{"count":39479,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=2600","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=2400","results":[{"pk":49201,"title":"Blind spots in the mind's eye: Mental imagery often lacks detail and coherence","subtitle":null,"abstract":"The workings and products of the imagination are often described in visual terms: We speak of 'mental images' and the 'mind's eye.' To what extent is this metaphorical? Should imagination be conceived of as a process of quasi-perceptual simulation or is it more sparse and abstract? Building on recent findings that suggest mental imagery tends to lack detail, we investigate how complete and coherent people's imagined scenes are. In Experiment 1, we presented a riddle-like vignette to participants and found that they on average only imagined 54% of the simple features we asked them about. Moreover, successfully finding a solution was unrelated to the number of features imagined. In Experiments 2a — 2c we found that participants often did not notice spatial contradictions in text descriptions (2a), even when scaffolded with a map (2b), and that spotting these contradictions was unrelated to performance on a mental rotation task (2c).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Philosophy; Psychology; Event cognition; Other; Representation"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6p66b633","frozenauthors":[{"first_name":"Andreas","middle_name":"","last_name":"Arslan","name_suffix":"","institution":"Central European University","department":""},{"first_name":"Jonathan","middle_name":"F.","last_name":"Kominsky","name_suffix":"","institution":"Central European University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49201/galley/37162/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49201/galley/38707/download/"}]},{"pk":49405,"title":"Boosting Cognitive Modelling for Human Reasoning","subtitle":null,"abstract":"AI models are often developed to solve reasoning problems optimally.\nIn contrast, cognitive models focus on explaining and\npredicting replicative cognitive patterns of human information\nprocessing. And while many of the theories aim to explain\nan assumed ‘general' human reasoner, only few are aimed at\nthe individual. This paper addresses the challenge of the latter\nby investigating the automatic generation of individualised\npredictive algorithms using transformer-based models. These\nmodels which have been trained on huge amounts of human\ndata, potentially exhibit built-in cognitive patterns. Leveraging\nsuch characteristics and architecture of transformer-based\nmodels, we outline a generalized methodology for establishing\na human-AI collaborative framework, to generate explainable\nand reproducible algorithms with cross-domain applicability.\nWhile predictive accuracy and generalizability pose less of a\nproblem, the bigger challenges in using machine learning approaches\nor transformer-based models may be explainability\nand replicability. Hence, instead of ‘just' using such a model\nfor directly fitting the data, we use it to extract features and\nto propose cognitive algorithms that are executable in systems\noutside of the model. Using two datasets pertaining to syllogistic\nand spatial reasoning, the predictive algorithms thus\ngenerated applying the presented framework, achieve mean accuracies\nof 68% and 81%, respectively. Both algorithms outperform\nother established, state-of-the-art cognitive models by\nfar, surpassing the (previously) best state-of-the art models in\nsyllogistic and spatial human reasoning by 19% and 13%, respectively.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Reasoning; Symbolic computational modeling"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32g676zt","frozenauthors":[{"first_name":"Meghna","middle_name":"","last_name":"Bhadra","name_suffix":"","institution":"Technische UniversitŠt Dresden","department":""},{"first_name":"Marco","middle_name":"","last_name":"Ragni","name_suffix":"","institution":"TU Chemnitz","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49405/galley/37367/download/"}]},{"pk":49804,"title":"Bootstrapping in Geometric Puzzle Solving","subtitle":null,"abstract":"We explore how people \"bootstrap\", or reuse chunked action sequences, to tackle complex problems, in a novel puzzle task. In this task, participants perform sequences of actions to recreate target shapes. In our experimental condition, participants are trained on problems whose best solutions share a distinct abstract action sequence, or schema. Meanwhile, a control group trained on tasks of commensurate difficulty whose solutions did not conform to this pattern. We find experimental-condition participants outperform controls in a set of more difficult test puzzles whose solutions are compositional generalizations of experimental group's training tasks. Notably, the experimental group outperformed controls even in \"far transfer\" tasks that lacked surface similarity to training in both their target shape and solution sequence. Our results provide a compelling demonstration of the human ability to cache and reuse abstract patterns, offering new insights into how humans approach complex problems that, naively, seem to demand a prohibitive amounts of planning or trial and error.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Problem Solving; Reasoning; Computer-based experiment; Quantitative Behavior; Statistics"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jq133zg","frozenauthors":[{"first_name":"Xiangying","middle_name":"","last_name":"He","name_suffix":"","institution":"Department of Psychology","department":""},{"first_name":"Bonan","middle_name":"","last_name":"Zhao","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Neil","middle_name":"R.","last_name":"Bramley","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49804/galley/37766/download/"}]},{"pk":50485,"title":"Bounded Ecologically Rational Meta-learned Inference Explains Human Category Learning","subtitle":null,"abstract":"In his metaphor of 'behavioral scissors', Herbert Simon proposed that human behavior is shaped by scissors whose two blades are the structure of task environments and the computational capabilities of the actor. However, previous work has mostly studied the two blades of the \"behavioral scissors\" in isolation. We introduce a new class of models called bounded ecologically rational meta-learned inference (BERMI), which allows for study of the two blades in conjunction. BERMI is rationally adapted to ecologically valid tasks generated from a large language model, but its computational capacity is bounded. We found that BERMI quantitatively explains human choices better than eight other cognitive models in two different category learning experiments. In addition, it captures several qualitative aspects of human categorization, such as learning difficulty and learning speed, much better than other competing models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Computer Science; Psychology; Behavioral Science; Concepts and categories; Learning; Machine learning; Computational Modeling; Neural Networks"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7k85s0j0","frozenauthors":[{"first_name":"Akshay Kumar","middle_name":"","last_name":"Jagadish","name_suffix":"","institution":"Helmholtz Munich","department":""},{"first_name":"Julian","middle_name":"","last_name":"Coda-Forno","name_suffix":"","institution":"Helmholtz Zentrum MŸnchen Deutsches Forschungszentrum fŸr Gesundheit und Umwelt (GmbH) IngolstŠdter Landstra§e 1 D-85764 Neuherberg Germany VAT-ID 129521671","department":""},{"first_name":"Mirko","middle_name":"","last_name":"Thalmann","name_suffix":"","institution":"Helmholtz Zentrum MŸnchen Deutsches Forschungszentrum fŸr Gesundheit und Umwelt (GmbH) IngolstŠdter Landstra§e 1 D-85764 Neuherberg Germany VAT-ID 129521671","department":""},{"first_name":"Marcel","middle_name":"","last_name":"Binz","name_suffix":"","institution":"Helmholtz Zentrum MŸnchen Deutsches Forschungszentrum fŸr Gesundheit und Umwelt (GmbH) IngolstŠdter Landstra§e 1 D-85764 Neuherberg Germany VAT-ID 129521671","department":""},{"first_name":"Eric","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Helmholtz Zentrum MŸnchen Deutsches Forschungszentrum fŸr Gesundheit und Umwelt (GmbH) IngolstŠdter Landstra§e 1 D-85764 Neuherberg Germany VAT-ID 129521671","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50485/galley/38447/download/"}]},{"pk":50221,"title":"Bounded hypothesis testing underlying human learning of probabilistic rules","subtitle":null,"abstract":"We investigated human learning of probabilistic rules in experiments using a 2-by-2 feature space. Despite the seemingly minimal complexity, participants struggled to learn nonlinear XOR rules (where outcomes depend on cue matchings) but rapidly mastered linear rules. This difficulty persisted even when explicit probes revealed the possible rules, indicating constraints in hypothesis testing. To explain these behavioral patterns, we propose a hypothesis diffusion model where learning arises from evidence-driven transitions between hypotheses in a sparsely connected network. The model outperformed reinforcement learning alternatives and generalized across different rules. To further understand the origin of the learning difficulty, we trained low-rank recurrent neural networks and found that networks with limited capacity (rank 3) failed to learn XOR rules when trained in biased environments, mirroring human performance. In conclusion, human rule learning may rely on structured hypothesis exploration, with learning biases potentially emerging from adaptations to environmental demands under computational constraints.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Psychology; Decision making; Learning; Computational Modeling"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3p4119hd","frozenauthors":[{"first_name":"Jianbo","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Peking University","department":""},{"first_name":"Tianyuan","middle_name":"","last_name":"Teng","name_suffix":"","institution":"Max Planck Institute for Biological Cybernetics","department":""},{"first_name":"Yuxiu","middle_name":"","last_name":"SHAO","name_suffix":"","institution":"Beijing Normal University","department":""},{"first_name":"Hang","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Peking University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50221/galley/38183/download/"}]},{"pk":49644,"title":"Breaking it Down: Expertise and Dance Segmentation","subtitle":null,"abstract":"This study investigates how expertise influences the mental representation of dance choreography, focusing on differences between expert and novice ballet dancers. Event Segmentation Theory (EST) was used to examine chunking in a 50-step ballet sequence. Participants, classified as experts or novices based on dance experience, were tasked with segmenting choreography across repeated viewings. Results showed that experts segmented the sequence into fewer, larger chunks, and showed greater consistency and greater similarity with each other. Novices, in contrast, identified more segments and showed less agreement. These findings underscore the role of domain-specific knowledge that incorporates the structure of the domain in forming mental representations, and sets the stage for exploring how this may enable superior expert learning and memory for very long sequences of dance.\nKeywords: expertise; event segmentation; chunking; dance memory","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Dance; Event cognition; Memory"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6603f3hb","frozenauthors":[{"first_name":"Russell","middle_name":"L","last_name":"Adams","name_suffix":"","institution":"University of Illinois at Chicago","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Wiley","name_suffix":"","institution":"University of Illinois at Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49644/galley/37606/download/"}]},{"pk":49723,"title":"Bridging Perception and Language: A Systematic Benchmark for LVLMs' Understanding of Amodal Completion Reports","subtitle":null,"abstract":"One of the main objectives in developing large vision-language models (LVLMs) is to engineer systems that can assist humans with multimodal tasks, including interpreting descriptions of perceptual experiences. A central phenomenon in this context is amodal completion, in which people perceive objects even when parts of those objects are hidden. Although numerous studies have assessed whether computer-vision algorithms can detect or reconstruct occluded regions, the inferential abilities of LVLMs on texts related to amodal completion remain unexplored. To address this gap, we constructed a benchmark grounded in Basic Formal Ontology to achieve a systematic classification of amodal completion. Our results indicate that while many LVLMs achieve human-comparable performance overall, their accuracy diverges for certain types of objects being completed. Notably, in certain categories, some LLaVA-NeXT variants and Claude 3.5 Sonnet exhibit lower accuracy on original images compared to blank stimuli lacking visual content. Intriguingly, this disparity emerges only under Japanese prompting, suggesting a deficiency in Japanese-specific linguistic competence among these models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Computer Science; Linguistics; Philosophy; Natural Language Processing; Perception; Semantics of language"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qd160dz","frozenauthors":[{"first_name":"Amane","middle_name":"","last_name":"Watahiki","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Tomoki","middle_name":"","last_name":"Doi","name_suffix":"","institution":"The University of Tokyo","department":""},{"first_name":"Taiga","middle_name":"","last_name":"Shinozaki","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Satoshi","middle_name":"","last_name":"Nishida","name_suffix":"","institution":"National Institute of Information and Communications Technology","department":""},{"first_name":"takuya","middle_name":"","last_name":"niikawa","name_suffix":"","institution":"Kobe University","department":""},{"first_name":"Katsunori","middle_name":"","last_name":"Miyahara","name_suffix":"","institution":"Hokkaido University","department":""},{"first_name":"Hitomi","middle_name":"","last_name":"Yanaka","name_suffix":"","institution":"the University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49723/galley/37685/download/"}]},{"pk":50088,"title":"Bright shiny garbage: Video content shown to low-income children is characterized by higher flicker","subtitle":null,"abstract":"We use a computer vision model to examine inequities in the quality of videos shown to children from different socioeconomic backgrounds. This work is foundational to understanding the origin of divergence in children's cognitive development. We use our model to quantify visual salience across three categories of children's media: ad supported, paid, and educational public television. We find that ad-supported media contains significantly higher levels of flicker, a feature of visual salience linked to disrupted processing and worse learning outcomes (Essex et al., 2022; Shepherd & Kidd, 2024). These results represent the first to quantitatively demonstrate a difference in the quality of media shown to low- versus high-income children. These findings confirm that children from low-income families are watching more visually salient content and thus more at risk for the potential harms this type of content poses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Development; Learning; Computational Modeling"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wk8j6fv","frozenauthors":[{"first_name":"Sarah","middle_name":"Stolp","last_name":"Shepherd","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Huiwen Alex","middle_name":"","last_name":"Yang","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50088/galley/38050/download/"}]},{"pk":49126,"title":"Building computational models of social cognition in memo","subtitle":null,"abstract":"One of the most influential computational paradigms in modern cognitive science is the Bayesian modeling of social cognition. This paradigm models people's intuitions about other agents in terms of recursive probabilistic reasoning: agents are treated as approximately-rational decision-makers, who make Bayesian inferences about *other* agents' mental states from their observable behavior. Computational models designed in this tradition have been used in seminal work on theory-of-mind, language and communication, emotion understanding, and many other key areas of interest in cognitive science.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Workshop","is_remote":true,"remote_url":"https://escholarship.org/uc/item/30k5x6zk","frozenauthors":[{"first_name":"Kartik","middle_name":"","last_name":"Chandra","name_suffix":"","institution":"MIT","department":""},{"first_name":"Sean","middle_name":"Dae","last_name":"Houlihan","name_suffix":"","institution":"Dartmouth College","department":""},{"first_name":"Max","middle_name":"","last_name":"Kleiman-Weiner","name_suffix":"","institution":"University of Washington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49126/galley/37087/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49126/galley/38632/download/"}]},{"pk":49211,"title":"Building Interconnected Networks of Word Knowledge Over Time","subtitle":null,"abstract":"To become fluent language users, children must learn not only individual words but also connections between them. For example, connections are vital for understanding that \"apples\" are \"yummy\", something you can \"eat\" and similar to \"oranges\". To date, there is evidence that children develop increasingly sophisticated abilities to form these connections from regularities in the way that words co-occur with other words that are ubiquitous in everyday language. Yet despite the fact that children repeatedly experience such regularities day-to-day, existing evidence focuses just on what children learn from a single experience. We used a multi-session approach to examine the connections children build from repeated exposures over time. We found that from age four to six, children not only improve in their formation of connections between words from regularities in language, but also in building increasingly richly interconnected knowledge from one experience to the next.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Language acquisition; Semantic memory; Statistical learning"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0g36765h","frozenauthors":[{"first_name":"Layla","middle_name":"","last_name":"Unger","name_suffix":"","institution":"University of York","department":""},{"first_name":"Olivera","middle_name":"","last_name":"Savic","name_suffix":"","institution":"Basque Center on Cognition, Brain and Language","department":""},{"first_name":"Vladimir","middle_name":"","last_name":"Sloutsky","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49211/galley/37172/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49211/galley/38717/download/"}]},{"pk":49181,"title":"Calculating probabilities from imagined possibilities: Limitations in 4-year-olds","subtitle":null,"abstract":"Adults can calculate probabilities by running simulations and calculating proportions of each outcome. How does this ability develop? We developed a method that lets us bring computational modeling to bear on this question. A study of 40 adults and 31 4-year-olds indicates that unlike adults, many 4-year-olds use a single simulation to estimate probability distributions over simulated possibilities. We also implemented the 3-cups task, an established test of children's sensitivity to possibilities, in a novel format. We replicate existing 3-cups results. Moreover, children who our model categorized as running a single simulation on our novel task show a signature of running a single simulation in the 3-cups task. This signature is not observed in children who were categorized as running multiple simulations. This validates our model and adds to the evidence that about half of 4-year-olds don't evaluate multiple candidates for reality in parallel.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/41j038vf","frozenauthors":[{"first_name":"Brian","middle_name":"","last_name":"Leahy","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Vicente","middle_name":"","last_name":"Vivanco","name_suffix":"","institution":"MIT","department":""},{"first_name":"Samuel","middle_name":"J.","last_name":"Cheyette","name_suffix":"","institution":"MIT","department":""},{"first_name":"Kevin","middle_name":"A","last_name":"Smith","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Lucy","middle_name":"J","last_name":"White","name_suffix":"","institution":"University of Bath","department":""},{"first_name":"Roman","middle_name":"","last_name":"Feiman","name_suffix":"","institution":"Brown","department":""},{"first_name":"Laura","middle_name":"","last_name":"Schulz","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Joshua","middle_name":"B.","last_name":"Tenenbaum","name_suffix":"","institution":"MIT","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49181/galley/37142/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49181/galley/38687/download/"}]},{"pk":50136,"title":"Can Abstract Categories Be Represented by Shared Features in Concept Bottleneck Models?","subtitle":null,"abstract":"Learning abstract concepts is a core component of human cognition, yet remains challenging for artificial intelligent. We present a computational model that investigates whether abstract categories can be acquired through shared perceptual features, using a Label-Free Concept Bottleneck Model (CBM) trained to induce basic-level concepts using shared features. Concepts are represented through intermediate concepts layer, enabling the model to form grounded representations of basic-level categories. To evaluate conceptual robustness beyond surface-level accuracy, we conduct a series of generalization and ablation experiments. These assess whether the model forms robust conceptual representations rather than merely mapping inputs to labels. Our results show that the CBM achieves high accuracy on a dataset comprising four basic-level classes and twelve subordinate Image-Net subclasses, while also yielding interpretable intermediate representations. This framework demonstrates that abstract categorization can emerge through feature based induction, and suggests a pathway for cognitive models of concept learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Cognitive Neuroscience; Computer Science; Cognitive architectures; Language acquisition"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vw6p3n7","frozenauthors":[{"first_name":"Haodong","middle_name":"","last_name":"Xie","name_suffix":"","institution":"University of Manchester","department":""},{"first_name":"Xuena","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Tsinghua University","department":""},{"first_name":"Rahul Singh","middle_name":"","last_name":"Maharjan","name_suffix":"","institution":"University of Manchester","department":""},{"first_name":"Federico","middle_name":"","last_name":"Tavella","name_suffix":"","institution":"University of Manchester","department":""},{"first_name":"Angelo","middle_name":"","last_name":"Cangelosi","name_suffix":"","institution":"University of Manchester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50136/galley/38098/download/"}]},{"pk":49435,"title":"Can (A)I Change Your Mind?","subtitle":null,"abstract":"The increasing integration of large language models (LLMs) based conversational agents into everyday life raises critical cognitive and social questions about their potential to influence human opinions. Although previous studies have shown that LLM-based agents can generate persuasive content, these typically involve controlled English-language settings. Addressing this, our preregistered study explored LLMs' persuasive capabilities in more ecological, unconstrained scenarios, examining both static (written paragraphs) and dynamic (conversations via Telegram) interaction types. Conducted entirely in Hebrew with 200 participants, the study assessed the persuasive effects of both LLM and human interlocutors on controversial civil policy topics. Results indicated that participants adopted LLM and human perspectives similarly, with significant opinion changes evident across all conditions, regardless of interlocutor type or interaction mode. Confidence levels increased significantly in most scenarios. These findings demonstrate LLM-based agents' robust persuasive capabilities across diverse sources and settings, highlighting their potential impact on shaping public opinions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Computer Science; Psychology; Behavioral Science; Decision making; Human-computer interaction; Intelligent agents; Interactive behavior; Natural Language Processing; Social co"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/50n036vq","frozenauthors":[{"first_name":"Miriam","middle_name":"","last_name":"Havin","name_suffix":"","institution":"The Hebrew University of Jerusalem","department":""},{"first_name":"Timna","middle_name":"","last_name":"Wharton Kleinman","name_suffix":"","institution":"The Hebrew University of Jerusalem","department":""},{"first_name":"Moran","middle_name":"","last_name":"Koren","name_suffix":"","institution":"Ben Gurion University","department":""},{"first_name":"Yaniv","middle_name":"","last_name":"Dover","name_suffix":"","institution":"The Hebrew University","department":""},{"first_name":"Ariel","middle_name":"","last_name":"Goldstein","name_suffix":"","institution":"Hebrew University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49435/galley/37397/download/"}]},{"pk":49399,"title":"Can automated vocal analyses over child-centered audio recordings be used to predict speech-language development?","subtitle":null,"abstract":"Understanding how children's spontaneous language behavior relates to standardized metrics of language development remains a crucial challenge in developmental science, particularly given the time and resources required for many traditional lab-based assessments. This study investigates whether automated analysis of naturalistic, child-centered audio recordings can index the developmental trajectory of speech-language abilities. Using a longitudinal design following N=130 preschoolers, we employed deep learning methods to compute Canonical Proportion - a theoretically-motivated metric that reflects both speech motor control development and phonological representation building  - from naturalistic, child-centered audio recordings at age 3 years. Canonical proportion measures significantly predicted multiple dimensions of speech-language development longitudinally, formally assessed in the lab one year later at age 4. The strongest relationships were found for consonant articulation skill and vocabulary size, suggesting that early speech production patterns may moderately index numerous later facets of language development. These findings outline a potential relationship between children's spontaneous, everyday language behavior and more traditional language development metrics, while demonstrating the potential for automated measures to expand and diversify research in developmental science.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Psychology; Cognitive development; Development; Language Comprehension; Language Production; Language understanding; Learning; Perception; Phonology; Big data; Corpus studies"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gs7p4cd","frozenauthors":[{"first_name":"Carissa","middle_name":"Mercedes","last_name":"Ott","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Margaret","middle_name":"","last_name":"Cychosz","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49399/galley/37361/download/"}]},{"pk":49764,"title":"Can children represent and compute over mixed sets with the Approximate Number System?","subtitle":null,"abstract":"Considerable debate exists over the kinds of numbers the Approximate Number System (ANS) can represent and compute over. Across three experiments (N = 218), we show that children can represent and add large mixed sets (i.e., large collections that include two types of items) with the ANS. In Experiment 1, 5-7-year-olds completed a replication of a large non-symbolic number addition task using an online asynchronous format. In Experiments 2 and 3, 5-7-year-olds completed a variation of that addition task with mixed sets of stimuli either area-controlled or area-correlated and again performed above chance level. Taken together, these findings are a crucial first step in examining whether the ANS can represent all positive rational numbers (i.e., fractions or ratios), as opposed to exclusively integers. In sum though, our findings suggest that children can represent and compute over large mixed sets of stimuli with the ANS.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Development"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fx4f8dx","frozenauthors":[{"first_name":"Candice","middle_name":"","last_name":"Rubie","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Denison","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49764/galley/37726/download/"}]},{"pk":49412,"title":"Can input statistics over-ride a prior bias in morpheme ordering? A test case with gender and number","subtitle":null,"abstract":"In languages which mark both gender and number as distinct morphemes, there is a tendency to place gender closer to the noun stem than number. However, the typological data on this is sparse. Moreover, linguistic theories differ in how they explain ordering patterns of gender and number morphology: some theories focus on the structure of the representations of features in the speakers' minds, and other focus on the role of co-occurrence statistics. In a recent study, Saldana, Kanampiu, and Culbertson (2025) use artificial language learning to show that learners with a diverse range of language experience with grammatical gender and number exhibit a consistent bias for orders with gender closer to the noun stem than number. This order reflects the ordering in which most linguistic theories assume number and gender features are derived in word formation. Here, we build on this study to investigate how this bias interacts with the statistics of the linguistic input. In particular, we manipulate co-occurrence between stems and affixes so that learners are exposed to combinations of stems and number morphology more often than to stems and gender morphology. We test whether input statistics can push learners to reverse their natural preference, leading them to place number closer to the noun than gender. We find that our manipulation reduces, but does not eliminate or reverse, the preference for gender-closest order. However, our study also highlights some difficulties learners have in acquiring novel features from sparse data. Ultimately, our findings highlight the dynamic interplay between representations of meaning and input-based learning mechanisms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Language acquisition; Syntax"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6n03n959","frozenauthors":[{"first_name":"Chunan","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Carmen","middle_name":"","last_name":"Saldana","name_suffix":"","institution":"Pompeu Fabra University","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Culbertson","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49412/galley/37374/download/"}]},{"pk":49896,"title":"Can Large Language Models Predict Associations Among Human Attitudes?","subtitle":null,"abstract":"Prior work has shown that large language models (LLMs) can predict human attitudes based on other attitudes, but this work has largely focused on predictions from highly similar and interrelated attitudes. In contrast, human attitudes are often strongly associated even across disparate and dissimilar topics. Using a novel dataset of human responses toward diverse attitude statements, we found that a frontier language model (GPT-4o) was able to recreate the pairwise correlations among individual attitudes and to predict individuals' attitudes from one another. Crucially, in an advance over prior work, we tested GPT-4o's ability to predict in the absence of surface-similarity between attitudes, finding that while surface similarity improves prediction accuracy, the model was still highly-capable of generating meaningful social inferences between dissimilar attitudes. Altogether, our findings indicate that LLMs capture crucial aspects of the deeper, latent structure of human belief systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Psychology; Natural Language Processing; Social cognition"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3b24d657","frozenauthors":[{"first_name":"Ana","middle_name":"Yutong","last_name":"Ma","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Derek","middle_name":"","last_name":"Powell","name_suffix":"","institution":"Arizona State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49896/galley/37858/download/"}]},{"pk":50044,"title":"Can LLMs model meaning in restorying interventions?","subtitle":null,"abstract":"While cognitive science has made great progress in modeling a range of psychological phenomenon, the processes underlying how people interpret the meaning of their own experiences has mostly resisted formalization. In this paper, we explore a method for using large language models (LLMs) to simulate the effects of this interpretive process. We compare our LLM-based simulations to extant data on restorying interventions— which show that people are more likely to endorse their life stories as meaningful after being prompted to reflect on how their experiences fit into the narrative structure of a hero's journey. Across three simulations, we show that (1) LLMs are capable of modeling the effects from these restorying interventions, (2) they are sensitive to signals from restorying interventions other than the hero's journey, and (3) this pattern of results is broadly—though not entirely—consistent across several different LLMs. Ultimately, these simulations point towards how LLM-based computational models might generate novel predictions about the effects of restorying interventions on meaning in human participants.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Humanities; Psychology; Cognitive Humanities; Representation; Computational Modeling"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0vx10986","frozenauthors":[{"first_name":"Cody","middle_name":"","last_name":"Kommers","name_suffix":"","institution":"The Alan Turing Institute","department":""},{"first_name":"William","middle_name":"","last_name":"Cunningham","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50044/galley/38006/download/"}]},{"pk":50072,"title":"Can paradigmatic associations be implicitly formed through parallel contexts?","subtitle":null,"abstract":"The ability to form paradigmatic associations plays a crucial role in language comprehension and generalization. Previous studies have demonstrated that paradigmatic associations can be implicitly formed through sequential contexts even in nonlinguistic environment. In this study, we additionally examined whether paradigmatic associations can be implicitly formed when the contexts are presented in parallel with the target items. The results did not provide evidence for forming a paradigmatic association. We have discussed several possible factors that may have contributed to the results, which would help generate future experimental designs that are more sensitive in capturing the formation of paradigmatic associations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Language acquisition; Learning; Representation; Statistical learning; Statistics"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sf029m6","frozenauthors":[{"first_name":"Seoni","middle_name":"","last_name":"Park","name_suffix":"","institution":"Hanyang University","department":""},{"first_name":"Hyungwook","middle_name":"","last_name":"Yim","name_suffix":"","institution":"Hanyang University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50072/galley/38034/download/"}]},{"pk":49477,"title":"Can reasoning make you humble? Experimental tests to improve intellectual humility","subtitle":null,"abstract":"In the present study, we tested whether inducing people to reflect on their knowledge may increase their intellectual humility. We hypothesized that asking participants to answer knowledge tests would prompt them to recalibrate their perception of their own knowledge, thereby fostering intellectual humility. Study 1 demonstrated a significant increase in intellectual humility following the intervention, whereas Study 2 replicated and extended these findings in a larger sample, confirming the effect despite its small magnitude. The observed increase may be due to the activation of analytical reasoning style or to the acknowledgement of one's knowledge limitations. However, further research is needed to corroborate these conjectures and explore the long-term effects of interventions to enhance intellectual humility.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Philosophy; Psychology; Behavioral Science; Cognitive Humanities; Reasoning; Survey"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7tj2x75b","frozenauthors":[{"first_name":"Federica","middle_name":"","last_name":"Ruzzante","name_suffix":"","institution":"IMT School for Advanced Studies Lucca","department":""},{"first_name":"Isotta","middle_name":"","last_name":"Nuti Budini Gattai","name_suffix":"","institution":"IMT School for Advanced Studies Lucca","department":""},{"first_name":"Luca","middle_name":"","last_name":"Fracella","name_suffix":"","institution":"Maastricht University","department":""},{"first_name":"Folco","middle_name":"","last_name":"Panizza","name_suffix":"","institution":"IMT School for Advanced Studies Lucca","department":""},{"first_name":"Gustavo","middle_name":"","last_name":"Cevolani","name_suffix":"","institution":"IMT School for Advanced Studies Lucca","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49477/galley/37439/download/"}]},{"pk":49493,"title":"Can Sequential Persuasion Strategies Referencing Specific Purposes Enhance the Persuasiveness of Online Requests? A Case Study","subtitle":null,"abstract":"How to improve the persuasiveness of online requests is crucial to achieve acceptance and foster positive social relationships. The effectiveness of persuasion strategies and the influence of the sequence in which these strategies are applied have been demonstrated in the literature. However, existing research has largely overlooked the importance of linking the sequential persuasion strategies to the specific purpose. In this study, we first employ a few-shot Iterative Collaboration Method (ICM) to identify the purpose of the online requests, referencing human needs as well as the persuasion strategies used. Then, the sequential patterns of persuasion strategies supporting respective purposes are mined. Finally, Large Language Models (LLMs), incorporating the identified effective sequential strategies are used to rewrite the original requests. The results indicate that the sequence of strategies used for different purposes, can significantly increase the level of persuasion. The code and dataset can be found at https://github.com/phillip2f/Seq-Strategies-and-Purpose.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Natural Language Processing; Social cognition; Case studies; Comparative Analysis"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4s61127r","frozenauthors":[{"first_name":"Yizhi","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Institute of Software Chinese Academy of Sciences and University of Chinese Academy of Sciences","department":""},{"first_name":"Yi","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Institute of Software, Chinese Academy of Science","department":""},{"first_name":"Jiaqi","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"Institute of Software, Chinese Academy of Sciences","department":""},{"first_name":"Hui","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Institute of Software, Chinese Academy of Sciences","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49493/galley/37455/download/"}]},{"pk":49361,"title":"Can Visual Fixations Explain Context-Dependent Reinforcement Learning?","subtitle":null,"abstract":"Context-dependent reinforcement learning (RL) challenges the assumption that decision makers encode the absolute values of choice outcomes. This study investigates whether the associated choice biases arise from a relative encoding of outcomes or an alternative mechanism involving cumulative reward learning and selective attention to outcomes. Using eye tracking, participants completed a RL task where choice options were initially learned in fixed contexts before being tested in novel pairings. Results revealed an overall preference for options that were contextually favored in the learning phase, even when these preferences violated expected value maximization. Computational model comparisons demonstrated that hybrid encoding models, incorporating absolute and relative values, provided the best overall account of individual behavior. While eye fixations on choice outcomes decreased over trials, fixation-dependent RL models did not fit the data well, suggesting that overt visual attention patterns do not fully explain context-dependent choice biases.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Decision making; Learning; Computational Modeling; Eye tracking"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xv4n68n","frozenauthors":[{"first_name":"Melanie","middle_name":"J","last_name":"Touchard","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"William","middle_name":"M","last_name":"Hayes","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49361/galley/37322/download/"}]},{"pk":49876,"title":"Can We Extend the Reverse Cohesion Effect to Programming Contexts?","subtitle":null,"abstract":"Existing research has drawn parallels from the comprehension of text to the comprehension of source code. In this study, we attempt to develop this analogy by positing and testing a notion of code cohesion, analogous to text cohesion. We also attempt to extend a known effect in text comprehension research, the reverse cohesion effect, to code contexts. Our findings provide some corroboration for code cohesion, but fail to find robust evidence for a reverse cohesion effect. This reinforces similarities between text and code comprehension but also suggests that everyday comprehension processes of code and text  might differ in meaningful ways.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Computer Science; Education; Psychology; Reading; Quantitative Behavior"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wm1d687","frozenauthors":[{"first_name":"Rina Miyata","middle_name":"","last_name":"Harsch","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Jeffrey","middle_name":"K.","last_name":"Bye","name_suffix":"","institution":"California State University, Dominguez Hills","department":""},{"first_name":"Vasile","middle_name":"","last_name":"Rus","name_suffix":"","institution":"University of Memphis","department":""},{"first_name":"Panayiota","middle_name":"","last_name":"Kendeou","name_suffix":"","institution":"University of Minnesota","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49876/galley/37838/download/"}]},{"pk":50323,"title":"Can you imagine the spiciness of a /hi/ sound?","subtitle":null,"abstract":"Previous studies have found that character type, voicing, or vowel type affects the sensorimotor and affective information imagined from individual characters or pseudowords in Japanese. The purpose of this study was to examine whether character type, voicing, or vowel type influence the taste information imagined from individual characters. Fifty and seven participants rated five taste information (sweet, salt, sour, bitter, and spicy) imagined from five vowels (a, i, u, e, or o) written in hiragana or katakana, respectively, in Study 1. Additionally, 40 participants rated six taste information (sweet, salt, sour, umami, bitter, and spicy) imagined from pairs of three consonant types (voiced: b, semi-voiced: p, or voiceless: h or f) and five vowels written in hiragana in Study 2. The results of these studies suggest that character types, voicing, or vowel types affect the taste information associated with individual Japanese characters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Embodied Cognition; Language and thought; Language Comprehension; Semantics of language"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0fg660nk","frozenauthors":[{"first_name":"Toshimune","middle_name":"","last_name":"Kambara","name_suffix":"","institution":"Hiroshima University","department":""},{"first_name":"Mizuki","middle_name":"","last_name":"Yoshio","name_suffix":"","institution":"Hiroshima University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50323/galley/38285/download/"}]},{"pk":49813,"title":"\"Can you tell I used ChatGPT?\" How Perceived AI-Mediation Affects Workplace Email Persuasiveness— A Bayesian Approach","subtitle":null,"abstract":"Large Language Models like ChatGPT are becoming every-day writing partners in the workplace. This study asked: how does simply knowing an email was \"edited by ChatGPT\" affect its persuasiveness and the perceived cred-ibility of the sender? We collected data from 308 profes-sionals using experimental vignettes that simulated realis-tic workplace emails. Some emails were described as en-tirely human-written, while others were labeled as AI-edited, with variations in the sender's reliability (who is sending the message) and strength of the argument (how well the content is constructed). A Bayesian Model of Ar-gumentation provided normative predictions for how reli-ability and argument quality should influence persuasion. We found that when an email was labeled as \"edited by ChatGPT,\" receivers saw it as less persuasive overall. However, AI-mediation did not diminish the relative in-fluence of source reliability and argument quality. In other words, while the AI-edited label reduced overall persua-siveness, it didn't change how recipients inherently evalu-ated credibility. They still adjusted their beliefs primarily based on who sent the message and how strong the argu-ment was. To our knowledge, this is the first study to ap-ply a Bayesian framework to understanding how people process AI-mediated communication.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Case-based reasoning; Human-computer interaction; Bayesian modeling"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9jr842z8","frozenauthors":[{"first_name":"Shaked","middle_name":"","last_name":"Karabelnicoff","name_suffix":"","institution":"London School of Economics","department":""},{"first_name":"Jens","middle_name":"Koed","last_name":"Madsen","name_suffix":"","institution":"London School of Economics","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49813/galley/37775/download/"}]},{"pk":49916,"title":"Capturing Curiosity: Task-Based Differences in Children's Exploratory Behavior","subtitle":null,"abstract":"This study explored differences in children's information seeking in the two exploration tasks aligned with proposed curiosity frameworks. One task provided an open-ended unlimited information seeking design assessing the frequency of exploration attempts across similar options; the second was a constrained information seeking design with limits on how much could be explored, focusing instead on what children chose among varying levels of uncertainty. Children's information seeking did not relate between the two tasks, and children give different explanations for their motivation for seeking information that aligned with the different designs; in the open-ended task children's exploration was motivated by more superficial and perceptual features, while in the constrained task they described desiring information and mentioned uncertainty and mystery. Potential implications of the results are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Education; Psychology; Development"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7f02405x","frozenauthors":[{"first_name":"Natalie","middle_name":"","last_name":"Hutchins","name_suffix":"","institution":"University of Virginia","department":""},{"first_name":"Natalie","middle_name":"","last_name":"Evans","name_suffix":"","institution":"University of Virginia","department":""},{"first_name":"Jamie","middle_name":"J","last_name":"Jirout","name_suffix":"","institution":"University of Virginia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49916/galley/37878/download/"}]},{"pk":50244,"title":"Capturing Student's Spontaneous Knowledge Transfer Between Block and Text-Based Programming Languages","subtitle":null,"abstract":"Transferring knowledge to new situations is essential for learning (Gentner, 2003) but notoriously difficult (Gick & Holyoak, 1983). In computer science education, students are expected to transfer knowledge of earlier taught block-based programming languages (e.g., Scratch) when they transition to more challenging text-based languages (e.g., Python). However, still little is known about whether and how students engage in such transfer. To explore these ideas, we developed an assessment for late-elementary and middle-school students proficient in Scratch that provides brief instruction on similarities with a novel text-language (Python) for various concepts (conditionals, iteration, etc.). Students were then assessed as to whether they could transfer their knowledge to conceptually related problems in Python. Results indicate students struggle in transferring most concepts, particularly those with syntactic differences. These findings are consistent with ACT-R theory (Anderson & Schunn, 2000) and suggest students may benefit from targeted transfer support when learning new programming languages.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Computer Science; Education; Psychology; Analogy; Learning"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21q9h6zv","frozenauthors":[{"first_name":"Kiley","middle_name":"","last_name":"McKee","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Bryan","middle_name":"","last_name":"Matlen","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Rosalind","middle_name":"","last_name":"Owen","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Elysse","middle_name":"","last_name":"Caballero","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Jennifer","middle_name":"","last_name":"Houchins","name_suffix":"","institution":"WestEd","department":""},{"first_name":"Yvonne","middle_name":"","last_name":"Kao","name_suffix":"","institution":"WestEd","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50244/galley/38206/download/"}]},{"pk":49630,"title":"Capturing User Intent through Integration of Item ID and Modality Information in Session Recommendation","subtitle":null,"abstract":"Session-based recommendation aims to capture user intent from short-term, anonymous interaction sequences to recommend relevant items. From a cognitive science perspective, understanding user intent is closely tied to how humans process information, allocate attention, and make decisions under limited cognitive resources. While existing session-based methods mainly rely on ID-based modeling, such approaches face severe data sparsity and lack alignment with how users cognitively process information. Incorporating modality information can alleviate this issue. However, simple integration of ID and multimodal information often results in modality underfitting, limiting the effective use of multimodal features. To address these challenges, we propose SRIM(Session-based Recommendation with ID and Modality), a model that integrates ID and multimodal representations through a two-phase strategy: independent training followed by joint optimization. SRIM can better capture session-level intent by simulating users' actual perceptual contexts. Experiments on three real-world datasets demonstrate that SRIM significantly outperforms existing methods in session recommendation. The code for SRIM is available on GitHub {https://github.com/liang-tian-tian/SRIM}.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Machine learning; Neural Networks"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1f7779cw","frozenauthors":[{"first_name":"Tiantian","middle_name":"","last_name":"Liang","name_suffix":"","institution":"Soochow University","department":""},{"first_name":"Zhe","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Soochow University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49630/galley/37592/download/"}]},{"pk":50364,"title":"Care Beyond Empathy: Towards a More Accessible Theory of Prosocial Clinician-Patient Interaction","subtitle":null,"abstract":"Empathy is a widely used and poorly understood concept, in spite of the significant intellectual thought that has been devoted to elucidating its meaning. Rather than focusing on the semantics of empathy, we explore its telos and utility—particularly in clinical care—through analyses of the \"double empathy problem\" and Theory of Mind, along with thought experiments drawn from healthcare scenarios. We find that although cognitive and affective empathy are often considered essential components of treating others with care and respect, they are neither sufficient nor clearly necessary for achieving these aims in clinical contexts. In fact, both varieties of empathy can easily lead to detrimental social outcomes. With this in mind, we suggest de-emphasizing the role of empathy in clinical culture. A clearer focus on actionable strategies and behaviors which facilitate positive patient-clinician interactions may help demystify \"soft skills,\" thus making competence in social aspects of healthcare more accessible to all.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Education; Philosophy; Psychology; Empathy; Theory of Mind"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13w8399s","frozenauthors":[{"first_name":"Mira","middle_name":"","last_name":"Raju","name_suffix":"","institution":"National Institutes of Health","department":""},{"first_name":"Sawyer","middle_name":"","last_name":"Lucas-Griffin","name_suffix":"","institution":"National Institutes of Health","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50364/galley/38326/download/"}]},{"pk":49643,"title":"Categories from dimensions: Population-level computational modelling of neurodevelopmental conditions","subtitle":null,"abstract":"Theoretical understanding of neurodevelopmental conditions (NCs) has shifted from a categorical approach to a dimensional one, characterized by an acceptance of comorbidity and heterogeneity. Previous computational modelling of NCs has tended only to accommodate categorical views. The current work presents a mechanistic simulation framework that fits with the dimensional view, using artificial neural networks to model populations of learners, with underlying causes of variation in developmental outcomes viewed as continuous, polygenic, and in part environmental. We show how the dimensional and categorical approaches can be linked using latent profile analysis and outlier methods, recovering profiles and specific deficits from dimensional variation. We show how altering the distribution of hyper-parameters shifts the population composition of developmental profiles and frequencies of deficit patterns, and we test their robustness to stochastic factors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Development; Computational Modeling; Neural Networks"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4b43b739","frozenauthors":[{"first_name":"Qidong","middle_name":"","last_name":"Song","name_suffix":"","institution":"Department of Psychological Sciences, Birkbeck, University of London","department":""},{"first_name":"Michael","middle_name":"","last_name":"Thomas","name_suffix":"","institution":"Birkbeck, University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49643/galley/37605/download/"}]},{"pk":49848,"title":"Causal and Counterfactual Reasoning about Gradual and Abrupt Events","subtitle":null,"abstract":"Determining what caused an event is common in everyday life, yet little is known about what aspects of real-world events affect causal attribution. Causes may unfold at multiple timescales, with gradual events (e.g., steady weight loss) and abrupt ones (e.g., acute illness) contributing to an outcome. We investigated causal attribution in real-world contexts (e.g., finance, health) where both types of events contribute to a positive or negative outcome. In Study 1, participants gave higher causal ratings to abrupt causes in negative scenarios about the environment or finance. Conversely, we found higher causal ratings for gradual causes of physical health regardless of outcome valence, and no significant differences in mental health scenarios. Further, participants' counterfactual responses were mostly consistent with their causal attributions. Study 2 suggests that the preference for abrupt causes may be explained by their temporal proximity to the outcome. We discuss explanations for these findings and their implications.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Causal reasoning"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3jt842h3","frozenauthors":[{"first_name":"Vanessa","middle_name":"","last_name":"Cheung","name_suffix":"","institution":"University College London","department":""},{"first_name":"Cristina","middle_name":"","last_name":"Leone","name_suffix":"","institution":"University College London","department":""},{"first_name":"Samantha","middle_name":"","last_name":"Kleinberg","name_suffix":"","institution":"Stevens Institute of Technology","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49848/galley/37810/download/"}]},{"pk":50305,"title":"Causal Stacks: A Theoretical Framework for Recurrent and Hierarchical Counterfactual Reasoning","subtitle":null,"abstract":"Counterfactual (CF) reasoning – the process of considering alternative events and their outcomes – plays a vital role in understanding causation in fields like cognitive psychology and philosophy of science. In this paper, I develop a theoretical framework of Structural Causal Stacks (SCS) that provides a conceptual structure to describe the relationships between related causal and counterfactual analyses. Then, I explore its useability for observing human reasoning by running 500 pilot simulations of causal stack agents. My simulation modelled Gerstenberg et al. (2013)'s experiment design, which measured whether people's judgements about the consequence of a counterfactual state changes depended on the order they considered the events. According to my preliminary results, the stack model replicated the asymmetry in backwards versus forward counterfactual reasoning, aligning with the established consensus in a cognitive psychology literature while extending a persistent explanation for successive analyses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Causal reasoning; Decision making; Semantic memory; Computational Modeling"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qr6972p","frozenauthors":[{"first_name":"Dominic","middle_name":"","last_name":"Le","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50305/galley/38267/download/"}]},{"pk":49495,"title":"Cause and Blame Attribution to AI and Human Agents in Mental Health Context","subtitle":null,"abstract":"The present study examined how participants (N = 298) assessed causality, blameworthiness, foreseeability, and counterfactuality of an AI or human therapist, across three levels of empathy, in comparison to their supervisor and a recommending clinician. We found that participants judged the human therapist as more causal and blameworthy than their supervisor when medium or low empathy levels were displayed, whereas no difference emerged between the judgments of the AI therapist and its supervisor across all of the empathy levels. Additionally, participants did not differentiate causality and blameworthiness between the AI and human therapists, regardless of the empathy level. However, they did perceive the human therapist as foreseeing the outcome more than the AI therapist in the medium and low empathy levels. Qualitative analysis revealed that participants considered the directness of the causes to the outcome, counterfactual reasoning, and inherent limitations of AI when making judgments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Causal reasoning; Human-computer interaction; Qualitative Analysis; Survey"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3h60r7f7","frozenauthors":[{"first_name":"Mengxuan","middle_name":"Helen","last_name":"Qiao","name_suffix":"","institution":"University College London","department":""},{"first_name":"Sonja","middle_name":"","last_name":"Belkin","name_suffix":"","institution":"University of Cambridge","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49495/galley/37457/download/"}]},{"pk":49270,"title":"Cause and fault in development","subtitle":null,"abstract":"Responsibility requires causation. But there are different kinds of causes. Some are connected to their effects; others are disconnected. We ask how children's developing ability to distinguish causes relates to their understanding of moral responsibility. We found in Experiment 1 that when Andy hits Suzy with his bike, she falls into a fence and it breaks, 3-year-old children treated ``caused'', ``break'' and ``fault'' as referring to the direct cause, Suzy. By 4, they differentiated causes: Andy ``caused'' the fence to break, it's his ``fault'', but Suzy ``broke'' it. We found in Experiment 2 that when the chain involved disconnection, 3-year-olds focused only on the direct cause. Around 5 they distinguished causes, saying that the disconnecting cause ``caused'' an object to break, it's their ``fault'', but the direct cause ``broke'' it.  Our findings relate to the outcome-to-intention shift in moral responsibility and suggest a more fundamental shift in children's understanding of causation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Philosophy; Psychology; Causal reasoning; Cognitive development; Development; Language and thought; Language understanding; Social cognition; Developmental analysis"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/26s3s2tk","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Rose","name_suffix":"","institution":"Stanford","department":""},{"first_name":"Cici","middle_name":"","last_name":"Hou","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Shaun","middle_name":"","last_name":"Nichols","name_suffix":"","institution":"Cornell University","department":""},{"first_name":"Tobias","middle_name":"","last_name":"Gerstenberg","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Ellen","middle_name":"M","last_name":"Markman","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49270/galley/37231/download/"}]},{"pk":49946,"title":"Chain of Thought Still Thinks Fast: APriCoT Helps with Thinking Slow","subtitle":null,"abstract":"Language models are known to absorb biases from their training data, leading to predictions driven by statistical regularities rather than semantic relevance. We investigate the impact of these biases on answer choice preferences in the Massive Multi-Task Language Understanding (MMLU) task. Our findings show that these biases are predictive of model preference and mirror human test-taking strategies even when chain of thought (CoT) reasoning is used. To address this issue, we introduce Counterfactual Prompting with Agnostically Primed CoT (APriCoT). We demonstrate that while Counterfactual Prompting with CoT alone is insufficient to mitigate bias, APriCoT effectively reduces the influence of base-rate probabilities while improving overall accuracy. Our results suggest that mitigating bias requires a slow thinking process which CoT alone may not provide as it tends to reinforce fast thinking model bias under some prompting methodologies. APriCoT is a step toward developing more robust and fair language models that can think slow.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Language and thought; Natural Language Processing; Reasoning; Quantitative Behavior"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/18x411vv","frozenauthors":[{"first_name":"Kyle","middle_name":"","last_name":"Moore","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Jesse","middle_name":"","last_name":"Roberts","name_suffix":"","institution":"Tennessee Technological University","department":""},{"first_name":"Thao","middle_name":"Thi Minh","last_name":"Pham","name_suffix":"","institution":"Berea College","department":""},{"first_name":"Douglas","middle_name":"","last_name":"Fisher","name_suffix":"","institution":"Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49946/galley/37908/download/"}]},{"pk":50012,"title":"Change blindness and cross-linguistic spatial relationships: potential effects of language on attention","subtitle":null,"abstract":"Languages vary in how they categorize spatial relationships, yet the extent to which these linguistic distinctions shape cognition remains unclear. Using a change blindness paradigm, we examined whether linguistic categories affect change detection or whether certain spatial changes are universally more visually salient. In two experiments we presented images with changes in spatial relations that varied as a function of distinctions made in languages tested (Experiment 1) and the extent to which the changes were within the same spatial relation category or between spatial categories (and physically ‘possible' or impossible; Experiments 1 and 2). In Experiment 1 (English speakers) there was limited evidence for perceptual ‘syntactic' spatial violation as a predictor of detection. In Experiment 2 (English, Dutch, Spanish, Japanese participants) we tested if cross-linguistic differences in spatial categorization influence change detection. While no systematic effects of linguistic categorization were found, results suggest that changes between categories of spatial relations are detected faster. Our results also highlight the importance of considering individual language use when investigating the effects of language on cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Psychology; Language and thought; Perception; Spatial cognition; Cross-linguistic analysis"}],"section":"Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3jm0s787","frozenauthors":[{"first_name":"Pavla","middle_name":"","last_name":"Novakova","name_suffix":"","institution":"University of East Anglia","department":""},{"first_name":"Kazuki","middle_name":"","last_name":"Sekine","name_suffix":"","institution":"Waseda University","department":""},{"first_name":"Alberto","middle_name":"","last_name":"Hijazo-Gasc—n","name_suffix":"","institution":"University of Zaragoza","department":""},{"first_name":"Kenny","middle_name":"R","last_name":"Coventry","name_suffix":"","institution":"University of East Anglia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50012/galley/37974/download/"}]},{"pk":49650,"title":"Changes in cognitive effort across infancy and early childhood","subtitle":null,"abstract":"Cognitive functioning across development has predominantly been assessed through task performance. However, the role of cognitive effort infants and young children exert has been largely neglected in understanding cognitive functioning. In a large longitudinal sample (YOUth cohort, N = 2241) of infants and young children aged 5, 10 and 36 months, we extracted dynamic baseline-corrected pupil responses to measure cognitive effort during a gap-overlap eye-tracking task. Results revealed a shift from predominantly reactive effort when infants were younger to more preparatory effort in older children, especially for the more demanding condition. Moreover, preparatory effort in infancy predicted cognitive effort in childhood. These findings underscore the importance of measuring cognitive effort in addition to task performance to capture a more complete picture of early cognitive development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Cognitive development; Developmental analysis; Eye tracking"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vp7z855","frozenauthors":[{"first_name":"Manon A.","middle_name":"","last_name":"Krol","name_suffix":"","institution":"Donders Institute","department":""},{"first_name":"Olesia","middle_name":"","last_name":"Moiseenko","name_suffix":"","institution":"Donders Institute","department":""},{"first_name":"Anna","middle_name":"C.","last_name":"Praat","name_suffix":"","institution":"Donders Institute","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Ramos-Sanchez","name_suffix":"","institution":"Donders Institute","department":""},{"first_name":"Sabine","middle_name":"","last_name":"Hunnius","name_suffix":"","institution":"Donders Institute","department":""},{"first_name":"Marlene","middle_name":"","last_name":"Meyer","name_suffix":"","institution":"Donders Institute","department":""},{"first_name":"Francesco","middle_name":"","last_name":"Poli","name_suffix":"","institution":"University of Cambridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49650/galley/37612/download/"}]},{"pk":49992,"title":"Changing Response Patterns: The cognitive Mechanisms behind Stereotype Threat Effects on Women","subtitle":null,"abstract":"Stereotype Threat describes the negative impact on cognitive performance caused by the activation of negative social stereotypes. This study investigates the underlying cognitive mechanisms of gender-specific Stereotype Threat effects through a diffusion model analysis. An online experiment was conducted with 612 men and women, randomly assigned to either a Stereotype Threat or a control condition. Their performances in a mathematical task and an emotion recognition task were compared. To model the underlying cognitive processes, parameters of the drift diffusion model were estimated. Results showed no differences in accuracy as an effect of Stereotype Threat. However, women in the Stereotype Threat condition exhibited a higher threshold separation when performing the mathematical task, indicating more conservative response tendencies, compared to men and the control groups. The study addresses the need for potential interventions such as stereotype awareness to mitigate these effects and calls for further research into cultural and social influencing factors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Social cognition; Bayesian modeling; Mathematical modeling"}],"section":"Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4b85p4t7","frozenauthors":[{"first_name":"Kim","middle_name":"Sophie","last_name":"Keller","name_suffix":"","institution":"Institute of Psychology Heidelberg","department":""},{"first_name":"Andreas","middle_name":"","last_name":"Voss","name_suffix":"","institution":"Heidelberg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49992/galley/37954/download/"}]},{"pk":49278,"title":"Characterizing Human Planning on Large, Real-World Conceptual Networks","subtitle":null,"abstract":"Planning in the real world involves navigating vast spaces of possibilities, from finding a route through a city to searching for information online. Yet our understanding of human planning has largely come from studies involving small, simplified environments. To bridge this gap, we explored human planning in the context of the \\emph{Wiki Game}, where players start on a random Wikipedia article and are tasked with clicking on hyperlinks to reach a target article with minimal steps. We hypothesized that human planners reduce the computational cost of search by employing heuristic-guided and hierarchical search strategies. Analyzing a dataset of over 75,000 games, we discovered several behavioral signatures of heuristic-guided, hierarchical search. We formalized these insights using computational models, including tree search and hierarchical tree search algorithms. We found that our hierarchical tree search model mimicked these behavioral aspects of human navigation. Moreover, the patterns in human thinking times appeared to resemble patterns in the number of search iterations in the hierarchical tree search model. Collectively, these results suggest that humans use a combination of heuristic-guided search and hierarchical decomposition to efficiently plan in large, complex conceptual spaces.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Psychology; Decision making; Computational Modeling"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/07d5g07x","frozenauthors":[{"first_name":"Denis","middle_name":"C. L.","last_name":"Lan","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Marcelo","middle_name":"G","last_name":"Mattar","name_suffix":"","institution":"New York University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49278/galley/37239/download/"}]},{"pk":49332,"title":"Characterizing the Interaction of Cultural Evolution Mechanisms in Experimental Social Networks","subtitle":null,"abstract":"Understanding how cognitive and social mechanisms shape the evolution of complex artifacts such as songs is central to cultural evolution research. Social network topology (what artifacts are available?), selection (which are chosen?), and reproduction (how are they copied?) have all been proposed as key influencing factors. However, prior research has rarely studied them together due to methodological challenges. We address this gap through a controlled naturalistic paradigm whereby participants (N=2,404) are placed in networks and are asked to iteratively choose and sing back melodies from their neighbors. We show that this setting yields melodies that are more complex and pleasant than those found in the more-studied linear transmission setting, and exhibits robust differences across topologies. Crucially, these differences are diminished when selection or reproduction bias are eliminated in control studies, suggesting an interaction between mechanisms. These findings shed light on the interplay of mechanisms underlying the evolution of cultural artifacts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Culture; Evolution; Music; Computer-based experiment"}],"section":"Abstracts with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7dn349xt","frozenauthors":[{"first_name":"Raja","middle_name":"","last_name":"Marjieh","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Manuel","middle_name":"","last_name":"Anglada-Tort","name_suffix":"","institution":"Goldsmiths, University of London","department":""},{"first_name":"Tom","middle_name":"","last_name":"Griffiths","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Nori","middle_name":"","last_name":"Jacoby","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49332/galley/37293/download/"}]},{"pk":49192,"title":"ChatGPT as a Competent Enough Judge in Validating Responses from a Divergent Thinking Task","subtitle":null,"abstract":"The validation of responses in divergent thinking tasks is a critical yet understandardized step that should precede creativity scoring. However, inconsistencies related to human judges in this step may compromise the reliability of the results. This study introduces a systematic approach using ChatGPT to validate responses in the Alternate Uses Task (AUT) and compares its performance against six human judges. Analyzing 1245 AUT responses for common objects, we evaluated validity based on precisely defined criteria. Human judges exhibited significant variability, achieving unanimous agreement for only 58% of responses, while ChatGPT demonstrated significant alignment with human assessments, reflecting a capacity to replicate aggregated human judgment. These findings underscore the potential of Large Language Models to enhance objectivity and reproducibility in creativity research by automating response validation. We advocate for integrating AI-driven validation protocols into divergent thinking response evaluation and emphasize transparent reporting of criteria to advance methodological rigor in the field.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0fs5t29x","frozenauthors":[{"first_name":"Hanna","middle_name":"","last_name":"Kucwaj","name_suffix":"","institution":"SWPS University","department":""},{"first_name":"Bart_omiej","middle_name":"","last_name":"Kroczek","name_suffix":"","institution":"Jagiellonian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49192/galley/37153/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49192/galley/38698/download/"}]},{"pk":50202,"title":"Childhood Experiences and Parental Bonding modulates the late positive potential neural index of emotional reactivity","subtitle":null,"abstract":"Young adulthood is a high-risk period for Major Depressive Disorder (MDD), often linked to reduced neural responses to positive stimuli, as measured by Late Positive Potentials (LPP). This study examines the connection between childhood experiences, parental bonding, and emotional sensitivity in adulthood. Participants (n=65), without a current MDD, completed assessments on depressive symptoms (BDI-II), adverse childhood experiences (ACE), and parental bonding (PBI). Participants viewed positive, negative, and neutral images while EEG data were collected to measure LPP. Key findings showed that higher depressive symptoms (BDI-II) were associated with increased LPP to negative and decreased LPP to positive images. Higher ACE scores correlated with lower LPP to positive images. Additionally, greater parental care (PBI-Care subscale) was linked to increased LPP to positive and decreased LPP to negative images. The PBI-Overprotection subscale was not a significant factor. The study highlights how childhood experiences and parental bonding shape emotional processing in adulthood.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Psychology; Emotion; Mood; Clinical methods; Electroencephalography (EEG)"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8p28j1h9","frozenauthors":[{"first_name":"Paolo","middle_name":"","last_name":"Bernardis","name_suffix":"","institution":"University of Trieste","department":""},{"first_name":"Romina","middle_name":"","last_name":"Angeleri","name_suffix":"","institution":"University of Trieste","department":""},{"first_name":"Carola","middle_name":"","last_name":"Dell'Acqua","name_suffix":"","institution":"University of Padua","department":""},{"first_name":"Simone","middle_name":"","last_name":"Messerotti Benvenuti","name_suffix":"","institution":"University of Padua","department":""},{"first_name":"Igor","middle_name":"","last_name":"Marchetti","name_suffix":"","institution":"University of Trieste","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50202/galley/38164/download/"}]},{"pk":49771,"title":"Children consider costs to owners when reasoning about ownership transgressions","subtitle":null,"abstract":"Ownership affords different rights and privileges to owners than non-owners. We investigated whether children view transgressions that impose a large or permanent cost to the owner as less acceptable than (1) actions that impose small or temporary costs, and (2) actions that do not impose any costs to owners. Children aged three to eight years (N=72) and adults (N=72) were shown vignettes in which an agent interacts with someone else's property without permission. Both adults and children judged actions that imposed severe costs to owners as less acceptable than minor transgressions that imposed temporary costs and actions that did not involve physical contact. These findings reveal that children and adults consider the costs imposed on owners when judging the acceptability of people's interactions with others' property. Critically, these findings also provide preliminary evidence that children's concept of ownership may be embedded into their broader social cognitive framework of intuitive psychology.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Development; Social cognition; Quantitative Behavior"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/22b822z0","frozenauthors":[{"first_name":"Alexis","middle_name":"","last_name":"Smith-Flores","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Alyssa","middle_name":"N.","last_name":"Doerksen","name_suffix":"","institution":"University of the Fraser Valley","department":""},{"first_name":"Emilee","middle_name":"","last_name":"Haas","name_suffix":"","institution":"University of the Fraser Valley","department":""},{"first_name":"Madison","middle_name":"L","last_name":"Pesowski","name_suffix":"","institution":"University of the Fraser Valley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49771/galley/37733/download/"}]},{"pk":49225,"title":"Children Expect Emotional Consolation to Occur in Close Relationships","subtitle":null,"abstract":"Do children see emotional consolation during times of hardship as a cue for close relationships? In this study, 6- to 8-year-old children in the U.S. (N = 62) were presented with vignettes in which a protagonist experiences a hardship. The protagonist then tells one of two side characters (i.e., their 'friend') that they either felt sad or okay about the situation, and the character either hugs or does not hug the protagonist. Children inferred that side characters who consoled when the protagonist felt sad were (i) better friends with the protagonist, (ii) more likely to be shared the protagonist's secret, and (iii) more likely to be reciprocated emotional support by the protagonist in the future. Together, these findings suggest that children see consolation during hardship as a cue for social affiliation and may use emotional support to differentiate among positive social relationships.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Development; Social cognition"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4x0608hq","frozenauthors":[{"first_name":"Emma","middle_name":"","last_name":"Yu","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Kana","middle_name":"","last_name":"Tsuruta","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Audrey","middle_name":"Alice","last_name":"King","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Ashley","middle_name":"J","last_name":"Thomas","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49225/galley/37186/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49225/galley/38731/download/"}]},{"pk":49305,"title":"Children explore conservatively when learning novel word extensions","subtitle":null,"abstract":"Children are active, curious learners. How might children's curiosity shape their curriculum during word learning? Past research suggests that children's tendency to explore can lead them to discover novel information during learning. This exploratory tendency could be especially useful when learning word meanings: exploring potential meanings for words broadly could help children efficiently probe a word's possible extension. To investigate this question, we tested how children (5-8 years of age) and adults sample information when presented with a novel word and tasked with uncovering the word's extension. Overall, we found that children explored novel word extensions conservatively. Children (as well as adults) favored sampling choices that confirmed a novel word meaning, as opposed to exploring broader possible meanings. Younger children's sampling choices were especially conservative, with children often sampling the narrowest possible generalization option. Older children were more exploratory, probing broader possible word extensions more frequently. Counter to proposals that children are generally more exploratory at younger ages, our results suggest that when children test the extension of novel word meanings, they are often more likely to confirm their hypotheses than to explore.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Concepts and categories; Language acquisition; Statistical learning"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4pn1n5k0","frozenauthors":[{"first_name":"Martin","middle_name":"","last_name":"Zettersten","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Jaime","middle_name":"W","last_name":"Chen","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Casey","middle_name":"","last_name":"Lew-Williams","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49305/galley/37266/download/"}]},{"pk":50239,"title":"Children express emotions multimodally before expressing them in speech","subtitle":null,"abstract":"Children express some concepts in their gestures before expressing them in speech (Goldin-Meadow, 2015). This phenomenon has been shown in several domains that are rich in visuospatial information. One other domain that can benefit from gestures is emotion expression (Kelly & Tran, 2023). In this study, we explored monolingual Turkish speaking children (N=23, Mage=8.6) and adults (N=19, Mage=35.6) in emotion recall after watching a silent video demonstrating a range of emotions. We coded participants' emotion expression either in speech-alone or multimodally (speech plus head/body/hand gestures and/or facial expressions). Overall, children (M=13.8, SD=6.4) recalled significantly more emotions than adults (M=9.5, SD=3.8) (p=.014). They also recalled emotions significantly more multimodally (M=8, SD=7) compared to adults (M=4.9, SD=4) (p=.03). These results corroborate previous research on children's reliance on gestures, now also extending it to the domain of emotions and by incorporating facial expressions as an alternative expression channel.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Psychology; Development; Language acquisition; Language Production; Developmental analysis; Gesture analysis; Quantitative Behavior"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5589w32z","frozenauthors":[{"first_name":"AybŸke","middle_name":"A","last_name":"Ä°nce","name_suffix":"","institution":"Middle East Technical University","department":""},{"first_name":"Dilay","middle_name":"Z.","last_name":"Karadoller","name_suffix":"","institution":"Middle East Technical University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50239/galley/38201/download/"}]},{"pk":49784,"title":"Children learn the meaning of ambiguous evidence from third-party belief revision","subtitle":null,"abstract":"A person who changes their mind signals that they have encountered new information that prompted their belief shift. Can children use their developing understanding of third-party belief revision to take advantage of this signal for their own learning? Children (5;0-9;11 years) played a Whodunit-style game in which detectives updated their beliefs in response to different clues. The clues in isolation were meaningless to participants. In simple cases, children accurately inferred the meaning of the clues based on how they changed others' beliefs. With age, children more readily integrated changes in agents' certainty to guide these inferences. These findings suggest that children can draw reverse inferences about evidence by leveraging a causal understanding of how it impacts an agent's beliefs. Thus, children may learn world knowledge indirectly by observing its effects on others' minds.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive development; Learning; Reasoning; Social cognition; Theory of Mind"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4q51j26d","frozenauthors":[{"first_name":"Evan","middle_name":"","last_name":"Orticio","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Shihan","middle_name":"","last_name":"Gao","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Celeste","middle_name":"","last_name":"Kidd","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49784/galley/37746/download/"}]},{"pk":49850,"title":"Children Prioritize Age over Gender when Evaluating Adults' Technological Knowledge","subtitle":null,"abstract":"The current study examines 120 5 to 10-year-old children's beliefs about adults' abilities to use and fix tablet technology when those adults belong to varying gender (man, woman) and age (young, old) categories. The results indicate that, overall, children appear to prioritize age over gender when judging adults' technological knowledge, with children choosing younger adults as more competent at using and fixing tablets than older adults. In addition, when evaluating adults of the same age category (e.g., a young man and a young woman), children show in-group gender-based preferences where girls choose women and boys choose men. This in-group preference is more pronounced in children's selections of adults when determining who would be better at fixing tablets than who would be better at using these devices. Implications for children's developing ability to consider intersectional identities based on gender and age, and for their STEM learning, are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Concepts and categories; Development; Social cognition"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/22d158h4","frozenauthors":[{"first_name":"Khushboo","middle_name":"S","last_name":"Patel","name_suffix":"","institution":"University of Louisville","department":""},{"first_name":"Judith","middle_name":"","last_name":"Danovitch","name_suffix":"","institution":"University of Louisville","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49850/galley/37812/download/"}]},{"pk":50418,"title":"Children rely on gestures more when the set size of countable items increase","subtitle":null,"abstract":"Research suggests that gestures are crucial in conveying numerical information, particularly during counting tasks involving larger set sizes (Gunderson et al., 2015; Gibson et al., 2018). Besides, children's understanding of numbers develops in stages, with significant milestones around four and five years old (e.g., cardinality). However, the use of gestures by preschoolers during counting tasks, especially with higher set sizes, remains poorly understood. Data were collected from 59 children (Mage = 4;6, 26 girls) who placed beads onto a stick matching dotted cards (1-9) in video-recorded sessions for later gesture coding. Glmer analysis revealed that higher set sizes (4 to 9) correspond to increased gesture use (p<.001). In contrast, set sizes negatively relate to counting accuracy (p<.001). However, gesture use did not significantly relate to counting accuracy (p=0.74). Our findings indicate that gestures are essential to children's numerical understanding regardless of accuracy, particularly when tackling tasks beyond their comprehension level.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Education; Psychology; Cognitive development; Development; Gesture analysis"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3f1195r8","frozenauthors":[{"first_name":"HŸseyin","middle_name":"","last_name":"Yal�õner","name_suffix":"","institution":"Middle East Technical University","department":""},{"first_name":"Dilay","middle_name":"Z.","last_name":"Karadoller","name_suffix":"","institution":"Middle East Technical University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50418/galley/38380/download/"}]},{"pk":50282,"title":"Children's beliefs about parents drive their learning about the world","subtitle":null,"abstract":"How do young children conceptualize parents' roles? And do these beliefs inform how children learn about the world? Across one study and a preregistered replication (n = 136), we examined whether 5- to 8-year-old children expect parents to protect children from harm and leverage this expectation to learn about unknown objects. Participants watched two vignettes of a child finding a novel object. Either the child's parent or friend ran and took the object away. Participants were more likely to say that the object was bad (vs. good) when the parent (vs. friend) took it away (E1: b = -1.29, p < 0.001; E2: b = -1.44, p < 0.001). These results suggest that children are not passive recipients of care: Rather, children hold rich theories about the care they receive from their parents (i.e., protection) that allow them to build sophisticated representations about their parents and, in turn, the world.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Learning; Representation; Social cognition"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/21z8d8s4","frozenauthors":[{"first_name":"Brandon","middle_name":"","last_name":"Carrillo","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julian","middle_name":"","last_name":"Jara-Ettinger","name_suffix":"","institution":"Yale University","department":""},{"first_name":"Julia","middle_name":"Anne","last_name":"Leonard","name_suffix":"","institution":"Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50282/galley/38244/download/"}]},{"pk":49205,"title":"Children's Differentiation of Fake News from Real News is Facilitated by Cognitive Reflection","subtitle":null,"abstract":"Adults' ability to detect online misinformation is improved by cognitive reflection and targeted instruction. Is the same true for children? We explored this question by asking elementary-school-aged children (n = 135) to judge the veracity of news stories, some real and some fake, and comparing their performance to scores on the Cognitive Reflection Test, Developmental version (CRT-D). Participants were also administered a tutorial encouraging them to scrutinize the plausibility of a story's content or the credibility of its source. Children's differentiation of fake news from real news was correlated with their CRT-D scores but did not improve with instruction. A comparison group of adults (n = 117) demonstrated similar findings with the exception that source-based instruction improved their news differentiation. These findings suggest that the ability to detect online misinformation is aided by cognitive reflection from the start but could be improved with knowledge of news sources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Education; Psychology; Cognitive development; Instruction and teaching; Reasoning"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/24g048xv","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Shtulman","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Lucy","middle_name":"Rose","last_name":"Stoll","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Lesly","middle_name":"","last_name":"Sabroso","name_suffix":"","institution":"Occidental College","department":""},{"first_name":"Andrew","middle_name":"G","last_name":"Young","name_suffix":"","institution":"Northeastern Illinois University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49205/galley/37166/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49205/galley/38711/download/"}]},{"pk":50302,"title":"Children's division of cognitive labor: Evidence from Kenya and China","subtitle":null,"abstract":"No matter how brilliant, one person cannot achieve major technological innovations alone. Human progress relies upon our ability to think together, building beyond an existing foundation of cumulative cultural knowledge (Heinrich & Muthukrishna, 2024). From five-years-old, children show cooperative capacities fundamental to this collective success (Warneken et al., 2014; Fletcher et al., 2012). Yet, little is known about children's capacity to pool mental resources with cooperative partners – if they can think together as interconnected nodes to surpass individual computational limits (Velez et al., 2022). Prior developmental research also does not fully address cross-cultural diversity in children's cooperative strategy (Rogoff, 2014). Here, we investigate how pairs of children (N = 96 dyads) cooperate on a memory task across two cultural contexts – Nanyuki, Kenya and Beijing, China. We find that children flexibly employ different strategies based on the level of cognitive demand, pointing to an early capacity for strategic cognitive collaboration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Distributed cognition; Social cognition; Cross-cultural analysis"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9zz5f6bg","frozenauthors":[{"first_name":"Colin","middle_name":"","last_name":"Jacobs","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Dhara","middle_name":"","last_name":"Yu","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Zhen","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Chinese Academy of Sciences","department":""},{"first_name":"Henriette","middle_name":"","last_name":"Zeidler","name_suffix":"","institution":"Sapienza University of Rome","department":""},{"first_name":"Bill","middle_name":"","last_name":"Thompson","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Jan","middle_name":"","last_name":"Engelmann","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50302/galley/38264/download/"}]},{"pk":50069,"title":"Children's emotion vocabulary learning discloses a growing understanding of specific concepts","subtitle":null,"abstract":"Emotion categories are complex and fuzzy concepts that children must learn to identify and differentiate in themselves and others. While prior research has shown that children's emotion-related vocabulary evolves from broad to narrow as they age, the role of metrics such as word specificity within the development of emotion vocabulary remains under-explored. We use WordNet, a hierarchically-organized lexical database, to study word specificity in interview data collected from children on emotion labeling. We show that as children's age increases, they tend to use increasingly specific emotion words and we also analyze this in the context of concept learning. Further, we show that young children sometimes use words that are typically thought of as not being acquired until an older age, which are selected strategically for the given context. These findings provide new insights into understanding vocabulary and concept learning changes over age that contribute to the learning of fine-grained emotion category labels.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Concepts and categories; Emotion; Language acquisition; Language Production; Learning"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4qq7h9px","frozenauthors":[{"first_name":"Ashvini","middle_name":"","last_name":"Varatharaj","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Simon","middle_name":"","last_name":"Todd","name_suffix":"","institution":"University of California Santa Barbara","department":""},{"first_name":"Laurel","middle_name":"","last_name":"Brehm","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50069/galley/38031/download/"}]},{"pk":50443,"title":"Children's expectations of dominant and prestigious leaders","subtitle":null,"abstract":"Humans are enmeshed in many hierarchical relationships, such as that between a parent and child. Leaders in dominance hierarchies are typically strong and intimidating, while leaders in prestige hierarchies are respected for their expertise. In an ongoing study (N=13), we ask whether preschoolers ages 4–5 have different expectations about how dominant and prestigious leaders divide resources. Children learned about two social groups, the dominant Glerks and prestigious Zonks. Children watched a leader and subordinate from each group pick five apples and divide them into two baskets in a 5-0 or 3-2 split. We then pointed to one basket and asked children whether the leader or subordinate took that share of apples. In preliminary results, we find that children expect the dominant (76.9%) but not prestigious leader (46.2%) to take all of the apples, which suggests that children expect dominant leaders to claim a larger share of resources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Development; Reasoning; Social cognition; Developmental analysis"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gt7k2d7","frozenauthors":[{"first_name":"Renee","middle_name":"","last_name":"Creppy","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Natalia","middle_name":"A","last_name":"VŽlez","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50443/galley/38405/download/"}]},{"pk":49773,"title":"Children's Expectations of Emotional Intimacy in Close Relationships","subtitle":null,"abstract":"Humans across cultures distinguish intimate, close, or family-like relationships from those that are merely affiliative. Recent work suggests that this distinction is so fundamental that even humans as young as 8 months recognize a common cue of social intimacy: close physical contact. In the current studies, we investigate whether children, ages 6 to 9 years, recognize another hallmark of intimate relationships: emotional intimacy. In Study 1, children used the disclosure of sad emotions, as opposed to facts or happy emotions, as a cue for close social relationships. Interestingly, adults thought that disclosing emotions more generally was indicative of closer relationships. In Study 2, children expected that people in close social relationships would more often disclose sad emotions, but not happy emotions or facts. Again, adults did not distinguish between happy and sad emotions: they thought people in closer relationships would disclose both happy and sad emotions rather than facts. In Study 3, neither children or adults thought that disclosing sad emotions was a way to create social relationships. Together, these results suggest that by the age of six years, children connect close social relationships with emotional intimacy, but that they don't use it in their planning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Emotion; Reasoning; Social cognition"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3s3520tf","frozenauthors":[{"first_name":"Megan","middle_name":"","last_name":"Richardson","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Ashley","middle_name":"J","last_name":"Thomas","name_suffix":"","institution":"Harvard University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49773/galley/37735/download/"}]},{"pk":49775,"title":"Children's expectations of paternalistic helping","subtitle":null,"abstract":"Requests for help often guide our goal-directed helping behavior. However, sometimes the requested help does not actually accomplish the requester's ultimate goal. Here we ask whether 3- to 12-year-old children expect others to help in ways that prioritize others' ultimate goals instead of their requests, known as paternalistic helping. We also investigate whether children's expectations of paternalistic helping vary based on the relationship between the partners (classmates, enemies, and friends). In two studies (total N = 502), children were read a short vignette about a character who unknowingly requests a broken cup. Children were asked to predict whether a second character would give the requested but broken cup, or a different, unbroken cup. Children expected paternalistic helping when the requested item could not accomplish the target's goal. But, they were less likely to expect paternalistic helping when characters were described as enemies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"social cognition"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/14r0z1vz","frozenauthors":[{"first_name":"Chuyi","middle_name":"","last_name":"Yang","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Zoe","middle_name":"","last_name":"Liberman","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49775/galley/37737/download/"}]},{"pk":49932,"title":"Children Spontaneously Design Curricula to Tackle Challenging Tasks","subtitle":null,"abstract":"We study how children develop a causal curriculum to achieve a challenging goal that is not solvable at first. Adopting the Procgen environments that include various challenging game tasks, we found that 5- to 7-year-old children actively used their current level competence to determine their next step in the curriculum and made improvements to their performance during this process as a result. This suggests that children treat their level competence as an intrinsic reward, and are motivated to master easier levels in order to do better at a more difficult one, even without explicit reward. However, our findings also suggest that children's self-designed curricula may not always be the most effective design. Rather, repeatedly practicing on the difficult target task may be sufficient. Notably, when constrained to stay on the target task instead of crafting their own curricula, more children actually succeeded and made greater progress in the game, suggesting that children perceive a curriculum as beneficial, even when focusing on a singular difficulty might prove more effective.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Decision making; Learning; Skill acquisition and learning"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9bx6z5kk","frozenauthors":[{"first_name":"Annya","middle_name":"","last_name":"Dahmani","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Eunice","middle_name":"","last_name":"Yiu","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"University of California at Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49932/galley/37894/download/"}]},{"pk":50475,"title":"Children's Reasoning about Third-Party Intervention in Peer Relationship Context","subtitle":null,"abstract":"Third-party intervention (TPI) has been shown to emerge early in human ontogeny. However, little is known about how social relationship information influences children's reasoning of TPI. The current study answered this question by exploring 6- to 11-year-old (N = 108) Chinese children's reasoning of how a third-party observer would (descriptive norms) and should (prescriptive norms) intervene against unfair resource allocation, and how the reasoning was modulated by the peer relationships (friend, disliked peer, stranger) between the observer and unfair allocator. Results showed that peer relationships affected children's expectations (would question) of TPI from age of 6, with this influence strengthening with age. However, children's judgments (should question) of TPI were not affected by peer relationships or age. The results reveal that considerations of peer relationships drive children's descriptive norms regarding TPI to increasingly diverge from prescriptive norms from age 6, deepening our understanding of the development of contextualized moral cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Cognitive development; Social cognition; Developmental analysis"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/55p105jx","frozenauthors":[{"first_name":"Yufei","middle_name":"","last_name":"Zong","name_suffix":"","institution":"Institute of Psychology, Chinese Academy of Sciences","department":""},{"first_name":"Yan","middle_name":"","last_name":"Wang","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Zhen","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Chinese Academy of Sciences","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50475/galley/38437/download/"}]},{"pk":50259,"title":"Children's Skills, Interests, and Play in Object and Spatial Visual Domains: Maternal Evaluations & Field Observations","subtitle":null,"abstract":"This study explored individual differences in visual-object and visual-spatial play preferences and performance in 4–8-year-old children. First, mothers have completed surveys about their own and their children's abilities and traits. Subsequently, children's play behavior was observed at field study organized in the form of an edutainment festival. Mothers' self-reported abilities correlated with their evaluations of the corresponding abilities in their children but showed weak or no links to children's learning interests and play. Parenting practices were more strongly associated with children's abilities and interests than maternal traits. Specifically, maternal control was linked to children's visual-spatial play, while warmth and structure correlated with various skills and interests. Children's play preferences predicted by mothers aligned with observed play choices, but actual play behavior was more related to children's own traits than their mothers' characteristics. These findings highlight the role of parenting in shaping children's visual skills, learning interests, and play behaviors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Education; Psychology; Cognitive development; Vision; Field studies"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0tn6q25b","frozenauthors":[{"first_name":"Olesya","middle_name":"","last_name":"Blazhenkova","name_suffix":"","institution":"Sabanci University","department":""},{"first_name":"elifnur","middle_name":"","last_name":"asõlkefeli","name_suffix":"","institution":"City St George's, University of London","department":""},{"first_name":"Alexey","middle_name":"","last_name":"Kotov","name_suffix":"","institution":"Higher School of Economics","department":""},{"first_name":"Tatyana","middle_name":"","last_name":"Kotova","name_suffix":"","institution":"RANEPA","department":""},{"first_name":"Ezgi","middle_name":"","last_name":"Bostanci","name_suffix":"","institution":"Sabancõ University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50259/galley/38221/download/"}]},{"pk":50016,"title":"Children use both controllability and variability for generalization","subtitle":null,"abstract":"Humans build causal models to navigate their environments, act effectively, and pursue goals. Prior work has examined causal controllability and variability separately, showing that even young children are capable causal learners who seek novelty, surprise, and confounded evidence. However, it remains unclear whether they prioritize controllability and variability when both are available. We presented children (ages 5–10) and adults with three virtual machines: one offering controllability without variability, one offering variability without controllability, and one combining both properties through systematic input-output relationships. Across age groups, participants overwhelmingly preferred the machine with both controllability and variability when asked to perform various new tasks, generalizing and applying its abstract functional structure to different inputs and modalities. For further details, please refer to our Philosophical Transactions A paper titled \"Empowerment Gain and Causal Model Construction: Children and adults are sensitive to controllability and variability in their causal interventions.\"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Analogy; Causal reasoning; Cognitive development; Problem Solving"}],"section":"Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bs5b4w0","frozenauthors":[{"first_name":"Eunice","middle_name":"","last_name":"Yiu","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Anisa Noor","middle_name":"","last_name":"Majhi","name_suffix":"","institution":"UC Berkeley","department":""},{"first_name":"Shiry","middle_name":"","last_name":"Ginosar","name_suffix":"","institution":"Toyota Technological Institute at Chicago","department":""},{"first_name":"Kelsey","middle_name":"R","last_name":"Allen","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Alison","middle_name":"","last_name":"Gopnik","name_suffix":"","institution":"UC Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50016/galley/37978/download/"}]},{"pk":49290,"title":"Children with ASD show diminished input statistics for word learning during caregiver-child interaction","subtitle":null,"abstract":"This study explored cross-situational word learning in children with and without autism spectrum disorder (ASD). Children learn words by mapping object names in caregiver utterances to objects in their visual field. We examined the confluence of caregiver object naming and child visual attention in children with and without ASD at play. Head-mounted eye-tracking revealed that children with ASD spent less time attending to named objects than typically developing (TD) children. In both groups, learning input improved as children accrued increased looking time to named objects across multiple naming events. However, for objects with high quantity of naming events, TD children had higher quality learning input than children with ASD. These findings suggest that the input statistics of social interaction are less conducive to word learning in children with ASD. This work has important implications for clinical interventions to scaffold word learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Development; Language acquisition; Statistical learning; Eye tracking"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8k79d5nr","frozenauthors":[{"first_name":"Catherine","middle_name":"","last_name":"Bianco","name_suffix":"","institution":"University of Texas at Austin","department":""},{"first_name":"Chen","middle_name":"","last_name":"Yu","name_suffix":"","institution":"University of Texas at Austin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49290/galley/37251/download/"}]},{"pk":50183,"title":"Choosing to choose: Neural Mechanisms Underpinning Levels of Volition","subtitle":null,"abstract":"Voluntary action entails decision-making guided by endogenous intentions, yet the neural correlates of varying levels of volitional freedom remain underexplored. This fMRI study examined 39 participants performing a task with three conditions: (1) cued Go/NoGo, (2) 2-choice Go (left/right), and (3) 3-choice Go/NoGo (left, right, or NoGo). Behaviorally, reaction times increased with greater volitional freedom, indicating higher cognitive demands. BOLD analyses showed dlPFC activation for choices (2-choice Go > cued Go), supporting its role in higher-order cognition. Greater volitional freedom (3-choice Go > 2-choice or cued) further engaged the right insula and SMA, the latter likely reflecting the sequencing of decisions about whether to act and, if so, which action to select. The left insula was activated across all choice conditions relative to cued. These results advance our understanding of voluntary decision-making by showing distinct neural activation patterns underlying varying levels of volitional freedom.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Neuroscience; Psychology; Action; Decision making; fMRI; Quantitative Behavior; Statistics"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0xx451wk","frozenauthors":[{"first_name":"Indra","middle_name":"M","last_name":"Bundil","name_suffix":"","institution":"Cardiff University","department":""},{"first_name":"Sabina","middle_name":"","last_name":"Baltruschat","name_suffix":"","institution":"","department":""},{"first_name":"Jiaxiang","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Swansea University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50183/galley/38145/download/"}]},{"pk":50067,"title":"Chosen or Assigned: Exploring the Notion of Choice in the Manifestation of the Ingroup Bias","subtitle":null,"abstract":"Social categorization processes often rely on observable, psychologically salient attributes, including ascribed characteristics (e.g., age, gender, nationality) and chosen affiliations (e.g., profession, ideology). These dimensions shape how individuals classify others into ingroups and outgroups, influencing perception, evaluation, and behavior. This study examined whether the strength of ingroup bias varies depending on whether group membership is endowed (inherent and unchosen) or agentic (self-selected). Using a within-subjects design, participants completed a perceptual matching task across two experiments: one comparing endowed groups (INDIA vs CHINA), the other comparing agentic groups (COGSCI vs GEOLOGY). Ingroup bias was measured through reaction times and accuracy. Results showed significantly stronger bias toward endowed groups, with a notable interaction between group type and task context. These findings suggest that the origin of group membership fundamentally shapes the intensity of social bias and offer new insights into the mechanisms underlying intergroup behavior and the dynamics of social categorization.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Concepts and categories; Group Behaviour; Perception; Computer-based experiment"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4r15s2rm","frozenauthors":[{"first_name":"Abhishek","middle_name":"","last_name":"Baba","name_suffix":"","institution":"Indian Institute of Technology Kanpur","department":""},{"first_name":"Ark","middle_name":"","last_name":"Verma","name_suffix":"","institution":"Indian Institute of Technology Kanpur","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50067/galley/38029/download/"}]},{"pk":49815,"title":"Classification Versus Observation through Within- and Between-Category Comparison","subtitle":null,"abstract":"Inductive concept learning requires making inferences about target categories based on specific examples. Two factors which influence this process are type of learning task and the nature of the items available for comparison. However, the literature remains inconsistent on which combination of factors best facilitates concept learning. Moreover, much of the present literature focuses on artificial categories with arbitrary boundaries, leaving open the question of how best to improve learning for natural categories. We report two experiments on natural category learning, which cross learning mode (classification vs observation) with comparison type (match vs. contrast vs. control). Across both experiments, we find evidence of an observation advantage and some evidence for a contrast advantage (Experiment 1). These findings offer evidence against a classification advantage during natural category learning, which some studies have shown, and highlight the critical need for investigating the factors that impact the efficacy of classification and observation learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Concepts and categories; Learning; Representation"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04j2p27n","frozenauthors":[{"first_name":"Rachel","middle_name":"Lynn","last_name":"Perri","name_suffix":"","institution":"Syracuse University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Kalish","name_suffix":"","institution":"Syracuse University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Corral","name_suffix":"","institution":"Syracuse University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49815/galley/37777/download/"}]},{"pk":49509,"title":"Clicking, Fast and Slow: Towards Intuitive and Analytical Behaviors Modeling for Recommender Systems","subtitle":null,"abstract":"Recommender systems personalize content delivery based on user's interaction history. However, not all clicks result from deliberate decisions—many arise from intuitive reactions. Inspired by the dual process theory, we argue that intuitive clicks are primarily driven by System 1, reacting to superficial cues, while analytical clicks involve deeper processing by System 2, considering the semantic meaning and long-term preference. However, existing models overlook these cognitive mechanisms. To address this, we propose DualRec, a novel recommendation method that models both intuitive and analytical behaviors. DualRec encodes items using language models, leveraging shallow layers for superficial understanding (System 1) and deep layers for semantic comprehension (System 2). It employs Transformer-based encoders with two attention mechanisms to capture intuitive \"fast\" and analytical \"slow\" click patterns. A learnable fusion layer balances these behaviors. Extensive experiments demonstrate that DualRec outperforms existing methods and highlights the importance of integrating both cognitive processes in recommendations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Human-computer interaction; Interactive behavior; Natural Language Processing; Neural Networks"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2fx7q9mg","frozenauthors":[{"first_name":"Youlin","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Dalian University of Technology","department":""},{"first_name":"Haoxi","middle_name":"","last_name":"Zhan","name_suffix":"","institution":"Dalian University of Technology","department":""},{"first_name":"Yuanyuan","middle_name":"","last_name":"Sun","name_suffix":"","institution":"College of Computer Science and Technology","department":""},{"first_name":"Haohao","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"Dalian University of Technology","department":""},{"first_name":"Bo","middle_name":"","last_name":"Xu","name_suffix":"","institution":"School of Computer Science and Technology","department":""},{"first_name":"Liang","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Department of Computer Science","department":""},{"first_name":"Hongfei","middle_name":"","last_name":"Lin","name_suffix":"","institution":"Department of Computer Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49509/galley/37471/download/"}]},{"pk":49807,"title":"CNNs Generalize Numerosity Across Naturalistic Stimuli Without Single-Unit Selectivity","subtitle":null,"abstract":"Previous studies observed that neural network models develop numerosity-selective units when trained to perform object classification, without explicit training on numerosity. However, the emergentist view was challenged by the finding that selectivity disappears with larger sample sizes for model evaluation. Here, we investigate whether this finding was due to the qualitative visual mismatch between training and evaluation data. We present experiments with three types of neural networks, optimized either for object classification, numerosity, or both. Using a novel dataset in which both training and evaluation images include daily-life objects, we analyze layer and single-unit selectivity on a range of conditions, varying the visual properties of our evaluation images. Our results suggest that numerosity classification performance is exclusive to numerosity trained networks. Moreover, we observe a discrepancy between single-unit numerosity selectivity, compared to overall network performance. This suggests that numerosity may be represented through different encoding patterns than previously assumed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Other; Vision; Computational Modeling; Neural Networks"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8791m5qc","frozenauthors":[{"first_name":"Tammo Nils Helmut Rudolf","middle_name":"","last_name":"Brandes","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Jisk","middle_name":"","last_name":"Groot","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Raquel G.","middle_name":"","last_name":"Alhama","name_suffix":"","institution":"University of Amsterdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49807/galley/37769/download/"}]},{"pk":49572,"title":"Co-Constructing Meaning with Large Language Models: A Longitudinal Analysis of Human–AI Dialogues in Emotional Support Contexts","subtitle":null,"abstract":"This study investigates how Large Language Models (LLMs), specifically Baidu's Ernie Bot, shape personal narratives when users seek emotional support over repeated sessions. Sixteen participants from China engaged in weekly chatbot interactions for four weeks, supplemented by reflective diaries and pre-/post-study interviews. Conversation analysis and quantitative measures (e.g., mood ratings, meaning-making scales) revealed incremental shifts in user language, including increased lexical alignment with AI-generated phrases and more positive emotion words. In-depth interviews highlighted the complex process by which participants alternately embraced or resisted the AI's framing, with many reporting newfound perspectives and a sense of empathic resonance. However, some voiced skepticism regarding the AI's genuine capacity for emotional understanding, underscoring ethical dilemmas related to anthropomorphism and data privacy. Overall, the findings suggest that iterative dialogues with an empathic-seeming LLM can facilitate meaningful narrative reframing, albeit with notable variations in user experience and potential risks of over-reliance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Emotion; Human-computer interaction; Qualitative Analysis; Quantitative Behavior"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4dn5q26f","frozenauthors":[{"first_name":"Guangrui","middle_name":"","last_name":"Fan","name_suffix":"","institution":"Taiyuan University of Science and Technology","department":""},{"first_name":"Dandan","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Universiti Malaya","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49572/galley/37534/download/"}]},{"pk":50432,"title":"Co-Emergence of Sensory Modalities: Exploring the Dynamic Interaction and Adaptive Integration of Sensory Inputs in Meaning-Making Processes","subtitle":null,"abstract":"This study examines how sensory inputs collapse into meaningful experiences through semantic inferences. For instance, hearing a bark and seeing an animal are integrated into a unified experience. This process involves the active organization of sensory data, shaped by intentionality and sometimes past experiences. Intentionality, such as focusing on identifying animals, directs this process. A mathematical model formalizes how sensory inputs and inferential structures interact to generate coherent experiences. Challenging traditional views, the study proposes that sensory modalities do not simply combine into a static whole but instead co-emerge through dynamic interaction. Each modality contributes unique information, and their integration leads to a richer understanding. This ongoing process reflects the ontological nature of experience, arising from the interaction of sensory data and inferential structures. The goal is to emphasize the adaptive nature of perception and demonstrate how experiences continuously reshape as new sensory inputs and contextual information emerge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Linguistics; Philosophy; Psychology; Cognitive development; Complex systems; Embodied Cognition; Memory; Natural Language Processing; Perception; Predictive Processing; Sensor"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0072x29g","frozenauthors":[{"first_name":"Kiran","middle_name":"","last_name":"Pala","name_suffix":"","institution":"University of Eastern Finland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50432/galley/38394/download/"}]},{"pk":50024,"title":"CoEmo: Modeling Cognitive Processes in Facial Expression Recognition through Action Units and Gender Perspectives","subtitle":null,"abstract":"Facial expression recognition lies at the intersection of computer science and cognitive psychology, yet the cognitive structure underlying facial action unit (AU) and emotion processing remains unclear. Are AUs and emotions processed in parallel or sequentially? Does gender influence this process? We constructed a 3D face dataset annotated with AU amplitudes and emotion labels. To model cognitive processing hypotheses, we implemented parallel and sequential architectures via multi-task learning and pipelined CNNs. Gender-specific models were compared using representational similarity analysis (RSA) with theoretical emotion spaces. The parallel model (F1 = 42.9%) outperformed the sequential one (F1 = 17.1%), supporting the parallel processing hypothesis. RSA revealed that females' emotion recognition aligned with social distance between emotions, while males' performance was selectively influenced by anger representations. These findings suggest sex-specific representational structures in emotion processing and support parallelism as a plausible cognitive mechanism in facial expression recognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Psychology; Emotion Perception; Face Processing; Neural Networks"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fm16507","frozenauthors":[{"first_name":"Shangjing","middle_name":"","last_name":"Huang","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Xiaoxue","middle_name":"","last_name":"Gao","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Jing","middle_name":"","last_name":"Wang","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Yuankun","middle_name":"","last_name":"Fang","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Jiani","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Shiwei","middle_name":"","last_name":"Qiu","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Jialu","middle_name":"","last_name":"Ouyang","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Xiaolin","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Fujia","middle_name":"","last_name":"Wang","name_suffix":"","institution":"East China Normal University","department":""},{"first_name":"Jiayu","middle_name":"","last_name":"Zhan","name_suffix":"","institution":"Peking University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50024/galley/37986/download/"}]},{"pk":49781,"title":"Cognition in Action: The relation between physical and mental paper folding in young children","subtitle":null,"abstract":"Physically folding paper is a common activity performed by many children, but it is not mastered until middle-childhood. Paper folding ability has been the focus of studies motor development. There has been a long history in cognitive science of assessing spatial skills through mental paper folding tests. Despite the similarities between physical and mental paper folding, it is currently unknown whether there is a relation between physically and mentally folding paper. This study examined 107, 3- to 8-year-old children in both skills. Our results show that children of all ages were able to physically fold paper, but became more accurate with age. Additionally, we found that there is a significant relation between physical and mental paper folding, and that this relation was robust to different statistical controls and statistical specifications. We discuss how these results influence our understanding of the co-development of cognitive and motor skills.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Action; Cognitive development; Motor control"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hz631x4","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Menendez","name_suffix":"","institution":"University of California, Santa Cruz","department":""},{"first_name":"Samuel","middle_name":"","last_name":"Halama","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Taylor","middle_name":"M","last_name":"Johnson","name_suffix":"","institution":"University of Wisconsin - Madison","department":""},{"first_name":"Karl","middle_name":"","last_name":"Rosengren","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49781/galley/37743/download/"}]},{"pk":50458,"title":"Cognitive and motor dynamics of speech processing during walking","subtitle":null,"abstract":"Walking, traditionally considered an automated process, can become cognitively demanding during dual-task (DT). Up to now, language-motor interactions, such as walking and listening to speech remain underexplored in DT studies, despite the frequent co-occurrence of these activities in daily life. In addition, research on embodied semantics points at the potential of certain words' meaning interacting with actual body movements. Yet no study so far has addressed this issue in relation to gait. This ongoing experiment examines a) the potential motor-cognitive interference of concurrent walking and speech processing and b) the potential semantic effects when action verbs are actively processed during walking. We tested 20 adults using motion capture with concurrent optical imaging (fNIRS) to assess gait variation along with frontal and motor cortex activation. Preliminary findings suggest that gait patterns remain consistent with and without speech processing during walking. However, processing action-related verbs while walking is associated with reduced motor cortex activation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Linguistics; Action; Embodied Cognition; Language Comprehension; Language understanding; Other; Semantics of language; fNIRS; Quantitative Behavior"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7cx9c4w4","frozenauthors":[{"first_name":"Mengwan","middle_name":"","last_name":"Xu","name_suffix":"","institution":"UniversitŽ de MontrŽal","department":""},{"first_name":"Mickael","middle_name":"","last_name":"Deroche","name_suffix":"","institution":"Concordia University","department":""},{"first_name":"Simone","middle_name":"","last_name":"Dalla Bella","name_suffix":"","institution":"UniversitŽ de MontrŽal","department":""},{"first_name":"Simone","middle_name":"","last_name":"Falk","name_suffix":"","institution":"UniversitŽ de MontrŽal","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50458/galley/38420/download/"}]},{"pk":50335,"title":"Cognitive and neural mechanisms of spatial learning and transfer in adults","subtitle":null,"abstract":"Several cognitive theories explain successful learning of spatial visualization skills such as mental rotation. Spatial learning may occur through domain-specific changes to spatial transformation ability (in parietal cortex), embodied sensory-motor changes (in premotor cortex), or domain-general changes to executive functions (in prefrontal cortex). To evaluate these hypotheses, we analyzed brain activity during mental rotation using fMRI in 60 adults who completed 9 weeks of spatial visualization training. Mental rotation robustly activated bilateral parietal, premotor, and prefrontal areas both before and after training, with increased activity in the intraparietal sulcus, premotor cortex, and dorsolateral prefrontal cortex after training. However, improvements in spatial visualization and transfer to geometric reasoning were coupled with parietal and premotor changes, and not prefrontal changes. These results support the hypothesis that spatial learning is driven primarily by refinement of spatial transformation and sensory-motor imagery, although other brain regions may adapt secondarily as a byproduct of learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Embodied Cognition; Problem Solving; Spatial cognition; fMRI"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zv3z6mq","frozenauthors":[{"first_name":"Marissa","middle_name":"","last_name":"Laws","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Cantlon","name_suffix":"","institution":"Carnegie Mellon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50335/galley/38297/download/"}]},{"pk":50179,"title":"Cognitive coherence and resource rationality: rethinking resistance to belief change","subtitle":null,"abstract":"Human resistance to conceptual change is not a cognitive anomaly but a rational process rooted in the complexity of belief systems. This review argues that such resistance reflects an optimization process balancing coherence, accuracy, and computational cost. Beliefs exist within interconnected networks, making revision challenging, as changes to one belief necessitate broader adjustments. The Duhem-Quine thesis highlights how auxiliary hypotheses shield theories from refutation, a mechanism underexplored in cognitive science. Recent evidence suggests that individuals employ ad hoc explanations to preserve beliefs when faced with contradictory evidence, mirroring Neurath's ship analogy of gradual belief revision. Bayesian models suggest that belief updates occur incrementally, with adjustments to peripheral beliefs before structural changes occur. This review also reassesses findings on cognitive dissonance and confirmation bias, arguing for a more nuanced, adaptive perspective on belief revision. By framing resistance as a rational strategy, this work contributes to ongoing debates on the dynamics of conceptual change.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Philosophy; Psychology; Causal reasoning; Learning"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2tq232xx","frozenauthors":[{"first_name":"Trisevgeni","middle_name":"","last_name":"Papakonstantinou","name_suffix":"","institution":"University College London","department":""},{"first_name":"David","middle_name":"","last_name":"Lagnado","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50179/galley/38141/download/"}]},{"pk":49697,"title":"Cognitive Decision-Making in TSP Tasks: The Impact of Line Stylization Features of Point Arrays","subtitle":null,"abstract":"The Traveling Salesman Problem (TSP) is a classic NP-hard problem, and research on its cognitive decision-making often focuses on internal factors like memory and experience, while neglecting the influence of the problem's structural characteristics. This study identifies that potential linear features in the TSP point distribution (such as implied paths formed by visual aggregation) may significantly impact human path selection strategies. To test this hypothesis, we propose a method for quantifying the Line Stylization Degree and generate different TSP instances with varying characteristics by introducing disturbances. These are then combined with experimental analysis of participants' decision-making patterns. The results show that participants tend to plan paths along implied lines, and this strategy may reduce cognitive load. The contribution of this paper lies in revealing the shaping role of visual structural features on cognitive decision-making, providing theoretical support for designing human-centered path planning algorithms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Behavioral Science; Decision making; Quantitative Behavior"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1397g5gp","frozenauthors":[{"first_name":"Chen","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Jiangnan University","department":""},{"first_name":"Ruimin","middle_name":"","last_name":"Lyu","name_suffix":"","institution":"Jiangnan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49697/galley/37659/download/"}]},{"pk":50163,"title":"Cognitive Distillation with Parameter-Efficient LLMs: Chain-of-Thought Calibration for Personality Prediction","subtitle":null,"abstract":"Large language models (LLMs) excel at personality prediction but are often impractical for deployment due to high computational demands. This work introduces cognitive distillation with Chain-of-Thought calibration, a novel framework for transferring structured reasoning from large LLMs to smaller, efficient models. Inspired by cognitive architectures like ACT-R, our method aligns intermediate inference steps using exemplars from single or multiple LLMs. A 1.5B-parameter model distilled through this process surpasses Qwen1.5-110B in predictive accuracy, achieving a 28% improvement in Pearson correlation while using just 1.36% of its parameters. Ablation studies reveal that moderate sampling diversity and multi-model ensembles enhance cognitive skill transfer and construct validity. These findings demonstrate that high-level reasoning can be efficiently and faithfully transferred, enabling psychometrically robust personality assessment in resource-constrained settings. This approach bridges AI and cognitive science, offering a scalable path toward plausible, cognitively grounded language models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Psychology; Natural Language Processing"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6jz3j9d5","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Yan","name_suffix":"","institution":"Zhejiang University – Westlake University Joint PhD Program","department":""},{"first_name":"Lizhi","middle_name":"","last_name":"Ma","name_suffix":"","institution":"Hangzhou Normal University","department":""},{"first_name":"Yu","middle_name":"","last_name":"Lu","name_suffix":"","institution":"Engineering School","department":""},{"first_name":"Renjun","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Zhejiang University","department":""},{"first_name":"Zhenzhong","middle_name":"","last_name":"Lan","name_suffix":"","institution":"Engineering School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50163/galley/38125/download/"}]},{"pk":49583,"title":"Cognitive Insights into Document Comprehension: The Role of Reading Order and Visual Attention in Human and Large Language Models","subtitle":null,"abstract":"This study investigates how integrating human eye-tracking data into Large Language Models (LLMs) and Visual Large Language Models (VLLMs) can enhance document comprehension in tasks that require both linguistic understanding and visual attention, specifically Semantic Entity Recognition (SER) and Document Question Answering (DQA). Despite rapid advancements in AI-based document understanding, LLMs still face challenges in replicating the depth of human cognition, particularly in how reading order and visual attention affect comprehension. The results demonstrate that human reading order and the regions they focus on significantly impact performance in both tasks. Additionally, while LLMs do not need to fully mimic human reading sequences, their performance improves when their attention patterns align more closely with human visual strategies. This highlights the importance of incorporating cognitive-inspired attention mechanisms in AI systems, offering a path to better AI models that reflect human cognitive strategies in complex document understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Human-computer interaction; Natural Language Processing; Reading; Eye tracking"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mx1z1r4","frozenauthors":[{"first_name":"QingXuan","middle_name":"","last_name":"Wang","name_suffix":"","institution":"School of Computer Engineering and Science,  Shanghai University","department":""},{"first_name":"Hao","middle_name":"","last_name":"Wang","name_suffix":"","institution":"School of Computer Engineering and Science,  Shanghai University","department":""},{"first_name":"Huiran","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Shanghai University","department":""},{"first_name":"Chenhui","middle_name":"","last_name":"Chu","name_suffix":"","institution":"Kyoto University","department":""},{"first_name":"Rui","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Shanghai Jiao Tong University","department":""},{"first_name":"Pinpin","middle_name":"","last_name":"Zhu","name_suffix":"","institution":"Shanghai University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49583/galley/37545/download/"}]},{"pk":49438,"title":"Cognitive-Inspired Hierarchical Attention Fusion With Visual and Textual for Cross-Domain Sequential Recommendation","subtitle":null,"abstract":"Cross-Domain Sequential Recommendation (CDSR) predicts user behavior by leveraging historical interactions across multiple domains, focusing on modeling cross-domain preferences through intra- and inter-sequence item relationships. Inspired by human cognitive processes, we propose Hierarchical Attention Fusion of Visual and Textual Representations (HAF-VT), a novel approach integrating visual and textual data to enhance cognitive modeling. Using the frozen CLIP model, we generate image and text embeddings, enriching item representations with multimodal data. A hierarchical attention mechanism jointly learns single-domain and cross-domain preferences, mimicking human information integration. Evaluated on four e-commerce datasets, HAF-VT outperforms existing methods in capturing cross-domain user interests, bridging cognitive principles with computational models and highlighting the role of multimodal data in sequential decision-making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Computer Science; Machine learning; Computational neuroscience"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8n60x457","frozenauthors":[{"first_name":"Wangyu","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Xi'an Jiaotong-Liverpool University","department":""},{"first_name":"Zhenhong","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Microsoft","department":""},{"first_name":"Siqi","middle_name":"","last_name":"Song","name_suffix":"","institution":"Xi'an Jiaotong-Liverpool University","department":""},{"first_name":"Xianglin","middle_name":"","last_name":"Qiu","name_suffix":"","institution":"Xi'an Jiaotong-Liverpool University","department":""},{"first_name":"Xiaowei","middle_name":"","last_name":"Huang","name_suffix":"","institution":"The University of Liverpool","department":""},{"first_name":"Fei","middle_name":"","last_name":"Ma","name_suffix":"","institution":"Xi'an Jiaotong-Liverpool University","department":""},{"first_name":"Jimin","middle_name":"","last_name":"Xiao","name_suffix":"","institution":"Xi'an Jiaotong-Liverpool University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49438/galley/37400/download/"}]},{"pk":49129,"title":"Cognitively Inspired Interpretability in Large Neural Networks","subtitle":null,"abstract":"Large Language Models (LLMs) and Vision Language Models (VLMs) have become a dominant force in artificial intelligence and have already made a major impact on the cognitive sciences, but debate persists concerning the extent to which they possess emergent cognitive capacities. Investigation of these systems at the level of behavioral outputs has led to conflicting findings, and the question of how these outputs are generated (at a mechanistic or algorithmic level) remains open. Yet, the abilities they do exhibit behaviorally offer an unprecedented opportunity to answer longstanding questions about how neural networks could, even in principle, achieve abilities that are thought to require structured representations—such as syntactic, combinatorial, and variable-binding operations. In this symposium, we highlight a recent body of work that addresses this gap in understanding by investigating the internal mechanisms that support cognitive processing in LLMs and other large-scale neural networks. The symposium brings together researchers with backgrounds in both computer science and psychology, exploring ways in which mechanistic interpretability research and cognitive science can mutually inform one another.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4mc1z6qd","frozenauthors":[{"first_name":"Anna","middle_name":"","last_name":"Leshinskaya","name_suffix":"","institution":"University of California, Irvine","department":""},{"first_name":"Taylor","middle_name":"","last_name":"Webb","name_suffix":"","institution":"Microsoft Research","department":""},{"first_name":"Ellie","middle_name":"","last_name":"Pavlick","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Jiahai","middle_name":"","last_name":"Feng","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Gustaw","middle_name":"","last_name":"Opielka","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Claire","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Idan","middle_name":"A","last_name":"Blank","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49129/galley/37090/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49129/galley/38635/download/"}]},{"pk":49598,"title":"Cognitive maps are generative programs","subtitle":null,"abstract":"Making sense of the world and acting in it relies on building simplified mental representations that abstract away aspects of reality. This principle of cognitive mapping is universal to agents with limited resources. Living organisms, people, and algorithms all face the problem of forming functional representations of their world under various computing constraints. In this work, we explore the hypothesis that human resource-efficient planning may arise from representing the world as predictably structured. Building on the metaphor of concepts as programs, we propose that cognitive maps can take the form of generative programs that exploit predictability and redundancy, in contrast to directly encoding spatial layouts. We use a behavioral experiment to show that people who navigate in structured spaces rely on modular planning strategies that align with programmatic map representations. We describe a computational model that predicts human behavior in a variety of structured scenarios. This model infers a small distribution over possible programmatic cognitive maps conditioned on human prior knowledge of the world, and uses this distribution to generate resource-efficient plans. Our models leverages a Large Language Model as an embedding of human priors, implicitly learned through training on a vast corpus of human data. Our model demonstrates improved computational efficiency, requires drastically less memory, and outperforms unstructured planning algorithms with cognitive constraints at predicting human behavior, suggesting that human planning strategies rely on programmatic cognitive maps.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Psychology; Behavioral Science; Decision making; Problem Solving; Reasoning; Spatial cognition; Computational Modeling"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xk0x9fb","frozenauthors":[{"first_name":"Marta","middle_name":"","last_name":"Kryven","name_suffix":"","institution":"Dalhousie University","department":""},{"first_name":"Cole","middle_name":"","last_name":"Wyeth","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Aidan","middle_name":"","last_name":"Curtis","name_suffix":"","institution":"MIT","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Elllis","name_suffix":"","institution":"Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49598/galley/37560/download/"}]},{"pk":49506,"title":"Cognitive Measurement with Generative AI: A Novel Interactive Situational Assessment of Learning Motivation and Strategy Using LLM Multi-Agents","subtitle":null,"abstract":"Assessing learning motivation and strategy (LMS) in specific situations can more accurately reflect students' self-regulation learning ability. However, traditional assessment methods, such as subjective evaluations and self-reports, are time-consuming, burdensome, and not well-suited to the dynamic nature of situational assessments. To address this, we presented the LLM-based agents, which enable intelligent generation of situational tasks and interactive assessment. Specifically, Master defines the theme and storylines, Designers generate situational tasks, Evaluator reviews the content quality, and Interactor controls the interactive assessment with users. The results of a user study with 97 university students demonstrated the reliability and validity of our approach and the significant enhancement of the user experience. The results further clarify the relationship among indicators of LMS. This study provides a novel paradigm and solution for situational assessment of LMS and offers valuable theoretical insights for intervention research targeting related indicators.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Education; Human-computer interaction; Intelligent agents; Comparative Studies"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4rn910gr","frozenauthors":[{"first_name":"Yi","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Jilin University","department":""},{"first_name":"Haotian","middle_name":"","last_name":"Feng","name_suffix":"","institution":"College of Computer Science and Technology","department":""},{"first_name":"Chen","middle_name":"","last_name":"Xue","name_suffix":"","institution":"Jilin University","department":""},{"first_name":"Yatong","middle_name":"","last_name":"Zu","name_suffix":"","institution":"Jilin University","department":""},{"first_name":"Hao","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Jilin University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49506/galley/37468/download/"}]},{"pk":49481,"title":"Cognitive Mechanisms in Loan Marketing: Insights from Concept Mappings","subtitle":null,"abstract":"Understanding the cognitive mechanisms of loan borrowers at peer-to-peer (P2P) loan platforms is helpful for improving communication strategies during loan marketing. Recent research studies the cognition of loans based on field studies or interviews with limited research samples, which cannot gain comprehensive cognitive insights in real-world context. In this work, we use a concept mapping-driven method and a large amount of real-world data for loan cognitive analysis. We find that there are statistical differences between the concept mappings of loan borrowers who received lenders' support and those who did not. We also found the representative conceptual factors of borrowers that impact the lenders' decision-making. For example, lenders are more inclined to support borrowers who present a mindset focused on stability, adaptability, and purposeful transformation, whereas non-recipients often express uncertainty, lack of readiness, or superficial changes in their loan requests. Applicants with an abstract cognitive orientation tend to request loans with higher interest rates, in contrast to those with a more concrete conceptualization. In practice, loan borrowers and lenders can refer to the cognitive findings to support their marketing and decision-making.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Discourse; Social cognition"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9b14h181","frozenauthors":[{"first_name":"Rui","middle_name":"","last_name":"Mao","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Tao","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Tianjin University","department":""},{"first_name":"Xulang","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Xinlong","middle_name":"","last_name":"Li","name_suffix":"","institution":"Nanyang Technological University","department":""},{"first_name":"Erik","middle_name":"","last_name":"Cambria","name_suffix":"","institution":"NTUsg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49481/galley/37443/download/"}]},{"pk":49582,"title":"Cognitive Priming Prompting Facilitates Knowledge Elicitation in Multilingual Large Language Models","subtitle":null,"abstract":"Multilingual large language models (MLLMs) typically underperform when answering questions in non-native languages compared to their native language. Although existing translate-then-answer prompting methods partially alleviate this issue, their performance remains suboptimal compared to directly answering questions in the native language. Moreover, current studies lack a clear explanation for this gap. In this study, we attribute this issue to incomplete Cognitive Priming, a phenomenon observed from human cognition. And we point out that while existing methods achieve Language Priming (LP), they overlook Domain Priming (DP). To address this, we propose Cognitive Priming Prompting (CogPrim), which employs a Role-Enhanced Multi-MLLM Collaboration strategy to ensure both LP and DP, thereby improving knowledge elicitation for non-native QA tasks. Across five language question-answering benchmarks, CogPrim outperforms all state-of-the-art related methods. This approach contributes to advancing the understanding of human-like cognitive behaviors in MLLMs, fostering better MLLM service to a broader range of multilingual users.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Linguistics; Analogy; Natural Language Processing; Computational Modeling"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5pq093wq","frozenauthors":[{"first_name":"Baixuan","middle_name":"","last_name":"Li","name_suffix":"","institution":"Southeast University","department":""},{"first_name":"Yunlong","middle_name":"","last_name":"Fan","name_suffix":"","institution":"Southeast University","department":""},{"first_name":"Tianyi","middle_name":"","last_name":"Ma","name_suffix":"","institution":"Michigan State University","department":""},{"first_name":"Zhiqiang","middle_name":"","last_name":"Gao","name_suffix":"","institution":"Southeast University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49582/galley/37544/download/"}]},{"pk":50038,"title":"Cognitive Representation in Large Language Models: Formalizing Psychological Constructs for Automated Questionnaire Generation","subtitle":null,"abstract":"Understanding how psychological constructs are formalized into measurable representations remains a central challenge in cognitive science. This study examines large language models (LLMs) as cognitive artifacts capable of decomposing and formalizing such constructs. We evaluate LLMs' conceptual alignment with human cognition across three tasks: predicting psychological attributes from text, generating theoretical construct explanations, and creating psychometrically valid assessment items. Results show strong representational fidelity for personality traits (average r=0.582), moderate alignment for depression (r=0.515), and emerging capabilities for anxiety (r =0.259). Expert evaluations confirm that LLMs produce theoretically coherent construct explanations (mean rating=4.33/5), while generated questionnaires exhibit convergent validity with established measures. Our findings position LLMs as effective tools for exploring cognitive representation systems and suggest that theory-driven prompting enables reliable, automated questionnaire development. This work bridges AI formalization techniques with core questions in cognitive science, offering a scalable framework for studying and constructing psychological measurement tools.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Artificial Intelligence; Psychology; Natural Language Processing"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/08n800bf","frozenauthors":[{"first_name":"Yang","middle_name":"","last_name":"Yan","name_suffix":"","institution":"Zhejiang University – Westlake University Joint PhD Program","department":""},{"first_name":"Lizhi","middle_name":"","last_name":"Ma","name_suffix":"","institution":"Hangzhou Normal University","department":""},{"first_name":"Yu","middle_name":"","last_name":"Lu","name_suffix":"","institution":"Engineering School","department":""},{"first_name":"Renjun","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Center for Data Science Zhejiang University","department":""},{"first_name":"Zhenzhong","middle_name":"","last_name":"Lan","name_suffix":"","institution":"Engineering School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50038/galley/38000/download/"}]},{"pk":50049,"title":"Cognitive Strategies in Solving Indeterminate Term Series Problems: A Comparison with Total Order and Symmetric Partial Order Strategies","subtitle":null,"abstract":"Term series problems have been used to study deductive reasoning based on propositions by asking for the order relations of given terms. Some tasks, known as indeterminate term series (ITS), leave certain order relations unspecified. This study explored computational models of how people solve ITS, examining the mental models they form and the way they derive answers. We tested two strategies: a total order strategy, which constructs all satisfying total order mental models, and a symmetry strategy, which collapses interchangeable terms into a total-order-like symmetric model. Statistical analyses of experimental data suggest that participants used total order strategies more often for easier ITS problems and symmetry strategies more for harder ones. This finding supports the hypothesis that encoding the order relations by symmetric structures can reduce cognitive load when solving ITS problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Problem Solving; Reasoning; Representation; Computational Modeling"}],"section":"Abstracts with Poster Presentation (accepted as Abstracts)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7nh7c7vw","frozenauthors":[{"first_name":"Takafumi","middle_name":"","last_name":"Aoi","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""},{"first_name":"Oki","middle_name":"","last_name":"Hasewaga","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""},{"first_name":"Shohei","middle_name":"","last_name":"Hidaka","name_suffix":"","institution":"Japan Advanced Institute of Science and Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50049/galley/38011/download/"}]},{"pk":49568,"title":"Coherence-Based Evidence Filtering: A Computational Exploration","subtitle":null,"abstract":"This study explores the role of coherence-based reasoning in belief updating within uncertain environments. We develop a novel computational model where agents update their beliefs based on observed evidence, with some evaluating the coherence of their belief set before accepting new evidence. Our results show that coherence-based evidence filtering improves belief accuracy in noisy environments and when agents' prior beliefs are accurate. However, when agents encounter systematically misleading evidence, coherence considerations lead to less accurate beliefs. These findings shed light on how coherence interacts with evidence quality and belief accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Computer Science; Philosophy; Psychology; Learning; Reasoning; Statistical learning; Agent-based Modeling; Bayesian modeling; Computational Modeling"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0668w8x3","frozenauthors":[{"first_name":"Martin","middle_name":"","last_name":"Justin","name_suffix":"","institution":"Faculty of Arts, University of Maribor","department":""},{"first_name":"Borut","middle_name":"","last_name":"Trpin","name_suffix":"","institution":"University of Maribor","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49568/galley/37530/download/"}]},{"pk":50184,"title":"Collaborative Encoding of Visual Working Memory","subtitle":null,"abstract":"Collaboration helps humans surmount individual cognitive limitations by distributing information over many minds. However, figuring out when and how to collaborate is not trivial. This study examines whether dyads split up information in a collaborative visual working memory task when doing so improves performance. Participants (N=356) memorized grids of 4, 16, or 36 images both alone and with a partner. We used a visual working memory model to estimate how much dyads would benefit from splitting up a grid of images, rather than each memorizing the grid independently. Our model predicts that participants should split up grids that are neither too easy nor too difficult to benefit from collaboration. Indeed, participants tacitly adopted conventions to split up medium and large grids---and were more accurate in these conditions when they worked together than when they acted alone---but not small grids where individual performance was already at ceiling. Our work provides a first step to understand how decisions about when and how to collaborate are shaped by the adaptive use of cognitive resources.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Cognitive Neuroscience; Psychology; Decision making; Distributed cognition; Memory; Social cognition; Computational Modeling; Computer-based experiment"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5zq2d1p8","frozenauthors":[{"first_name":"Huang","middle_name":"","last_name":"Ham","name_suffix":"","institution":"Department of Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50184/galley/38146/download/"}]},{"pk":49303,"title":"Collective Behavior Emerging from Social Learning Strategies and Network Structures","subtitle":null,"abstract":"Humans make decisions collectively by combining individual and social learning. Individuals benefit from groups when individual exploration fails to accurately assess the environment, a phenomenon known as the \"wisdom of crowds.\" Previous studies indicate that self-organizing group dynamics can reduce suboptimal biases in noisy environments, particularly in fully connected groups. However, agents often have only partial information due to cognitive and physical constraints. To explore how diverse social network structures influence the collective dynamics of social learners, we integrate a decentralized network with a social reinforcement learning model in repeated two-armed bandit tasks. Our results suggest that: 1. Social learning in a sparse network outperforms asocial solo learning in highly uncertain tasks. 2. The phenomenon \"less is more, and more is different\" holds true only when agents strategically balance individual and social learning. 3. The group size effect on collective performance is significantly influenced by network structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Decision making; Group Behaviour; Learning; Agent-based Modeling; Computational Modeling"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nq3m80p","frozenauthors":[{"first_name":"Jingyu","middle_name":"","last_name":"Xi","name_suffix":"","institution":"University of Konstanz","department":""},{"first_name":"Wataru","middle_name":"","last_name":"Toyokawa","name_suffix":"","institution":"RIKEN Center for Brain Science (CBS)","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49303/galley/37264/download/"}]},{"pk":49864,"title":"Collective Emotions: Appraisal-based similarity in emotion attributions to individuals and groups","subtitle":null,"abstract":"Humans' capacity for Theory of Mind (ToM) allows us to reason about and infer others' mental states, including their emotions. While ToM has been extensively studied in interpersonal contexts, how people attribute mental states–particularly emotions–to collective entities (e.g., corporations) remains underexplored. The current work examines whether and how people ascribe emotions to collectives using the appraisal theory framework. Participants were randomly assigned to scenarios designed to elicit a specific emotional inference about either an individual (e.g., a lawyer) or a collective (e.g., a law firm). We then collected and compared emotion attributions and appraisal judgments of the situations across both conditions. Our results suggest that people attribute emotions to individuals and collectives in remarkably similar ways, with subtle differences in event appraisals. The results pave the way for a deeper understanding of collective ToM, with implications for studying moral judgments and decision-making in societal contexts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Emotion; Social cognition; Theory of Mind"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xm4w3p7","frozenauthors":[{"first_name":"Songzhi","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Dartmouth College","department":""},{"first_name":"Sean","middle_name":"Dae","last_name":"Houlihan","name_suffix":"","institution":"Dartmouth College","department":""},{"first_name":"Meghan","middle_name":"","last_name":"Meyer","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"Dartmouth College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49864/galley/37826/download/"}]},{"pk":49454,"title":"Common Ground Building through Generative Cognitive Modules: Examining the Roles of Initial Perception, Imaging and Captioning","subtitle":null,"abstract":"To advance our understanding of referential communication and common ground formation, this study presents a novel generative cognitive model that integrates deep neural networks for visual perception, image generation, and language captioning. Using the Tangram Naming Task (TNT), we simulate the sender–receiver interaction with modular processes replicating holistic cognitive strategies. Through controlled simulation experiments, we reveal that language generation plays a more crucial role than visual perception in establishing common ground, while intermediate image generation enhances linguistic diversity—a key aspect of natural communication. Our results bridge cognitive modeling and large generative models, demonstrating how internal cognitive dynamics can be visualized and quantitatively evaluated. This study contributes to the growing field of cognitive-inspired human–AI communication and provides a blueprint for grounding-rich simulations in collaborative tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Psychology; Cognitive architectures; Language Production; Computational Modeling"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mc5w78f","frozenauthors":[{"first_name":"Ryunosuke","middle_name":"","last_name":"Baba","name_suffix":"","institution":"Shizuoka university","department":""},{"first_name":"Junya","middle_name":"","last_name":"Morita","name_suffix":"","institution":"Shizuoka University","department":""},{"first_name":"Takeru","middle_name":"","last_name":"Amaya","name_suffix":"","institution":"Shizuoka university","department":""},{"first_name":"Ryuichiro","middle_name":"","last_name":"Higashinaka","name_suffix":"","institution":"Nippon Telegraph and Telephone Corporation","department":""},{"first_name":"Yugo","middle_name":"","last_name":"Takeuchi","name_suffix":"","institution":"Shizuoka University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49454/galley/37416/download/"}]},{"pk":49190,"title":"Communicating Global Income Rank Increases Charitable Donations","subtitle":null,"abstract":"People in high-income countries underestimate their affluence relative to the global population, potentially limiting their will- ingness to donate to charity. We test whether a rank-based nudge (RBN) informing individuals how their post-tax income ranks globally increases charitable donations. Further, because people have been shown to shift their reference point for who should give to charity based on their current income, we inves- tigate whether donations can be boosted by asking how much people with different income ranks should give to charity (in- junctive distribution task, IDT) before administering the RBN. Participants (N = 1,217) were randomly assigned to one of four conditions: control, RBN, IDT, or IDT+RBN. Those in the RBN conditions donated significantly more and reduced over- estimation of others' income across all percentiles of the global income distribution. However, the addition of the IDT did not further increase donations. These findings suggest that RBNs effectively boost generosity by correcting misperceptions of relative affluence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0wm7t76v","frozenauthors":[{"first_name":"Glen","middle_name":"W","last_name":"Spiteri","name_suffix":"","institution":"UCLA","department":""},{"first_name":"Maximilian","middle_name":"","last_name":"Maier","name_suffix":"","institution":"University College London","department":""},{"first_name":"Harry","middle_name":"D.","last_name":"Coulson","name_suffix":"","institution":"University College London","department":""},{"first_name":"Falk","middle_name":"","last_name":"Lieder","name_suffix":"","institution":"UCLA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49190/galley/37151/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49190/galley/38696/download/"}]},{"pk":49521,"title":"Communicating through Acting: The Role of Contextual Affordance in Intuitive Pantomimetic Gestural Communication","subtitle":null,"abstract":"When observing an action, how do people intuitively determine if it has communicative intent, such as in the case of pantomimes? We focus on two alternative theories: one suggests that instrumental intention competes with communicative intention, where the weaker the former is, the stronger the latter is; the other proposes that instrumental intention is nested within communicative intention, where the presence of the former facilitates the latter. To test these theories, we introduced the concept of contextual affordance, which manipulates the degree to which the instrumental components of an action are revealed. Through behavioral experimentation, we found a non-linear relationship between contextual affordance and communicativeness rating: partial affordance–providing implicit cues to an action's instrumental component without being fully rational–elicited the strongest perception of communicative intention, whereas full affordance or no affordance resulted in a weaker perception of communicative intention. Our study provides a novel definition of communicative intention and reveals that recognizing the instrumental goal and perceiving the suboptimality in achieving it work together to create a strong communicative signal. This work represents a step toward developing an integrated theory of pantomimes, specifying how the rationality principle can be applied to serve multiple purposes simultaneously.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Action; Interactive behavior; Perception; Social cognition; Qualitative Analysis; Statistics; Survey"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3m85s1fb","frozenauthors":[{"first_name":"Siyi","middle_name":"","last_name":"Gong","name_suffix":"","institution":"University of California, Los Angeles, Department of Communication, Los Angeles, United States","department":""},{"first_name":"Kaiwen","middle_name":"","last_name":"Jiang","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Jessica","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of California, Los Angeles, Department of Psychology, Los Angeles, United States","department":""},{"first_name":"Mireille","middle_name":"","last_name":"Karadanaian","name_suffix":"","institution":"University of California, Los Angeles, Department of Psychology, Los Angeles, United States","department":""},{"first_name":"Ziyi","middle_name":"","last_name":"Meng","name_suffix":"","institution":"University of California, Los Angeles, Department of Psychology, Los Angeles, United States","department":""},{"first_name":"Tao","middle_name":"","last_name":"Gao","name_suffix":"","institution":"University of California - Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49521/galley/37483/download/"}]},{"pk":49250,"title":"Communication form modulates sentence interpretation: (A)typicality inferences from descriptions vs. direct speech","subtitle":null,"abstract":"This study provides the first evidence that sentence interpretation/inferences that comprehenders draw about situation typicality are moderated by the effects of communication form and sentence polarity. We examined the interpretations of affirmative and negative sentences describing real-world situations of varying typicality. We manipulated whether a sentence is presented as a description with an omniscient narrator (e.g., The house has a bathroom.) vs. as direct speech with the speaker-addressee relationship identified (e.g., \"The house has a bathroom,\" Emma told her partner.). By comparing sentence interpretation across situations varying in (i) typicality (e.g., house has bathroom/garage/ballroom), (ii) communicative form (description vs. direct speech), and (iii) sentence polarity (affirmative vs. negative), we find that presenting information as direct speech encourages pragmatic inferences beyond world knowledge. We also find that negation per se does not trigger theoretically predicted pragmatic inferences, but with a specific communicative act like direct speech it does.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Language Comprehension; Pragmatics; Reasoning; Quantitative Behavior"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13h973fw","frozenauthors":[{"first_name":"Muxuan","middle_name":"","last_name":"He","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Elsi","middle_name":"","last_name":"Kaiser","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49250/galley/37211/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49250/galley/38756/download/"}]},{"pk":49649,"title":"Communicative efficiency of distributional and semantically-based core vocabularies in narrative text comprehension","subtitle":null,"abstract":"High-frequency words are often assumed to be the most useful words for communication, as they provide the greatest coverage of texts. However, the relationship between coverage and comprehension may not be straightforward; how words relate semantically to people's mental representations is also important. In this study, we evaluate how useful different sets of \"core vocabularies\" are in text comprehension. The core vocabularies, which reflect different aspects of distributional and semantic information, provide different amounts of information for different vocabulary size and amount of text coverage. In our experiment, we showed people narrative texts with all but the core words removed, and measured comprehension in a variety of ways. Our results show that both distributional (e.g., frequency-based) and semantic (e.g., word association-based) core vocabularies are communicatively useful, but that the semantically-based core vocabularies provide more information when textual coverage is held constant.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Psychology; Language Comprehension; Reading; Semantics of language"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9930r2jb","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Wang","name_suffix":"","institution":"The University of Melbourne","department":""},{"first_name":"Simon","middle_name":"","last_name":"De Deyne","name_suffix":"","institution":"University of Melbourne","department":""},{"first_name":"Meredith","middle_name":"","last_name":"McKague","name_suffix":"","institution":"University of Melbourne","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Perfors","name_suffix":"","institution":"University of Melbourne","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49649/galley/37611/download/"}]},{"pk":49176,"title":"Community detection in inflectional networks","subtitle":null,"abstract":"Inflection classes partition the lexicon, classifying lexemes into groups based on shared inflectional exponence; as such, they are foundational aspects of lexical organisation. The task of identifying good partitions is non-trivial, however. We show that a modularity-based community detection method, borrowed from network theory, allows for identification of intuitive partitions at different granularities of representation. Applied to French verbs and Bosnian/Croatian/Montenegrin/Serbian nouns, the method detects inflection classes at multiple granularities and reveals (imperfect) hierarchical organisation of these. Ultimately, community detection methods facilitate more nuanced understanding of the inflectional organisation of the lexicon.\n\nKeywords: lexicon; morphology; inflection classes; hierarchical organisation; network science; community detection","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wp2k6jr","frozenauthors":[{"first_name":"Maria","middle_name":"","last_name":"Copot","name_suffix":"","institution":"University of Surrey","department":""},{"first_name":"Andrea","middle_name":"D.","last_name":"Sims","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49176/galley/37137/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49176/galley/38682/download/"}]},{"pk":49660,"title":"Comparing eye movement and lexical decision experiments on Thai compound recognition","subtitle":null,"abstract":"This study investigated how visual processing of simple and compound words in Thai can be modulated by the experimental tasks. A sentence reading eye-tracking experiment (Experiment 1) and a lexical decision experiment (Experiment 2) were conducted on Thai bisyllabic compounds and simple nouns. Experiment 1 had two interword spacing conditions and examined how adding interword spacing to Thai sentences (normally unspaced in writing) modulated lexical processing. Experiment 1's results showed that compounds incurred longer fixation durations than simple words, whereas interword spacing facilitated word recognition for both word types. Experiment 2 revealed a different result. Word recognition was faster for compounds than simple words. We assumed the disparity stemmed from different task demands. Sentence reading requires integration of semantics and syntactic processing, and compounds would require additional semantic integration processing. By contrast, lexical decision focuses on isolated word recognition and the word's syntactic and semantic features are not activated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Linguistics; Psychology; Language Comprehension; Reading; Eye tracking"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0kw6j6v7","frozenauthors":[{"first_name":"Suphasiree","middle_name":"","last_name":"Chantavarin","name_suffix":"","institution":"Chulalongkorn University","department":""},{"first_name":"Tommi","middle_name":"","last_name":"Leung","name_suffix":"","institution":"United Arab Emirates University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49660/galley/37622/download/"}]},{"pk":49210,"title":"Comparing Individual and Collective Performance in Deductive Reasoning across Content Types","subtitle":null,"abstract":"This research analyzes whether collective performance surpasses individual performance in solving two different deductive reasoning tasks. One of the tasks contains arguments with factual content, while the other includes arguments with ideological content. Additionally, we seek to determine whether the truth-wins model accurately represents the social combination process involved in the collective resolution of both deductive tasks. We designed and conducted two studies. Study 1 (N = 115) employed a within-subjects design with three conditions: individual, collective, and post-collective individual resolutions. Participants evaluated syllogisms with factual content. Study 2 (N = 111) followed a similar design but used syllogisms with ideologically controversial content. Results from both studies indicate that collective performance surpassed individual performance. Furthermore, while the truth-wins model best describes the collaborative decision- making process in Study 1, the majority model was more accurate for Study 2. These findings align with theories advocating for the social origins of human reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Philosophy; Psychology; Group Behaviour; Problem Solving; Reasoning"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5b26z0v0","frozenauthors":[{"first_name":"Alba","middle_name":"","last_name":"Massolo","name_suffix":"","institution":"Universidad Nacional de C—rdoba","department":""},{"first_name":"Mariel","middle_name":"","last_name":"Traversi","name_suffix":"","institution":"Universidad Cat—lica de C—rdoba","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49210/galley/37171/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49210/galley/38716/download/"}]},{"pk":50251,"title":"Comparing Navigation in Immersive and Desktop VR Environments","subtitle":null,"abstract":"The use of virtual reality (VR) has become a standard procedure for studying spatial navigation, as it allows researchers to create controlled environments and paradigms that can be used across multiple research sites. These simulated environments are primarily conducted in either desktop VR (DVR) or ambulatory immersive VR (IVR), yet little work has directly investigated if navigation in these modalities reflect the same abilities when using identical environmental layouts. In 2 studies we examined participants' abilities to learn the layout of a maze-type environment in DVR and IVR. Our findings generally show that while people exhibit better navigation performance in IVR, performance in the two modalities are highly correlated. We discuss the implications of these findings, including possible reasons for different performance in IVR compared to DVR, including body-based cues and cyber sickness, and make recommendations for future research examining navigation in VR.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Spatial cognition"}],"section":"Member Abstracts with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/491054hp","frozenauthors":[{"first_name":"Alexis","middle_name":"","last_name":"Topete","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Tikal","middle_name":"","last_name":"Catena","name_suffix":"","institution":"University of California, Santa Barbara","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hegarty","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/50251/galley/38213/download/"}]},{"pk":49753,"title":"Comparing One-Boundary and Two-Boundary Evidence Accumulation Models for Go/No-Go Processes: An Application to the Decision to Shoot","subtitle":null,"abstract":"The cognitive processes underlying Go/No-Go performance may be explained by two plausible evidence accumulation models: Two-Boundary (2-B) and One-Boundary (1-B) decision drift models (DDMs). While both embed a Go decision, the 2-B DDM embeds a definitive No-Go decision, whereas the 1-B DDM embeds a response window for Go. Using simulations, we found that model comparison methods like leave-one-out cross-validation (LOO), coupled with Bayesian hierarchical modeling, can correctly identify the underlying model. Additionally, using the correct model reduces the risk of missing true effects or detecting spurious findings. Therefore, we recommend researchers implement and compare both models for Go/No-Go studies to reduce misleading results. Lastly, we implemented these models to investigate race effects in the decision to shoot during police training. We found that the accumulated evidence needed to reach the Shoot decision is lower for Black suspects, which explains the heightened error rates for shooting unarmed Black suspects in data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Decision making; Social cognition; Bayesian modeling; Mathematical modeling"}],"section":"Papers with Poster Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0pz3g3tc","frozenauthors":[{"first_name":"Yiyang","middle_name":"","last_name":"Chen","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Jun","middle_name":"","last_name":"Fang","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Joseph","middle_name":"","last_name":"Cesario","name_suffix":"","institution":"Michigan State University","department":""},{"first_name":"Taosheng","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Michigan State University","department":""},{"first_name":"Tim","middle_name":"","last_name":"Pleskac","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49753/galley/37715/download/"}]},{"pk":49203,"title":"Comparison Helps Children Form Broad Explanations","subtitle":null,"abstract":"Research has shown that generating explanations can benefit learning in both children and adults. In part this is because people prefer explanations that characterize phenomena in terms of broad regularities. Here we propose that comparison is integral to the process of generating broad, satisfactory explanations. Specifically, (1) generating explanations often invokes comparison, (2) the resulting structural alignment process reveals commonalities that feed into a broad explanation. In Experiment 1a, we adapted a study on explanation-generation by Walker et al. (2017). 5- and 6-year-old children were asked to explain a set of outcomes that could result either from a single broad cause or from two or more specific causes. When children had the opportunity to compare the outcomes, they arrived at the broad explanation, replicating Walker et al. When comparison was made difficult, children preferred specific explanations. The results suggest that comparison is integral to the power of self-explanation. In Experiment 1b, we found that comparison by itself was not sufficient to lead children to broad explanations—suggesting that both explanation and comparison are critical in allowing children to attend to the broad pattern.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Psychology; Analogy; Causal reasoning; Cognitive development; Reasoning"}],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/94x1w0dc","frozenauthors":[{"first_name":"Yinyuan","middle_name":"","last_name":"Zheng","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49203/galley/37164/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49203/galley/38709/download/"}]},{"pk":49172,"title":"Comparisons promote a tradeoff between generalization and individuation","subtitle":null,"abstract":"Qualitative comparison provides learning opportunities that support a range of cognitive abilities. The present research clarifies how the contrasting goals of qualitative comparison, processing similarities versus differences, contribute to the overall impact that comparison has on learning. We argue that attending to similarities produces memory traces that are dissociable from those left by attending to differences, and that these memory traces reflect a tradeoff between generalization and individuation. Across two preregistered experiments, participants either attended to similarities or differences between stimuli. We show that whereas attending to similarities yielded better performance on a category recognition task (Experiment 1), attending to differences yielded better performance on an old/new recognition task (Experiment 2). Comparison thus serves as a learning opportunity that enables agents to manage the generalization-individuation tradeoff by shifting their attention toward similarities or differences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Papers with Oral Presentation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/10c1g3rz","frozenauthors":[{"first_name":"Nicholas","middle_name":"","last_name":"Ichien","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Angela","middle_name":"","last_name":"Kan","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2025-01-02T03:00:00+09:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49172/galley/37133/download/"},{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/49172/galley/38678/download/"}]}]}