Research has shown that after observing a sequence of object-related actions, young children sometimes imitate the goal-directed aspects of the actions only, but other times faithfully imitate all aspects of the actions. In this study we explore whether this mixture of goal-directed and faithful imitation is based in part on individual differences between children. Forty-eight 2-year-old children (mean age = 26 months) completed a series of imitation tasks. Results revealed stable individual differences in children’s imitation—measurements of their imitative behavior correlated both within and between different types of imitation tasks. We further used Principle Component Analyses to cluster these correlated measurements into two factors, and the two factors aligned well with the concepts of goal-directed and faithful imitation.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"goal-directed imitation; faithful imitation;individual differences; social cognition; Principle ComponentAnalysis."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3mc8x48g","frozenauthors":[{"first_name":"Yue","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Tamar","middle_name":"","last_name":"Kushnir","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25843/galley/15467/download/"}]},{"pk":25630,"title":"Universals on Natural Language Determiners from a PAC-learnability Perspective","subtitle":null,"abstract":"A classical conjecture in generative linguistics is that universal\nrestrictions on determiners in Natural Language (e.g. monotonicity,\ninvariance, and conservativity) serve the purpose of\nsimplifying the language acquisition task. This paper formalizes\nthis conjecture within the PAC-learnability framework","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Natural Language determiners; PAC-learnability"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9zm4b6t5","frozenauthors":[{"first_name":"Giorgio","middle_name":"","last_name":"Magri","name_suffix":"","institution":"CNRS, University of Paris 8; Utrecht University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25630/galley/15254/download/"}]},{"pk":25682,"title":"Upsetting the contingency table: Causal induction over sequences of point events","subtitle":null,"abstract":"Data continuously stream into our minds, guiding our learn-\ning and inference with no trial delimiters to parse our experi-\nence. These data can take on a variety of forms, but research\non causal learning has emphasized discrete contingency data\nover continuous sequences of events. We present a formal\nframework for modeling causal inferences about sequences\nof point events, based on Bayesian inference over nonhomo-\ngeneous Poisson processes (NHPPs). We show how to apply\nthis framework to successfully model data from an experiment\nby Lagnado and Speekenbrink (2010) which examined human\nlearning from sequences of point events.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"causal inference; continuous time; stochastic pro-\ncesses; Bayesian models"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0cr5s8z1","frozenauthors":[{"first_name":"Michael","middle_name":"D","last_name":"Pacer","name_suffix":"","institution":"UCB","department":""},{"first_name":"Thomas","middle_name":"L","last_name":"Griffiths","name_suffix":"","institution":"UCB","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25682/galley/15306/download/"}]},{"pk":25932,"title":"Use of Lexical Statistics for CompoundWord Recognition and Segmentation in\nTurkish","subtitle":null,"abstract":"Compound words are cross-linguistic morphological phenomena that occur in all languages. Compound words are\nwidely accepted to be stored in the lexicon but their constituents need to be accessed during both language learning and production\nprocesses. In this study, the use of corpora was investigated for how to differentiate single-stem words from single-word\ncompounds and then how to segment compound words when no phonological information is available. Stems and morphs discovered\nin manual segmentations of the METU-Sabancı Turkish Treebank and the CHILDES were employed in the compound\nword recognition task and the results were compared. The METU Turkish Corpus (with about 2 million words) and a webcorpus\n(with about 490 million of Turkish words) were utilized in the segmentation task. The results emphasize that the lexicon\ncan be morpheme-based; and lexical frequencies are effective heuristics in compound word recognition and segmentation","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kk766jd","frozenauthors":[{"first_name":"Ozkan","middle_name":"","last_name":"Kilie","name_suffix":"","institution":"Graduate Student","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25932/galley/15556/download/"}]},{"pk":25909,"title":"Using Advance Organizers to Improve Learning from Video","subtitle":null,"abstract":"The use of video for instructional purposes has exploded online, but little is known about how people interact with\nvideo differently than other instructional materials and how much they learn from those lessons. Kintsch’s (1994) model of\ntext comprehension provides a productive model for studying how students build a semantic representation of materials that\nunfold over time but have an overarching conceptual structure. The current study seeks to replicate an earlier finding from the\ntext comprehension literature (Mannes & Kintsch, 1987) that providing students with an informational outline before reading\ntext can improve recall of the text and/or transfer of ideas in the texts to new contexts, depending on the structural relationship\nof the outline to the text itself (consistent or inconsistent structure). This study was replicated using instructional videos rather\nthan texts. Results will be discussed with respect to Mannes and Kintsch’s original study.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rw9f9pt","frozenauthors":[{"first_name":"Emma","middle_name":"","last_name":"Geller","name_suffix":"","institution":"UCLA","department":""},{"first_name":"James","middle_name":"","last_name":"Stigler","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25909/galley/15533/download/"}]},{"pk":25472,"title":"Using a Task-Filled Delay During Discrimination Trials to Examine Different\nComponents of Learned Visual Categorical Perception","subtitle":null,"abstract":"The evidence concerning the level at which learned CP\neffects occur is complex. The goal of this study was to use\na different approach to this question by manipulating the\nabstractness of the information available for distinguishing\npairs of items in an XAB task, and the presence or absence\nof a short task-filled delay between X and AB. Participants\nengaged in XAB trials containing a mixture of trials with\nand without the delay task before and after standard training\nto classify visual texture stimuli into two categories.\nTraining improved discrimination of pairs differing on the\ncategory-relevant dimension whether within- or betweencategory,\nbut not on pairs differing only on non-category\nrelevant low level features. In addition, only successful\nlearners in the post-training trials avoided decreased\ndiscrimination accuracy due to the delay task, suggesting\nthat they formed more stable representations. However, this\neffect was not limited to pairs varying in category-relevant\nways.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Categorization; categorical perception;\ncompression; expansion; learning; discrimination; bottom-up;\ntop-down; dimensions; interference"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0qz7v28d","frozenauthors":[{"first_name":"Joshua","middle_name":"R","last_name":"de Leeuw","name_suffix":"","institution":"Indiana","department":""},{"first_name":"Jan","middle_name":"","last_name":"Andrews","name_suffix":"","institution":"Vassar","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25472/galley/15096/download/"}]},{"pk":26044,"title":"Using false belief task to explore the effect of empathy situation on Theory of Mind\nfunction","subtitle":null,"abstract":"Theory of Mind (TOM) is an ability to simulate mental activities, attribute intention, and predict behaviors of others.\nAccording to Ickes’s study (1990), there are strong correlation between empathy and TOM. However, whether they have any\ncausal-effect relationship is still unclear. It is possible to differentiate the two processes from a developmental perspective\nsince TOM ability develops later than empathy. This study aimed to study the influence of empathy on TOM processes. In the\nexperiment (N=28), 4-year-olds children received a traditional false belief task first; and then after a week, they were divided\ninto two different empathic situations: bullying condition and bully-victim condition. The study found a trend that the TOM\nscore is lower in the bullying condition but higher in the bully-victim condition compared to the baseline condition despite of\nthe insufficient subjects. It suggests that empathic states indeed impact TOM processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40z5b79x","frozenauthors":[{"first_name":"Chi-Lin","middle_name":"","last_name":"Yu","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Min-Ying","middle_name":"","last_name":"Wang","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Pei-wen","middle_name":"","last_name":"Chen","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Joe-Yi","middle_name":"","last_name":"Yap","name_suffix":"","institution":"National Cheng Kung University","department":""},{"first_name":"Jen-Shen","middle_name":"","last_name":"Chang","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":"Jon-Fan","middle_name":"","last_name":"Hu","name_suffix":"","institution":"National Cheng Kung University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26044/galley/15668/download/"}]},{"pk":25822,"title":"Using Ground Truths to Improve Wisdom of the Crowd Estimates","subtitle":null,"abstract":"In this paper we explore a cognitive modeling approach to aggregating\nindividuals’ estimates of unknown quantities without\nnatural bounds. We carried out two experiments that elicited\nindividuals’ estimates of the population of US metropolitan areas,\nand domestic box office returns for movies. We found\nthat the means of individuals’ responses correlate well with\nthe true sizes, but participants systematically underestimated\nthese values. We formulated a cognitive model that uses the\ntrue values of known items to correct for individuals’ biases,\nand demonstrated that this model can drastically improve predictive\naccuracy. Because our model quantitatively infers individual’s\nbiases on the estimation tasks we were able to examine\nthe distribution of individual biases, and found that there were\nsubstantial between-individual differences in the magnitude of\nthe responses. This work demonstrates how individuals’ biases,\nwhether over- or underestimation, can be corrected using\na cognitive model together with known ground truths","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"wisdom of the crowd; graphical model; hierarchical\nBayesian model; human judgments; individual differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8dv3221t","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Whalen","name_suffix":"","institution":"University of St Andrews","department":""},{"first_name":"Saiwing","middle_name":"","last_name":"Yeung","name_suffix":"","institution":"Beijing Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25822/galley/15446/download/"}]},{"pk":25936,"title":"Using Real-Time Computational Modeling to Individually Optimize Speech\nCategory Learning","subtitle":null,"abstract":"Acquiring novel speech categories is necessary in spoken language learning. The dual-learning systems (DLS)\napproach posits that two competitive systems underlie the category learning process: an explicit hypothesis-testing system,\nand an implicit procedural system. DLS assumes that the explicit system dominates early and control is passed to the implicit\nsystem when optimal. Evidence from our work, including the finding that minimally informative feedback enhances speech\nlearning relative to fully informative feedback, supports the claim that the implicit system optimally mediates speech learning\nin adulthood. Experiment 1 replicates this finding. Experiment 2 tests the DLS prediction that explicit processing dominates\nearly by comparing performance across two conditions. The optimal condition includes full feedback early and minimal\nfeedback later. The suboptimal condition includes minimal feedback early and full feedback later. In both conditions, real-time\ncomputational modeling individualized when feedback transitions occurred. As predicted from DLS, learning was superior in\nthe optimal condition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/601848b8","frozenauthors":[{"first_name":"Seth","middle_name":"","last_name":"Koslov","name_suffix":"","institution":"University of Texas, Austin","department":""},{"first_name":"Nathaniel","middle_name":"","last_name":"Blanco","name_suffix":"","institution":"University of Texas, Austin","department":""},{"first_name":"Bharath","middle_name":"","last_name":"Chandrasekaran","name_suffix":"","institution":"University of Texas, Austin","department":""},{"first_name":"Todd","middle_name":"","last_name":"Maddox","name_suffix":"","institution":"University of Texas, Austin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25936/galley/15560/download/"}]},{"pk":25882,"title":"UsingWordless Picture Books during Shared Reading Boost Language Production\nin Preschoolers","subtitle":null,"abstract":"Prior research shows that shared book reading promotes preschoolers´ language and literacy skills. However, little\nis known about the potential role of books´ features –e.g., wordless picture books vs. books with text– in children and teachers´\nspontaneous language production. In this study, we transcribed verbal interactions of thirteen Colombian teachers reading\nto groups of preschooler students (aged 43 to 55 months) during reading sessions in Spanish using wordless picture books\n(condition 1) and prototypical storybook with text (condition 2). Books were matched for page length, genre and theme. Using\nComputerized Language Analysis (CLAN), we found important differences in children and teachers´ spontaneous language\nproduction. Specifically, paired t-test comparisons revealed that in the wordless-picture-book condition: (a) children produced\nsignificantly more word tokens, word types, utterances and questions (all p´s < .05), and (b) teachers produced significantly\nmore word tokens, questions and levels of instructional support (all p´s <.05).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7fr5x9qh","frozenauthors":[{"first_name":"Leydi","middle_name":"","last_name":"Chaparro-Moreno","name_suffix":"","institution":"Universidad de Los Andes","department":""},{"first_name":"Florencia","middle_name":"","last_name":"Reali","name_suffix":"","institution":"Universidad de Los Andes","department":""},{"first_name":"Carolina","middle_name":"","last_name":"Maldonado-Carreno","name_suffix":"","institution":"Universidad de Los Andes","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25882/galley/15506/download/"}]},{"pk":25869,"title":"Valence vs. Value in Decision-Making in Depression","subtitle":null,"abstract":"Individuals with elevated symptoms of depression exhibit deficits in decision-making. Depressed individuals show\ndecreased sensitivity to rewards, but increased sensitivity to punishments. This may be critical to understanding depressionrelated\ndecision-making deficits, yet the computational nature of these effects is poorly understood. Participants (N=161)\ncompleted a decision-making task wherein they chose between two options on each of 150 trials. Rewards for both options\nwere drawn from skewed-normal distributions with mean reward values of 0 points. For one option the reward distribution\nwas positively skewed—more frequently giving losses than gains. For the other option the reward distribution was negatively\nskewed—more frequently giving gains than losses. Preference for the negatively-skewed option increased linearly as a function\nof the degree of depressive symptoms. Modeling analyses indicate that depressive symptoms are associated with less effective\nprocessing of reward magnitude and greater reliance on reward valence (gains vs. losses) in decision-making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gv0974z","frozenauthors":[{"first_name":"Nathaniel","middle_name":"","last_name":"Blanco","name_suffix":"","institution":"University of Texas at Austin","department":""},{"first_name":"W","middle_name":"Todd","last_name":"Maddox","name_suffix":"","institution":"University of Texas at Austin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25869/galley/15493/download/"}]},{"pk":25958,"title":"Varying Effects of Subgoal Labeled Procedural Instructions in STEM Learning","subtitle":null,"abstract":"This study discusses differences in problem solving performance among different domains presumably caused by the\nsame instructional intervention. Discpline-based education research (DBER) acknowledges similarities in learners’ cognitive\narchitecture that allow interventions to transfer among domains, but it also argues that each domain has characteristics that might\naffect how interventions impact learning. The present study uses an instructional design technique that had previously improved\nlearners’ problem solving performance in programming: subgoal labeled procedural instructions and worked examples. The\npresent study explores the effect of this technique for solving problems in statistics and chemistry. The problem solving\nprocedures in the three domains have different characteristics. Similarly, each of the three experiments has a different pattern\nof results for problem solving performance. This study concludes that subgoal labeled worked examples seem to be equally\neffective across the different domains. Subgoal labeled procedural instructions, however, seem to be most effective for more\ncomplex procedures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/672863cw","frozenauthors":[{"first_name":"Lauren","middle_name":"","last_name":"Margulieux","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Richard","middle_name":"","last_name":"Catrambone","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25958/galley/15582/download/"}]},{"pk":25813,"title":"Verbal Reports Reveal Strategies in Multiple-Cue Probabilistic Inference","subtitle":null,"abstract":"In multiple-cue probabilistic inference, people choose between\nalternatives based on several cues, each of which is differentially\nassociated with an alternative’s overall value. Various strategies\nhave been proposed for probabilistic inference. These include\nheuristics, simple strategies that ignore part of the available\ninformation to make decisions more quickly and with less effort.\nHeuristic models seek to explain the sequence of cognitive events\nthat occur as people make decisions. Validating these models\ninvolves evaluating their predictions concerning both outcomes\nand process measures. In this study, we gathered verbal protocols\nfrom participants as they performed multiple-cue probabilistic\ninference. We find converging evidence across decisions, search\nbehavior, and verbal reports that many participants use a\nsimplifying heuristic, take-the-best. These results provide novel\nevidence for take-the-best as a process model of human decision\nbehavior in multiple-cue probabilistic inference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Multiple-cue probabilistic inference"},{"word":"verbal\nprotocols"},{"word":"Take-The-Best"},{"word":"tally"},{"word":"weighted additive"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8f5340zk","frozenauthors":[{"first_name":"Mathew","middle_name":"M","last_name":"Walsh","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Michael","middle_name":"","last_name":"Collins","name_suffix":"","institution":"Air Force Research Laboratory","department":""},{"first_name":"Kevin","middle_name":"A","last_name":"Gluck","name_suffix":"","institution":"Air Force Research Laboratory","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25813/galley/15437/download/"}]},{"pk":25802,"title":"Verbal Synchrony in Large Groups","subtitle":null,"abstract":"Metronomes, cells, neurons, fireflies, and human beings all\nfall into synchrony with each other, given the opportunity.\nSynchrony between people appears to generate social\ncohesion by increasing liking and feelings of togetherness.\nBut the function of dancing, chanting and singing is not just to\nproduce warm, affiliative feelings, anthropologists have\nspeculated, but also to improve group action. The group that\nchants and dances together hunts well together. Direct\nevidence for this is sparse, as research so far has mainly\nfocused on studies of pairs, the effects of bodily movement,\nand measured cooperation and affiliative decisions. In\ncontrast, in our experiment, large groups of people were\nstudied, the synchrony of their verbal behaviour alone was\nmanipulated, and in addition to affiliation, we measured their\nperformance on a memory task and on a group action task,\nplaying a video game together. Our evidence suggests that the\neffects of synchrony are stable across modalities, and can be\ngeneralized to larger groups","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"synchrony"},{"word":"action coordination"},{"word":"Affiliation"},{"word":"groups"},{"word":"Cooperation"},{"word":"joint action"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gk896jg","frozenauthors":[{"first_name":"Jorina","middle_name":"","last_name":"von Zimmermann","name_suffix":"","institution":"University College London","department":""},{"first_name":"Daniel","middle_name":"D","last_name":"Richardson","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25802/galley/15426/download/"}]},{"pk":25889,"title":"Violence Metaphors in Presidential Debates","subtitle":null,"abstract":"In an election year, political messaging can become feisty or even violent. In the 2012 U.S. presidential election,\nAmericans were inundated with statements that metaphorically referred to violence, such as “Romney slams Obama”\nand”Romney slaughtered Obama.” Such expressions grab our attention and resonate with our understanding of actual physical\nviolence. Despite their frequent use in election discourse, little is known about how such messages affect voters. Here we report\nthe results of a novel experiment that examines how varying degree of violence in these metaphors influences inferences people\nmake about politicians and election outcomes. Our results indicate that participants perceive candidates differently depending\non degree of violence in descriptions of their performance in presidential debates. The results are informative and valuable\nbecause they shed new light on how framing works in election messages, especially how varying source domain information\ncan lead to notable differences in reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hn4r5c9","frozenauthors":[{"first_name":"Chelsea","middle_name":"","last_name":"Coe","name_suffix":"","institution":"University of California, Merced","department":""},{"first_name":"Till","middle_name":"","last_name":"Bergmann","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":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25889/galley/15513/download/"}]},{"pk":25498,"title":"Visual abstract rule learning by 3- and 4-month-old infants","subtitle":null,"abstract":"Infants’ ability to detect and generalize abstract rules (e.g.,\nABB, ABA) in auditory stimuli has been well documented,\nhowever their ability to do so from visual stimuli has received\nconsiderably less attention. Moreover, the few studies\nreported suggest that this kind of learning is especially\nsensitive to details of the experimental design. Here, we focus\non 3- to 4-month-old infants (N=40) to identify both the\norigins of visual abstract rule learning in infancy and the\nconditions that best support it. Our results provide the earliest\nevidence to date, documenting that by 3 months of age,\ninfants successfully learn and generalize rules in the visual\nmodality. They also reveal that providing infants with an\nopportunity to examine the stimuli simultaneously may be\ninstrumental to their success.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"abstract rule learning; abstract relations;\ncomparison; habituation; infants"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bp8h7z9","frozenauthors":[{"first_name":"Brock","middle_name":"","last_name":"Ferguson","name_suffix":"","institution":"Department of Psychology, Northwestern University","department":""},{"first_name":"Sandra","middle_name":"R","last_name":"Waxman","name_suffix":"","institution":"Department of Psychology, Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25498/galley/15122/download/"}]},{"pk":25504,"title":"Visual-motor coordination in natural reaching of young children and\nadults","subtitle":null,"abstract":"The current study investigated eye-hand coordination in\nnatural reaching. We asked whether the speed of reaching\nrelated to the quality of visual information obtained by young\nchildren and adults. Participants played with objects on a\ntable while their eye and hand movements were recorded. We\ndeveloped new techniques to find reaching events in natural\nactivity and to determine how closely participants aligned\ngaze to objects while reaching. Reaching speed and eye\nalignment were related for adults but not for children. These\nresults suggest that adults but not children adapt reaching\nmovements according to the quality of visual information (or\nvice-versa) during natural activity. We discuss possibilities for\nwhy this coordination was not observed in children","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"reaching; visual guidance; eye tracking; natural\nvision; motor development"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47p6s0mw","frozenauthors":[{"first_name":"John","middle_name":"M","last_name":"Franchak","name_suffix":"","institution":"Department of Psychology, University of California, Riverside","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Department of Psychological and Brain Sciences, Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25504/galley/15128/download/"}]},{"pk":25597,"title":"VisualWorking Memory as Decision Making:\nCompensation for Memory Uncertainty in Reach Planning","subtitle":null,"abstract":"Limitations in visual working memory (VWM) have been extensively\nstudied in psychophysical tasks, but not well understood\nin terms of how memory limits translate to performance\nin more natural domains. For example, in reaching to grasp an\nobject based on a spatial memory representation, overshooting\nthe intended target may be more costly than undershooting,\nsuch as when reaching for a cup of hot coffee. The current\nbody of literature lacks a detailed account of how the physical\nconsequences and costs of memory error influence what\nwe encode in visual memory, and how we act on the basis of\nremembered information. Here, we study whether externallyimposed\nmonetary costs influence behavior in a task that involves\nmotor planning based on information recalled from\nVWM. Our results indicate that subjects accounted for the uncertainty\nin their visual memory, showing a significant difference\nin their motor planning when monetary costs were imposed\nfor memory errors. However, our findings indicate that\nsubjects’ memory representations per se were not biased by\nthe imposed costs, but rather subjects adopted a near-optimal\npost-mnemonic decision strategy","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual working memory; decision making; motor\nplanning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/72v9s1v8","frozenauthors":[{"first_name":"Rachel","middle_name":"A","last_name":"Lerch","name_suffix":"","institution":"Drexel University","department":""},{"first_name":"Chris","middle_name":"R","last_name":"Sims","name_suffix":"","institution":"Drexel University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25597/galley/15221/download/"}]},{"pk":25394,"title":"Visuo-Spatial Memory Processing and the Visual Impedance Effect","subtitle":null,"abstract":"Models of spatial reasoning often assume distinct visual and\nspatial representations. In particular, the visual impedance effect\n– slower response time when more visual details are represented\nin three-term series spatial reasoning tasks – has been\ntaken as evidence for the distinctive roles of visual and spatial\nrepresentations. In this paper, we show that a memory\nmodel of spreading activation based on the ACT-R architecture\ncan explain the visual impedance effect without the assumption\nof distinct visual and spatial representations. Using\nthe same memory representation, varying levels of visual features\nassociated with an object are represented in the model.\nThe visual impedance effect is explained by the spreading activation\nmechanism of ACT-R. The model not only provides\na more parsimonious explanation to the visual impedance effect,\nbut also leads to testable predictions of a wide range of\nmemory effects in spatial reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Visual impedance"},{"word":"memory processing"},{"word":"scalable\nrepresentation"},{"word":"spreading activation"},{"word":"ACT-R"},{"word":"relational reasoning"},{"word":"mental model theory."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1q66c1v7","frozenauthors":[{"first_name":"Rebecca","middle_name":"","last_name":"Albrecht","name_suffix":"","institution":"Center for Cognitive Science, University of Freiburg","department":""},{"first_name":"Holger","middle_name":"","last_name":"Schultheis","name_suffix":"","institution":"Cognitive Systems, University of Bremen","department":""},{"first_name":"Wai-Tat","middle_name":"","last_name":"Fu","name_suffix":"","institution":"Department of Computer Science, University of Illinois at Urbana-Champaign","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25394/galley/15018/download/"}]},{"pk":25827,"title":"Visuo-spatial Working Memory and the Comprehension of Iconic Gestures","subtitle":null,"abstract":"Multi-modal discourse comprehension requires speakers to\ncombine information from speech and gestures. To date, little\nresearch has addressed the cognitive resources that underlie\nthese processes. Here we used a dual task paradigm to test the\nrelative importance of verbal and visuo-spatial working\nmemory in speech-gesture comprehension. Healthy, collegeaged\nparticipants encoded either a series of digits (verbal\nload) or a series of dot locations in a grid (visuo-spatial load),\nand rehearsed them (secondary memory task) as they\nperformed a (primary) discourse comprehension task. The\nlatter involved watching a video of a man describing\nhousehold objects, viewing a picture probe, and judging\nwhether or not the picture was related to the video. Following\nthe discourse comprehension task, participants recalled either\nthe verbally or visuo-spatially encoded information.\nRegardless of the secondary task, performance on the\ndiscourse comprehension task was better when the speaker’s\ngestures were congruent with his speech than when they were\nincongruent. However, the congruency advantage was smaller\nwhen the concurrent memory task involved a visuo-spatial\nload than when it involved a verbal load. Results suggest that\ntaxing the visuo-spatial working memory system reduced\nparticipants’ ability to benefit from the information in\ncongruent iconic gestures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"depictive gesture; iconic gesture; language\ncomprehension; multi-modal discourse; working memory"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20d0b3hf","frozenauthors":[{"first_name":"Ying","middle_name":"Choon","last_name":"Wu","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Bonnie","middle_name":"","last_name":"Chinh","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Seana","middle_name":"","last_name":"Coulson","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25827/galley/15451/download/"}]},{"pk":25946,"title":"Vocabulary Size is Correlated with Non-Native Tone Sensitivity In English\nLearning Infants","subtitle":null,"abstract":"In many languages, tone (i.e., pitch patterns) is part of the phonological system; two words with the same sequences\nof segments can differ only in tone. Tone does not distinguish word meanings in English, so English-learning infants can\nignore tone when learning words, but do they? We examined the encoding of tonal detail in word learning by monolingual\nEnglish-learning 14- and 17-month-olds. Infants were habituated to a novel word with a Mandarin tone (/k´a/) paired with a\nnovel object. Test trials alternated between the same pairing (Same), and the same object paired with the word with a different\ntone (/k`a/, Switch). Longer looks to the unfamiliar mapping indicate infants noticed the switch and attended to tone contrasts.\nOverall, neither age group discriminated the tone contrast; however, infants with larger vocabularies looked longer to the novel\nmapping (r=.32, p=.007), suggesting a common underlying mechanism between general word learning and tone sensitivity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/37z455q0","frozenauthors":[{"first_name":"Candise","middle_name":"","last_name":"Lin","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Toben","middle_name":"","last_name":"Mintz","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25946/galley/15570/download/"}]},{"pk":25566,"title":"Voice-specific effects in semantic association","subtitle":null,"abstract":"Benefits to lexical access are provided by acoustically-cued\nspeaker characteristics (such as gender and age), but little work\nhas investigated these effects in meaning-based tasks. Word\nrecognition is affected both by a word’s base-level activation\nand by associative spread of activation among words, and is\ncorrelated with speed of lexical access. In a free association\ntask and a semantic priming task, we find off-line and on-line\nevidence of speaker-specific relationships between words. Our\nresults suggest the need to extend existing models of spoken\nword recognition to include interactions between linguistic information\nand social information that is cued by variation in\nspeech.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"linguistics; speech perception; spoken word\nrecognition; semantic priming; free association"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4v07k1k7","frozenauthors":[{"first_name":"Ed","middle_name":"","last_name":"King","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Meghan","middle_name":"","last_name":"Sumner","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25566/galley/15190/download/"}]},{"pk":25868,"title":"Watching Fictive Motion in Action: Discourse Data from the TV News Archive","subtitle":null,"abstract":"Fictive Motion is a type of figurative language used to express static visual scenes in terms of motion, for example,\n”The road runs along the river” or ”The scar runs down his back”. Previous research suggests that we mentally simulate fictive\nmotion (Matlock 2004, Matlock & Bergmann, in press), but little is known about the use of fictive motion in real discourse.\nOur study is the first to look at discourse data, analyzing videos taken from the TV News Archive containing fictive motion\nutterances. Our results show that the conceptual structure of the trajector (road, scar) influences both gestures produced with\nthe utterance and linguistic properties of the utterance. Our study not only shows how fictive motion is used in speech, but also\nprovides more insight on the mental processes involved in understanding and producing fictive motion, and more generally,\nfigurative language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/51j846kd","frozenauthors":[{"first_name":"Till","middle_name":"","last_name":"Bergmann","name_suffix":"","institution":"UC Merced","department":""},{"first_name":"Teenie","middle_name":"","last_name":"Matlock","name_suffix":"","institution":"UC Merced","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25868/galley/15492/download/"}]},{"pk":25761,"title":"Watch out! - An instruction raising students’ epistemic vigilance augments their\nsourcing activities","subtitle":null,"abstract":"Most students profit from the easy accessibility of online\ninformation, but specific competencies for successful reading on\nthe internet are seldom taught during class. Therefore, students\nmight not be able to choose credible information autonomously.\nEmpirical evidence suggests that high school students hardly\nevaluate the credibility of sources (“sourcing”) when reading\nmultiple documents. Consequently, effective interventions which\nfoster sourcing skills are needed. This study evaluates the effects\nof a written instruction designed to augment sourcing activities in a\nmultiple document reading task by inducing epistemic vigilance.\nThe written instruction introduces the concept of the division of\ncognitive labor and informs about low editorial control on the\ninternet. In comparison to a control group, students receiving the\ninstruction prior to completing an internet research task showed\nmore attention to, evaluation of, and memory for sources","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"learning from multiple documents; instructional\ndesign; source evaluation"},{"word":"division of cognitive labor"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16v1k8dd","frozenauthors":[{"first_name":"Marc","middle_name":"","last_name":"Stadtler","name_suffix":"","institution":"University of Münster","department":""},{"first_name":"Johanna","middle_name":"","last_name":"Paul","name_suffix":"","institution":"University of Münster","department":""},{"first_name":"Silke","middle_name":"","last_name":"Globoschutz","name_suffix":"","institution":"University of Düsseldorf","department":""},{"first_name":"Rainer","middle_name":"","last_name":"Bromme","name_suffix":"","institution":"University of Münster","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25761/galley/15385/download/"}]},{"pk":25693,"title":"Wayfinding and restructuring in a novel city: an insight problem solving task","subtitle":null,"abstract":"Navigating in a novel environment can serve as an applied\ninsight problem solving task, since many people gain a\nsudden, clear understanding (Aha-moment) of the spatial\nrelations after being lost. With a unique design, we\ntransformed the city center of a medieval German city into a\nvirtual maze. The aim of the study was to test whether a\nspatial decision making task simulating real navigation would\nbe feasible for investigating insight problem solving.\nParticipants learned two pathways which they subsequently\nhad to restructure to find their way to the navigation targets.\nWe found evidence for the restructuring of participants’ prior\nknowledge during the solution attempts. 73% of all problem\nsolvers reported an Aha-moment and there was an error drop\nat the critical intersection by those who had insight. The slope\nof the learning curve was established as a measurement of\ninsightful experiences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"navigation; insight; virtual reality; restructuring"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8g9867hw","frozenauthors":[{"first_name":"Judit","middle_name":"","last_name":"Petervari","name_suffix":"","institution":"Queen Mary University of London","department":""},{"first_name":"Amory","middle_name":"H","last_name":"Danek","name_suffix":"","institution":"LMU Klinikum","department":""},{"first_name":"Virginia","middle_name":"L","last_name":"Flanagin","name_suffix":"","institution":"LMU Klinikum","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25693/galley/15317/download/"}]},{"pk":25825,"title":"We Readily Anchor Upon Others, But it is Easier to Anchor on the Self","subtitle":null,"abstract":"Research on social inferences demonstrates that when\nthinking about minds similar to our own, we anchor and\nadjust away from ourselves (Tamir & Mitchell, 2013).\nHowever, research on relational self theory (Andersen &\nChen, 2002) suggests the possibility of using knowledge\nabout others as an anchor when they are more similar to a\ntarget than ourselves. We investigated whether social\ninferences are made on the basis of significant other\nknowledge through an anchor and adjustment process, and\nwhether this ability would be reduced under load. Participants\nanswered questions about their likes and habits, as well as the\nlikes and habits of a significant other, a target similar to their\nsignificant other, and a yoked control. We found that\ndifferences between the significant other and similar target\nwere related to participants’ reaction time, and found the\nopposite effect for self and target differences, suggesting\nanchoring and adjustment from the significant other rather\nthan the self. However, inferences about the others tended to\nbe more similar to the self under load, suggesting that the self\nserves as the primary source of information about others.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"anchoring and adjustment"},{"word":"social cognition"},{"word":"self"},{"word":"mentalizing"},{"word":"cognitive resources"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gn1016t","frozenauthors":[{"first_name":"Daniel","middle_name":"F.X.","last_name":"Willard","name_suffix":"","institution":"University of Texas at Austin","department":""},{"first_name":"Arthur","middle_name":"B","last_name":"Markman","name_suffix":"","institution":"University of Texas at Austin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25825/galley/15449/download/"}]},{"pk":25515,"title":"What causes category-shifting in human semi-supervised learning","subtitle":null,"abstract":"In a categorization task involving both labeled and unlabeled\ndata, it has been shown that humans make use of the underlying\ndistribution of the unlabeled examples. It has also been shown\nthat humans are sensitive to shifts in this distribution, and will\nchange predicted classifications based on these shifts. It is not\nimmediately obvious what causes these shifts – what specific\nproperties of these distributions humans are sensitive to. Assuming\na parametric model of human categorization learning,\nwe can ask which parameters or sets of parameters humans fix\nafter exposure to labeled data and which are adjustable to fit\nsubsequent unlabeled data. We formulate models to describe\ndifferent parameter sets which humans may be sensitive to and\na dataset which optimally discriminates among these models.\nExperimental results indicate that humans are sensitive to all\nparameters, with the closest model fit being an unconstrained\nversion of semi-supervised learning using expectation maximization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Categorization; Semi-Supervised Learning; Cognitive\nModeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9h30q7w9","frozenauthors":[{"first_name":"Bryan","middle_name":"R","last_name":"Gibson","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Timothy","middle_name":"T","last_name":"Rogers","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Kalish","middle_name":"W","last_name":"Chuck","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Xiaojin","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25515/galley/15139/download/"}]},{"pk":25711,"title":"What defines a category? Evidence that listeners' perception is governed by generalizations","subtitle":null,"abstract":"Listeners draw on their knowledge of phonetic categories when identifying speech sounds, extracting meaningful structural features from auditory cues. We use a Bayesian model to investigate the extent to which their perceptions of linguistic content incorporate their full knowledge of the phonetic category structure, or only certain aspects of this knowledge. Simulations show that listeners are best modeled as attending primarily to the most salient phonetic feature of a category when interpreting a cue, possibly attending to other features only in cases of high ambiguity. These results support the conclusion that listeners ignore potentially informative correlations in favor of efficient communication.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"speech perception; categorization; voice onsettime; speaking rate"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3q57v8m4","frozenauthors":[{"first_name":"Rachel","middle_name":"R","last_name":"Richardson","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Naomi","middle_name":"H","last_name":"Feldman","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"William","middle_name":"","last_name":"Idsardi","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25711/galley/15335/download/"}]},{"pk":25784,"title":"What drives \"Unconscious\" Multi-Attribute Decision-Making?","subtitle":null,"abstract":"This study aims to further investigate the Unconscious Thought Theory (UTT, Dijksterhuis & Nordgren, 2006), namely whether individual differences account for differences in choice made after either deliberation (conscious thought, CT) or distraction (unconscious thought, UT). Also, subjective weighting was considered and choice options were constructed following individual preferences, hence avoiding choices biased by differences in preferences. The main effect was replicated with a big sample (N=120, CT: 50.8%, UT: 70.5% chose the best alternative), using four different dependent measures. The results show further that the main effect is driven by underperformance of women in the CT condition. Stereotype threat is discussed as a possible explanation
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"unconscious thought theory; rational decisionmaking; gender differences"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4hq6m1vj","frozenauthors":[{"first_name":"Sabine","middle_name":"","last_name":"Topf","name_suffix":"","institution":"University of London","department":""},{"first_name":"Eddy","middle_name":"J","last_name":"Davelaar","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25784/galley/15408/download/"}]},{"pk":25457,"title":"What is Lost in Translation from Visual Graphics to Text for Accessibility","subtitle":null,"abstract":"Many blind and low-vision individuals are unable to access\ndigital media visually. Currently, the solution to this\naccessibility problem is to produce text descriptions of visual\ngraphics, which are then translated via text-to-speech screen\nreader technology. However, if a text description can\naccurately convey the meaning intended by an author of a\nvisualization, then why did the author create the visualization\nin the first place? This essay critically examines this problem\nby comparing the so-called graphic‚Äìlinguistic distinction to\nsimilar distinctions between the properties of sound and\nspeech. It also presents a provisional model for identifying\nvisual properties of graphics that are not conveyed via text-tospeech\ntranslations, with the goal of informing the design of\nmore effective sonic translations of visual graphics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44d7g3ks","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Coppin","name_suffix":"","institution":"Dept. of Industrial Design, Faculty of Design, OCAD University of Toronto; Dept. of Mechanical and Industrial Engineering, University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25457/galley/15081/download/"}]},{"pk":25558,"title":"What is the Role of Conceptual Analysis in Cognitive Science?","subtitle":null,"abstract":"Cognitive scientists sometimes find themselves embroiled\nin debates over the precise definitions of high-level\nconcepts in their fields ‚Äì COGNITION, EMOTION, SENSE, and\nso on. The idea behind these debates seems to be that\nachieving a precise definition of these concepts will be a\nboon to scientific inquiry. We argue that these efforts of\nconceptual analysis would benefit from greater appreciation\nof the importance of such high-level concepts in supporting\nassociation or semantic priming, as opposed to deduction.\nIn this associative role, they provide the basis for making\nconnections between related concepts, connections that can\nthen be explored by empirical methods, which in turn yield\nmore precise, but often quite novel, concepts. In\ncombination with well-established work in cognitive\npsychology on the non-classical structure of natural\nconcepts, this perspective suggests that researchers should\nbe cautious about investing substantial time and energy in\nattempts to precisely define concepts like COGNITION.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"concepts & categories; philosophical\nissues; philosophy of science"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0t69w0wq","frozenauthors":[{"first_name":"Liam","middle_name":"C","last_name":"Kacanagh","name_suffix":"","institution":"UCSD","department":""},{"first_name":"Christopher","middle_name":"L","last_name":"Suhler","name_suffix":"","institution":"UCSD","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25558/galley/15182/download/"}]},{"pk":26045,"title":"What senses of agency can infants have?","subtitle":null,"abstract":"The ‚Äòsense of agency‚Äô‚Äîthe feeling of doing‚Äîis a phenomenological experience that cannot be taken for granted\nin infants. Researching the development of this phenomenon hinges on its conceptualization. Although it may seem natural\nto ask ‚ÄúWhen do infants have sense of agency?‚Äù, this binary view on the presence (or absence) of a sense of agency seems\nconceptually problematic. Cognitive phenomenological research reveals that sense of agency is a complex set of agentive\nexperiences with different contents (e.g. ‚Äòthe experience of acting‚Äô, ‚Äòthe experience of volition‚Äô) that are often conflated.\nGiven that different contents presuppose different representational capacities, developmental psychology may better target the\nquestion ‚ÄúWhat senses of agency can infants have at different developmental stages?‚Äù We show how this re-conceptualization\nimpacts the interpretation of existing empirical findings in infant research, and how it can improve our understanding of the\ndevelopmental trajectory of infants‚Äô experiences of agency.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6c20f7kx","frozenauthors":[{"first_name":"Lorijn","middle_name":"","last_name":"Zaadnoordijk","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Sabine","middle_name":"","last_name":"Hunnius","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Marlene","middle_name":"","last_name":"Meyer","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Johan","middle_name":"","last_name":"Kwisthout","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""},{"first_name":"Iris","middle_name":"","last_name":"van Rooij","name_suffix":"","institution":"Radboud University Nijmegen, Donders Institute for Brain","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26045/galley/15669/download/"}]},{"pk":25655,"title":"What the Baldwin Effect affects","subtitle":null,"abstract":"The Baldwin Effect is a proposed mechanism by which plasticity\nfacilitates adaptive phenotypic and genetic evolution. In\nparticular it has been proposed to be involved in the evolution\nof language. Here we investigate three factors affecting\nthe extent to which plastic traits are fixed by selection: (i) the\ndifficulty with which traits can be acquired through plasticity,\n(ii) the importance of traits to fitness, and (iii) the nature of\ndependencies between different traits. We find that selection\npreferentially fixes traits that are difficult to acquire through\nplasticity, traits that have larger fitness benefits, and traits that\naffect the acquisition of, or benefits from, other traits. We conclude\nby discussing the implications of these findings for the\nevolution of language as well as non-human behaviors and reconsider\nthe evolutionary significance of the Baldwin Effect","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Baldwin effect; gene-culture co-evolution; language\nevolution."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hg7m32w","frozenauthors":[{"first_name":"Thomas","middle_name":"J.H.","last_name":"Morgan","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Thomas","middle_name":"L","last_name":"Griffiths","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25655/galley/15279/download/"}]},{"pk":25567,"title":"When Do Nonspecific Goals Help Learning? An Issue of Model Quality","subtitle":null,"abstract":"The three-space theory of problem solving predicts that the\nquality of a learner‚Äôs model and the goal specificity of a task\ninteract on knowledge acquisition: Learners having a good\nmodel should learn more with a nonspecific than a specific\ngoal, which should not apply to learners having a poor model.\nThis study tested this prediction using a computer based\nlearning task on torques. Participants (N = 77 psychology\nstudents) either had to test hypotheses with a simulation of a\nlever system (nonspecific goal), or to produce given values\nfor variables in this simulation (specific goal). In the good\nmodel condition but not in the poor model condition they saw\nthe torque depicted as an area. Results revealed the predicted\ninteraction. A nonspecific goal only resulted in better learning\nwhen a good model of torques was provided but not with a\npoor model. Our findings support the three-space theory.\nThey emphasize the importance of understanding in studying\nproblem solving and stress the need to study underlying\nprocesses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"goal specificity"},{"word":"problem solving"},{"word":"three-space\ntheory"},{"word":"scientific discovery learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38w8c2vx","frozenauthors":[{"first_name":"Saskia","middle_name":"","last_name":"Kristner","name_suffix":"","institution":"Goethe University","department":""},{"first_name":"Bruce","middle_name":"D","last_name":"Burns","name_suffix":"","institution":"University of Sydney","department":""},{"first_name":"Regina","middle_name":"","last_name":"Vollmeyer","name_suffix":"","institution":"Goethe University","department":""},{"first_name":"Ulrich","middle_name":"","last_name":"Kortenkamp","name_suffix":"","institution":"University Potsdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25567/galley/15191/download/"}]},{"pk":25480,"title":"When high pitches sound low:\nChildren‚Äôs acquisition of space-pitch metaphors","subtitle":null,"abstract":"Some languages describe musical pitch in terms of spatial\nheight; others in terms of thickness. Differences in pitch\nmetaphors also shape adults‚Äô nonlinguistic space-pitch\nrepresentations. At the same time, 4-month-old infants have\nboth types of space-pitch mappings available. This tension\nbetween prelinguistic space-pitch associations and their\nsubsequent linguistic mediation raises questions about the\nacquisition of space-pitch metaphors. To address this issue,\n5-year-old Dutch children were tested on their linguistic\nknowledge of pitch metaphors, and nonlinguistic spacepitch\nassociations. Our results suggest 5-year-olds\nunderstand height-pitch metaphors in a reversed fashion\n(high pitch = low). Children displayed good comprehension\nof a thickness-pitch metaphor, despite its absence in Dutch.\nIn nonlinguistic tasks, however, children did not show\nconsistent space-pitch associations. Overall, pitch\nrepresentations do not seem to be influenced by linguistic\nmetaphors in 5-year-olds, suggesting that effects of\nlanguage on musical pitch arise rather late during\ndevelopment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pitch"},{"word":"Space"},{"word":"Metaphor"},{"word":"LINGUISTIC RELATIVITY"},{"word":"Language Acquisition"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1v08v2x9","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Dolsheid","name_suffix":"","institution":"Department of Rehabilitation and Special Education, University of Cologne","department":""},{"first_name":"Sabine","middle_name":"","last_name":"Hunnius","name_suffix":"","institution":"Donders Institute for Brain, Cognition, and Behaviour, Radboud University","department":""},{"first_name":"Asifa","middle_name":"","last_name":"Majid","name_suffix":"","institution":"Max Planck Institute for Psycholinguistics; Donders Institute for Brain, Cognition, and Behaviour, Radboud University; Center for Studies in Language, Radboud University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25480/galley/15104/download/"}]},{"pk":25823,"title":"When killing the heavy man seems right\nMaking people utilitarian by simply adding options to moral dilemmas","subtitle":null,"abstract":"Trolley dilemmas are widely used to elicit moral intuitions.\nMost people do not think it would be morally right to push\na heavy man from a bridge, thereby killing him, in order to\navoid the death of several other people. Here we\nempirically tested a prediction by Unger (1996) who claims\nthat adding more options to this scenario would shift\npeople‚Äôs intuition from the normally preferred option of\ndoing nothing to the utilitarian option of killing the heavy\nman. While not finding significant results with Unger‚Äôs\noriginal materials, an experiment with adapted materials\nconfirmed the assumption that pushing one person is more\nlikely to be preferred to not intervening if certain additional\noptions are provided. Moreover, we found that moral\nintuitions are transferred from several-option cases to twooption\ncases (and the other way around). We discuss some\npossible psychological explanations for and normative\nimplications of these findings","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"moral judgment; trolley dilemmas;\nutilitarianism; several-option cases; framing effects"},{"word":"transfer effects"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13b796v3","frozenauthors":[{"first_name":"Alex","middle_name":"","last_name":"Wiegmann","name_suffix":"","institution":"University of G√∂ttingen","department":""},{"first_name":"Karina","middle_name":"","last_name":"Meyer","name_suffix":"","institution":"University of G√∂ttingen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25823/galley/15447/download/"}]},{"pk":25487,"title":"When Less Can Be More: Dual Task Effects on Speech Fluency","subtitle":null,"abstract":"Minimizing cognitive resources while executing wellpracticed\nmotor tasks has been shown to increase automaticity\nand enhance performance (e.g., Beilock, Carr, Macmahon, &\nStarkes, 2002). Based on this principle, we examined whether\nmore fluent speech production could be induced through a\ndual task paradigm that engaged working memory (WM)\nwhile speech was produced. We also considered whether\neffects varied for speakers who differed in their habitual\ndegree of attentional control during speech production.\nTwenty fluent adults and 19 adults who stutter performed (1)\na baseline speaking task, (2) a baseline WM task with\nmanipulations of domain, load, and inter-stimulus interval\n(ISI), and (3) a series of dual tasks in which the speaking task\nwas combined with each unique set of WM conditions.\nResults indicated a fluency benefit under dual task conditions,\nwhich was specific to atypical forms of disfluency but\ncomparable across speaker types and manipulations of the\nWM task. Findings suggest that WM is associated with\natypical forms of disfluency and that suppressing these\nresources enhances speech fluency, although further research\nis needed to specify the cognitive mechanism involved in this\neffect and clarify the nature of this association.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive control; dual task; working memory;\nspeech production; fluency; stuttering"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8kn51436","frozenauthors":[{"first_name":"Naomi","middle_name":"","last_name":"Eichorn","name_suffix":"","institution":"Pace University, Department of Communication Sciences and Disorders","department":""},{"first_name":"Klara","middle_name":"","last_name":"Marton","name_suffix":"","institution":"The Graduate Center of the City University of NY, Speech, Language, and Hearing Sciences","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25487/galley/15111/download/"}]},{"pk":25608,"title":"When to use which heuristic: A rational solution to the strategy selection problem","subtitle":null,"abstract":"The human mind appears to be equipped with a toolbox full\nof cognitive strategies, but how do people decide when to use\nwhich strategy? We leverage rational metareasoning to derive\na rational solution to this problem and apply it to decision making\nunder uncertainty. The resulting theory reconciles the two\npoles of the debate about human rationality by proposing that\npeople gradually learn to make rational use of fallible heuristics.\nWe evaluate this theory against empirical data and existing\naccounts of strategy selection (i.e. SSL and RELACS). Our\nresults suggest that while SSL and RELACS can explain people‚Äôs\nability to adapt to homogeneous environments in which\nall decision problems are of the same type, rational metareasoning\ncan additionally explain people‚Äôs ability to adapt to heterogeneous\nenvironments and flexibly switch strategies from\none decision to the next.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Strategy Selection; Decision Making; Heuristics;\nBounded Rationality; Cognitive Control; Learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9497r96p","frozenauthors":[{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"University of California at Berkeley","department":""},{"first_name":"Thomas","middle_name":"L","last_name":"Griffiths","name_suffix":"","institution":"University of California at Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25608/galley/15232/download/"}]},{"pk":36068,"title":"Where Practicum Meets Test Preparation: Supporting Teacher Candidates Through EdTPA","subtitle":null,"abstract":"A strong focus on teacher performance is resurfacing in teacher-preparation programs across the US. EdTPA, a teacherperformance assessment designed to determine K-12 teacher candidates’ readiness for the classroom, has become central in teacher-preparation programs in several states and promises to be implemented in more states in the coming months. A multidimensional portfolio compilation, the edTPA requires candidates to submit teaching artifacts (e.g., lesson plans, samples of students’ work) along with narrative writing tasks that detail a teacher’s instructional approach and teaching reflections. This article highlights 3 ESL teachers’ experiences with and perspectives about the New York State requirement of edTPA for English as an Additional Language (EAL) certification over 2 semesters of a student-teacher practicum. These teachers’ experiences provide insights into the nature of certification assessment and the perceived benefits and challenges of completing the edTPA portfolio. This article also offers suggestions for the growing number of educational programs that will experience the impact of edTPA during the coming decade.","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/27d464q7","frozenauthors":[{"first_name":"Beth","middle_name":"","last_name":"Clark-Gareca","name_suffix":"","institution":"Teachers College, Columbia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36068/galley/26920/download/"}]},{"pk":26020,"title":"Which Algorithms Can and Can‚Äôt Learn Identity Effects in Phonological\nGrammars","subtitle":null,"abstract":"Suppose you are told that in an alien language the strings AA, MM, DD, RR are all valid words, whereas BF, QG,\nCE, TM are not. You are then asked if you think EE is a valid word. Most people identify EE as a valid word; they are sensitive\nto the fact that all the valid words consist of two identical letters, whereas the invalid words do not. This is known as an identity\neffect, and has been observed in artificial language learning experiments and in a diverse range of natural languages. I give\na formal proof that many popular learning framework, including methods for training neural network of arbitrary number of\nlayers, cannot learn such identity effects. The proof exploits symmetries in the architectures and their training regimes to show\nthat such learners cannot perform with human-like behaviour on these grammatical judgment tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3cg072hv","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Tupper","name_suffix":"","institution":"Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26020/galley/15644/download/"}]},{"pk":25918,"title":"Which way to present product information is best for higher purchase intention","subtitle":null,"abstract":"This study examined how customers‚Äô preference and purchase intention change depending on presentation type of\ninformation. Products‚Äô information was manipulated on scale and order dimension. Participants made a decision on three\nsituations choosing music(mp3) download plan, cell phone data plan, drinks voucher plan for a coffee shop as well. All stimuli\nwere appeared through the computer monitor in laboratory. Preference and purchase intention were measured by 7 likert scale\non two kinds of plans presented in two different scales. Findings show that consumers had more preference and purchase\nintention when the product‚Äôs information was displayed on an expanded scale than on a contracted scale. Unfortunately the\ndisplaying order didn‚Äôt have any significant impact on preference of products. However, effect of an order on preference\nappeared differently depending on the product type. In case of the music plan, price-first condition was most preferred type of\ninformation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gc0b2rj","frozenauthors":[{"first_name":"So-eun","middle_name":"","last_name":"Her","name_suffix":"","institution":"Yonsei University","department":""},{"first_name":"Kwanghee","middle_name":"","last_name":"Han","name_suffix":"","institution":"Yonsei University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25918/galley/15542/download/"}]},{"pk":25454,"title":"Why Build a Virtual Brain?\nLarge-scale Neural Simulations as Test-bed for Artificial Computing Systems","subtitle":null,"abstract":"Despite the impressive amount of financial resources invested\nin carrying out large-scale brain simulations, it is\ncontroversial what the payoffs are of pursuing this project.\nThe present paper argues that in some cases, from designing,\nbuilding, and running a large-scale neural simulation,\nscientists acquire useful knowledge about the computational\nperformance of the simulating system, rather than about the\nneurobiological system represented in the simulation. What\nthis means, why it is not a trivial lesson, and how it advances\nthe literature on the epistemology of computer simulation are\nthe three preoccupations addressed by the paper","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Large-scale neural simulations; epistemology of\ncomputer simulation; target-directed modeling; neuromorphic\ntechnologies"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hb8v8xh","frozenauthors":[{"first_name":"Matteo","middle_name":"","last_name":"Colombo","name_suffix":"","institution":"Tilburg Center for Logic, General Ethics and Philosophy of Science, Tilburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25454/galley/15078/download/"}]},{"pk":25531,"title":"Why do people fail to consider alternative hypotheses in judgments under\nuncertainty?","subtitle":null,"abstract":"Two experiments examined theoretical accounts of why\npeople fail to consider alternative hypotheses in judgments\nunder uncertainty. Experiment 1 found that a majority of\nparticipants failed to spontaneously search for information\nabout an alternative hypothesis, even when this required\nminimal effort. This bias was reduced when a specific\nalternative was mentioned before search. Experiment 2\nshowed that when participants were given the likelihoods of\nthe data given a focal hypothesis p(D|H) and an alternative\nhypothesis p(D|¬¨H), they gave estimates of p(H|D) that were\nconsistent with Bayesian principles. The results show that\nneglect of the alternative hypothesis typically occurs at the\ninitial stage of problem representation. However judgments\nare more consistent with Bayesian norms when they involve\nutilizing information about a given alternative","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Judgment under uncertainty; Bayesian inference;\nIntuitive probability"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fh7z04d","frozenauthors":[{"first_name":"Brett","middle_name":"K","last_name":"Hayes","name_suffix":"","institution":"University of New South Wales","department":""},{"first_name":"Guy","middle_name":"E","last_name":"Hawkins","name_suffix":"","institution":"University of Amsterdam","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":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25531/galley/15155/download/"}]},{"pk":25702,"title":"Why Do Readers Answer Questions Incorrectly\nAfter Reading Garden-path Sentences?","subtitle":null,"abstract":"Readers misinterpret garden-path sentences such as While the\nman hunted the deer that was brown and graceful ran into the\nwoods as meaning The man hunted the deer that was brown\nand graceful and the deer ran into the woods. The ‚ÄúGoodenough‚Äù\nprocessing account proposes that misinterpretation\noccurs when readers are satisfied with the interpretation\nderived from the first-pass parse, and thus do not bother to\nfully reanalyze the sentence (Ferreira et al., 2001;\nChristianson et al., 2001). Such an account predicts that there\nshould be more evidence of reanalysis at the disambiguating\nverb (ran) on trials with correct responses to the question Did\nthe man hunt the deer?, than on those with incorrect\nresponses. The present study tested this prediction using\nseparate self-paced reading and event-related brain potential\n(ERP) experiments. Results from Experiment 1 (self-paced\nreading) showed no difference in the reading time at the\ndisambiguating verb between trials that were answered\ncorrectly and those that were answered incorrectly.\nExperiment 2 (ERP) corroborated this finding by showing no\ndifference in the amplitude of the P600 component elicited by\nthe disambiguating verb in trials with correct responses and\nthose with incorrect responses. However, results from a\nnorming experiment showed that plausibility information\nsignificantly predicted question accuracy in both experiments.\nOverall, these results suggest that responses to questions\nintended to probe whether garden-path sentences are fully\nreanalyzed do not always answer that question, but can\ninstead be determined primarily by the plausibility of the\nevents described in that question.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"lingering misinterpretation; reanalysis"},{"word":"goodenough\nprocessing; ERPs"},{"word":"P600"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0j78g2bj","frozenauthors":[{"first_name":"Zhiying","middle_name":"","last_name":"Qian","name_suffix":"","institution":"University of Illinois at Urbana-Champaign,","department":""},{"first_name":"Susan","middle_name":"","last_name":"Garnsey","name_suffix":"","institution":"University of Illinois at Urbana-Champaign,","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25702/galley/15326/download/"}]},{"pk":25529,"title":"Why do you ask? Good questions provoke informative answers","subtitle":null,"abstract":"What makes a question useful? What makes an answer appropriate?\nIn this paper, we formulate a family of increasingly\nsophisticated models of question-answer behavior within the\nRational Speech Act framework. We compare these models\nbased on three different pieces of evidence: first, we demonstrate\nhow our answerer models capture a classic effect in psycholinguistics\nshowing that an answerer‚Äôs level of informativeness\nvaries with the inferred questioner goal, while keeping\nthe question constant. Second, we jointly test the questioner\nand answerer components of our model based on empirical evidence\nfrom a question-answer reasoning game. Third, we examine\na special case of this game to further distinguish among\nthe questioner models. We find that sophisticated pragmatic\nreasoning is needed to account for some of the data. People\ncan use questions to provide cues to the answerer about their\ninterest, and can select answers that are informative about inferred\ninterests.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language understanding; pragmatics; Bayesian\nmodels; questions; answers"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4423w5kp","frozenauthors":[{"first_name":"Robert","middle_name":"X.D.","last_name":"Hawkins","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Stuhlmuller","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Judith","middle_name":"","last_name":"Degen","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25529/galley/15153/download/"}]},{"pk":25805,"title":"Why is Number Word Learning Hard? Evidence from Bilingual Learners","subtitle":null,"abstract":"We investigated the developmental trajectory of number word\nlearning in bilingual preschoolers to examine the relative\ncontributions of two factors: (1) the construction of numerical\nconcepts, and (2) the mapping of language-specific words\nonto these concepts. We found that children learn the\nmeanings of small numbers independently in each language,\nindicating that the delay in the acquisition of small numbers is\nmainly due to language-specific processes of mapping words\nto concepts. In contrast, the logic and procedures of counting\nare learned simultaneously in both languages, indicating that\nthese stages require the construction of numerical concepts\nthat are not stored in a language-specific format.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"number word learning; bilingual speakers;\nconceptual change"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/26f5d8ts","frozenauthors":[{"first_name":"Katie","middle_name":"","last_name":"Wagner","name_suffix":"","institution":"UC, San Diego","department":""},{"first_name":"Katherine","middle_name":"","last_name":"Kimura","name_suffix":"","institution":"UC, Berkeley","department":""},{"first_name":"Pierina","middle_name":"","last_name":"Cheung","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"David","middle_name":"","last_name":"Barner","name_suffix":"","institution":"UC, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25805/galley/15429/download/"}]},{"pk":25790,"title":"Why Stickiness is not Enough to Explain Persistence of Counterintuitive Religious\nConcepts","subtitle":null,"abstract":"Cognitive scientists of religion argue that religious ideas are\nwidespread because they are minimally counterintuitive.\nTraditional lab studies have found support for a better\nmemory for minimally counterintuitive concepts. This paper\npresents an in-depth case study of the spread of a\ncounterintuitive religious idea in the real world. It finds that\ncounterintuitiveness alone is not sufficient to guarantee\npersistence of a religious belief. Novel religious beliefs have\nto be painstakingly woven into the cultural fabric of a group‚Äôs\nshared social identity to ensure its survival.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"memory for counterintuitive concepts"},{"word":"cognitive\nanthropology of new religious movements"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21v136d0","frozenauthors":[{"first_name":"M","middle_name":"Afzal","last_name":"Upal","name_suffix":"","institution":"Defence Research & Development Canada","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25790/galley/15414/download/"}]},{"pk":25908,"title":"Wisdom of Randomly Assembled Small Crowds","subtitle":null,"abstract":"Policy decisions on political, economic, legal, and health issues are often made by groups that rarely exceed 40\nmembers and are typically much smaller. Given that wisdom is usually attributed to large crowds, should committees be larger?\nUsing computer simulations and mathematical analyses we show that group accuracy, averaged across the range of difficulty\nthat would be encountered in real-world tasks, is often maximized for moderate-sized groups. The result holds whenever\nthe accuracy in easy tasks is above chance more than the accuracy in difficult tasks is below chance and the easy tasks are\nencountered more often. Note that for the result to hold, it is not necessary to assume selective sampling of group members\naccording to their individual accuracy. A smaller committee that would produce more accurate decisions in our model can\nsimply be selected randomly out of a larger group of experts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9032r52s","frozenauthors":[{"first_name":"Mirta","middle_name":"","last_name":"Galesic","name_suffix":"","institution":"Max Planck Institute for Human Development & Santa Fe Institute","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Barkoczi","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Konstantinos","middle_name":"","last_name":"Katsikopoulos","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25908/galley/15532/download/"}]},{"pk":25474,"title":"Wonky worlds: Listeners revise world knowledge when utterances are odd","subtitle":null,"abstract":"World knowledge enters into pragmatic utterance interpretation\nin complex ways, and may be defeasible in light of speakers‚Äô\nutterances. Yet there is to date a surprising lack of systematic\ninvestigation into the role of world knowledge in pragmatic\ninference. In this paper, we show that a state-of-the-art\nmodel of pragmatic interpretation greatly overestimates the influence\nof world knowledge on the interpretation of utterances\nlike Some of the marbles sank. We extend the model to capture\nthe idea that the listener is uncertain about the background\nknowledge the speaker is bringing to the conversation. This\nextension greatly improves model predictions of listeners‚Äô interpretation\nand also makes good qualitative predictions about\nlisteners‚Äô judgments of how ‚Äònormal‚Äô the world is in light of a\nspeaker‚Äôs statement. Theoretical and methodological implications\nare discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"scalar implicature; world knowledge; prior beliefs;\nexperimental pragmatics; computational pragmatics"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wn4w9zk","frozenauthors":[{"first_name":"Judith","middle_name":"","last_name":"Degen","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Michael","middle_name":"Henry","last_name":"Tessler","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Noah","middle_name":"D","last_name":"Goodman","name_suffix":"","institution":"Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25474/galley/15098/download/"}]},{"pk":25600,"title":"Word order in a grammarless language: A ‚Äòsmall-data‚Äô information-theoretic\napproach","subtitle":null,"abstract":"David Gil has argued that Riau Indonesian (Sumatra.\nIndonesia) has no syntax, or at least not much. This\ncontroversial analysis undermines all current models of\ngrammar, especially those describing acquisition and on-line\nprocessing. To test the strength of this analysis, we computed\nthe information gain holding between unigram and bigram\nmodels of regular and randomized samples of English and\nRiau Indonesian. English samples were included as a\nrelatively syntax-heavy baseline. We then correlated\ninformation gain values with language (English vs. Riau\nIndonesian), text type (original vs. randomized), and their\ninteraction within a linear mixed-effects regression. The\nresults suggest (a) that English and Riau Indonesian have the\nsame amount of bigram informativity and (b) that\nrandomization eliminates this effect in both languages. These\nfindings do not support Gil‚Äôs syntax-free analysis; rather, they\npoint to some kind of productive constraints on Riau\nIndonesian word order","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Indonesian; word classes; n-gram models;\ninformation gain; entropy"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1x10c3nj","frozenauthors":[{"first_name":"Nicholas","middle_name":"A","last_name":"Lester","name_suffix":"","institution":"UCSB","department":""},{"first_name":"Fermin","middle_name":"Moscoso","last_name":"del Prado","name_suffix":"","institution":"UCSB","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25600/galley/15224/download/"}]},{"pk":25376,"title":"Workshop on Optimizing Experimental Designs: Theory, Practice, and Applications","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive modeling; experimental design;\nactive learning; adaptive experimentation"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0sh218js","frozenauthors":[{"first_name":"Jay","middle_name":"I","last_name":"Myung","name_suffix":"","institution":"Department of Psychology, Ohio State University","department":""},{"first_name":"Mark","middle_name":"A","last_name":"Pitt","name_suffix":"","institution":"Department of Psychology, Ohio State University","department":""},{"first_name":"Maarten","middle_name":"","last_name":"Speekenbrink","name_suffix":"","institution":"Department of Experimental Psychology, University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25376/galley/15000/download/"}]},{"pk":36060,"title":"Writing Instructors’ Perceptions of International Student Writers: What Teachers Want and Need to Know","subtitle":null,"abstract":"University of California (UC) campuses have recently experienced a dramatic increase in the number of international degreeseeking undergraduate students. This article presents results of a UC-wide survey conducted to understand the perceptions of developmental and 1st-year composition instructors about these demographic changes and to help design professional development for these instructors as they aim to better support international student writers. Results suggest the need not only for inservice training but also for advocacy by UC writing programs within the UC system in general as well as local contexts, specifically regarding placement issues, course offerings, and teacher qualifications.","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/1817z9pk","frozenauthors":[{"first_name":"Dana","middle_name":"","last_name":"Ferris","name_suffix":"","institution":"University of California, Davis","department":""},{"first_name":"Linda","middle_name":"","last_name":"Jensen","name_suffix":"","institution":"University of California, Los Angeles","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":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36060/galley/26912/download/"}]},{"pk":25988,"title":"Yes, No, Maybe So: The Effect of Ambiguity, Falsification, and Confirmation on\nRe-Categorization","subtitle":null,"abstract":"Researchers argue that dissatisfaction with a misconception is a prerequisite for adopting an alternative conception\nand that having clear feedback aids learning. The present study investigated the importance of ambiguity (having response\noptions that support both the misconception and target learning category), falsification, and category induction opportunities\nwhen overriding a prior conception in favor of a new conception. The results suggest that ambiguity and direct falsification\nopportunities may aid in learning more than having both direct falsification and induction opportunities, which may be better\nthan ambiguity and providing induction opportunities without direct falsification. Ambiguity may improve learning when\ncoupled with falsification opportunities. Implications are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19w5n86t","frozenauthors":[{"first_name":"Jared","middle_name":"","last_name":"Ramsburg","name_suffix":"","institution":"University of Illinois at Chicago","department":""},{"first_name":"Stellan","middle_name":"","last_name":"Ohlsson","name_suffix":"","institution":"University of Illinois at Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25988/galley/15612/download/"}]},{"pk":36066,"title":"\"You Learn Best When You’re in There”: ESOL Teacher Learning in the Practicum","subtitle":null,"abstract":"This study relied on sociocultural understanding of teacher learning, which highlights how teacher candidates construct their own learning and adjust or extend their instructional values, priorities, and beliefs within their teaching contexts (Johnson, 2009). It used activity theory as a conceptual framework (Engeström, 1999) and explored how teaching practicum experiences contributed to 5 ESOL teacher candidates’ learning in a 13-month intensive MA TESOL program. Findings from the study illustrate that the teaching practicum made significant contributions to ESOL teacher candidates’ learning to teach in the program. Through the teaching practicum, teacher candidates (a) learned how to navigate in the school context, (b) learned about the nature of establishing relationships with the other members of the teaching community, (c) used the mediating artifacts with the support of mentors and supervisors, (d) found opportunities for constructing a mutually informative and dialogical relationship between theory and practice, and (e) gained closer understanding of ELLs.","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/5vq306pf","frozenauthors":[{"first_name":"Bedrettin","middle_name":"","last_name":"Yazan","name_suffix":"","institution":"University of Alabama, Tuscaloosa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36066/galley/26918/download/"}]},{"pk":25687,"title":"Young Children‚Äôs Self-Directed Information Gathering on Touchscreens","subtitle":null,"abstract":"Self-directed learning, defined as the ability to choose what to\nlearn about, represents a unique educational opportunity. We\ntest the effect of self-direction on learning outcomes in children\n(N=32, age range=3-5 years) in a novel word-learning\ntask conducted via touchscreen tablets. Study participants\nwere randomly assigned to one of two learning conditions: one\nin which learning was self-directed and one in which it was\nnot. Children in the self-directed condition performed better\non a recognition task, controlling for subject and item effects.\nOur results suggest that self-directed learning facilitates information\nretention in children, in line with previous work that\nhas found improved information retention using self-directed\nlearning paradigms in adults (e.g., Markant, DuBrow, Davachi,\n& Gureckis, 2014).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Learning; cognitive development; developmental\nexperimentation."}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5vt5g724","frozenauthors":[{"first_name":"Eric","middle_name":"","last_name":"Partridge","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Matthew","middle_name":"G","last_name":"McGovern","name_suffix":"","institution":"State University of New York at Buffalo","department":""},{"first_name":"Amanda","middle_name":"","last_name":"Yung","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25687/galley/15311/download/"}]},{"pk":25556,"title":"Young Children' Understanding of the Successor Function","subtitle":null,"abstract":"This study examined 4-year-old children‚Äôs understanding of the successor function, the concept that for every positive integer there is a unique next integer. Children were tested in the context of cardinal numbers and ordinal numbers. The results suggest that knowledge of the successor for cardinal numbers precedes that for ordinal numbers. In addition, for both cardinal and ordinal numbers, children generally failed to demonstrate understanding that the successor of a given number is unique
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Counting; Natural Numbers; Cardinal Number;Ordinal Number; Successor Function"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bd4k4ct","frozenauthors":[{"first_name":"Jennifer","middle_name":"A","last_name":"Kaminski","name_suffix":"","institution":"Wright State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25556/galley/15180/download/"}]},{"pk":25681,"title":"You're special, but it doesn't matter if you're a greenhorn: Social recommender strategies for mere mortals","subtitle":null,"abstract":"From choosing a book to picking a restaurant, most choices people encounter are about “matters of taste” and thus no universal, objective criterion about the options’ quality exists. Tapping into the knowledge of individuals with similar tastes who have already experienced and evaluated options—as harnessed by recommender system algorithms—helps people select options that they will enjoy. Although recommender systems are available in some domains, for most everyday decisions there is neither an algorithm nor “big data” at hand. We mapped recommender system algorithms to models of human judgment and decision making about “matters of fact” and then recast the latter as social recommender strategies for “matters of taste”. This allowed us to investigate how people can leverage the experiences of other individuals to make better decisions when no machine recommender systems are available. Using computer simulations on a widely used data set from the recommender systems literature, we show that experienced individuals can benefit from relying on only the opinions of seemingly similar people. Inexperienced individuals, in contrast, are often well-advised to pick the mainstream option (i.e., the one with the highest average evaluation) even if there are interindividual differences in taste; this is because reliable estimation of similarity requires considerable experience
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Social learning; wisdom of crowds; expert crowd"},{"word":"recommender systems; learning"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7gm7k27n","frozenauthors":[{"first_name":"Pantelis","middle_name":"P","last_name":"Analytis","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Barkoczi","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""},{"first_name":"Stefan","middle_name":"M","last_name":"Herzog","name_suffix":"","institution":"Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25681/galley/15305/download/"}]}]}