nand find, surprisingly, that adult listeners do not take advantage\nof labeling information to adapt more quickly or effectively,\neven though the labels affect their categorization. This\nsuggests that, like language acquisition, phonetic adaptation in\nadults is dominated by unsupervised, distributional learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Science"},{"word":"Linguistics"},{"word":"psychology"},{"word":"Language\nunderstanding"},{"word":"learning"},{"word":"Speech recognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/76m996tt","frozenauthors":[{"first_name":"Dave","middle_name":"F","last_name":"Kleinschmidt","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Rajeev","middle_name":"","last_name":"Raizada","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"T","middle_name":"Florian","last_name":"Jaeger","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25569/galley/15193/download/"}]},{"pk":25674,"title":"Support for a Deliberative Failure Account of Base-Rate Neglect: Prompting\nDeliberation Increases Base-Rate use","subtitle":null,"abstract":"People often base judgments on stereotypes, even when\ncontradictory base-rate information is provided. It has been\nsuggested this occurs because people fail to engage or\ncomplete deliberative reasoning needed to process numerical\nbase-rate information, and instead rely on intuitive reasoning.\nHowever, recent research indicates people have some access\nto this base-rate information even when they make stereotype\njudgments. Here we tested several hypotheses regarding these\nphenomena: A) People may believe stereotype information is\nmore diagnostic; B) People may find stereotype information\nmore salient; C) People have some intuitive access to baserate\ninformation, but must engage in deliberation to make full\nuse of it. Aligning with account C, and counter to account A,\nwe found inducing deliberation generally increased the use of\nbase-rate information. Counter to account B, inducing\ndeliberation about stereotype information decreased use of\nstereotype information. Additionally, more numerate\nparticipants were more likely to make use of base-rate\ninformation","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"base rates; judgment; reasoning; inductive\nreasoning; dual process theory; mathematical cognition;\nindividual differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/638103cp","frozenauthors":[{"first_name":"Natalie","middle_name":"A","last_name":"Obrecht","name_suffix":"","institution":"William Paterson University","department":""},{"first_name":"Dana","middle_name":"L","last_name":"Chesney","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25674/galley/15298/download/"}]},{"pk":25615,"title":"Symbolic Integration, Not Symbolic Estrangement, For Double-Digit Numbers","subtitle":null,"abstract":"Symbolic and non-symbolic number representations are\nthought to share common neural substrates. However, recent\nstudies have shown that the two numerical systems are more\ndistinct than previously thought. These disparate findings may\nbe explained by the use of sequential presentations of symbolic\nand non-symbolic quantities, the use of magnitude-reliant\ntasks, or the use of limited number ranges. We investigated\nwhether adults integrate symbolic and non-symbolic numerical\ninformation during a non-magnitude-based task in which\nsymbolic and non-symbolic double-digit numerical information\nis shown simultaneously. Participants viewed images\nin which symbolic numerals or letter pairs were superimposed\non non-symbolic numerical stimuli and were asked to determine\nwhether the text was a numeral or letter, ignoring the\ndots. After perceptual biases were taken into account, participants\nwere more accurate and faster in their judgments when\nsymbolic and non-symbolic information matched than when\ninformation mismatched, suggesting that adults can integrate\nsymbolic and non-symbolic numerical information","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"number processing; symbolic integration; symbolic\nestrangement; symbolic numerical system; nonsymbolic\nnumerical system"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44b8c8vw","frozenauthors":[{"first_name":"Allison","middle_name":"S","last_name":"Liu","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Christian","middle_name":"D","last_name":"Schunn","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Julie","middle_name":"A","last_name":"Fiez","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Melissa","middle_name":"E","last_name":"Libertus","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25615/galley/15239/download/"}]},{"pk":25657,"title":"Syntactic Alignment is an Index of A?ective Alignment:\nAn Information-Theoretical Study of Natural Dialogue","subtitle":null,"abstract":"We present an analysis of a treebank of spontaneous\nEnglish dyadic conversations, investigating whether the\ndegree of syntactic priming found across speakers is a\nfunction of the degrees of a?ective alignment and over-\nall positivity of the speakers. We use information theory\nto measure the proportion of overlap between the syn-\ntactic structures of the speakers. The a?ective state of\nthe speakers is indexed by aggregated measures of the\na?ective valences of the words they use. We ?nd that\nthere is a positive relation between syntactic priming\nand a?ective alignment, over and above any lexical rep-\netition e?ects. This constitutes evidence for the percola-\ntion of inter-speaker alignment across multiple levels of\nrepresentation. This also illustrates the indexical value\nof syntactic alignment, as has been proposed in modern\nfunctional theories of grammar such as Dialogic Syntax.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"A\u000bective Alignment; Corpus Study; Infor-\nmation Theory; Natural Dialogue; Spoken Language;\nSyntactic Priming; Treebank; Resonance; Valence"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80h571x9","frozenauthors":[{"first_name":"Fermin","middle_name":"Moscoso del Prado","last_name":"Martin","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"John","middle_name":"W","last_name":"Du Bois","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25657/galley/15281/download/"}]},{"pk":25775,"title":"Systemic Metaphors Promote Systems Thinking","subtitle":null,"abstract":"Is income inequality more of a blemish or a failing organ in\nour economy? Both metaphors capture something about\nwealth disparities, but only failing organ seems to emphasize\nthe fact that our economy is a complex system where activity\nin one region may lead to a cascade of problems in other parts\nof the system. In the present study, we introduce a novel\nmethod for classifying such “systemic” metaphors, which\nreveals that people can reliably identify the extent to which a\nmetaphor highlights the complex causal structure of a target\ndomain. In a second experiment, we asked whether exposing\npeople to more systemic metaphors would induce a systems\nthinking mindset and influence reasoning on a seemingly\nunrelated task. We found that participants who were primed\nwith systemic metaphors scored higher on subsequent tasks\nthat measured relational and holistic thinking, supporting the\nview that these metaphors can promote systems thinking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"systems thinking; metaphors; intervention"},{"word":"framing; decision making"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38f266dx","frozenauthors":[{"first_name":"Paul","middle_name":"H","last_name":"Thibodeau","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Anna","middle_name":"","last_name":"Winneg","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Cynthia","middle_name":"M","last_name":"Frantz","name_suffix":"","institution":"Oberlin College","department":""},{"first_name":"Stephen","middle_name":"J","last_name":"Flusberg","name_suffix":"","institution":"SUNY Purchase College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25775/galley/15399/download/"}]},{"pk":25729,"title":"Tactile Experience Is Evoked by Visual Image of Materials:\nEvidence from Onomatopoeia","subtitle":null,"abstract":"Human beings get a lot of information from a picture based on\nwhat we see and our background knowledge. However, many\ncomputer vision researches are heavily dependent on the use of\nimage features and have paid little attention to background\nknowledge we use in texture processing. The present study\nexplores the degree to which onomatopoeia evoked by visual\nimages is affected by the multimodal experience-based\nknowledge such as tactile experience. In Experiment 1\nparticipants saw original complete images of Flickr Material\nDatabase (FMD) and answered onomatopoeia for expressing\ntheir textures and in Experiment 2 participants saw cut out\nimages and answered onomatopoeia for expressing their\ntextures. We obtained 17487 onomatopoeic words (1827 types)\nfrom experiment 1 and 30138 onomatopoeic words (2442 types)\nfrom experiment 2. We counted the number of types of\nonomatopoeia evoked by each image. Result showed that\noriginal image evoked significantly more variety of\nonomatopoeia than cut-off image. This result suggests that\nhuman texture evaluations based on the original complete\nimages of FMD are affected more easily by experience-based\nknowledge about the material. Furthermore, we showed that\nimage whose material category is relatively easy to recognize\nevokes significantly frequently tactile onomatopoeia than image\nwhose material category is hard to recognize.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual image; Texture; Tactile experience;\nOnomatopoeia"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qw948pn","frozenauthors":[{"first_name":"Maki","middle_name":"","last_name":"Sakamoto","name_suffix":"","institution":"The University of Electro-Communications","department":""},{"first_name":"Tastuki","middle_name":"","last_name":"Kagitani","name_suffix":"","institution":"The University of Electro-Communications","department":""},{"first_name":"Ryuichi","middle_name":"","last_name":"Doizaki","name_suffix":"","institution":"The University of Electro-Communications","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25729/galley/15353/download/"}]},{"pk":25546,"title":"Task-General Object Similarity Processes","subtitle":null,"abstract":"The similarity between objects is judged in a wide variety of\ncontexts from visual search to categorization to face\nrecognition. There is a correspondingly rich history of\nsimilarity research and many known behavioral trends and\nmodels of similarity. Nevertheless, most similarity behaviors\nhave been identified and tested only in a comparatively\nnarrow set of unique contexts. This leaves open the question\nof the extent to which similarity judgments rely on common\nprocesses or resources and the specific nature of those\nprocesses if so. We tested three diverse yet well-established\nmeasures of object similarity using identical,\npsychometrically controlled stimuli and identical analyses\nacross tasks. We found several consistent behavioral effects\nacross tasks that provide clues as to the nature of task-general\nsimilarity processes and serve as diagnostic targets for\ncomputational models of similarity","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"similarity; psychology; concepts and categories;\ndecision making; vision"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gs2578r","frozenauthors":[{"first_name":"Gavin","middle_name":"W","last_name":"Jenkins","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"Larissa","middle_name":"K","last_name":"Samuelson","name_suffix":"","institution":"University of Iowa","department":""},{"first_name":"John","middle_name":"P","last_name":"Spencer","name_suffix":"","institution":"University of Iowa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25546/galley/15170/download/"}]},{"pk":36075,"title":"Teaching and Learning Second Language Listening: Metacognition in Action - Larry Vandergrift and Christine Chuen Meng Goh","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8wv0j3s5","frozenauthors":[{"first_name":"Dawne","middle_name":"","last_name":"Adam","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36075/galley/26927/download/"}]},{"pk":25400,"title":"Teaching Children to Attribute Second-order False Beliefs: A Training Study with Feedback","subtitle":null,"abstract":"The ability to reason about another person’s mental states,\nsuch as belief, desires and knowledge – first-order theory of\nmind – develops between the ages three and four. On the\nother hand, children need one or two more years to reason\nabout a person who reasons about another person – secondorder\ntheory of mind. Is it possible to accelerate the\ndevelopment of theory of mind? There are several training\nstudies that showed that it is possible to teach preschool\nchildren to pass first-order false belief tasks. However, the\nliterature is missing analogous training effects for school-age\nchildren with respect to second-order false belief tasks. In this\nstudy, we focus on the role of feedback in the development of\nsecond-order false belief reasoning in two different conditions\nin children between the ages five and six: (i) feedback with\nexplanation, (ii) feedback without explanation. Children’s\nperformance improved in both conditions. Previous theories\nsuggest either that children’s development of second-order\ntheory of mind requires conceptual changes or that 4-5 year\nold children have cognitive constraints that need to be\novercome in order for them to be able to apply second-order\ntheory of mind. In line with our findings, however, we argue\nthat five-year-old children who cannot yet pass the secondorder\nfalse belief task reason about the false belief questions\nbased on the reasoning strategy that they most frequently use\nin daily life (i.e. first-order or zero-order theory of mind).\nMoreover, we argue that most of the time children can revise\ntheir wrong reasoning strategy and change to the correct\nsecond-order reasoning strategy based on repeated exposure\nto the feedback “Correct/Wrong” together with the correct\nanswer.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Second-order theory of mind"},{"word":"false belief\nreasoning"},{"word":"Feedback"},{"word":"training"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5zw9683d","frozenauthors":[{"first_name":"Burcu","middle_name":"","last_name":"Arslan","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":""},{"first_name":"Niels","middle_name":"","last_name":"Taatgen","name_suffix":"","institution":"Institute of Artificial Intelligence, University of Groningen","department":""},{"first_name":"Bart","middle_name":"","last_name":"Hollebrands","name_suffix":"","institution":"Faculty of Arts, University of Groningen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25400/galley/15024/download/"}]},{"pk":25536,"title":"Teaching with Rewards and Punishments: Reinforcement or Communication?","subtitle":null,"abstract":"Teaching with evaluative feedback involves expectations\nabout how a learner will interpret rewards and punishments.\nWe formalize two hypotheses of how a teacher implicitly\nexpects a learner to interpret feedback – a reward-maximizing\nmodel based on standard reinforcement learning and an\naction-feedback model based on research on communicative\nintent – and describe a virtual animal-training task that\ndistinguishes the two. The results of two experiments in\nwhich people gave learners feedback for isolated actions\n(Exp. 1) or while learning over time (Exp. 2) support the\naction-feedback model over the reward-maximizing model","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pedagogy; reward; punishment; reinforcement\nlearning; feedback; evaluative feedback; communication"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/90k992w4","frozenauthors":[{"first_name":"Mark","middle_name":"K","last_name":"Ho","name_suffix":"","institution":"Brown","department":""},{"first_name":"Michael","middle_name":"L","last_name":"Littman","name_suffix":"","institution":"Brown","department":""},{"first_name":"Fiery","middle_name":"","last_name":"Cushman","name_suffix":"","institution":"Harvard","department":""},{"first_name":"Joseph","middle_name":"L","last_name":"Austerweil","name_suffix":"","institution":"Brown","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25536/galley/15160/download/"}]},{"pk":25497,"title":"Temporal Binding and Internal Clocks:\nIs Clock Slowing General or Specific?","subtitle":null,"abstract":"The perception of time is distorted by many factors, but is it\npossible that causality would affect our perception of time?\nWe investigate timing changes in the temporal binding effect,\nwhich refers to a subjective shortening of the interval between\nactions and their outcomes. Two experiments investigated\nwhether binding may be due to variations in the rate of an\ninternal clock. Specifically, we asked whether clock processes\nin binding reflect a general timing system, or a dedicated\nclock unique to causal sequences. We developed a novel\nexperimental paradigm in which participants made temporal\njudgments of either causal and non causal intervals, or the\nduration of an event embedded within that interval. While we\nreplicated the temporal binding effect, we found no evidence\nfor commensurate changes to time perception of the\nembedded event, suggesting that temporal binding is effected\nby changes in a specific and dedicated, rather than a general\nclock system.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"temporal binding; internal clock models; motorsensory\nrecalibration; causality; time perception"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/28x2w6wm","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Fereday","name_suffix":"","institution":"Cardiff University,","department":""},{"first_name":"Marc","middle_name":"J","last_name":"Buehner","name_suffix":"","institution":"Cardiff University,","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25497/galley/15121/download/"}]},{"pk":25863,"title":"Tense systems across languages support efficient communication","subtitle":null,"abstract":"All languages have ways of expressing location in time, but they differ widely in their grammatical tense systems. At\nthe same time, there are tense systems that recur across unrelated languages. What explains this wide but constrained variation?\nTaking a functionalist perspective, we propose that tense systems are shaped by the need to support efficient communication–a\nneed that has recently been shown to explain cross-language semantic variation in other domains. We test this proposal computationally\nagainst the tense systems of 64 languages. We find that most languages in the sample support near-optimally efficient\ncommunication, but with some interesting and potentially illuminating exceptions. We conclude that efficient communication\nmay play an important role in explaining why tense systems vary across languages in the ways they do.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jw6m98f","frozenauthors":[{"first_name":"Geoff","middle_name":"","last_name":"Bacon","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Yang","middle_name":"","last_name":"Xu","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25863/galley/15487/download/"}]},{"pk":25746,"title":"Tetris—: Exploring Human Performance via Cross Entropy\nReinforcement Learning Models","subtitle":null,"abstract":"What can a machine learning simulation tell us about human\nperformance in a complex, real-time task such as Tetris—?\nAlthough Tetris is often used as a research tool (Mayer,\n2014), the strategies and methods used by Tetris players have\nseldom been the explicit focus of study. In Study 1, we use\ncross-entropy reinforcement learning (CERL) (Szita & Lorincz,\n2006; Thiery & Scherrer, 2009) to explore (a) the utility\nof high-level strategies (goals or objective functions) for\nmaximizing performance and (b) a variety of features and\nfeature-weights (methods) for optimizing a low-level, onezoid\noptimization strategy. Two of these optimization strategies\nquickly rise to performance plateaus, whereas two others\ncontinued towards higher but more jagged (i.e., variable)\nplateaus. In Study 2, we compare the zoid (i.e., Tetris piece)\nplacement decisions made by our best CERL models with\nthose made by the full spectrum of novice-to-expert human\nTetris players. Across 370,131 episodes collected from 67 human\nplayers, the ability of two CERL strategies to classify human\nzoid placements varied with player expertise from 43%\nfor our lowest scoring novice to around 65% for our three\nhighest scoring experts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Tetris"},{"word":"human expertise"},{"word":"strategies"},{"word":"methods"},{"word":"cross-entropy reinforcement learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01w2w060","frozenauthors":[{"first_name":"Catherine","middle_name":"","last_name":"Sibert","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"Wayne","middle_name":"D","last_name":"Gray","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""},{"first_name":"John","middle_name":"K","last_name":"Lindstedt","name_suffix":"","institution":"Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25746/galley/15370/download/"}]},{"pk":25907,"title":"Text Analytic Techniques in Survey Questionnaire Development and Analysis","subtitle":null,"abstract":"This research develops three text analytic techniques to improve survey questionnaires. The first is open-ended\nresponse mining. Narrative responses on a survey are mined for themes then used to develop new questions. Closed-ended\nresponses identify subgroups who agree/disagree with the question. Then open-ended responses examined for systematic\ndifferences which suggest new constructs that distinguish the groups. The second is used during question development.\nAgree/disagree questions are examined for similarity in language using latent semantic analysis. The matrix of similarity\ncoefficients is used to make scale assembly and predicted item performance decisions in advance of field test data. The third\ninvolves replacing zero with LSA-derived coefficients as baseline comparisons for correlation coefficients to identify interesting\nrelationships between rating questions. Semantic similarity of question stems suggests a degree of relationship between\nquestions. This, rather than zero, is the appropriate expected value of a correlation between two items.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99w6f5r2","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Ford","name_suffix":"","institution":"U.S. Merit Systems Protection Board","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25907/galley/15531/download/"}]},{"pk":25892,"title":"That's not the whole story: The role of reliability and credibility in evidential reasoning","subtitle":null,"abstract":"How do people reason about complex bodies of legal evidence? The story model of juror decision-making posits that people construct stories to determine guilt. But the story model does not model how evidence items relate to elements within the story, how the credibility and reliability of the evidence (e.g., witness testimony) is assessed, or how this affects story evaluation. Recent empirical work suggests that people reason using qualitative causal networks. In two studies mock jurors read a real legal case and judged the probability of the defendant’s guilt, the credibility of the victim and of key witnesses. Study 1 showed that an inconsistent testimony decreased the victim’s credibility and defendant’s guilt, also increasing the defendant’s credibility. Study 2 replicated this finding with a different population. These findings suggest that people draw inferences about credibility and reliability of evidence that filter into their network of beliefs about the crime.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3m8704h4","frozenauthors":[{"first_name":"Saoirse","middle_name":"Connor","last_name":"Desai","name_suffix":"","institution":"City University, London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25892/galley/15516/download/"}]},{"pk":25452,"title":"That went over my head: Constraints on the visual vocabulary of comics","subtitle":null,"abstract":"“Upfixes” are graphic representations originating in the visual\nvocabulary used in comics where objects float above a\ncharacter’s head, such as lightbulbs to mean inspiration. We\nposited that these graphic signs use an abstract schema stored\nin memory. This schema constrains upfixes to their position\nabove the head and requires them to “agree” with the\nexpression of their associated face. We asked participants to\nrate and interpret upfix-face pairs where the upfix was either\nabove the head or beside the head, and/or agreed or disagreed\nwith the face. Our stimuli also contrasted conventional and\nnovel upfixes. Overall, both position and agreement impacted\nthe rating and interpretations of both conventional and\nunconventional upfixes, and such understanding is modulated\nby experience reading comics. These findings support that\nthese graphic signs extend beyond memorized individual\nitems, and use a learned abstract schema stored in long-term\nmemory, governed by particular constraints","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"visual language; visual morphology; visual\nmetaphor; emotion; comics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2522m63g","frozenauthors":[{"first_name":"Neil","middle_name":"","last_name":"Cohn","name_suffix":"","institution":"Department of Cognitive Science, University of California, San Diego","department":""},{"first_name":"Beena","middle_name":"","last_name":"Murthy","name_suffix":"","institution":"Department of Cognitive Science, University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25452/galley/15076/download/"}]},{"pk":25653,"title":"The Antecedents of Moments of Learning","subtitle":null,"abstract":"In this paper, we study the antecedents of moments of\nparticularly successful learning while students use a Cognitive\nTutor for geometry. Students used the Cognitive Tutor as part\nof their regular classroom activities and data was collected\nautomatically. Learning moments were operationalized as\nwhen the probability that the student just learned was\nextremely high, as determined by a probabilistic model: the\nmoment-by-moment learning model. The results indicate that\nwhile self-explanation is weakly predictive of learning\nmoments, contextual guessing and several other factors are\neven better predictors of learning moments. These results\nsuggest that unexpected events in student behavior may be\ngood predictors of changes in knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Moment-by-Moment Learning; Intelligent\nTutoring System; Educational Data Mining; Robust Learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4pn4t2f3","frozenauthors":[{"first_name":"Gregory","middle_name":"R","last_name":"Moore","name_suffix":"","institution":"College of Education, Florida State University","department":""},{"first_name":"Ryan","middle_name":"S","last_name":"Baker","name_suffix":"","institution":"Teachers College, Columbia University","department":""},{"first_name":"Sujith","middle_name":"M","last_name":"Gowda","name_suffix":"","institution":"Metacog, Inc","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25653/galley/15277/download/"}]},{"pk":25710,"title":"The Attentional Learning Trap and How to Avoid It","subtitle":null,"abstract":"People often make repeated decisions from experience. In such\nscenarios, persistent biases of choice can develop, most notably\nthe “hot stove effect” (Denrell & March, 2001) in which\na prospect that is mistakenly believed to be negative is avoided\nand thus belief-correcting information is never obtained. In\nthe existing literature, the hot stove effect is generally thought\nof as developing through interaction with a single, stochastic\nprospect. Here, we show how a similar bias can develop due to\npeople’s tendency to selectively attend to a subset of features\nduring categorization. We first explore the bias through model\nsimulation, then report on an experiment in which we find evidence\nof a decisional bias linked to selective attention. Finally,\nwe use these computational models to design novel interventions\nto “de-bias” decision-makers, some of which may have\npractical application","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"decision-making"},{"word":"Categorization"},{"word":"selective attention"},{"word":"approach-avoid behavior"},{"word":"biases"},{"word":"learning traps"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5sc236bz","frozenauthors":[{"first_name":"Alexander","middle_name":"S","last_name":"Rich","name_suffix":"","institution":"New York University","department":""},{"first_name":"Todd","middle_name":"M","last_name":"Gureckis","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25710/galley/15334/download/"}]},{"pk":26023,"title":"\"The baking stick thing\": Automatization of co-speech gesture during lexical access","subtitle":null,"abstract":"Multiple studies (Galati & Brennan, 2014; Hoetjes, Koolen, Goudbeek, Krahmer, & Swerts, 2001; Jacobs & Garnham, 2007) have shown reduction in co-speech gesture across repetition. Reduction can be interpreted in terms of demonstrating automatization of effort (Vajrabhaya & Pederson, 2014). This study specifically investigates a special type of gesture used when speakers are accessing a low-familiarity lexeme. These gestures are assumed to aid lexical retrieval (Rauscher, Krauss, & Chen, 1996) and might be expected to not reduce as long as lexical access remains difficult. Unexpectedly, results show that these gestures also reduce across repetition like any other gesture and independent of lexical access difficulties. This suggests gesture automatization is a broad phenomenon across diverse gesture functions.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1tb852vz","frozenauthors":[{"first_name":"Prakaiwan","middle_name":"","last_name":"Vajrabhaya","name_suffix":"","institution":"University of Oregon","department":""},{"first_name":"Eric","middle_name":"","last_name":"Pederson","name_suffix":"","institution":"University of Oregon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26023/galley/15647/download/"}]},{"pk":25575,"title":"The better part of not knowing: Virtuous ignorance","subtitle":null,"abstract":"For cases in which precise information is practically or\nactually unknowable, certainty and precision can indicate a\nlack of competence, while expressions of ignorance may\nindicate greater expertise. In two experiments, we\ninvestigated whether children and adults are able to use this\n“virtuous ignorance” as a cue to expertise. Experiment 1\nfound that adults and children older than 9 years selected\nconfident informants for knowable information and ignorant\ninformants for unknowable information. However, 5-7-yearolds\noverwhelmingly favored a confident informant, even\nwhen such precision was completely implausible. In\nExperiment 2, we demonstrated that 5-8-year-olds and adults\nare both able to distinguish between knowable and\nunknowable items when asked how difficult the information\nwould be to acquire, but those same children still failed to\nreject the precise and confident informant for unknowable\nitems. We suggest that children have difficulty integrating\ninformation about the knowability of particular facts into their\nevaluations of expertise","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive development; credibility; informants;\nconfidence; epistemological beliefs"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8232v65n","frozenauthors":[{"first_name":"Jonathan","middle_name":"F","last_name":"Kominsky","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Philip","middle_name":"","last_name":"Langthorne","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Frank","middle_name":"C","last_name":"Keil","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25575/galley/15199/download/"}]},{"pk":25453,"title":"The Bi-directional Relationship Between Source Characteristics and Message\nContent","subtitle":null,"abstract":"Much of what we believe to know, we know through the\ntestimony of others (Coady, 1994). Whether the resultant\nbeliefs constitute knowledge or erroneous beliefs\nconsequently rests directly on the reliability of our sources.\nWhile there has been long-standing evidence that people are\nsensitive to source characteristics, for example in the context\nof persuasion, exploration of the wider implications of source\nreliability considerations for the nature of our beliefs has\nbegun only fairly recently. Likewise, much remains to be\nestablished concerning what factors influence source\nreliability. In this paper, we examine, both theoretically and\nempirically, the implications of using message content as a\ncue to source reliability.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"evidence"},{"word":"argument"},{"word":"source reliability"},{"word":"Epistemology"},{"word":"Bayesian models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0kj267q0","frozenauthors":[{"first_name":"Peter","middle_name":"J","last_name":"Collins","name_suffix":"","institution":"Department of Psychological Sciences, Birkbeck, University of London","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Department of Psychological Sciences, Birkbeck, University of London","department":""},{"first_name":"Ylva","middle_name":"von","last_name":"Gerber","name_suffix":"","institution":"Department of Philosophy, Lund University","department":""},{"first_name":"Erik","middle_name":"J","last_name":"Olsson","name_suffix":"","institution":"Department of Philosophy, Lund University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25453/galley/15077/download/"}]},{"pk":36095,"title":"The Blue Book of Grammar and Punctuation: An Easy-to-Use Guide With Clear Rules, Real-World Examples, and Reproducible Quizzes (11th ed.) - Jane Straus, Lester Kaufman, and Tom Stern","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rf9q0p6","frozenauthors":[{"first_name":"Yanyan","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"California State University, Fullerton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36095/galley/26947/download/"}]},{"pk":25883,"title":"The Breadth and Depth of E-reading and Paper-reading","subtitle":null,"abstract":"The present study investigated the differences between e-reading and paper-reading in their breadth and depth. Our\nresults showed that (1) breadth and depth of reading were both greater in e-reading than in paper-reading; (2) possession of\na tablet tended to facilitate breadth of e-reading; (3) breadth of e-reading was greater than breadth of paper-reading for news,\nmagazines, and others, but not for novels; (4) depth of e-reading was greater than depth of paper-reading for novels, but the\nreverse was true for news and magazines; (5) people tended to read research articles, books and magazines on paper, but news\nand others on digital devices; (6) people tended to read longer on paper than on digital devices, but the percentage of contents\nthey could remember was no different between e-reading and paper-reading. We conclude that modern readers have become\naccustomed to e-reading and can do it more efficiently than paper-reading.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2nm66679","frozenauthors":[{"first_name":"Jenn-Yeu","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Taiwan Normal University","department":""},{"first_name":"Wan-Hsin","middle_name":"","last_name":"Lee","name_suffix":"","institution":"National Taiwan Normal University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25883/galley/15507/download/"}]},{"pk":25666,"title":"The Cognitive and Mathematical Profiles of Children in Early Elementary School","subtitle":null,"abstract":"The present study investigated the diverse cognitive profiles\nof children learning mathematics in early elementary school.\nUnlike other types of learning difficulties, mathematics\nimpairments are not characterized by a single underlying\ncognitive deficit, instead multiple general and numeracyspecific\ncognitive skills have been proposed to underlie\nmathematics ability. Combining theory- and data-driven\napproaches, the study investigated cognitive mathematics\nprofiles. Participants for this study were 97 children tracked\nfrom senior kindergarten to grade two, as part of the Count\nMe In Study. Using numeracy, working memory, receptive\nlanguage, and phonological awareness factors, a two-step\ncluster analysis revealed a three-cluster solution. The groups\nwere characterized as (1) above average overall, (2) average\noverall with weak visuospatial working memory, (3) poor\noverall with strong visuospatial working memory. Cluster 1\ndemonstrated strengths in mathematics and reading,\ncompared to clusters 2 and 3. Developmental trends and\npotential interventions are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5n70n30t","frozenauthors":[{"first_name":"Adam","middle_name":"T","last_name":"Newton","name_suffix":"","institution":"King’s University College at Western University","department":""},{"first_name":"Marcie","middle_name":"","last_name":"Penner-Wilger","name_suffix":"","institution":"King’s University College at Western University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25666/galley/15290/download/"}]},{"pk":25947,"title":"The Cognitive Niches of Knowledge-Based Decision Strategies","subtitle":null,"abstract":"Within the fast-and-frugal heuristics framework several strategies have been proposed to describe how people infer\nunknown criteria from knowledge stored in memory. An open question is how people select between the set of available\nstrategies. We build upon previous work that maps environmental structures into mental representations to carve out for each\nstrategy a cognitive niche, or area of applicability. Based on patterns of occurrences and co-occurrences of objects and facts\nin the internet, we predict the probability and latency of retrieval of factual knowledge about these objects. This allows us to\nsimulate the applicability of different knowledge-based strategies as a function of the distribution of decision relevant information\nin the environment. We conclude that the problem of strategy selection might be restricted when the pattern of information\noccurrence in the environment and the resulting accessibility of knowledge about the decision objects in memory are accounted\nfor.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4r0176n1","frozenauthors":[{"first_name":"Daniela","middle_name":"","last_name":"Link","name_suffix":"","institution":"University of Lausanne","department":""},{"first_name":"Julian","middle_name":"","last_name":"Marewski","name_suffix":"","institution":"University of Lausanne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25947/galley/15571/download/"}]},{"pk":25926,"title":"The Color of Music: Synesthesia or emotion-mediated cross-modal associations?","subtitle":null,"abstract":"The cross-modal literature posits a weak-to-strong continuum of synesthesia. One extreme views cross-modal\nassociations as idiosyncratic and unique to synesthetes. The other extreme suggests that cross-modal associations follow a\ngeneral pattern across individuals, and are mediated by emotional associations. We tested these views by examining differences\nbetween music-color synesthetes and non-synesthetes in their consistency of color associations and memory for music. We find\nthat music-color associations follow the same general pattern across these groups. A two-dimensional mapping is found to mode\n(major/minor) and tempo. Slow-minor music (thought to convey sadness) is associated with blue, fast-minor with red (anger),\nfast-major with yellow (happiness), and slow-major with green (calmness). Both groups are consistent in their associations\nover time, and synesthesia has no effect on memory. We conclude that music-color synesthesia may be an extension of normal\npsychological processes that govern cross-modal associations, with individuals aligning music and color based on emotional\ncongruence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kc9w651","frozenauthors":[{"first_name":"Erin","middle_name":"","last_name":"Isbilen","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Carol","middle_name":"Lynne","last_name":"Krumhansl","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25926/galley/15550/download/"}]},{"pk":25942,"title":"The colors and textures of musical sounds","subtitle":null,"abstract":"Music-to-color associations show emotionally-mediated cross-modal correspondences (Palmer et al., 2013): people\nchoose colors as going best with music when their emotional content matches (e.g., happy-looking colors go best with happysounding\nmusic). What musical/acoustic features underlie such correspondences? And are music-to-texture correspondences\nalso evident? Experiments using highly-controlled melodies that varied in tonality (major/minor), note-rate (fast/medium/slow),\nand register (high/low) revealed systematic correspondences between musical/acoustic and colorimetric dimensions: faster,\nmajor, higher-pitched melodies were associated with more saturated, lighter, yellower colors, whereas slower, minor, lowerpitched\nmelodies were associated with more muted, darker, bluer colors. Further experiments revealed emotion-mediated\nassociations from music to texture, although agitated/calm and angry/not-angry emotions were stronger with textures, whereas\nhappy/sad emotions were stronger with colors. Systematic associations were also evident between visual/spatial features of\ntexture (e.g., Sharp/Smooth, Curved/Straight) and musical dimensions (e.g., note-rate and piano/cello timbre).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99n8q5z5","frozenauthors":[{"first_name":"Thomas","middle_name":"","last_name":"Langlois","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Peterson","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Palmer","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25942/galley/15566/download/"}]},{"pk":26019,"title":"The differences of semantic features between Chinese concrete, abstract, and\nemotional concept","subtitle":null,"abstract":"Previous studies have investigated the differences between concrete concepts and abstract concepts. Nevertheless\nthere’s still no research probing emotional words to that font. The concepts behind emotional words have both affective and\ncognitive components, hence emotional concepts might have unique pattern of semantic properties. The present study then\nstrives to compare the semantic properties of the three kinds of concepts. Concrete, abstract, and emotional words were\nselected, and participants had to report the property freely. Collected properties were categorized according to the semantic\nframe proposed by Wu and Barsalou (2009), and distributions of properties across three kinds of concepts were examined.\nIt was found that the introspective types of word property reveal most dominant for emotional words. In contrast, concrete\nconcepts were reported with more entity properties. Further research can explore different semantic properties within category\nin order to delineate the semantic continuity and boundaries of human concept structure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3259n5hq","frozenauthors":[{"first_name":"Yueh-Lin","middle_name":"","last_name":"Tsai","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Chin-Lin","middle_name":"","last_name":"Yu","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yong-Ru","middle_name":"","last_name":"Hsiao","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Shu-Ling","middle_name":"","last_name":"Cho","name_suffix":"","institution":"Fu Jen Catholic University","department":""},{"first_name":"Hsueh-CHih","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Taiwan Normal University","department":""},{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26019/galley/15643/download/"}]},{"pk":25741,"title":"The Dynamics of Spoken Word Recognition in Second Language Listeners\nReveal Native-Like Lexical Processing","subtitle":null,"abstract":"Models of spoken word recognition in monolingual, native\nlisteners account for the dynamics of lexical activation of\nintended words and their phonologically similar\n“competitors,” in terms of continuous, cascaded processing\ndynamics. Here we explore how the dynamics of spoken word\nrecognition differ for second language listeners. Groups of\nnative Korean speakers (KL1) and native English speakers\n(EL1) listened to recordings of words in three conditions:\nphonological overlap at the beginnings of the words (cohort),\nat the ends of the words (rhyme), or without phonological\noverlap (unrelated), and used a computer mouse to select the\nmatching stimulus from an array of two pictures. There are\nmany reasons to predict that KL1 participants would differ\nfrom EL1 participants; for example, participants with nonnative\nspeech sound perception might strategically reduce the\ncontribution of anticipatory processes to avoid committing to\nan incorrect response and thus demonstrate smaller effects of\nanticipatory competition (cohort effect). Instead, the results\ndid not reveal any interactions between language background\nand performance across the cohort, rhyme and unrelated\nconditions. Nor were effects of similarity related to overall\nperformance on independent tests of speech sound\ncategorization or vocabulary. The results suggest that the\ncohort and rhyme effects are robust features of proficient\nsecond language spoken word recognition, despite\ndemonstrable differences in speech sound recognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"speech perception; lexical processing; word\nrecognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/43r657vc","frozenauthors":[{"first_name":"Henna","middle_name":"A","last_name":"Shin","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Brian","middle_name":"","last_name":"Bauman","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Imolas","middle_name":"X","last_name":"MacPhee","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Jason","middle_name":"D","last_name":"Zevin","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25741/galley/15365/download/"}]},{"pk":25808,"title":"The early emergence and puzzling decline of relational reasoning: Effects of prior knowledge and search on inferring \"same\" and \"different\"","subtitle":null,"abstract":"We explore the developmental trajectory and underlying mechanisms of relational reasoning. We describe a surprising developmental pattern: Younger learners are better than older ones at inferring abstract relations. Walker and Gopnik (2014) demonstrated that toddlers are able to infer the relations “same” and “different” in a causal system. However, these findings appear to contrast with the literature suggesting that older children have difficulty inferring these relations. Here we manipulate the data and children’s search procedure to assess the influence of these factors. In Experiment 1, we find that while younger children have no difficulty learning these relational concepts, older children fail to draw this abstract inference. In Experiment 2, we demonstrate that older children have learned the hypothesis that individual kinds of objects lead to effects. Finally, Experiment 3 indicates that including an explanation prompt during learning also improves performance. Findings are discussed in light of computational theories of learning.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Development"},{"word":"Causal Learning"},{"word":"relationalreasoning"},{"word":"Bayesian inference"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1dn6r2rq","frozenauthors":[{"first_name":"Caren","middle_name":"","last_name":"Walker","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Sophie","middle_name":"","last_name":"Bridgers","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"UC Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25808/galley/15432/download/"}]},{"pk":25855,"title":"The Eco-Cognitive Model of Abduction (EC-Model)\nIs Abduction Really Ignorance-Preserving?","subtitle":null,"abstract":"From the logical point of view, abduction is a procedure in\nwhich something that lacks classical explanatory epistemic\nvirtue can be accepted because it has virtue of another kind:\nthe GW-Model contends that abduction presents an ignorancepreserving\nor (ignorance-mitigating) character. From this perspective\nabductive reasoning is a response to an ignoranceproblem.\nIs abduction really ignorance-preserving? To better\nanswer this question I will take advantage of my eco-cognitive\nmodel (EC-model) of abduction. It will be illustrated, also\nthanks to cognitive and epistemological considerations, that\nthrough abduction, knowledge can be enhanced, even when\nabduction is not considered an inference to the best explanation\nin the classical sense of the expression, that is an inference\nnecessarily characterized by an empirical evaluation phase.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Abduction; Ignorance Preservation; GW-Schema;\nEC-Model."}],"section":"Publication-Based Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gs943r8","frozenauthors":[{"first_name":"Lorenzo","middle_name":"","last_name":"Magnani","name_suffix":"","institution":"University of Pavia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25855/galley/15479/download/"}]},{"pk":25517,"title":"The Effect of Disrupted Attention on Encoding in Young Children","subtitle":null,"abstract":"There is a growing body of research experimentally\ndemonstrating a relationship between selective sustained\nattention and young children’s learning outcomes.\nCollectively, this work has documented that as selective\nsustained attention decreases children’s learning also declines.\nHowever, a precise understanding of how disrupted attention\nnegatively impacts learning is lacking. The present\nexperiment expands upon the existing work and explores\nthree potential mechanisms by which inattention may impede\nlearning: 1) inattention may disrupt encoding of the individual\nfeatures of the stimulus, 2) inattention may impede children\nfrom binding the features together, or 3) inattention may\ndisrupt both feature encoding and binding","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Learning; Attention; Encoding; Off-Task\nBehavior"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1nh6n4c9","frozenauthors":[{"first_name":"Karrie","middle_name":"E","last_name":"Godwin","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Anna","middle_name":"V","last_name":"Fisher","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25517/galley/15141/download/"}]},{"pk":26002,"title":"The effect of empathy on comprehension and attitude in text reading","subtitle":null,"abstract":"This study investigated the effect of empathy in text comprehension. After 89 university students read a document\nwhich described how to write an educational practical report, they took a comprehension test and responded on the following\nscales: parallel empathy, reactive empathy, subjective comprehension, and attitude. In the framework of dual-process theory,\nparallel empathy depends on system 1 while reactive empathy is controlled by system 2. As a result, the mean comprehension\ntest score in the condition in which students read the document describing only procedure and some cautions was higher, but\nthe mean reactive empathy score was lower than that in the condition in which students read the document including empathic\nepisodes of the author with illustrations, in addition to the procedure and cautions. An analysis by structural equation modeling\nwith previous data suggested that adding empathic episode disturbed text comprehension, but enhancing empathy promoted\nsubjective comprehension and attitude change.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7mc027fb","frozenauthors":[{"first_name":"Hideaki","middle_name":"","last_name":"Shimada","name_suffix":"","institution":"Shinshu University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26002/galley/15626/download/"}]},{"pk":25660,"title":"The Effect of Facial Emotion and Action Depiction on Situated Language\nProcessing","subtitle":null,"abstract":"Two visual world eye-tracking studies investigated the\neffect of emotions and actions on sentence processing.\nPositively emotionally valenced German non-canonical\nobject-verb-subject (OVS) sentences were paired with a\nscene depicting three characters (agent-patient-distractor)\nas either performing the action described by the sentence,\nor not performing any actions. These scene-sentence pairs\nwere preceded by a positive prime in the form of a happy\nlooking smiley (vs. no smiley) in experiment 1 and in the\nform of a natural positive facial expression (vs. a negative\nfacial expression) in experiment 2. Previous research has\ndemonstrated the effect of action depiction on sentence\nprocessing of German OVS sentences (Knoeferle, Crocker,\nScheepers, & Pickering, 2005). Moreover, emotional\npriming facilitates sentence processing for older and\nyounger adults (Carminati & Knoeferle, 2013). However,\nup to date there is no evidence as to whether schematic\nfaces such as smileys are as effective as natural faces in\nfacilitating sentence processing. These insights lead to the\nhypotheses that participants would not only profit from\ndepicted events, but that processing of OVS sentences\nmight also be positively affected by emotional cues. Plus,\nwe assessed the degree of naturalness the emotional face\nneeds to possess to affect sentence processing. Results\nreplicate the predicted effect of action depiction (vs. no\naction depiction). The expected facilitatory effect of\nemotional prime is trending in both experiments. However,\nthe effect is more pronounced in the natural face version\n(exp. 2) than in the smiley version (exp. 1).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Sentence Processing; Visual World Paradigm;\nvisually situated language comprehension; eye movements;\nemotional priming; iconic"},{"word":"natural facial expression"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5j6095zk","frozenauthors":[{"first_name":"Katja","middle_name":"","last_name":"Munster","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Maria","middle_name":"","last_name":"Nella","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Pia","middle_name":"","last_name":"Knoeferle","name_suffix":"","institution":"Bielefeld University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25660/galley/15284/download/"}]},{"pk":25427,"title":"The Effect of Probability Anchors on Moral Decision Making","subtitle":null,"abstract":"The role of probabilistic reasoning in moral decision making\nhas seen relatively little research, despite having potentially\nprofound consequences for our models of moral cognition. To\nrectify this, two experiments were undertaken in which\nparticipants were presented with moral dilemmas with\nadditional information designed to anchor judgements about\nhow likely the dilemma’s outcomes were. It was found that\nthese anchoring values significantly altered how permissible\nthe dilemmas were found when they were presented both\nexplicitly and implicitly. This was the case even for dilemmas\ntypically seen as eliciting deontological judgements.\nImplications of this finding for cognitive models of moral\ndecision making are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive science; decision making; experimental\nresearch with adult humans; moral decision making;\npsychology; reasoning; social cognition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9pv9k4bc","frozenauthors":[{"first_name":"Chris","middle_name":"M","last_name":"Brand","name_suffix":"","institution":"Department of Psychological Sciences, Birkbeck, University of London","department":""},{"first_name":"Mike","middle_name":"","last_name":"Oaksford","name_suffix":"","institution":"Department of Psychological Sciences, Birkbeck, University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25427/galley/15051/download/"}]},{"pk":26001,"title":"The Effect of Spatial Representations on Discounting Rates","subtitle":null,"abstract":"Prior research suggests that discounting rates– how much interest a person requests for waiting a period of time\nbefore collecting benefits– are influenced by perceptions of time. Other research, however, suggests people understand time via\nspatial representations. Thus, the current research examined whether underlying spatial representations of time influence these\nrates. Interest rate preferences were assessed twice over a semester from forty students in either art or cognition courses after\ndrawing a picture with perspective or no perspective. Results revealed that drawing pictures without perspective led to higher\naverage interest rates than drawing pictures with perspective. Additionally, there was an interaction of session and course;\ncognitive students’ rates increased substantially over time, while art students (i.e., students with practiced spatial representations)\ndid not show this effect. These results are a preliminary step in suggesting that spatial priming can affect temporal\nrepresentations, which in turn change discounting rates.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xj4r6cx","frozenauthors":[{"first_name":"Andrea","middle_name":"J","last_name":"Sell","name_suffix":"","institution":"California Lutheran University, Thousand Oaks","department":""},{"first_name":"Terry","middle_name":"","last_name":"Spehar-Fahey","name_suffix":"","institution":"California Lutheran University, Thousand Oaks","department":""},{"first_name":"Michael","middle_name":"","last_name":"Gagliardo","name_suffix":"","institution":"California Lutheran University, Thousand Oaks","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26001/galley/15625/download/"}]},{"pk":25972,"title":"The Effect of the Structural Differences of Concepts on Learning by Drawing\nversus Reading Diagrams","subtitle":null,"abstract":"Considerable studies indicate that structuring concepts within a diagram enhances learning (e.g. concept mapping),\nas opposed to learning by just reading the information. We examine whether the differences in the structure of information\n(hierarchical or linear string) affect learning based on the formation and drawing of a diagram. In our experiment, participants\nlearned a family tree consisting of 6 members (Hierarchical) or the order of 6 participants in a relay race (Linear). While\nlearning, half of the participants in each condition produced a drawing of the family tree or flow diagram of relay order\n(Drawing). In contrast, the other half read presented diagrams and wrote down the names (Reading). The results revealed that\nwhile participants in Hierarchical- Drawing performed better on the post-test than those in Hierarchical-Reading, there was no\ndifference between the performance of participants in Linear-Drawing and Linear-Reading. That suggests the structural factor\nwould affect the learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4sn444q9","frozenauthors":[{"first_name":"Kayoko","middle_name":"","last_name":"Ohtsu","name_suffix":"","institution":"Waseda University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25972/galley/15596/download/"}]},{"pk":25927,"title":"The Effects of Art Experience, Competence in Artistic Creation, and Methods of\nAppreciation on Artistic Inspiration","subtitle":null,"abstract":"The purpose of the present study was to examine the relationship between art experience and artistic inspiration.\nFocusing on attitudes and behaviors in appreciation and creation as mediating variables, it was hypothesized that (a) the method\nof appreciation with comparison between one’s creations and others’ creations is the best predictor of artistic inspiration,\nand (b) art experiences might affect artistic inspiration, meditated by competence in artistic creation and the method of art\nappreciation. A total of 185 Japanese undergraduate and graduate students completed the research questionnaire. Data was\nanalyzed using multiple linear regression for the first hypothesis and structural equation modeling for the second hypothesis.\nThe two hypotheses were supported. The findings suggest that people with more extensive art experience develop competence\nin artistic creation and consider their own creations when appreciating others’ artwork. In addition, they experience artistic\ninspiration more frequently and intensely","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8pn3m2sc","frozenauthors":[{"first_name":"Chiaki","middle_name":"","last_name":"Ishiguro","name_suffix":"","institution":"The university of Tokyo","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"The university of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25927/galley/15551/download/"}]},{"pk":25772,"title":"The Effects of Criticism on Creative Ideation","subtitle":null,"abstract":"In a typical brainstorming method, criticism must be withheld\nfor creative ideation. We envisage a web-based system that is\ndesigned to avoid possible negative influences of, and make\ngood use of, critical thinking to generate creative ideas. To\ninvestigate its plausibility, we developed a system in which\npeople participate collectively in a sequence of processes\nincluding generating, criticizing, modifying, and evaluating\ncreative ideas. Here we report the results from conducting an\nexperiment with 238 participants to compare the critical\nthinking (CT) design with a criticizing phase against the\nbrainstorming (BS) design without it. The main finding was\nthat the CT design resulted in the generation of higher quality\nideas than the BS design without sacrificing fluency with\nrespect to response time and the number of characters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"critical thinking; creativity; idea generation;\ncomputer-mediated communication (CMC)."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80x62763","frozenauthors":[{"first_name":"Yuko","middle_name":"","last_name":"Tanaka","name_suffix":"","institution":"Research Organization of Information and Systems","department":""},{"first_name":"Yasuaki","middle_name":"","last_name":"Sakamoto","name_suffix":"","institution":"Stevens Institute of Technology","department":""},{"first_name":"Noboru","middle_name":"","last_name":"Sonehara","name_suffix":"","institution":"National Institute of Informatics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25772/galley/15396/download/"}]},{"pk":25464,"title":"The Effects of Racial Similarity and Dissimilarity on the Joint Simon Task","subtitle":null,"abstract":"We examined the effects of individual versus joint action and\nracial similarity and dissimilarity on a Simon task using\nmouse tracking to explore the implicit cognitive dynamics\nunderlying responses. Participants were slower to respond\nwhen working with a partner than when working alone, and\ntheir mouse movements also differed across conditions.\nParticipants paired with a different-race partner took longer to\nrespond than participants paired with a same-race partner. We\nargue that, in the joint conditions, participants’ longer\nresponses were the result of automatic inhibitory processes\nthat arise within the social context.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Joint action; Simon effect; Mouse tracking"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0887p0vr","frozenauthors":[{"first_name":"Steve","middle_name":"","last_name":"Croker","name_suffix":"","institution":"Department of Psychology, Illinois State University","department":""},{"first_name":"J","middle_name":"Scott","last_name":"Jordan","name_suffix":"","institution":"Department of Psychology, Illinois State University","department":""},{"first_name":"Daniel","middle_name":"S","last_name":"Schloesser","name_suffix":"","institution":"Department of Psychology, Illinois State University","department":""},{"first_name":"Vincent","middle_name":"","last_name":"Cialdella","name_suffix":"","institution":"Department of Psychology, Illinois State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25464/galley/15088/download/"}]},{"pk":25910,"title":"The effects of spatial anxiety on memory for spatio-temporal scale","subtitle":null,"abstract":"Previous literature has shown that spatial anxiety relates to navigation abilities (Hund & Gill, 2014). How spatial\nanxiety effects the spatial-temporal perception of one’s environment is not well known. The present student aimed to examine\nhow spatial anxiety related to the memory of distances and time to landmarks in the surrounding area. Participants completed\na battery of navigation questionnaires and reported how far (both in distance and time) different known landmarks in the\nsurrounding area were.\nData show a trend suggesting that females overestimated distances whereas males were more accurate in estimates to the\nfive furthest landmarks. Spatial anxiety did not predict distance estimates; however, mobility within the surrounding area was\nmarginally predictive of distance estimates for females. These findings suggest that spatial anxiety does not predict the remembered\ndistances and time estimates to landmarks, but that mobility may be a more important predictive factor in remembered\ndistances to landmarks","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/94c0r3gc","frozenauthors":[{"first_name":"Devin","middle_name":"","last_name":"Gill","name_suffix":"","institution":"University of Utah, Salt Lake City","department":""},{"first_name":"Jeanine","middle_name":"","last_name":"Stefanucci","name_suffix":"","institution":"University of Utah, Salt Lake City","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Creem-Regehr","name_suffix":"","institution":"University of Utah, Salt Lake City","department":""},{"first_name":"Erica","middle_name":"","last_name":"Barhorst","name_suffix":"","institution":"University of Utah, Salt Lake City","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25910/galley/15534/download/"}]},{"pk":25941,"title":"The Effects of Worked Examples on Transfer of Statistical Reasoning","subtitle":null,"abstract":"Research suggests that guided methods of instruction, such as worked examples, reduce the cognitive load placed\non learners, which allows them to learn new information more efficiently and effectively. The current study examined the\neffect of worked examples on transfer of statistical reasoning, as compared to traditional study techniques. Students from\nan introductory college-level psychology course learned information related to basic statistics and hypothesis testing from a\ncomputerized instructional program. The experimental group completed a computerized program which contained worked\nexamples and practice and feedback. The control group consisted of students who went through a computer program through\nwhich they read excerpts from a textbook used in Queens College statistical reasoning classes. The same topics were covered in\nboth computerized programs. On posttests, the experimental group performed significantly better than the control group. This\nprovides support for computerized worked examples as effective instruction on the college level.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/87z676h6","frozenauthors":[{"first_name":"Marianna","middle_name":"","last_name":"Lamnina","name_suffix":"","institution":"Columbia University, New York","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Fienup","name_suffix":"","institution":"CUNY Graduate Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25941/galley/15565/download/"}]},{"pk":36065,"title":"The Evolution of a Practicum: Movement Toward a Capstone","subtitle":null,"abstract":"In this reflective piece, we discuss changes made to the practicum at the Middlebury Institute of International Studies at Monterey (MIIS), a professional graduate school that offers MA degrees in TESOL and TFL. We begin by providing a historical perspective of the practicum as it has evolved in relation to other exit mechanisms. Then, we provide a rationale for moving toward a Dual Capstone Model, in which the former practicum was elevated to capstone status. Finally, we reflect upon the new Practicum Capstone in relation to ongoing issues of washback, rubrics, and feedback, providing our particular disciplinary perspectives on these aspects. Throughout the piece, we highlight how teacher identity can be fostered through a balanced approach to both structure and agency. This discussion of practicum- and program-level changes highlights the importance of responsiveness to evolving student needs through thoughtful deliberation about curricular changes over time.","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/7672c01n","frozenauthors":[{"first_name":"Netta","middle_name":"","last_name":"Avineri","name_suffix":"","institution":"Middlebury Institute of International Studies at Monterey","department":""},{"first_name":"Jason","middle_name":"","last_name":"Martel","name_suffix":"","institution":"Middlebury Institute of International Studies at Monterey","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36065/galley/26917/download/"}]},{"pk":25610,"title":"The Exemplar Confusion Model:\nAn Account of Biased Probability Estimates in Decisions from Description","subtitle":null,"abstract":"At the core of every decision-making task are two\nsimple features; outcome values and probabilities. Over\nthe past few decades, many models have developed\nfrom von Neumann’ and Morgenstern’s (1945)\nExpected Utility Theory to provide a thorough account\nof people’s subjective value and probability weighting\nfunctions. In particular, one such model that has been\nlargely successful in both Psychology and Economics is\nCumulative Prospect Theory (CPT; Tversky &\nKahneman, 1992). While these models do fit people’s\nchoice behavior well, few models have attempted to\nprovide a psychological account for subjective value,\nprobability weighting, and resulting choice behavior. In\nthis paper, we focus on a memory confusion process as\ndescribed in Hawkins et al.’s (2014) exemplar-based\nmodel for decisions from experience, the Exemplar\nConfusion (ExCon) model, and adapt it to account for\nbiased probability estimates in decisions from\ndescription. Using Bayesian model selection\ntechniques, we demonstrate that it is able to account for\nreal choice data from a Rieskamp (2008) study using\ngains, losses, and mixed description-based gambles,\nand performs at least as well as CPT.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Decisions from Description; Exemplar\nModel; Probability Estimation; Cumulative Prospect\nTheory; Bayesian Model Selection"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qp20480","frozenauthors":[{"first_name":"Deborah","middle_name":"","last_name":"Lin","name_suffix":"","institution":"University of New South Wales","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Donkin","name_suffix":"","institution":"University of New South Wales","department":""},{"first_name":"Ben","middle_name":"R","last_name":"Newell","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25610/galley/15234/download/"}]},{"pk":25586,"title":"The fan effect in overlapping data sets and logical inference","subtitle":null,"abstract":"We examine the fan effect in overlapping data sets and logical\ninference. Three experiments are presented and modeled\nusing the ACT-R cognitive architecture. The results raise\nissues over the scope of the memories that determine the fan\neffect and the use of search strategies to retrieve from\nmemory","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"ACT-R; spreading activation; fan effect"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2xk4r8cs","frozenauthors":[{"first_name":"Kam","middle_name":"","last_name":"Kwok","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Robert","middle_name":"L","last_name":"Wast","name_suffix":"","institution":"Carleton University","department":""},{"first_name":"Matthew","middle_name":"","last_name":"Kelly","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25586/galley/15210/download/"}]},{"pk":25806,"title":"The \"Fundamental Attribution Error\" is rational in an uncertain world","subtitle":null,"abstract":"Others’ internal qualities (e.g. dispositions, attitudes) are not directly observable so we must infer them from behavior. Classic attribution theories agree that we consider both internal qualities and situational pressure when making these judgments. However, one of the most well known ideas in psychology is that social judgments are biased, and we tend to underestimate the pressure that situations exert and overestimate the influence of disposition (known as the Fundamental Attribution Error). We propose that the social judgments made in classic studies of attribution have been interpreted as biased only because they have been compared to an inappropriate benchmark of rationality predicated on the assumption of deterministic dispositions and situations. We show that these results are actually consistent with the behavior of a simple ideal Bayesian observer who must reason about uncertain and probabilistic influences of situations and dispositions.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Social Inference; Bayesian Inference; AttributionTheory; Fundamental Attribution Error"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/48d9b5qb","frozenauthors":[{"first_name":"Drew","middle_name":"W","last_name":"Walker","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Kevin","middle_name":"A","last_name":"Smith","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":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25806/galley/15430/download/"}]},{"pk":25851,"title":"The Impact of Granularity on Worked Examples and Problem Solving","subtitle":null,"abstract":"In this paper, we explore the impact of two types of instructional\ninterventions, worked examples and problem solving, at\ntwo levels of granularity: problems and steps. This study drew\non an existing Intelligent Tutoring System (ITS) for Probability\ncalled Pyrenees and involved 266 students who were randomly\nassigned to five conditions. All students experienced\nthe same procedure, studied the same training problems in the\nsame order, and used the same ITS. The conditions differed\nonly in how the training problems were presented. Our results\nshow that when the domain content and required steps are\nstrictly equivalent, different granularities of pedagogical decisions\ncan significantly impact students’ time on task. More\nspecifically, the fine-grained step level decisions can have a\nstronger pedagogical impact than the problem-level ones.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"worked example"},{"word":"problem solving"},{"word":"faded worked\nexample"},{"word":"granularity"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7wm3v28k","frozenauthors":[{"first_name":"Guojing","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Thomas","middle_name":"W","last_name":"Price","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Collin","middle_name":"","last_name":"Lynch","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Tiffany","middle_name":"","last_name":"Barnes","name_suffix":"","institution":"North Carolina State University","department":""},{"first_name":"Min","middle_name":"","last_name":"Chi","name_suffix":"","institution":"North Carolina State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25851/galley/15475/download/"}]},{"pk":25913,"title":"The Increased Use of Tablets In Education: Why Physical Learning Is Sometimes\nBetter","subtitle":null,"abstract":"Digital devices are becoming ubiquitous fixtures in classrooms nationwide. Despite this, the costs and benefits of\ndigitization are understudied. For example, Mangen et al. (2013) found advantages in reading with physical books compared\nto digital readers. The current study extends these findings to physical and digital versions of spatial puzzles. Participants\ncompleting a series of physical tangram puzzles were both faster and more accurate than those completing digital versions of\nidentical puzzles on tablet computers. Those in the physical condition were also faster and less error-prone on a subsequent\narithmetic test. These results suggest that the current trend of increased digitization in education may have far-reaching and\nunexpected implications that could compromise learning. Follow-up studies aim to identify the cognitive mechanisms that\ncause these differences. These findings can be used to develop a set of best practices for incorporating digital teaching tools in\nthe classroom.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hw12516","frozenauthors":[{"first_name":"Sara","middle_name":"","last_name":"Goodman","name_suffix":"","institution":"University of California Santa Cruz","department":""},{"first_name":"Travis","middle_name":"","last_name":"Seymour","name_suffix":"","institution":"University of California Santa Cruz","department":""},{"first_name":"Barrett","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"University of California Santa Cruz","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25913/galley/15537/download/"}]},{"pk":25922,"title":"The influence of an inherence heuristic on scientific explanation","subtitle":null,"abstract":"What cognitive processes underlie scientific explanation? Although scientific reasoning is often careful and methodical,\nwe hypothesize that it is also influenced by an intuitive explanatory process: namely, an inherence heuristic (Cimpian &\nSalomon, 2014, BBS). The central claim of the inherence heuristic proposal is that, when people construct explanations, they\noversample inherent facts about the entities whose behavior they are attempting to explain. We investigated the influence of this\nheuristic process on explanations for novel and historical scientific phenomena in chemistry, biology, and physics. Participants\nwere provided with short vignettes describing unexpected outcomes of experiments and were asked to explain these outcomes.\nAs predicted, explanations were couched primarily in terms of inherent features of the entities involved. Importantly, this was so\neven though such features were not mentioned in the vignettes but extrinsic factors were (e.g., high altitude, unusual location).\nThese findings elucidate the psychological processes that underlie scientific explanation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nn6s50c","frozenauthors":[{"first_name":"Zachary","middle_name":"","last_name":"Horne","name_suffix":"","institution":"University of Illinois at Urbana-Champaign","department":""},{"first_name":"Andrei","middle_name":"","last_name":"Cimpian","name_suffix":"","institution":"University of Illinois at Urbana Champaign","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25922/galley/15546/download/"}]},{"pk":25731,"title":"The influence of hand or foot responses on response times in investigating action\nsentence processing","subtitle":null,"abstract":"In a response time experiment dealing with action language\ncomprehension, we investigated the question of whether the\nexecution of a hand-response would interfere with or facilitate\nhand-related action sentence processing. We analyzed response\ntimes on concrete action, abstract action, and abstract\ncontrol stimuli, given by hand or with the foot respectively.\nBeside the well-known concreteness effect, we found that responses\nby hand on concrete action sentences were relatively\nprolonged in relation to responses with the foot. Thus, there is\na decisive interdependency between the effector-reference of\nthe action verb and the effector used for response detection.\nWe suggest that this has to be taken into account when analyzing\naction language comprehension and that response\neffectors should be chosen in accordance with the action language\nstimuli used.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"action verb"},{"word":"abstract and concrete language"},{"word":"motor\ninterference and facilitation"},{"word":"Embodiment"},{"word":"response times"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hr2p53j","frozenauthors":[{"first_name":"Franziska","middle_name":"","last_name":"Schaller","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Sabine","middle_name":"","last_name":"Weiss","name_suffix":"","institution":"Bielefeld University","department":""},{"first_name":"Horst","middle_name":"M","last_name":"Muller","name_suffix":"","institution":"Bielefeld University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25731/galley/15355/download/"}]},{"pk":25521,"title":"The Influence of Language on Memory for Object Location","subtitle":null,"abstract":"In this study, the influence of two types of language on memory\nfor object location was investigated: demonstratives (this, that)\nand possessives (my, your). Participants read instructions\n(containing this/that/my/your/the) to place objects at different\nlocations. They then had to recall those object locations.\nExperiments 1 and 2 tested the contrasting predictions of two\npossible accounts of language on memory: the expectation\nmodel (Coventry, Griffiths, & Hamilton, 2014) and the\ncongruence account (Bonfiglioli, Finocchiaro, Gesierich,\nRositani, & Vescovi, 2009). In Experiment 3, the role of\nattention as a possible mechanism was investigated. The results\nacross all three experiments show striking effects of language\non object location memory; objects in the “that” and “your”\ncondition were misremembered to be further away than objects\nin the “this” and “my” condition. The data favored the\nexpectation model: expected location cued by language and\nactual location are concatenated leading to (mis)memory for\nobject location.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory for object location; spatial\ndemonstratives; possessives"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1cx747mv","frozenauthors":[{"first_name":"Harmen","middle_name":"B","last_name":"Gudde","name_suffix":"","institution":"School of Psychology, University of East Anglia","department":""},{"first_name":"Kenny","middle_name":"R","last_name":"Coventry","name_suffix":"","institution":"School of Psychology, University of East Anglia","department":""},{"first_name":"Paul","middle_name":"E","last_name":"Engelhardt","name_suffix":"","institution":"School of Psychology, University of East Anglia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25521/galley/15145/download/"}]},{"pk":36056,"title":"The Internationalization of Higher Education: Examining Issues, Maximizing Outcomes","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - The Internationalization of Higher Education: Examining Issues, Maximizing Outcomes","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rk3c8v0","frozenauthors":[{"first_name":"Gena","middle_name":"","last_name":"Bennett","name_suffix":"","institution":"Independent Scholar, Conway, AK","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36056/galley/26908/download/"}]},{"pk":25587,"title":"The learnability of Auditory Center-embedded Recursion","subtitle":null,"abstract":"A growing body of research investigates how humans learn\ncomplex hierarchical structures with center-embedded\nrecursion (Bahlmann, Schubotz, & Friderici, 2008; Poletiek &\nLai, 2012). Increasing evidence indicates that properties of the\nlearning input have an impact on learning this type of\nrecursion. For instance, recent studies found that staged input,\nfewer unique exemplars and unequal repetition facilitate\nlearning (e.g. Lai, Krahmer, & Sprenger, 2014; Lai &\nPoletiek, 2011, 2013). Most of these studies investigated\nlearning center-embedded recursion through visual input,\nwhereas few studies examined the processing of auditory\ninput. In the current study, we test: 1) whether participants are\nable to learn center-embedded recursive structure from\nexclusively auditory input; 2) whether the facilitative cues\n(ordering and frequency distribution) are attuned to the\nauditory modality. Our results successfully demonstrate the\nlearning of auditory sequences with center-embedded\nrecursion, and replicated the effect with visual input in the\nprevious study (Lai et al., 2014).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"auditory learning; artificial language; recursion;\nstarting small; frequency distribution"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kc5w5xm","frozenauthors":[{"first_name":"Jun","middle_name":"","last_name":"Lai","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Emiel","middle_name":"","last_name":"Krahmer","name_suffix":"","institution":"Tilburg University","department":""},{"first_name":"Jan","middle_name":"","last_name":"Sprenger","name_suffix":"","institution":"Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25587/galley/15211/download/"}]},{"pk":25401,"title":"The London Underground Diagram as an example of cognitive niche construction","subtitle":null,"abstract":"The London Underground Diagram (LUD) is a cognitive\nartifact and a well-known example of representational efficiency,\nhaving been copied by urban transportation systems\nworldwide. Here we describe the design of the LUD as an\nexample of cognitive niche construction happening through\niconic meaning of a problem space. We argue that the LUD's\nmeaning is grounded on the offer of opportunities for action\nthrough diagrammaticity. Our examination suggest that\niconicity is at the core the cognitive niche construction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive niche; Iconicity; Diagrams; Cognitive\nsemiotics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7mx0z2jq","frozenauthors":[{"first_name":"Pedro","middle_name":"","last_name":"Ata","name_suffix":"","institution":"Institute of Arts and Design, Federal University of Juiz de Fora","department":""},{"first_name":"Joao","middle_name":"","last_name":"Queiroz","name_suffix":"","institution":"Institute of Arts and Design, Federal University of Juiz de Fora","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25401/galley/15025/download/"}]},{"pk":25632,"title":"The mental number-line spreads by gestural contagion","subtitle":null,"abstract":"Mathematical expertise builds on a foundation of space,\nespecially the ability to map exact numbers to linear space.\nThis “mental number-line” is known to vary cross-culturally,\nbut there is debate about the mechanisms responsible for its\ncultural elaboration. We investigated the role of co-speech\ngesture, a ubiquitous cultural activity, in stabilizing and\nentrenching the mental number-line within a community.\nImitating culture-specific gestures systematically shaped\ngesturers’ mental number-line. Moreover, gestures were used\nspontaneously to infer speakers’ spatial understanding of\nnumber, and merely observing these gestures was sufficient to\nshape the observer’s own mental number-line. These findings\nestablish co-speech gesture as one mechanism for propagating\nand perpetuating the number-line","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"numerical cognition; SNARC; mental numberline;\ngestural contagion; gesture"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75q3g0s4","frozenauthors":[{"first_name":"Tyler","middle_name":"","last_name":"Marghetis","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Luke","middle_name":"C","last_name":"Eberle","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Benjamin","middle_name":"K","last_name":"Bergen","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25632/galley/15256/download/"}]},{"pk":25725,"title":"The Moral Rhetoric of Climate Change","subtitle":null,"abstract":"Communication in the media about climate change in the\nUnited States is complicated by the intensely ideologically\npolarized state of the debate surrounding the issue; moral\nrhetoric is an important dimension of how ideology is\ncommunicated. In this study we examined how moral rhetoric\nregarding this issue differs on the basis of a publication's\nperceived ideological lean. To address the question, we built a\ncorpus from a diverse group of online news media that were\nrated for their perceived ideological lean. Using Latent\nSemantic Analysis we calculated the average loading for the\nfive moral domains identified in Haidt's Moral Foundations\nTheory (Haidt & Joseph, 2004) on the terms \"climate change\"\nand \"global warming.\" We found that there were higher moral\nloadings overall for \"climate change\" with a greater difference\nseen among the more progressive media.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Climate Change; Moral Rhetoric; Climate\nCommunication; Latent Semantic Analysis"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5tf5x0v9","frozenauthors":[{"first_name":"Eyal","middle_name":"","last_name":"Sagi","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Timothy","middle_name":"Margolin","last_name":"Gann","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Teenie","middle_name":"","last_name":"Matlock","name_suffix":"","institution":"University of California, Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25725/galley/15349/download/"}]},{"pk":25563,"title":"The number of times a motion repeats influences sentence processing","subtitle":null,"abstract":"We investigated how the semantic properties of verbs\ninfluence the way in which language users process sentences\nand how well they remember the verb. In particular, our study\nfocused on the frequency of motion repetition, that is, how\nmany times actions generally repeat in a row. The\nexperimental sentences contained action verbs, such as\nsneezing, knocking on a door, clapping, and bouncing a ball.\nHalf of the target sentences contained verbs that refer to\nactions that generally repeat once or twice in a row in the real\nworld (determined by norming), such as sneezing, coughing,\nand knocking on a door. The other half contained verbs\nreferring to actions that typically repeat many times in row,\nsuch as hiccupping, clapping, and bouncing a ball. Native\nKorean speakers performed a sensicality judgment task where\nthey decided whether given Korean sentences were sensical\nor not. We also tested how well participants remember the\nverbs in target sentences. The results show an effect of action\nrepetition frequency: Participants judged sentences with low\nrepetition frequency verbs more accurately than sentences\ncontaining high repetition frequency verbs. We propose that\nverbs describing multiple repetitions may place a greater\nprocessing load than verbs involving fewer repetitions","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"lexical semantics"},{"word":"action repetition frequency"},{"word":"sentence processing"},{"word":"sensicality judgment"},{"word":"memory retention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79k1b3gh","frozenauthors":[{"first_name":"Lucy","middle_name":"Kyoungsook","last_name":"Kim","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Elsi","middle_name":"","last_name":"Kaiser","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25563/galley/15187/download/"}]},{"pk":25667,"title":"The Past and Future are in Your Hands:\nHow Gestures Affect Our Understanding of Temporal Concepts","subtitle":null,"abstract":"Metaphors are commonly used by individuals to represent and\nreason about time in daily conversations. These metaphors are\noften paired with gestures that reveal the possible axes along\nwhich our internal conceptualisation of time may be aligned\nagainst. The present study attempts to use such gestures as\ntemporal primes to investigate how individuals conceptualize\ntime. Results revealed effects of congruency along the sagittal\naxis, but not the lateral. This suggests that individuals\nprimarily represent time most strongly along the sagittal axis.\nImplications for models of how individuals represent time as\nwell as methods of investigating how time is represented in the\nmind are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Time; gestures; priming"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2xn8263t","frozenauthors":[{"first_name":"Melvin","middle_name":"M.R.","last_name":"Ng","name_suffix":"","institution":"National University of Singapore","department":""},{"first_name":"Winston","middle_name":"D","last_name":"Goh","name_suffix":"","institution":"National University of Singapore","department":""},{"first_name":"Melvin","middle_name":"J","last_name":"Yap","name_suffix":"","institution":"National University of Singapore","department":""},{"first_name":"Chi-Shing","middle_name":"","last_name":"Tse","name_suffix":"","institution":"The Chinese University of Hong Kong","department":""},{"first_name":"Wing","middle_name":"Chee","last_name":"So","name_suffix":"","institution":"The Chinese University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25667/galley/15291/download/"}]},{"pk":25778,"title":"The perception and memory of object properties: The role of attention, intention,\nand information detection","subtitle":null,"abstract":"The current study sought to investigate the relationship\nbetween attention, perception and memory in the perception\nand recall of attended and unattended properties of objects.\nTwo experiments tested whether the intention to perceive\nmaximum overhead reaching height with the use of handheld\nrods with different mass and rotational inertia yielded\ninformation for participants to remember the rods’ heaviness\nafter they were removed from view. Participants remembered\nthe difference in heaviness of rods but only when haptic\ninformation was solely available during the earlier perception\nof overhead reaching height and vision was occluded. The\nresults support an ecological approach to perception, attention\nand memory, and suggest that information detected for\nperception can be later used to remember other object\nproperties that have a correlated informational basis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"remembered affordances"},{"word":"direct perception"},{"word":"ecological psychology"},{"word":"information"},{"word":"attention"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1x52q26f","frozenauthors":[{"first_name":"Brandon","middle_name":"J","last_name":"Thomas","name_suffix":"","institution":"University of Cincinnati","department":""},{"first_name":"Michael","middle_name":"A","last_name":"Riley","name_suffix":"","institution":"University of Cincinnati","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25778/galley/15402/download/"}]},{"pk":25435,"title":"The perception of stroke-to-stroke turn boundaries in signed conversation","subtitle":null,"abstract":"Speaker transitions in conversation are often brief, with minimal\nvocal overlap. Signed languages appear to defy this pattern\nwith frequent, long spans of simultaneous signing. But recent\nevidence suggests that turn boundaries in signed language\nmay only include the content-bearing parts of the turn (from\nthe first stroke to the last), and not all turn-related movement\n(from first preparation to final retraction). We tested whether\nsigners were able to anticipate “stroke-to-stroke” turn boundaries\nwith only minimal conversational context. We found that,\nindeed, signers anticipated turn boundaries at the ends of turnfinal\nstrokes. Signers often responded early, especially when\nthe turn was long or contained multiple possible end points.\nEarly responses for long turns were especially apparent for\ninterrogatives—long interrogative turns showed much greater\nanticipation compared to short ones.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Turn taking; sign language; online prediction;\nquestions"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/192318fb","frozenauthors":[{"first_name":"Marisa","middle_name":"","last_name":"Casilla","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Connie","middle_name":"","last_name":"de Vos","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""},{"first_name":"Onno","middle_name":"","last_name":"Crasborn","name_suffix":"","institution":"Centre for Language Studies, Radboud University","department":""},{"first_name":"Stephen","middle_name":"C","last_name":"Levinson","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25435/galley/15059/download/"}]},{"pk":25650,"title":"The perceptual foundation of linguistic context","subtitle":null,"abstract":"Context plays a ubiquitous role in language processing. For\nthe most part, work in language processing investigates the\neffects of context without investigating questions about what\ndetermines a context. For example, interpretation of any referential\nexpression must take into account the notion of a referential\ndomain. Here we investigate the influence of perceptual\ncues in establishing a referential domain, or linguistic context.\nWe demonstrate that people use perceptual cues to establish a\nlinguistic context; the influence of perceptual cues is gradient\nwith respect to cue magnitude; and the contribution of a perceptual\ncue in constructing a linguistic context is not an effect\nof attention or salience. We provide these results as a first step\ntoward developing a formal model for the establishment of linguistic\ncontext.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language processing; reference resolution; linguistic\ncontext"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/464856tb","frozenauthors":[{"first_name":"Francis","middle_name":"","last_name":"Mollica","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Steven","middle_name":"T","last_name":"Piantadosi","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Michael","middle_name":"K","last_name":"Tanenhaus","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25650/galley/15274/download/"}]},{"pk":25421,"title":"The Power of the Representativeness Heuristic","subtitle":null,"abstract":"We present a computational model of the\nrepresentativeness heuristic. This model is trained on\nthe entire English language Wikipedia corpus, and is\nable to use representativeness to answer questions\nspanning a very large domain of knowledge. Our\ntrained model mimics human behavior by generating\nthe probabilistic fallacies associated with the\nrepresentativeness heuristic. It also, however, achieves\na high rate of accuracy on unstructured judgment\nproblems, obtained from large quiz databases and from\nthe popular game show Who Wants to be a\nMillionaire?. Our results show how highly simplistic\ncognitive processes, known to be responsible for some\nof the most robust and pervasive judgment biases, can\nbe used to generate the type of flexible, sophisticated,\nhigh-level cognition observed in human decision\nmakers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Heuristic judgment"},{"word":"representativeness"},{"word":"Conjunction fallacy"},{"word":"Adaptive rationality"},{"word":"Latent\nsemantic analysis"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/89z2n1bm","frozenauthors":[{"first_name":"Sudeep","middle_name":"","last_name":"Bhatia","name_suffix":"","institution":"Behavioral Science Group, University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25421/galley/15045/download/"}]},{"pk":25671,"title":"The pragmatics of negation across contexts","subtitle":null,"abstract":"Why do some negative sentences sound strange, even when\nthey are both true and grammatical? We explore the pragmatics\nof negation by examining adults’ explicit felicity judgments\nof negative sentences in context. In Experiment 1, we found\nthat a pragmatically supportive context elicited higher felicity\nratings for negative sentences, and that negative sentences\nexpressing nonexistence were rated higher than negative sentences\nreferring to an alternative object. In Experiment 2, we\nused a within-subjects design to compare three context types,\nand found that negative sentences were rated more felicitous in\na context where most of the characters possessed the negated\nobject, compared to contexts where the other characters possessed\nan alternative object or nothing. We discuss the pragmatics\nof negation in light of these results, arguing that the\nfelicity of negative sentences is influenced by changes in the\ninformativeness of these sentences in different contexts","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Negation; felicity judgments; pragmatics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/401783vw","frozenauthors":[{"first_name":"Ann","middle_name":"E","last_name":"Nordmeyer","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Michael","middle_name":"C","last_name":"Frank","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25671/galley/15295/download/"}]},{"pk":25923,"title":"The Relationship Between Empathy and Humor use in Adolescents","subtitle":null,"abstract":"Previous studies found that humor and empathy are associated with interpersonal relationships. Particularly, Hampes\n(2001) reported that humor styles and empathy had a positive correlation in adults. The purpose of the study is to explore the\nlink between empathy and humor use in teenagers and to investigate if gender differences exist as well. 115 adolescents between\n11-12 years old participated the study and filled out The Empathy Quotient and Taiwanese Adolescent Humor Instruments. We\nfound that empathy and the sense of humor had a significant correlation both in boys and girls. However, the scenarios of humor\nusing and the purposes of humor using only had a positive correlation with empathy in girls. The findings offer a supplementary\nevidence for the developmental link between empathy and humor. The implications of the study shed light on the developmental\ndiscrepancies between genders in adolescents.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kj0t7w2","frozenauthors":[{"first_name":"Yong-Ru","middle_name":"","last_name":"Hsiao","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yueh-Lin","middle_name":"","last_name":"Tsai","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Hsueh-Chih","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Taiwan Normal University","department":""},{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25923/galley/15547/download/"}]},{"pk":25924,"title":"The Relationship between Theory of Mind Abilities and Humor Comprehension","subtitle":null,"abstract":"According to Howe (2002), humor originates from perceiving the thoughts of the subject of the humor, implying the\ninvolvement of perspective-taking or related mental processes. However, how does the ability to infer the mental states of others,\nor theory of mind (ToM) operate with the comprehension of humor is yet certain. The current research continued to examine\nthis idea using fMRI, hoping to investigate the underlying neural substrates of those with high and low ToM related ability\nwhen processing humor. In fMRI, participants read 64 stories, including ToM-funny, ToM-unfunny, nonsensical-funny, and\nnonsensical-unfunny conditions. Empathy Quotient is used to assess participants’ ToM ability. The results revealed a positive\ncorrelation between EQ scores and left ACC under the comparison between ToM conditions and nonsensical conditions. The\npresent study advanced the influences of ToM processing and how it involves cognitive processing, such as story reading or\njoke comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":false,"remote_url":null,"frozenauthors":[{"first_name":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yueh-Lin","middle_name":"","last_name":"Tsai","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yong-Ru","middle_name":"","last_name":"Hsiao","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yu-Chen","middle_name":"","last_name":"Lin","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Liang-Yu","middle_name":"","last_name":"Shen","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Liang-Yu","middle_name":"","last_name":"Tsao","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Yu-CHen","middle_name":"","last_name":"Chan","name_suffix":"","institution":"National Tsing Hua University","department":""},{"first_name":"Hsueh-Chih","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Taiwan Normal University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25924/galley/15548/download/"}]},{"pk":25386,"title":"The Relevance of Alternative Possibilities throughout Cognition","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"modality; counterfactuals; counterfactual\navailability; norms; moral judgment; causal reasoning;\ndevelopmental psychology"}],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5404f98m","frozenauthors":[{"first_name":"Jonathan","middle_name":"","last_name":"Philips","name_suffix":"","institution":"Department of Philosophy, Yale University","department":""},{"first_name":"Joshua","middle_name":"","last_name":"Knobe","name_suffix":"","institution":"Department of Philosophy, Yale University","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Shtulman","name_suffix":"","institution":"Department of Psychology, Occidental College","department":""},{"first_name":"Charles","middle_name":"","last_name":"Kalish","name_suffix":"","institution":"Department of Educational Psychology, University of Wisconsin-Madison","department":""},{"first_name":"Annelie","middle_name":"","last_name":"Riggs","name_suffix":"","institution":"Department of Educational Psychology, University of Wisconsin-Madison","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Hitchcock","name_suffix":"","institution":"Division of Humanities and Social Sciences, California Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25386/galley/15010/download/"}]}]}