{"count":38415,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=32600","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=32400","results":[{"pk":33195,"title":"Combining Uncertain Belief Reasoning and Uncertain Metaphor-Based Reasoning","subtitle":null,"abstract":"An implemented AI reasoning system called ATT-Meta is sketched. It addresses not only AI issues but also ones that are salient in psychology, philosophy, cognitive linguistics, discourse pragmatics and other disciplines. These issues include the Simulation-Theory/Theory-Theory debate and Fauconnier and Turner's notion of concepmal blending. The system performs metaphor-based reasoning and reasoning about mental states of agents; in particular, it performs metaphor-based reasoning about mental states. Although it relies on built-in knowledge of specific conceptual metaphors, it is flexible in allowing novel discourse manifestations of those metaphors. The metaphorical reasoning and mental-state reasoning facilities are fully integrated into a general framework for uncertain reasoning. A special result of the overall approach is that it enables a unified handling of certain apparently separate discourse phenomena: chained metaphor, personification metaphor, and reports of agents' own metaphorical thoughts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/45f181wm","frozenauthors":[{"first_name":"John","middle_name":"A.","last_name":"Barnden","name_suffix":"","institution":"School of Computer Science, The University of Birmingham","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33195/galley/24255/download/"}]},{"pk":33389,"title":"Comparison in Context","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03v1f47d","frozenauthors":[{"first_name":"Lera","middle_name":"","last_name":"Boroditsky","name_suffix":"","institution":"Department of Psychology, Stanford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33389/galley/24448/download/"}]},{"pk":33300,"title":"Complement Set Reference and Quantifiers","subtitle":null,"abstract":"There is now very wide psychological evidence that some quantifiers license subsequent reference to subsets of the complement of the set normally open to subsequent reference. This has posed problems for some formal theories of the kinds of reference made possible by quantified sentences. This paper examines the phenomenon, its interpretation, and its limits. A process-model is suggested.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4rx2w30c","frozenauthors":[{"first_name":"Linda","middle_name":"M.","last_name":"Moxey","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Anthony","middle_name":"J.","last_name":"Sanford","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33300/galley/24360/download/"}]},{"pk":33199,"title":"Conditional Reasoning With a Point of View: The Logic of Perspective Change","subtitle":null,"abstract":"Is human domain specific reasoning illogical? The effect of perspective change on reasoning about social contracts is one of the puzzling phenomena known from research on Wason's selection task that seems to corroborate an affirmative answer to this question. Therefore, some authors postulated non-logical cognitive processes specialized for reasoning about social contracts. In contrast to this view, we argue that such effects reflect the influence of domain specific knowledge on logical reasoning. This knowledge must not be ignored when checking the deductive validity of subjects' inferences. Taking it into account sheds a new light on individuals' deductive competence. Further, it becomes possible to predict such effects not only for the domain of social contracts. We present a model of causal reasoning that allows us to derive new effects of perspective change. W e argue that these effects do not show that people make illogical inferences but, on the contrary, that subjects validly reason deductively from their causal knowledge. Finally, we present empirical results that strongly support our arguments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3z9717vg","frozenauthors":[{"first_name":"Sieghard","middle_name":"","last_name":"Beller","name_suffix":"","institution":"Department of Psychology, University of Freiburg","department":""},{"first_name":"Hans","middle_name":"","last_name":"Spada","name_suffix":"","institution":"Department of Psychology, University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33199/galley/24259/download/"}]},{"pk":33447,"title":"Connectives and anaphoric reference patterns to negative quantifiers","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5f665936","frozenauthors":[{"first_name":"Anthony","middle_name":"J.","last_name":"Sanford","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Linda","middle_name":"M.","last_name":"Moxey","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Eugene","middle_name":"","last_name":"Dawydiak","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33447/galley/24506/download/"}]},{"pk":33251,"title":"Considering Conceptual Growth as Change in Discourse Practices","subtitle":null,"abstract":"We present a view that conceives of conceptual learning as changes in discourse practices. This view focuses on interactions in which people construct understanding collaboratively, either as deliberate conceptual inquiry or to facilitate accomplishing something else. Our analysis combines concepts and methods from ethnography (e.g., Jordan & Henderson, 1995), linguistic discourse analysis (e.g., Lemke, 1990), cognitive analyses of conceptual growth (e.g., Keil, 1994), and theories of information structures in comprehension and reasoning (e.g., Kintsch & van Dijk, 1978). In this view, conceptual understanding is considered mainly as an interactional process. The view focuses on how concepts are created and built up when people engage in activity, especially when they communicate about the things they are doing and trying to understand. Participation in a community includes using its concepts according to practices in which members communicate, coordinate their action, and achieve mutual understanding. Our view of concepts is illustrated with examples drawn from a study of two FCL science classes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16j5k7jz","frozenauthors":[{"first_name":"James","middle_name":"G.","last_name":"Greeno","name_suffix":"","institution":"School of Education, Stanford University","department":""},{"first_name":"Gertraud","middle_name":"","last_name":"Benke","name_suffix":"","institution":"School of Education, Stanford University","department":""},{"first_name":"Randi","middle_name":"A.","last_name":"Engle","name_suffix":"","institution":"School of Education, Stanford University","department":""},{"first_name":"Cathy","middle_name":"","last_name":"Lachapelle","name_suffix":"","institution":"School of Education, Stanford University","department":""},{"first_name":"Muffie","middle_name":"","last_name":"Wiebe","name_suffix":"","institution":"School of Education, Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33251/galley/24311/download/"}]},{"pk":33386,"title":"Constraints on the production and evaluation of analogies","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1c0573fs","frozenauthors":[{"first_name":"Isabelle","middle_name":"","last_name":"Blanchette","name_suffix":"","institution":"Department of Psychology; McGill University","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Dunbar","name_suffix":"","institution":"Department of Psychology; McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33386/galley/24445/download/"}]},{"pk":33232,"title":"Contextual Activation of Features of Combined Concepts","subtitle":null,"abstract":"We examine how context affects the accessibility of features of combined concepts. A 'contrast hypothesis' suggests that contrasting a to-be-verified feature in the context hinders its later verification. Results of Experiment 1 instead support a priming hypothesis whereby features are differentially activated by contexts. Experiment 2 demonstrates that this priming effect is positive rather than negative, even when feature verification follows a contextual combined concept that is inconsistent with the to-be-verified feature. We conclude that context can differentially activate features of combined concepts, and that it may do so by way of semantic priming.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9h0915b8","frozenauthors":[{"first_name":"Zachary","middle_name":"","last_name":"Estes","name_suffix":"","institution":"Department of Psychology; Green Hall","department":""},{"first_name":"Sam","middle_name":"","last_name":"Glucksberg","name_suffix":"","institution":"Department of Psychology; Green Hall","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33232/galley/24292/download/"}]},{"pk":33369,"title":"Contextual Representation of Abstract Nouns: A Neural Network Approach","subtitle":null,"abstract":"This paper explores the use of an artificial neural network to investigate the mental representation of abstract noun meanings. Unlike concrete nouns, abstract nouns refer to entities that cannot be pointed to. Cues to their meaning must therefore be in their context of use. It has frequently been shown that the meaning of a word varies with its contexts of use. It is more difficult, however, to identify which elements of context are relevant to a word's meaning. The present study demonstrates that a connectionist network can be used to examine this problem. A feedforward network learned to distinguish among seven abstract nouns based on characteristics of their verbal contexts in a corpus of randomly selected sentences. The results suggest that, for our sample, the contextual representation of abstract nouns is in principle sufficient to identify and distinguish abstract nouns and thus meets the functional requirements of concept representation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/56h2c82h","frozenauthors":[{"first_name":"Katja","middle_name":"","last_name":"Wiemer-Hastings","name_suffix":"","institution":"Department of Psychology, The University of Memphis","department":""},{"first_name":"Arthur","middle_name":"C.","last_name":"Graesser","name_suffix":"","institution":"Department of Psychology, The University of Memphis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33369/galley/24428/download/"}]},{"pk":33407,"title":"Contingency of Parts in Object Concepts","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3514j166","frozenauthors":[{"first_name":"Frederic","middle_name":"","last_name":"Gosselin","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Philippe","middle_name":"G.","last_name":"Schyns","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33407/galley/24466/download/"}]},{"pk":33273,"title":"Continuity Effect and Figural Bias in Spatial Relational Inference","subtitle":null,"abstract":"Two experiments on spatial relational inference investigated effects known from relational and syllogistic reasoning. (1) Continuity effect; n-term-series problems with continuous (W r1 X, X r2 Y, Y r3 Z) and semi-continuous (X r2 Y, Y r3 Z, W r1 X) premise order are easier than tasks with discontinuous order (Y r3 Z, W r1 X, X r2 Y). (2) Figurai bias: the order of terms in the premises (X r Y. Y r Z or Y r X, Z r Y) effects the order of terms in the conclusion (X r Z or Z r X). In the first experiment subjects made more errors and took more time to process the premises when in discontinuous order. In the second experiment subjects showed the general preference for the term order Z r X in the generated conclusions, modulated by a \"figural bias\": subjects used X r Z more often if the premise term order was X r Y , Y r Z, whereas Z r X was used most often for the premise term order Y r X, Z r Y. Results are discussed in the framework of mental model theory with special reference to computational models of spatial relational inference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4dj7z766","frozenauthors":[{"first_name":"Markus","middle_name":"","last_name":"Knauff","name_suffix":"","institution":"University of Freiburg, Center for Cognitive Science","department":""},{"first_name":"Reinhold","middle_name":"","last_name":"Rauh","name_suffix":"","institution":"University of Freiburg, Center for Cognitive Science","department":""},{"first_name":"Christoph","middle_name":"","last_name":"Schlieder","name_suffix":"","institution":"Technical University of Munich, Department of Computer Science","department":""},{"first_name":"Gerhard","middle_name":"","last_name":"Strube","name_suffix":"","institution":"University of Freiburg, Center for Cognitive Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33273/galley/24333/download/"}]},{"pk":33239,"title":"Could Category-Specific Semantic deficits Reflect Differences in the Distributions of Features Within a Unified Semantic Memory?","subtitle":null,"abstract":"Category-specific semantic deficits refers to the inability to name objects from a particular category while the naming of words outside that category is relatively unimpaired. We suggest that such semantic deficits arise from the random lesioning of a unified semantic network in which internal category representations reflect the variability of the categories themselves. This is demonstrated by lesioning networks that have learned to categorise butterfiies and chairs. The model shows category-specific semantic deficits of the narrower (butterfly) category with the occasional reverse semantic deficits of relatively impaired chair category.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/87z3r230","frozenauthors":[{"first_name":"Robert","middle_name":"M.","last_name":"French","name_suffix":"","institution":"Psychology Department, Universite de Liege","department":""},{"first_name":"Denis","middle_name":"","last_name":"Mareschal","name_suffix":"","institution":"Department of Psychology, Exeter University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33239/galley/24299/download/"}]},{"pk":33289,"title":"Deciding What Not to Say: An Attentional-Probabilistic Approach to Argument Presentation","subtitle":null,"abstract":"Effective arguments must be presented in a cohesive manner: simple collections of believed premises and connecting inferences supporting a goal may not persuade the recipient if they are not well ordered. We use semantic activation and Bayesian propagation in a user model to simulate the effect of presenting an argument generated by our system, NAG, to the user. This simulation is used to select a strategy for presenting the argument to the user. The simulation also identifies superfluous lines of reasoning that may be removed, and enables NAG to determine how multiple subarguments for points should be presented, e.g., as multiple individual supports or collectively. A greedy algorithm is then used to apply probabilistic pruning and semantic suppression to further simplify the argument. Probabilistic pruning removes unnecessary premises from the argument. Semantic suppression is used to select portions of the argument which are within the user's focus of attention, and which are also readily inferred, and hence can be left implicit without damaging the effectiveness of the argument.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gs155qg","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"McConachy","name_suffix":"","institution":"School of Computer Science and Software Engineering, Monash University","department":""},{"first_name":"Kevin","middle_name":"B.","last_name":"Korb","name_suffix":"","institution":"School of Computer Science and Software Engineering, Monash University","department":""},{"first_name":"Ingrid","middle_name":"","last_name":"Zukerman","name_suffix":"","institution":"School of Computer Science and Software Engineering, Monash University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33289/galley/24349/download/"}]},{"pk":33330,"title":"Decision Making Under Time Pressure","subtitle":null,"abstract":"How does time pressure affect cognitive behavior when solving problems in an uncertain environment? We found substantial evidence that, under time pressure, decision makers can not apply knowledge-based action, even if that approach is absolutely necessary for solving the problem. The present study aims to explain this phenomenon in terms of the subjective probability of the uncertain events associated with the problem. Our model insists that overestimating the possibility of getting correct answer with rule-based action, affected by time pressure and the attitude of decision makers, leads to the persistence of rule-based action. The experiment's results supported the proposed model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mq79270","frozenauthors":[{"first_name":"Kiyoko","middle_name":"","last_name":"Saito","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"David","middle_name":"E.","last_name":"Rumelhart","name_suffix":"","institution":"Department of Psychology, Stanford University","department":""},{"first_name":"Kazuo","middle_name":"","last_name":"Shigemasu","name_suffix":"","institution":"Department of Arts and Sciences, Tokyo University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33330/galley/24389/download/"}]},{"pk":33241,"title":"Deductive Reasoning in Right-Brain Damaged","subtitle":null,"abstract":"Deduction is a high level cognitive ability which has not been much analyzed in neuropsychology. Cognitive psychologists and cognitive scientists strongly debate the nature of the mental processes involved in deductive reasoning. A theory particularly pertinent to the neuropsychology of thinking is Mental Model Theory, which postulates the use of analogical representations in reasoning. Studies on unilateral neglect in neuropsychology show that the right hemisphere is involved in analogical representations. On these theoretical bases we make a critical prediction about the role of the right hemisphere in reasoning. This paper investigates the ability of right-brain damaged patients to deal with two main sorts of deduction: syllogistic and relational reasoning. Our results suggest a significant involvement of the right hemisphere in reasoning. Also, as far as syllogistic reasoning is concerned, the results allow for the existence of a verbal component, beside the analogical one.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4nn3995c","frozenauthors":[{"first_name":"Giuliano","middle_name":"C.","last_name":"Geminiani","name_suffix":"","institution":"Centro di Scienza Cognitiva, Universita di Torino","department":""},{"first_name":"Monica","middle_name":"","last_name":"Bucciarelli","name_suffix":"","institution":"Centro di Scienza Cognitiva, Universita di Torino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33241/galley/24301/download/"}]},{"pk":33412,"title":"Detecting an 'Anomalous State of Knowledge' for Proactive Information Filtering","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8x40q201","frozenauthors":[{"first_name":"Eduard","middle_name":"","last_name":"Hoenkamp","name_suffix":"","institution":"Nijmegen Institute for Cognition and Information","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33412/galley/24471/download/"}]},{"pk":33191,"title":"Determinants of Wordlikeness","subtitle":null,"abstract":"Wordlikeness, which is generally equated with phonotactics, is becoming an increasingly important variable in the study of language acquisition and processing as well as in the context of verbal short term memory. Past research has sought to establish phonotactic knowledge (knowledge of the possible sequences of sounds within a language) as a distinct kind of knowledge above and beyond knowledge of individual lexical items. It is unclear, however, how separate phonotactic and lexical knowledge really are; conceivably there could be effects of similar sounding lexical neighbors on perceived wordlikeness. We report empirical evidence and analysis demonstrating independent contributions of phonotactics and of lexical neighbors in accounting for wordlikeness ratings, a finding with both methodological and cognitive implications.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3pr7q2f3","frozenauthors":[{"first_name":"Todd","middle_name":"M.","last_name":"Bailey","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""},{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33191/galley/24251/download/"}]},{"pk":33207,"title":"Developing Semantic Representations for Proper Names","subtitle":null,"abstract":"A series of simulations using the HAL model of memory demonstrates that word representations from the model can be used to categorize a variety of common and famous proper nouns, cities, and states. The internal semantics of famous proper names provides a richer set of meaning constraints than do the neighborhoods of common proper names. Retrieval errors with names may be due to this difference in the neighbors and the density of these neighborhoods. A very salient constraint in common proper name semantics is gender.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8c00p5j0","frozenauthors":[{"first_name":"Curt","middle_name":"","last_name":"Burgess","name_suffix":"","institution":"Department of Psychology, University of California, Riverside","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Conley","name_suffix":"","institution":"Department of Psychology, University of California, Riverside","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33207/galley/24267/download/"}]},{"pk":33379,"title":"Developmental Differences in Encoding and Completing Patterns","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9st9f8fd","frozenauthors":[{"first_name":"Martha","middle_name":"Wagner","last_name":"Alibali","name_suffix":"","institution":"Carnegie Mellon University, Department of Psychology","department":""},{"first_name":"Dana","middle_name":"C.","last_name":"Heath","name_suffix":"","institution":"Carnegie Mellon University, Department of Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33379/galley/24438/download/"}]},{"pk":33248,"title":"Dimensions of Grammatical Coreference","subtitle":null,"abstract":"The correlational structure of judgments of grammatical coreference is examined using factor analysis and the results are used to identify the dimensions of grammatical variation in competent speakers of English. The dimensions that are discovered do not correspond to those typically discussed in generative linguistics but they can be explained very naturally by a model in which coreference is achieved through a process in which linguistic expressions are mapped onto a model of discourse.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2b9924bb","frozenauthors":[{"first_name":"Peter","middle_name":"C.","last_name":"Gordon","name_suffix":"","institution":"Department of Psychology, University of North Carolina","department":""},{"first_name":"Randall","middle_name":"","last_name":"Hendrick","name_suffix":"","institution":"Department of Psychology, University of North Carolina","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33248/galley/24308/download/"}]},{"pk":33194,"title":"Disfluency Deafness: Graceful Failure in the Recognition of Running Speech","subtitle":null,"abstract":"Models of perceptual systems customarily characterize their maximally efficient operation in optimal circumstances. Another engineering consideration - graceful failure - is usually ignored. Three experiments on spontaneous speech show that on-line speech recognition fails gracefully by making us deaf to the words in reparanda. the items which must be expunged to restore disfluent utterances to fluency. Experiment 1 uses word-level gating of fluent and disfluent utterances to show that disfluencies principally disrupt normal late recognition (Bard, Shillcock & Altmann, 1988) of words in reparanda. Experiment 2 shows that in more natural listening conditions, attention to continuing material and additional effects of repetition deafness (Miller & Mackay, 1996) make recall of the same words even more unlikely. Experiment 3 shows that the results are not attributable to the clarity of the lost words. Finally the relationships among late recognition and various kinds of disfluency deafness are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9vc946hf","frozenauthors":[{"first_name":"Ellen","middle_name":"Gurman","last_name":"Bard","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""},{"first_name":"Robin","middle_name":"","last_name":"Lickley","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33194/galley/24254/download/"}]},{"pk":33187,"title":"Distinguishing Between Manner of Motion and Inherently Directed Motion Verbs Using a High-dimensional Memory Space and Semantic Judgments","subtitle":null,"abstract":"Levin (1993) has proposed a semantic distinction between two types of motion verbs: manner of motion verbs and inherently directed motion verbs. In contrast, Jones (1995) has argued that this distinction is better accounted for by syntactic principles. Two simulations are presented that demonstrate that verb representations from the Hyperspace Analogue to Language (HAL) model of memory (Burgess & Lund, 1997a; Lund & Burgess, 1996) are sensitive to the distinction between these two verb classes. The second simulation shows that this effect is not due to word frequency differences. The final experiment uses human judgments of concreteness, imageability, and familiarity on these verbs to provide further data on the particular semantic characteristics that may be salient to the language user. We argue that these results provide empirical support for Levin's semantic distinctions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2dx8g8k5","frozenauthors":[{"first_name":"Chad","middle_name":"","last_name":"Audet","name_suffix":"","institution":"Department of Psychology, University of California, Riverside","department":""},{"first_name":"Curt","middle_name":"","last_name":"Burgess","name_suffix":"","institution":"Department of Psychology, University of California, Riverside","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33187/galley/24247/download/"}]},{"pk":33395,"title":"Distributed Cognition of a Navigational Instrument Display Task","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bk5k95k","frozenauthors":[{"first_name":"Johnny","middle_name":"","last_name":"Chuah","name_suffix":"","institution":"Department of Psychology, The Ohio State University","department":""},{"first_name":"Jiajie","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Center for Cognitive Science, The Ohio State University","department":""},{"first_name":"Todd","middle_name":"R.","last_name":"Johnson","name_suffix":"","institution":"Division of Medical Informatics, The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33395/galley/24454/download/"}]},{"pk":33416,"title":"Do Diminuitives Facilitate the Learning of Russian Gender?","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0jk1n8dt","frozenauthors":[{"first_name":"Vera","middle_name":"","last_name":"Kempe","name_suffix":"","institution":"Department of Psychology; University of Toledo","department":""},{"first_name":"Patricia","middle_name":"J.","last_name":"Brooks","name_suffix":"","institution":"Department of Psychology, Sociology, & Anthropology; College of Staten Island, CUNY","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33416/galley/24475/download/"}]},{"pk":33439,"title":"Dual-Network Connectionist Modelling of Development","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2s83f0xw","frozenauthors":[{"first_name":"Lorna","middle_name":"","last_name":"Peters","name_suffix":"","institution":"Department of Computer Science; University of Hertfordshire","department":""},{"first_name":"David","middle_name":"","last_name":"Messer","name_suffix":"","institution":"Department of Psychology; University of Hertfordshire","department":""},{"first_name":"Pam","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Department of Psychology; University of Hertfordshire","department":""},{"first_name":"Neil","middle_name":"","last_name":"Davey","name_suffix":"","institution":"Department of Computer Science; University of Hertfordshire","department":""},{"first_name":"Neville","middle_name":"","last_name":"Austin","name_suffix":"","institution":"Department of Psychology; University of Hertfordshire","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33439/galley/24498/download/"}]},{"pk":33253,"title":"Early Validation of Task Analysis Data: Processes and Representations","subtitle":null,"abstract":"Task analysis is a critical first step in understanding a new complex domain. Currently, tasic analysis is a mostly manual process with weak automation support. This paper introduces the first phase of the SAVVII prototype as a proof-of-concept for early validation of task analysis activities. Early validation is supported by the transference of semantics from data values to data structures. Rough estimations of discrepancies between tasks are used to focus the knowledge elicitor's attention on questionable areas, thereby reducing much of the tediousness and time-intensive nature of validation. SAVVII was shown to work on the developmental domain of parables. It is currently undergoing experimentation in two real-world knowledge acquisition activities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3q31f2w8","frozenauthors":[{"first_name":"Gail","middle_name":"","last_name":"Haddock","name_suffix":"","institution":"Center for Advanced Engineering and Systems Automation Research, The University of Texas at Arlington","department":""},{"first_name":"John","middle_name":"","last_name":"Priest","name_suffix":"","institution":"Center for Advanced Engineering and Systems Automation Research, The University of Texas at Arlington","department":""},{"first_name":"Karan","middle_name":"","last_name":"Harbison","name_suffix":"","institution":"Center for Advanced Engineering and Systems Automation Research, The University of Texas at Arlington","department":""},{"first_name":"John","middle_name":"","last_name":"Silva","name_suffix":"","institution":"Defense Advanced Research Projects Agency","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33253/galley/24313/download/"}]},{"pk":33297,"title":"Effects of representational modality and thinking style on learning to solve reasoning problems","subtitle":null,"abstract":"Individual differences in the abilities and preferences of students have an influence on their responses to information presented in alternative ways. Explanations may appeal to differences in representation or in strategy. This paper reports an experiment that compares the response of students to two computationally similar methods of teaching syllogisms that rely on different external representations of the premiss information. The use of both representations can be broken down into the same stages: translating-in; manipulating; and translating-out. We show that the ease of acquisition and the understanding of the methods relate to a measure of spatial ability and also to preferences for serialist/holist styles of learning. We find that spatial ability and learning style relate to different stages in the two teaching methods, and are therefore complementary contributors to effective learning. In addition, a further test that predicts diverse responses of students to learning the same information from different modalities was used. This is found to relate specifically to stages of translating-in and manipulation of representations. The results of this study support the view that providing a computational account of reasoning and learning requires an acknowledgement of individual differences in the 'starting state' of the individual. These differences can be explored through measures of ability and learning style. This study also supports accounts of problem-solving that distinguish modality and strategy of information processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49j7n7zw","frozenauthors":[{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Centre for Cognitive Science, University of Edinburgh","department":""},{"first_name":"Keith","middle_name":"","last_name":"Stenning","name_suffix":"","institution":"Human Communication Researh Centre, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33297/galley/24357/download/"}]},{"pk":33402,"title":"Effects of Tonality, Contour, Pitch Intervals, and Hemisphere on the Representation of Melodic Information","subtitle":null,"abstract":"Tonality, contour, interval, and hemisphere are important predictors of melody recognition. Using forced-choice comparisons, listeners attempted to recognize the contour and interval information for diatonic and nondiatonic melodies presented to the left or right ear. For diatonic melodies, scale was more salient than contour whereas listeners relied on contour in nondiatonic melodies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/58r4r336","frozenauthors":[{"first_name":"Eric","middle_name":"G.","last_name":"Freedman","name_suffix":"","institution":"Department of Psychology; University of Michigan-Flint","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Abeare","name_suffix":"","institution":"Department of Psychology; University of Michigan-Flint","department":""},{"first_name":"Robert","middle_name":"G.","last_name":"Kender","name_suffix":"","institution":"Department of Psychology; University of Michigan-Flint","department":""},{"first_name":"Raymond","middle_name":"","last_name":"Vernagus","name_suffix":"","institution":"Department of Psychology; University of Michigan-Flint","department":""},{"first_name":"Thomas","middle_name":"A.","last_name":"Wrobel","name_suffix":"","institution":"Department of Psychology; University of Michigan-Flint","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33402/galley/24461/download/"}]},{"pk":33222,"title":"Eigenfaces for Familiarity","subtitle":null,"abstract":"A previous experiment tested subjects' new/old judgments of previously-studied faces, distractors, and morphs between pairs of studied parents. We examine the extent to which models based on principal component analysis (eigenfaces) can predict human recognition of studied faces and false alarms to the distractors and morphs. We also compare eigenface models to the predictions of previous models based on the positions of faces in a multidimensional \"face space\" derived from a multidimensional scaling (MDS) of human similarity ratings. We find that the error in reconstructing a test face from its position in an \"eigenface space\" provides a good overall prediction of human familiarity ratings. However, the model has difficulty accounting for the fact that humans false alarm to morphs with similar parents more frequently than they false alarm to morphs with dissimilar parents. We ascribe this to the limitations of the simple reconstruction error-based model. We then outline preliminary work to improve the fine-grained fit within the eigenface-based modeling framework, and discuss the results' implicadons for exemplar- and face space-based models of face processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3s28n5ds","frozenauthors":[{"first_name":"Matthew","middle_name":"N.","last_name":"Dailey","name_suffix":"","institution":"Computer Science and Engineering Department, University of California, San Diego","department":""},{"first_name":"Garrison","middle_name":"W.","last_name":"Cottrell","name_suffix":"","institution":"Computer Science and Engineering Department, University of California, San Diego","department":""},{"first_name":"Thomas","middle_name":"A.","last_name":"Busey","name_suffix":"","institution":"Department of Psychology, Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33222/galley/24282/download/"}]},{"pk":33167,"title":"Embodiment As A Basis For Cognition","subtitle":null,"abstract":"The dominant model of cognition is based upon amodal symbol systems. We support an alternative model that places embodiment at the center of cognition. On this view, sensorimotor experiences of actions form the basis of linguistic and nonlinguistic understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vk752tr","frozenauthors":[{"first_name":"Larry","middle_name":"","last_name":"Barsalou","name_suffix":"","institution":"Department of Psychology, Emory University","department":""},{"first_name":"Arthur","middle_name":"","last_name":"Glenberg","name_suffix":"","institution":"Department of Psychology, Univ. of Wisconsin","department":""},{"first_name":"Brian","middle_name":"","last_name":"MacWhinney","name_suffix":"","institution":"Department of Psychology, Carnegie Mellon University","department":""},{"first_name":"Natika","middle_name":"","last_name":"Newton","name_suffix":"","institution":"Suffolk Community College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33167/galley/24227/download/"}]},{"pk":33246,"title":"Emergence","subtitle":null,"abstract":"Contemporary dynamic theories of cognition and functional theories of linguistics fall into two general camps: \"traditional\" and \"emergent\" approaches. Building on work of the linguist Paul Hopper, I identify four characteristics of emergent phenomena: feedback  properties; sociohistorical embeddedness; language and language-like \"structures\"; and what I call \"recursivity,\" the feedback-based presence of system-analytic elements within the cognitive systems they seem to explain. This latter feature, especially, raises questions about whether \"emergence\" is a phenomenon, a theory, an approach, etc. I suggest that emergence offers at least a refreshingly ordinary framework for theories of empirical cognition, which nevertheless flow to the \"deep\" levels claimed by rule-based cognitive  explanations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2814483j","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Golumbia","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33246/galley/24306/download/"}]},{"pk":33368,"title":"Emergent Modularity and U-Shaped Learning in a Constructivist Neural Network Learning the English Past Tense","subtitle":null,"abstract":"A constructivist neural network model is presented that learns the past tense of English verbs. The model builds its architecture in response to the learning task in a way consistent with neurobiological and psychological evidence. The model outperforms existing connectionist and symbolic past tense models in terms of learning and generalization behavior, and it displays a U-shaped learning curve for many irregular verbs. The trained model develops a modular architecture with dissociations between regular and irregular verbs, and lesioning the different pathways leads to results comparable with neurological disorders. It is argued that the successof the model is due to its constructivist nature, and that the distinction between fixed-architecture and constructivist models is fundamental. Given this distinction, constructivist systems provide more realistic models of cognitive development.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1gv8t219","frozenauthors":[{"first_name":"Gert","middle_name":"","last_name":"Westermann","name_suffix":"","institution":"Centre for Cognitive Science, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33368/galley/24427/download/"}]},{"pk":33221,"title":"Emotions Just Are Cognitions","subtitle":null,"abstract":"Emotions are a special class of Intentional states with structural components and properties similar to those of the traditional somatic appetites of thirst, hunger and sex. These were originally part of a hardwired, phylogenetically adapted, nonverbal information system for implicitly conveying information about these states both among and within individual members of the species. A classification system provides two major functional classes of emotions, (1) those serving as Appetitive Wishes toward objects, and (2) those serving as Beliefs about the status of fulfillment of those and other significant wishes. Thus, emotions such as Anger and Fear indicate a wish to attack or escape from some object or situation, while Love and Surprise indicate wishes to care about or explore an object or situation. Emotional wishes, like their somatic brethren, require Consummatory Acts for their fulfillment. The result of these acts are emotions such Anxiety and Depression, which indicate Beliefs that the relevant wishes will be hard or impossible to satisfy, or Contentment and Elation, which function as Beliefs that the wishes have been or are being fulfilled. Together, emotional wishes and beliefs form a comprehensive wish-belief information feedback system with manifold causal consequences.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1j45k2fh","frozenauthors":[{"first_name":"Hartvig","middle_name":"","last_name":"Dahl","name_suffix":"","institution":"Department of Psychiatry; SUNY Health Science Center","department":""},{"first_name":"Virginia","middle_name":"","last_name":"Teller","name_suffix":"","institution":"Department of Computer Science; Hunter College CUNY","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33221/galley/24281/download/"}]},{"pk":33263,"title":"Evaluating Computational Assistance for Crisis Response","subtitle":null,"abstract":"In this paper we examine the behavior of a human-computer system for crisis response. As one instance of crisis management, we describe the task of responding to spills and fires involving hazardous materials. We then describe INCA, an intelligent assistant for planning and scheduling in this domain, and its relation to human users. We focus on INCA's strategy of retrieving a case from a case library, seeding the initial schedule, and then helping the user adapt this seed. We also present three hypotheses about the behavior of this mixed-initiative system and some experiments designed to test them. The results suggest that our approach leads to faster response development than user-generated or automatically-generated schedules but without sacrificing solution quality.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/505785xz","frozenauthors":[{"first_name":"Wayne","middle_name":"","last_name":"Iba","name_suffix":"","institution":"Institute for the Study of Learning and Expertise, Palo Alto","department":""},{"first_name":"Melinda","middle_name":"","last_name":"Gervasio","name_suffix":"","institution":"Institute for the Study of Learning and Expertise, Palo Alto","department":""},{"first_name":"Pat","middle_name":"","last_name":"Langley","name_suffix":"","institution":"Institute for the Study of Learning and Expertise, Palo Alto","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Sage","name_suffix":"","institution":"Institute for the Study of Learning and Expertise, Palo Alto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33263/galley/24323/download/"}]},{"pk":33288,"title":"Evaluating Theories in the Context of a Web of Information","subtitle":null,"abstract":"Philosophers of science have long argued that when evaluating explanations, we do not consider ideas in isolation. Instead, we possess an integrated web of information that comprises the context we consider when weighing evidence about any component of this web. In this paper, we provide empirical evidence that theories are considered in context by demonstrating that non-scientists change the strength of their belief in both of two alternative theories, even when only given information about one of these hypotheses. In addition, we seek to identify and describe some of the types of information people use in evaluating theories. Information about mechanism, inferences that discriminate between two explanations, and information about closely related situations in which the target factor operates as a mechanism can all significantly affect ratings of two rival explanations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bq4v44w","frozenauthors":[{"first_name":"Amy","middle_name":"M.","last_name":"Masnick","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""},{"first_name":"Susan","middle_name":"M.","last_name":"Barnett","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""},{"first_name":"Stephanie","middle_name":"L.","last_name":"Thompson","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Koslowski","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33288/galley/24348/download/"}]},{"pk":33396,"title":"Evidence Against the Global Speed of Processing Theory of Working Memory","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1wm1b95c","frozenauthors":[{"first_name":"Nelson","middle_name":"","last_name":"Cowan","name_suffix":"","institution":"Department of Psychology, University of Missouri","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33396/galley/24455/download/"}]},{"pk":33390,"title":"Evidence that Syntactic Priming is Long-lasting","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39b8g5ck","frozenauthors":[{"first_name":"Joyce","middle_name":"Tang","last_name":"Boyland","name_suffix":"","institution":"Department of Psychology; Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Department of Psychology; Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33390/galley/24449/download/"}]},{"pk":33321,"title":"Examples And Generalisations: Using Surface Versus Structural Recall Biases to Probe Conceptual Storage","subtitle":null,"abstract":"We argue that the key question in conceptual storage is best viewed not as a question of instances versus generalisations, but rather one of unitary versus multiple representation accounts of conceptual storage. On previous evidence, it has been difficult to determine whether a particular result stems from stored information regarding the concept or from the processes that operate in invoking a particular concept (Komatsu, 1992). In this paper, we attempt to shed some light on the nature of stored conceptual structure using the different influences that surface and stmctural features have been shown to have on the recall of a particular representation (Centner, Ratterman and Forbus, 1993). We conclude that at least some concepts may not be stored using a unitary representation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/599521n1","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Ramscar","name_suffix":"","institution":"Department of Artificial Intelligence, University of Edinburgh","department":""},{"first_name":"Helen","middle_name":"","last_name":"Pain","name_suffix":"","institution":"Department of Artificial Intelligence, University of Edinburgh","department":""},{"first_name":"Sarah","middle_name":"","last_name":"Darrington","name_suffix":"","institution":"Department of Artificial Intelligence, University of Edinburgh","department":""},{"first_name":"John","middle_name":"","last_name":"Lee","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33321/galley/24380/download/"}]},{"pk":33250,"title":"Exciting Avocados and Dull Pears: Combining Behavioural and Argumentative Theory for Producing Effective Advice","subtitle":null,"abstract":"To produce effective advice several sources of knowledge are needed. Knowledge about the application domain the advice is concerned with is of course necessary, but not sufficient. If the aim of the intervention is inducing people to modify their habits, we also need specific theories of how and why people change behaviour to guide the advising process. In some cases, however, it still does not suffice: when suggesting a change in a well established habit, several factors have to be taken into account, and a good adviser might also need argumentative capabilities, in order to overcome possible personal and environmental barriers to the change. This paper presents a model of advice giving that integrates Artificial Intelligence with concepts and methods coming from different disciplines. The model has been implemented in Daphne, an advice giving system that operates in the nutrition education domain.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6774q0jg","frozenauthors":[{"first_name":"Floriana","middle_name":"","last_name":"Grasso","name_suffix":"","institution":"Heriot-Watt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33250/galley/24310/download/"}]},{"pk":33257,"title":"Experimental and Connectionist Perspectives on Semantic Memory Development","subtitle":null,"abstract":"We describe an experimental investigation of the development of children's knowledge stmctures which aims to provide data for connectionist modelling. 167 children between 5 and 11 years of age completed two category fluency tasks where they were asked to produce as many names of a) animals and b) parts of the body, as they could in one minute. Similarity scores were derived based on distances between concepts in the lists produced. These were analysed using the ADDtree algorithm (Sattath & Tversky, 1977) to build structures representing the organisation of the children's knowledge of animals and body parts. The results showed that animal knowledge was generally organised in terms of environmental context/habitat, however, there was evidence for subtle changes in knowledge organisation between age groups. More pronounced changes were observed in the organisation of knowledge of body parts which gave some support to the assertion that children progress from making coarser to making fmer distinctions between concepts (see Keil, 1979) and reflected the progression observed in knowledge structure development in a connectionist model of semantic memory discussed by McClelland, McNaughton and O'Reilly (1995). Our aim is to extend this work to provide data enabling connectionist modelling of semantic memory within a developmental framework.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40c146sz","frozenauthors":[{"first_name":"Samantha","middle_name":"J.","last_name":"Hartley","name_suffix":"","institution":"Department of Psychology, University of Sheffield","department":""},{"first_name":"Tony","middle_name":"J.","last_name":"Prescott","name_suffix":"","institution":"Department of Psychology, University of Sheffield","department":""},{"first_name":"Roderick","middle_name":"I.","last_name":"Nicolson","name_suffix":"","institution":"Department of Psychology, University of Sheffield","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33257/galley/24317/download/"}]},{"pk":33256,"title":"Experimental Evidence Against the Dual-Route Account of Inflectional Morphology","subtitle":null,"abstract":"Inflectional morphology has figured prominently not only in debate about the nature of linguistic knowledge, but also in the foundational debate between proponents of symbolic and of connectionist accounts of cognition. We present two experiments designed to test predictions of Tinker's (1991) dual-route account of inflection, the central component of which is a symbolic rule. Contrary to the predictions of the dual-route account, we find evidence of both frequency and similarity effects on the regularization of novel items (i.e., pseudo words).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1t7743j0","frozenauthors":[{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""},{"first_name":"Ramin","middle_name":"C.","last_name":"Nakisa","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""},{"first_name":"Todd","middle_name":"M.","last_name":"Bailey","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""},{"first_name":"Miranda","middle_name":"","last_name":"Homes","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""},{"first_name":"Denise","middle_name":"","last_name":"Kemp","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""},{"first_name":"Laura","middle_name":"","last_name":"Palmer","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33256/galley/24316/download/"}]},{"pk":33188,"title":"Expert Problem Solving in a Visual Medical Domain","subtitle":null,"abstract":"This study examined the problem solving strategies used by staff radiologists and radiology residents during the interpretation of difficult mammograms. Ten radiologists and ten residents diagnosed 10 cases under two experimental conditions (authentic and augmented). In the authentic condition, standard unmarked mammograms were used. Mammographic findings were highlighted on a second set of the same cases for the augmented condition. Verbal protocols were analyzed and revealed that mammography  interpretation was characterized by a predominant use of data-driven or mixed-strategies depending on case typicality and clinical experience. Repeated measures ANOVAs revealed that the radiologists scanned the cases significantly faster than the residents. No group differences were found in the number of radiological findings, radiological observations, and number of diagnoses across experimental conditions. Frequency analyses revealed that regardless of experimental condition both groups (a) used the same types of operators, control processes, diagnostic plans, (b) committed the same number of errors, and (c) committed case-dependent errors. Overall, the fact that few differences were found between the groups on the various measures may be due to the fact that mammogram interpretation is a well-constrained visual cognitive task. The results have been applied to the design of a computer-based tutor for training residents to interpret mammograms. Future empirical directions include building a more comprehensive model of the perceptual and cognitive processes underlying mammogram interpretation by converging eye-movement, cortical activation (e.g., fMRI) and verbal protocol data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3qq9n2cp","frozenauthors":[{"first_name":"Roger","middle_name":"","last_name":"Azevedo","name_suffix":"","institution":"Department of Psychology, Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33188/galley/24248/download/"}]},{"pk":33357,"title":"Exploration in the Experiement Space: The Relationship between Systematicity and Performance","subtitle":null,"abstract":"Much of the research on scientific reasoning has investigated the use of explicit, hypothesis-testing strategies. However, there is evidence that scientific reasoning problems can be solved by exploration of the experiment space. This study investigates the strategies by which people explore the experiment space. We examine the relationship between the systematicity of this search and successful performance and find that improved problem-solving may be a function of systematic data collection strategies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9v5771xr","frozenauthors":[{"first_name":"Susan","middle_name":"B.","last_name":"Trickett","name_suffix":"","institution":"George Mason University","department":""},{"first_name":"J.","middle_name":"Gregory","last_name":"Trafton","name_suffix":"","institution":"Naval Research Laboratory","department":""},{"first_name":"Paula","middle_name":"D.","last_name":"Raymond","name_suffix":"","institution":"Center for Applied Research,  NYU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33357/galley/24416/download/"}]},{"pk":33445,"title":"Exploring Gang Effects By Output Node Similarity In Neural Networks","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6qd0p85s","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Rodriguez","name_suffix":"","institution":"Department of Cognitive Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33445/galley/24504/download/"}]},{"pk":33190,"title":"Extending Embodied Lexical Development","subtitle":null,"abstract":"This paper describes an implemented computational model of lexical development for the case of action verbs. A simulated agent is trained by an informant labeling the agent's actions (here hand motions), and the system learns to both label and carry out similar actions. The verb learning model is placed in the broader context of the NTL project on embodied natural language and its acquisition. Based on experimental results and projections to the full range of early lexemes, a significantly enriched model is proposed and its properties discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kx3s7kq","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Bailey","name_suffix":"","institution":"International Computer Science Institute and University of California, Berkeley","department":""},{"first_name":"Nancy","middle_name":"","last_name":"Chang","name_suffix":"","institution":"International Computer Science Institute and University of California, Berkeley","department":""},{"first_name":"Jerome","middle_name":"","last_name":"Feldman","name_suffix":"","institution":"International Computer Science Institute and University of California, Berkeley","department":""},{"first_name":"Srini","middle_name":"","last_name":"Narayanan","name_suffix":"","institution":"International Computer Science Institute and University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33190/galley/24250/download/"}]},{"pk":36516,"title":"Extensive Reading in the Second Language Classroom - Richard R. Day and Julian Bamford","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1ns5z7mm","frozenauthors":[{"first_name":"Ted","middle_name":"","last_name":"Plaister","name_suffix":"","institution":"University of Hawaii (retired)","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36516/galley/27367/download/"}]},{"pk":33409,"title":"Extracting Information from Graphics","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1cb6m0df","frozenauthors":[{"first_name":"Sami","middle_name":"","last_name":"Gulgoz","name_suffix":"","institution":"Department of Psychology, Koc University","department":""},{"first_name":"Omer","middle_name":"A.","last_name":"Yedekcioglu","name_suffix":"","institution":"Department of Business Administration, Koc University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33409/galley/24468/download/"}]},{"pk":33452,"title":"Extreme Beliefs Do Respond to Evidence","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9mp8d0m3","frozenauthors":[{"first_name":"Melanie","middle_name":"R.","last_name":"Swiderek","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Koslowski","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33452/galley/24511/download/"}]},{"pk":33405,"title":"Familiarity assessment in visual word recognition and the transformation hypothesis","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3pb4g2n2","frozenauthors":[{"first_name":"Possidonia","middle_name":"F. D.","last_name":"Gontijo","name_suffix":"","institution":"Centre for Cognitive Science, Edinburgh","department":""},{"first_name":"Richard","middle_name":"","last_name":"Shillcock","name_suffix":"","institution":"Centre for Cognitive Science, Edinburgh","department":""},{"first_name":"M.","middle_name":"Louise","last_name":"Kelley","name_suffix":"","institution":"Department of Linguistics, Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33405/galley/24464/download/"}]},{"pk":33422,"title":"First Letter Dominance in Word Recognition","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gr6h435","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"Larson","name_suffix":"","institution":"Department of Psychology, University of Texas at Austin","department":""},{"first_name":"Philip","middle_name":"B.","last_name":"Gough","name_suffix":"","institution":"Department of Psychology, University of Texas at Austin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33422/galley/24481/download/"}]},{"pk":33444,"title":"Force Dynamics in Language and Cognition: An Empirical Evaluation","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/35p6d8h1","frozenauthors":[{"first_name":"David","middle_name":"A.","last_name":"Robertson","name_suffix":"","institution":"Department of Psychology, Wisconsin","department":""},{"first_name":"Arthur","middle_name":"M.","last_name":"Glenburg","name_suffix":"","institution":"Department of Psychology, Wisconsin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33444/galley/24503/download/"}]},{"pk":36515,"title":"For Your Information: Intermediate Reading Skills - Karen Blanchard and Christine Root","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6b38v40d","frozenauthors":[{"first_name":"Elizabeth","middle_name":"","last_name":"Kelley","name_suffix":"","institution":"Department of Linguistics and Oriental Languages, San Diego State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36515/galley/27366/download/"}]},{"pk":33178,"title":"Frequency vs. Probability Formats: Framing the Three Doors Problem","subtitle":null,"abstract":"Instead of subscribing to the view that people are unable to perform Bayesian probabilistic inference, recent research suggests that the algorithms people naturally use to perform Bayesian inference are better adapted for information presented in a natural frequency format than in the common probability format. We tested this hypothesis on the notoriously difficult three doors problem, inducing subjects to consider the likelihoods involved in terms of natural frequencies or in terms of probabilities. We then examined their ability to perform the mathematics underlying the problem, a stronger indication of Bayesian inferential performance than merely whether they gave the correct answer to the problem. With a robustness that may surprise people unfamiliar with the effects of information formats, the natural frequency group demonstrated dramatically greater normative mathematical performance than the probability group. This supports the importance of information formats in a more complex context than in previous studies.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/80p061tk","frozenauthors":[{"first_name":"Eric","middle_name":"","last_name":"Aaron","name_suffix":"","institution":"Department of Computer Science; Cornell University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Spivey","name_suffix":"","institution":"Department of Psychology; Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33178/galley/24238/download/"}]},{"pk":33436,"title":"Gaps in the Explanation of the Relational Shift in Analogy Development","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gb8q7zg","frozenauthors":[{"first_name":"Clayton","middle_name":"T.","last_name":"Morrison","name_suffix":"","institution":"Department of Philosophy; Binghamton University","department":""},{"first_name":"Changsin","middle_name":"","last_name":"Lee","name_suffix":"","institution":"Department of Philosophy; Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33436/galley/24495/download/"}]},{"pk":33320,"title":"Generality of the Abstraction Mechanisms in Artificial Grammar Learning","subtitle":null,"abstract":"Artificial grammar learning (AGL; Reber, 1989) has been a major experimental paradigm for the study of human induction processes. In this work we investigate the extent to which the learning mechanisms involved in AGL are general, an issue important to the ecological validity of AGL research. We have used three kinds of stimuli; Letter strings (the standard in AGL work), city sequences that corresponded to routes of an airline company, and shapes that were presented so that later shapes in a sequence contained all previous ones. We compared overall accuracy and patterns of error in these domains to find that performance was not different. The implications of this finding for existing theories of AGL and proposed relations to other cognitive mechanisms are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/065477ds","frozenauthors":[{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"University of Oxford; Department of Experimental Psychology","department":""},{"first_name":"Nick","middle_name":"","last_name":"Chater","name_suffix":"","institution":"University of Warwick; Department of Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33320/galley/24379/download/"}]},{"pk":33212,"title":"Generalization by Studying Examples Versus Generalization by Applying Examples to Problems","subtitle":null,"abstract":"Two views of problem solving procedure generalization are compared in an experiment: the Generalization by Applying Examples (GenApp) and Generalization by Studying Examples (GenStudy) views. The results suggest that learners can acquire a sufficiently general approach for solving novel problems by studying appropriately-designed examples that encourage one to form subgoals to represent a solution procedure. Learners who are led to form a more rote procedure show much less transfer. No evidence was found for generalization through application.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/59g2t00s","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Catrambone","name_suffix":"","institution":"School of Psychology; Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33212/galley/24272/download/"}]},{"pk":33220,"title":"Geometry, Function, and the Comprehension of Over, Under, Above, and Below","subtitle":null,"abstract":"One large experiment is reported which examined the role of geometry and functional relations on the comprehension of the spatial prepositions over, under, above and below. The task consisted of rating how appropriate a sentence (containing one of these  repositions) was to describe a picture. The results show a significant effect of functional relations on the ratings given, demonstrating the importance of functional relations as a determinant of the comprehension of spatial prepositions. However, while over and under were very sensitive to functional relations, above and below were more influenced by geometric relations. Thus these results indicate for the first time that spatial prepositions are differentially influenced by geometric and functional relations, and that geometry and functional relations are distinct factors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1nb2h8nw","frozenauthors":[{"first_name":"Kenny","middle_name":"R.","last_name":"Coventry","name_suffix":"","institution":"Department of Psychology; Drake Circus","department":""},{"first_name":"Merce","middle_name":"","last_name":"Prat-Sala","name_suffix":"","institution":"Department of Psychology; Drake Circus","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33220/galley/24280/download/"}]},{"pk":33305,"title":"Goal Specificity and Learning: Reinterpretation of the Data and Cognitive Theory","subtitle":null,"abstract":"In this paper, we review the literature on the relation between solving nonspecific goal problems and learning. Research has shown that reduced goal-specificity facilitates learning of rules and principles of the target domain. Researchers have accounted for this effect using a cognitive load theory (Sweller, 1988) and a dual space theory of problem solving (Vollmeyer, Bums, & Holyoak, 1996). Other researchers have shown that learning can be both facilitated by nonspecific as well as specific goals and account for their findings using goal appropriateness theory (Miller, Lehman. & Koedinger, 1997). W e judge each theoretical account by evaluating their consistencies with unified theories of cognition and other empirical data. We note the shortcomings of the each theory and incorporate elements of each to explain all the data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2dp9867s","frozenauthors":[{"first_name":"Adisack","middle_name":"","last_name":"Nhouyvanisvong","name_suffix":"","institution":"Department of Psychology, Carnegie Mellon University","department":""},{"first_name":"Kenneth","middle_name":"R.","last_name":"Koedinger","name_suffix":"","institution":"Human-Computer Interaction Institute, Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33305/galley/24365/download/"}]},{"pk":33361,"title":"Goals, Strategies, and Motivation","subtitle":null,"abstract":"Goal-specificity has been found to affect performance: In difficult tasks, specific goals may be detrimental for learning. Locke and Latham (1990) claimed that goal-specificity has an impact on performance via motivation. Vollmeyer and Rheinberg's (1998) cognitive-motivational process model proposed that cognitive and motivational processes interact. Therefore, we investigated if goal-specificity may change the nature of this interaction, by trying to fit different structural equations models for groups given a specific goal (SG) or a nonspecific goal (NSG). Before beginning a complex dynamic task, the SG group was given a specific goal to reach, but the NSG group only received a goal when they had to transfer their knowledge. We found that the SG group learnt less and had lower motivation during learning. Contrary to earlier claims, there was no direct effect of goal-specificity on initial motivation, but it did alter the interaction between strategies and motivation during learning. The empirical model for the SG group showed a strong effect of initial motivation on the learning process and goal-directed strategies were effective. For the NSG group motivation during the task and systematic strategies were important.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kb8k85x","frozenauthors":[{"first_name":"Regina","middle_name":"","last_name":"Vollmeyer","name_suffix":"","institution":"Universitat Potsdam, Intitut fur Psychologie","department":""},{"first_name":"Falko","middle_name":"","last_name":"Rheinberg","name_suffix":"","institution":"Universitat Potsdam, Intitut fur Psychologie","department":""},{"first_name":"Bruce","middle_name":"D.","last_name":"Burns","name_suffix":"","institution":"Universitat Potsdam, Intitut fur Psychologie","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33361/galley/24420/download/"}]},{"pk":33367,"title":"GOMS, Distributed Cognition, And The Knowledge Structures Of Organizations","subtitle":null,"abstract":"The idea that GOMS can be used to model HCI tasks within the organizational environment in which they occur is discussed and reviewed. An example in terms of satellite operations is provided.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/15k573gb","frozenauthors":[{"first_name":"Robert","middle_name":"L.","last_name":"West","name_suffix":"","institution":"Department of Psychology, University of Hong Kong","department":""},{"first_name":"Alan","middle_name":"","last_name":"Wong","name_suffix":"","institution":"Department of Psychology, University of Hong Kong","department":""},{"first_name":"Alonso","middle_name":"H.","last_name":"Vera","name_suffix":"","institution":"Department of Psychology, University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33367/galley/24426/download/"}]},{"pk":33349,"title":"Grading on the Fly","subtitle":null,"abstract":"We specify a model for the conceptual interpretation of relative adjectives (like \"big\") , which covers a crucial aspect of the underlying comprehension process - the comparison to a norm that is associated with a comparison class. Building on an elaborate domain ontology and knowledge about intercorrelations, comparison classes are dynamically created depending on the context in which adjectival utterances occur.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7tw6r8fn","frozenauthors":[{"first_name":"Steffan","middle_name":"","last_name":"Staab","name_suffix":"","institution":"Computational Linguistics Lab, Freiburg University","department":""},{"first_name":"Udo","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Computational Linguistics Lab, Freiburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33349/galley/24408/download/"}]},{"pk":36502,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/02n881zn","frozenauthors":[{"first_name":"Donna","middle_name":"","last_name":"Brinton","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Robby","middle_name":"","last_name":"Ching","name_suffix":"","institution":"California State University, Sacramento","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36502/galley/27353/download/"}]},{"pk":33371,"title":"Heterogenously Distributed Cognition","subtitle":null,"abstract":"Advocates of distributed cognition argue that cognitive accomplishments rely in part on structures outside the individual mind - structures located in other minds or in artifacts that we think with. This paper argues that, in some cases, interactional structure can also make essential contributions to cognition. The data are transcribed classroom discussions, in which teachers and students use language to establish both referential and interactional patterns. The analyses use techniques from linguistic pragmatics, to uncover emergent interactional structure in the conversations and to show how this structure might make essential contributions to the cognitive value of those conversations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7v67f075","frozenauthors":[{"first_name":"Stanton","middle_name":"","last_name":"Wortham","name_suffix":"","institution":"Department of Education; Bates College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33371/galley/24430/download/"}]},{"pk":33180,"title":"Heuristics Used in Reasoning with Multiple Causes and Effects","subtitle":null,"abstract":"Two experiments investigate the conjunction fallacy (judging that conjunctive probabilities are higher than the probabilities of the constituents). The conjunction fallacy was much less for P(E|C) tasks than for P(C|E) tasks. The results are explained in terms of the way people interpret the conditional probabilities. We argue that people prefer to reason from cause to effect (cause-to-effect reasoning heuristic), and for that reason, the instructions given for P(C|E) tasks were misinterpreted, resulting in apparent fallacy. In addition, we provide evidence showing that likelihood judgments are higher with more evidence (more-is-better heuristic).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4ns3q3wh","frozenauthors":[{"first_name":"Woo-Kyoung","middle_name":"","last_name":"Ahn","name_suffix":"","institution":"Department of Psychology, Yale University","department":""},{"first_name":"Brian","middle_name":"A.","last_name":"Nosek","name_suffix":"","institution":"Department of Psychology, Yale University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33180/galley/24240/download/"}]},{"pk":33346,"title":"Hints Do Not Evoke Solutions Via Passive Spreading Activation","subtitle":null,"abstract":"A passive spreading activation theory of incubation effects states that hints, encountered by chance after an unsolved problem has been put aside, direct spreading activation to solutions in memory. Results from three experiments reject this explanation. Pretested hints that were seen seconds before unsolved problems were retested did not aid resolution unless hints were intentionally used to help problem solving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/84v365wj","frozenauthors":[{"first_name":"Steven","middle_name":"M.","last_name":"Smith","name_suffix":"","institution":"Department of Psychology; Texas A&M University","department":""},{"first_name":"Cynthia","middle_name":"M.","last_name":"Sifonis","name_suffix":"","institution":"Department of Psychology; Texas A&M University","department":""},{"first_name":"Deborah","middle_name":"R.","last_name":"Tindell","name_suffix":"","institution":"Department of Psychology; Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33346/galley/24405/download/"}]},{"pk":33276,"title":"How Can I Know What You Think?: Assessing Representational Similarity in Neural Systems","subtitle":null,"abstract":"How do my mental states compare to yours? We suggest that, while we may not be able to compare experiences, we can compare neural representations, and that the correct way to compare neural representations is through analysis of the distances between them. In this paper, we present a technique for measuring the similarities between representations at various layers of neural networks. We then use the measure to demonstrate empirically that different artificial neural networks trained by backpropagation on the same categorization task, even with different representational encodings of the input patterns and different numbers of hidden units, reach states in which representations at the hidden units are similar.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0qs558h9","frozenauthors":[{"first_name":"Aarre","middle_name":"","last_name":"Laakso","name_suffix":"","institution":"Department of Philosophy, University of California, San Diego","department":""},{"first_name":"Garrison","middle_name":"W.","last_name":"Cottrell","name_suffix":"","institution":"Institute for Neural Computation, Computer Science and Engineering, University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33276/galley/24336/download/"}]},{"pk":33413,"title":"How Consequences of Physical Principles Influence Mental Representation: The Environmental Invariants Hypothesis","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7xx2413z","frozenauthors":[{"first_name":"Timothy","middle_name":"L.","last_name":"Hubbard","name_suffix":"","institution":"Department of Psychology, Texas Christian University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33413/galley/24472/download/"}]},{"pk":33377,"title":"How Impasses Enable Subjects to Discover the Relevant Properties of the Problem: Problem Space as a Space of Properties","subtitle":null,"abstract":"Two main ideas are proposed in this article. Richard and Tijus (in press) shown that problem solving can be explained by object properties that subjects take into account during the solving process. Stable properties are those which can not be modified by an action (for instance, an object's size, shape, etc.) and unstable properties are those which can be modified by an action (for instance, an object's location). Our purpose is that the problem space (Newell & Simon, 1972) can be described by state properties and that this description permits explaining the subjective distance (in the subject's mind) between two states. We suggest that similarity between state properties guides a subject's search through the problem space and can lead subjects through irrelevant paths. We think that in this condition, the well known beneficial effect of impasse situations consists in the fact that they permit subjects to discover the relevant properties of objects, problem constraints, and goal properties. Two experiments are proposed here. Results obtained in the first experiment show that working on impasse situations before solving the problem improves performance. Results of the second experiment show that working on impasse situations allow subjects to discover the relevant properties of a problem space, and that the benefit can be extended to all problems sharing the same problem space (which naturally contain the same impasses), even if their initial and final states are different. These results shed some light on the beneficial effects of impasses in problem solving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0md160kw","frozenauthors":[{"first_name":"Mojdeh","middle_name":"","last_name":"Zamani","name_suffix":"","institution":"Laboratory of Cognitive Psychology, Universite Paris","department":""},{"first_name":"Jean","middle_name":"Francois","last_name":"Richard","name_suffix":"","institution":"Laboratory of Cognitive Psychology, Universite Paris","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33377/galley/24436/download/"}]},{"pk":33229,"title":"How to Disbelieve p->q: Resolving contradictions","subtitle":null,"abstract":"This study discusses belief-change as the problem of deciding which previously-accepted belief, or premise, to abandon, when an inference from an initial belief set is subsequently contradicted. The data concern how \"disbelieving\" a previously-accepted conditional premise is realized as a particular modification to that premise. The types of revisions that are made are influenced by the kind of knowledge expressed in the conditional. The results and the broader issues of belief-revision are related to other concerns that have emerged in the literature on propositional inference, such as the reported reluctance of people to make simple valid modus ponens inferences in some circumstances and the general interest in incorporating subjective belief into accounts of deductive inference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/69v208wv","frozenauthors":[{"first_name":"Renee","middle_name":"","last_name":"Elio","name_suffix":"","institution":"Department of Computing Science, University of Alberta","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33229/galley/24289/download/"}]},{"pk":33374,"title":"Illusions in reasoning with quantifiers","subtitle":null,"abstract":"The mental model theory postulates that reasoners build models of the situations described in premises, and that these models normally make explicit only what is true. A computer program revealed an unexpected consequence of the theory: it predicts that certain inferences should have compelling but erroneous conclusions. Two experiments corroborated the existence of such illusions in inferences about what is possible given quantified assertions, such as 'At least some of the plastic beads are not red.' Experiment 1 showed that, as predicted, participants erroneously inferred that impossible assertions were possible, and that possible situations were impossible, but they performed well with control problems. Experiment 2 demonstrated the existence of similar illusions in inferences from dyadic assertions, e.g. 'All the boys played with the girls'.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4244z7r0","frozenauthors":[{"first_name":"Yingrui","middle_name":"","last_name":"Yang","name_suffix":"","institution":"Department of Psychology, Princeton University","department":""},{"first_name":"P.N.","middle_name":"","last_name":"Johnson-Laird","name_suffix":"","institution":"Department of Psychology, Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33374/galley/24433/download/"}]},{"pk":33358,"title":"Image-Schema Transfer: Towards Computational Facilitation of Analogical Problem Solving using a Diagrammatic Representation","subtitle":null,"abstract":"This paper proposes an experimental system called IST for the facilitation of users' analogical transfer by providing image-schemas. First, by taking the radiation problem as an example, we hypothesized that a proper image-schema can promote human analogical problem solving owing to its plasticity and ascertained the hypothesis based on a cognitive experiment. We then constructed the IST system which can provide image-schemas with plasticity, by using the extended techniques of analogical mapping and of constraint-based graphics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9x8650h2","frozenauthors":[{"first_name":"Kazuhiro","middle_name":"","last_name":"Ueda","name_suffix":"","institution":"Department of Computer and Graphic Sciences, University of Tokyo","department":""},{"first_name":"Saburo","middle_name":"","last_name":"Nagano","name_suffix":"","institution":"Department of Computer and Graphic Sciences, University of Tokyo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33358/galley/24417/download/"}]},{"pk":33249,"title":"Implicit Causality, Negation, and Models of Discourse","subtitle":null,"abstract":"Causality plays an important role in giving discourse its characteristic coherence. This paper examines how causality implicit in an utterance helps to organize dynamically constructed mental models of discourse. Experiments are reported suggesting that the linguistic form of utterances contributes significant semantic information about causality to a discourse representation. This view is contrasted with competing claims in the literature that causality only emerges from social psychological inferences or optional inferences on background knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/44d6j80c","frozenauthors":[{"first_name":"Peter","middle_name":"C.","last_name":"Gordon","name_suffix":"","institution":"Department of Psychology, University of North Carolina","department":""},{"first_name":"Randall","middle_name":"","last_name":"Hendrick","name_suffix":"","institution":"Department of Psychology, University of North Carolina","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33249/galley/24309/download/"}]},{"pk":33351,"title":"Implicit Consequentiality","subtitle":null,"abstract":"This paper examines the way in which high level semantic information influences the production and comprehension of pronouns. It reports a new type of verb semantic processing bias. We examine the effects of this bias on language comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9c50s20f","frozenauthors":[{"first_name":"Andrew","middle_name":"J.","last_name":"Stewart","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Martin","middle_name":"J.","last_name":"Pickering","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Anthony","middle_name":"J.","last_name":"Sanford","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33351/galley/24410/download/"}]},{"pk":33437,"title":"Improving Evolved Communication with Imitation","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88s1h6qz","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Newkirk","name_suffix":"","institution":"Computer Science Department, Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33437/galley/24496/download/"}]},{"pk":33345,"title":"Increasing informativeness and reducing ambiguities: Adaptive strategies in human information processing","subtitle":null,"abstract":"How do people deal with ambiguity and indeterminacy of incoming information? The results of the two reported experiments indicate that both young children and adults tend to reduce ambiguity, systematically 'converting' noninformative propositions into more informative ones. Although young children and older participants use different strategies, high rates of conversions were found in both groups. These conversions seem to represent an adaptive cognitive constraint — a tendency to reduce ambiguity and to increase the informativeness of incoming information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/41x774pk","frozenauthors":[{"first_name":"Vladimir","middle_name":"M.","last_name":"Sloutsky","name_suffix":"","institution":"College of Education and Center for Cognitive Science, OSU","department":""},{"first_name":"Aaron","middle_name":"W.","last_name":"Rader","name_suffix":"","institution":"Department of Psychology and Center for Cognitive Science, OSU","department":""},{"first_name":"Bradley","middle_name":"J.","last_name":"Morris","name_suffix":"","institution":"Department of Human Development and Center for Cognitive Science, OSU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33345/galley/24404/download/"}]},{"pk":33281,"title":"Incremental Interpretation and Lexicalized Grammar","subtitle":null,"abstract":"The increasing lexicalization of syntactic theories poses new difficulties for incremental models of language processing. In this paper, we describe an incremental interpreter that makes use of knowledge on categories to keep the syntactic structure always connected. This, in turn, guarantees a fine-grained syntax-semantics interaction. The paper introduces the general problem of formalizing the notion of incremental interpretation, and analyzes the current approaches in the cognitive literature.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7nf2339f","frozenauthors":[{"first_name":"Vincenzo","middle_name":"","last_name":"Lombardo","name_suffix":"","institution":"Dipartimento di Informatica - Universita' di Torino, Centro di Scienza Cognitiva - Universita' di Torino","department":""},{"first_name":"Leonardo","middle_name":"","last_name":"Lesmo","name_suffix":"","institution":"Dipartimento di Informatica - Universita' di Torino, Centro di Scienza Cognitiva - Universita' di Torino","department":""},{"first_name":"Luca","middle_name":"","last_name":"Ferraris","name_suffix":"","institution":"Dipartimento di Informatica - Universita' di Torino, Centro di Scienza Cognitiva - Universita' di Torino","department":""},{"first_name":"Crispino","middle_name":"","last_name":"Seidenari","name_suffix":"","institution":"Dipartimento di Informatica - Universita' di Torino, Centro di Scienza Cognitiva - Universita' di Torino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33281/galley/24341/download/"}]},{"pk":33295,"title":"Incremental Language Learning: Two and Three Year Olds' Acquisition of Adjectives","subtitle":null,"abstract":"Prior research reports that children up to 3-years-oId map novel adjectives to object properties only in very limited situations (Gelman & Marlcman, 1985; Taylor & Gelman, 1988; Hall, Waxman, & Hurwitz, 1993; Klibanoff & Waxman, 1997; Waxman & Markow, 1997). Yet we know by 24-months children use adjectives. In two experiments we provide 36-month-olds (Experiment 1) and 24-month-olds (Experiment 2) with rich cross-situational and syntactic information. We show that 24- & 36-month-olds learn adjective-to-property mappings when given multiple examples of the mapping, and when object names are used. We claim that previous experiments failed to find robust adjective acquisition because at least one of these sources of information (multiple exemplars) was excluded. We also suggest that children's initial learning about the meanings of adjectives is affected by syntactic properties of the noun phrase in which they appear.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/631726p9","frozenauthors":[{"first_name":"Toben","middle_name":"H.","last_name":"Mintz","name_suffix":"","institution":"Institute for Research in Cognitive Science, Philadelphia","department":""},{"first_name":"Lila","middle_name":"R.","last_name":"Gleitman","name_suffix":"","institution":"Institute for Research in Cognitive Science, Philadelphia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33295/galley/24355/download/"}]},{"pk":33205,"title":"In Defense of Logical Minds","subtitle":null,"abstract":"According to the received view in the psychology of reasoning, Piaget's view that: F Humans naturally develop a context-free deductive reasoning scheme at the level of elementary first-order logic. has been overthrown by the poor performance of educated adult subjects on specific logic problems (e.g., Wason's selection task). I propose that Piaget's F (or at least a variant) is alive and well, because the subjects in question are simply victims of a defective education. With a modicum of the right sort of logic training, humans reason deductively on logic problems well enough to vindicate Piaget.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47k8923n","frozenauthors":[{"first_name":"Selmer","middle_name":"","last_name":"Bringsjord","name_suffix":"","institution":"Dept. of Philosophy, Psychology & Cognitive Science, Department of Computer Science, Rensselaer Polytechnic Institute","department":""},{"first_name":"Ron","middle_name":"","last_name":"Noel","name_suffix":"","institution":"Dept. of Philosophy, Psychology & Cognitive Science, Department of Computer Science, Rensselaer Polytechnic Institute","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bringsjord","name_suffix":"","institution":"Dept. of Philosophy, Psychology & Cognitive Science, Department of Computer Science, Rensselaer Polytechnic Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33205/galley/24265/download/"}]},{"pk":33334,"title":"Indexical Constraints on Symbolic Cognitive Functioning","subtitle":null,"abstract":"This paper derives a number of logically necessary principles that govern cognitive functioning, and reviews empirical evidence supporting the validity of these principles. It advances an argument in which mental representations are conceived as indexical signs, in that they are causally related to the objects they represent. This indexicality gives rise to four general principles of cognitive functioning. First, mental activity is strongly influenced by that which is present. Second, mental activity exhibits relative insensitivity to absence. Third, minds exhibit difficulty representing negation, because representing negation entails representing the absence of that which is negated. Fourth, thinking is believing, in that representing a proposition implicitly entails accepting the truth of the proposition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/91x219pn","frozenauthors":[{"first_name":"David","middle_name":"A.","last_name":"Schwartz","name_suffix":"","institution":"Department of Psychology, University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33334/galley/24393/download/"}]},{"pk":33282,"title":"Inductive Reasoning Tasks Revisted: Object Labels Aren't Always the Basis of Inference Within Taxonomic Domains","subtitle":null,"abstract":"This study is designed to investigate the predictions of a connectionist model of the development of inductive inference (Loose & Mareschal, 1997). We demonstrate that adults sometimes use perceptual as opposed to label information when reasoning about a taxonomically structured domain (biological kinds). Thirty six participants were taught the names of a set of tropical seeds. Participants believed that they were learning about real seeds, however the stimuli were constructed after the predictions of the model. Participants were taught that one seed had a particular non-perceptual property, and that a second did not. The task was to infer whether a third seed would have this property. In some cases, the third seed was given the appearance of one seed type, but the name of another. The results supported the model's prediction that participants would make perceptually based inferences in this condition (N = 32, /=2.18, p<0.05). These results stand in contrast to previous work using this experimental paradigm (e.g. Gelman & Markman, 1986). The results challenge previous interpretations of inference behavior to recognize that the use of perceptual information as a guide depends in part on the perceptual structure of the category in question, and is not simply explained by an appeal to conceptual representation in terms of causal \"theory\" structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nz31196","frozenauthors":[{"first_name":"Jonathan","middle_name":"","last_name":"Loose","name_suffix":"","institution":"Department of Psychology, University of Exeter","department":""},{"first_name":"Denis","middle_name":"","last_name":"Mareschal","name_suffix":"","institution":"Department of Psychology, University of Exeter","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33282/galley/24342/download/"}]},{"pk":33245,"title":"Inference from Ignorance: The Recognition Heuristic","subtitle":null,"abstract":"While a hindrance to statistical and computational models of inference, missing knowledge can be exploited by organisms in their natural environments. The recognition heuristic utilizes missing knowledge to make accurate inferences about the real world. A consequence of applying this heuristic is a counterintuitive less-is-more effect where less knowledge is better than more for inferential accuracy. Theoretical arguments and experimental evidence supporting the less-is-more effect are given.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5r18d0pq","frozenauthors":[{"first_name":"Daniel","middle_name":"G.","last_name":"Goldstein","name_suffix":"","institution":"Stanford University, Department of Engineering-Economic Systems & Operations Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33245/galley/24305/download/"}]},{"pk":33370,"title":"Inferring the Meaning of Verbs from Context","subtitle":null,"abstract":"This paper describes a cross-disciplinary extension of previous work on infeiring the meanings of unknown verbs from context. In earlier work, a computational model was developed to incrementally infer meanings while processing texts in an information extraction task setting. In order to explore the space of possible predictors that the system could use to infer verb meanings, we performed a statistical analysis of the corpus that had been used to test the computational system. There were various syntactic and semantic features of the verbs that were significantly diagnostic in detemiining verb meaning. We also evaluated human performance at inferring the verb in the same set of sentences. The overall number of correct predictions for humans was quite similar to that of the computational system, but humans had higher precision scores. The paper concludes with a discussion of the implications of these statistical and experimental findings for future computational work.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1p1789hc","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Wiemer-Hastings","name_suffix":"","institution":"The University of Memphis, Psychology","department":""},{"first_name":"Arthur","middle_name":"C.","last_name":"Graesser","name_suffix":"","institution":"The University of Memphis, Psychology","department":""},{"first_name":"Katja","middle_name":"","last_name":"Wiemer-Hastings","name_suffix":"","institution":"The University of Memphis, Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33370/galley/24429/download/"}]},{"pk":33442,"title":"Influence of Stimulus Meaning on Recognition Memory","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6bz06452","frozenauthors":[{"first_name":"Julia","middle_name":"Beth","last_name":"Proffitt","name_suffix":"","institution":"Department of Psychology, NWU","department":""},{"first_name":"Linda","middle_name":"L.","last_name":"Liu","name_suffix":"","institution":"Department of Psychology, NWU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33442/galley/24501/download/"}]},{"pk":33408,"title":"Inhibitory Associations in Causality Judgements","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6td8t9fv","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Graham","name_suffix":"","institution":"Department of Experimental Psychology, University of Cambridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33408/galley/24467/download/"}]},{"pk":33177,"title":"Interdisciplinarity of Cognitive Science","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/60g4g151","frozenauthors":[{"first_name":"Christian","middle_name":"D.","last_name":"Schunn","name_suffix":"","institution":"Department of Psychology; George Mason University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33177/galley/24237/download/"}]},{"pk":33227,"title":"Interdisciplinary Foundations for Multiple-task Human Performance Modeling in OMAR","subtitle":null,"abstract":"The Operator Model Architecture (OMAR) provides a computational framework in which to develop human performance models that generate reasonable multiple-task behaviors. An interdisciplinary foundation that reached beyond the experimental psychology and artificial intelligence literatures was considered essential to the construction of successful models. Brain imaging and clinical studies suggest that tasks are accomplished through the coordinated execution of function-specific perceptual, cognitive and motor capabilities. These studies together with philosophically grounded cautions, further suggest that the mediation of task contention be accomplished in a framework that does not require an executive that manages task execution. The computational framework for building models sensitive to these considerations is described. Examples from a commercial air traffic control domain are used to illustrate OMAR modeling capabilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8ht8f19k","frozenauthors":[{"first_name":"Stephen","middle_name":"","last_name":"Deutsch","name_suffix":"","institution":"BBN Technologies","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33227/galley/24287/download/"}]},{"pk":33424,"title":"Internally Generated Remindings and Hippocampal Recapitulations","subtitle":null,"abstract":"A hippocampal phenomenon known as the sharp wave is correlated with a cell firing pattern that recapitulates an earlier cell firing pattern. The earlier cell firing pattern is driven by external stimuli while the recapitulative cell firing arises spontaneously from within the hippocampus. We postulate that the sharp wave associated cell firing that occurs in the awake state provides the basis for several well-known phenomena that involve self remindings. The hypothesis explains the resolution of cognitive impasses by hypothesizing an explicit, localized, internal mechanism that reminds one of an initially unsuccessful memory retrieval. Combining this hypothesis with ideas expressed by others provides a two-fold view of sharp wave associated cell firing: Recapitulative cell firing (1) mediates the consolidation of intermediate hippocampal memory into long-term neocortical memory during slow wave sleep, and (2) drives implicit (unconscious) neocortical reprocessing of unresolved issues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1mz7x0g8","frozenauthors":[{"first_name":"William","middle_name":"B.","last_name":"Levy","name_suffix":"","institution":"Department of Psychology; University of Virginia","department":""},{"first_name":"Steven","middle_name":"M.","last_name":"Smith","name_suffix":"","institution":"Department of Psychology; Texas A&M University","department":""},{"first_name":"Cynthia","middle_name":"M.","last_name":"Sifonis","name_suffix":"","institution":"Department of Psychology; Texas A&M University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33424/galley/24483/download/"}]},{"pk":33455,"title":"Is Formal Training Really Formal?","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9gm6988p","frozenauthors":[{"first_name":"Stephanie","middle_name":"L.","last_name":"Thompson","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""},{"first_name":"Tina","middle_name":"","last_name":"Rosenblum","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Koslowski","name_suffix":"","institution":"Department of Human Development, Cornell University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33455/galley/24514/download/"}]},{"pk":33378,"title":"Isomorphic Representations Lead to the Discovery of Different Forms of a Common Strategy with Different Degrees of Generality","subtitle":null,"abstract":"This study examines the effects of representational forms on the acquisition and transfer of problem solving strategies. Three isomorphic representations of the Tic-Tac-Toe are used as the experimental tasks. The experiment shows that different representations of a common structure lead to the discovery of different forms of a common strategy with varying degrees of generality. With a better representation, subjects not only learn faster but also acquire more general forms of the strategy. The transfer across different representations can be either positive or negative, and it is based on strategies, not on problem structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mq2w638","frozenauthors":[{"first_name":"Jiajie","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Department of Psychology, The Ohio State University","department":""},{"first_name":"Todd","middle_name":"R.","last_name":"Johnson","name_suffix":"","institution":"Center for Cognitive Science, The Ohio State University","department":""},{"first_name":"Hongbin","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Division of Medical Informatics, The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33378/galley/24437/download/"}]},{"pk":33278,"title":"Issues in Comparing Symbolic and Connectionist Models","subtitle":null,"abstract":"There has been a heated debate between connectionist and symbolic models on the task of learning the past tense of English verbs. Claims are often made, but not often justified, that a new model has a superior generalization ability to the previous ones. In this paper, we first set up a proper criterion for making comparisons between models. We point out a crucial issue in comparison which has been largely ignored in the past. Then we present results on the generalization ability of the symbolic pattern associator, SPA. We challenge connectionist researchers to design connectionist models with similar or better generalization ability.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03b817v4","frozenauthors":[{"first_name":"Charles","middle_name":"X.","last_name":"Ling","name_suffix":"","institution":"Department of Computer Science, The University of Western Ontario","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33278/galley/24338/download/"}]},{"pk":33391,"title":"Is Syntactic Priming a Two-Way Effect?","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2q84k3w1","frozenauthors":[{"first_name":"Holly","middle_name":"P.","last_name":"Branigan","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Andrew","middle_name":"J.","last_name":"Stewart","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""},{"first_name":"Martin","middle_name":"J.","last_name":"Pickering","name_suffix":"","institution":"Department of Psychology, University of Glasgow","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33391/galley/24450/download/"}]},{"pk":33169,"title":"Kuhn, Cognitive Science, and Conceptual Change","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38s784c4","frozenauthors":[{"first_name":"Xiang","middle_name":"","last_name":"Chen","name_suffix":"","institution":"California Lutheran University","department":""},{"first_name":"Hanne","middle_name":"","last_name":"Andersen","name_suffix":"","institution":"The Royal Danish School of Educational Studies","department":""},{"first_name":"Peter","middle_name":"","last_name":"Barker","name_suffix":"","institution":"University of Oklahoma","department":""},{"first_name":"Nancy","middle_name":"","last_name":"Nersessian","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Thomas","middle_name":"","last_name":"Nickles","name_suffix":"","institution":"University of Nevada","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33169/galley/24229/download/"}]},{"pk":33382,"title":"Learned Categorical Perception Effects in Neural Networks","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/56g490pr","frozenauthors":[{"first_name":"Janet","middle_name":"K.","last_name":"Andrews","name_suffix":"","institution":"Vassar College Program in Cognitive Science","department":""},{"first_name":"Kenneth","middle_name":"R.","last_name":"Livingston","name_suffix":"","institution":"Vassar College Program in Cognitive Science","department":""},{"first_name":"Dalindyebo","middle_name":"","last_name":"Shabalala","name_suffix":"","institution":"Vassar College Program in Cognitive Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33382/galley/24441/download/"}]},{"pk":36509,"title":"Learning Environments for Adult Learners: Implications for Teacher Development","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0pw3t64z","frozenauthors":[{"first_name":"Jim","middle_name":"","last_name":"Scofield","name_suffix":"","institution":"ESL Language Centers/San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36509/galley/27360/download/"}]},{"pk":33311,"title":"Learning of First, Second, and Third Person Pronouns","subtitle":null,"abstract":"This paper presents simulation results and network analysis of generative Cascade-Correlation (CC) networks which model the child's learning of English personal pronouns. The network analysis revealed that overheard speech is crucial in learning the correct semantic rules not only for first and second person pronouns but also for third person pronouns. In addition, in order to induce the fully correct semantic rules without error-correcting feedback, the networks need to learn all three personal pronouns. Network analysis techniques used in the present study proved to be a powerful tool for understanding of what the networks are actually learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49p660zf","frozenauthors":[{"first_name":"Yuriko","middle_name":"","last_name":"Oshima-Takane","name_suffix":"","institution":"Department of Psychology; McGill University","department":""},{"first_name":"Marina","middle_name":"","last_name":"Takane","name_suffix":"","institution":"Department of Psychology; McGill University","department":""},{"first_name":"Yoshio","middle_name":"","last_name":"Takane","name_suffix":"","institution":"Department of Psychology; McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33311/galley/24371/download/"}]},{"pk":33458,"title":"Learning Only Good Things From Others","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kr4150m","frozenauthors":[{"first_name":"Muhammad","middle_name":"Afzal","last_name":"Upal","name_suffix":"","institution":"Department of Computing Science, University of Alberta","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33458/galley/24517/download/"}]},{"pk":33235,"title":"Learning Regular Languages from Positive Evidence","subtitle":null,"abstract":"Children face an enormously difficult task in learning their native language. It is widely believed that they do not receive or make little use of negative evidence (Marcus, 1993), and yet it has been proven that many classes of languages less powerful than natural languages cannot be learned in the absence of negative evidence (Gold, 1964). In this paper we present an approach to learning good approximations to members of one such class of languages, the regular languages, based on positive evidence alone.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6pk951t5","frozenauthors":[{"first_name":"Laura","middle_name":"","last_name":"Firoiu","name_suffix":"","institution":"Computer Science Department, LGRC, University of Massachusetts","department":""},{"first_name":"Tim","middle_name":"","last_name":"Oates","name_suffix":"","institution":"Computer Science Department, LGRC, University of Massachusetts","department":""},{"first_name":"Paul","middle_name":"R.","last_name":"Cohen","name_suffix":"","institution":"Computer Science Department, LGRC, University of Massachusetts","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33235/galley/24295/download/"}]},{"pk":33400,"title":"Learning Syntactic Frames with Simple Recurrent Networks","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Short Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1376h28w","frozenauthors":[{"first_name":"Rutvik","middle_name":"","last_name":"Desai","name_suffix":"","institution":"Computer and Cognitive Science; Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33400/galley/24459/download/"}]},{"pk":33285,"title":"Learning to Form Visual Chunks: On the Structure of Visuo-Spatial Working Memory","subtitle":null,"abstract":"We are interested in a functional account of how capacity constrains memory use in natural, ongoing behaviors, and in how visual memory demands can be reduced through the use of what we have called perceptual pointers, or deictic codes. Here, we ask whether, with experience, participants can restructure task representations such that single fixations can point to more and more complex chunks of information. We tracked eye movements as participants copied simple model patterns which were presented with different frequencies. At first, participants made multiple fixations to individual pattern components. As patterns were presented repeatedly, model inspections were reduced substantially. This suggests that participants formed more compact representations of the patterns with experience, allowing single fixations to point to larger chunks of information. We also propose that deictic codes provide a short-term store analogous to the visuo-spatial scratchpad or articulatory loop. When the task was structured such that a separate visual search was required for each model component, much less learning was observed than when fixations to known locations were required, suggesting deictic codes were disrupted by active visual search.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2bq269mc","frozenauthors":[{"first_name":"James","middle_name":"S.","last_name":"Magnuson","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester","department":""},{"first_name":"David","middle_name":"G","last_name":"Bensinger","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester","department":""},{"first_name":"Mary","middle_name":"","last_name":"Hayhoe","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Center for Visual Science, University of Rochester","department":""},{"first_name":"Dana","middle_name":"","last_name":"Ballard","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Department of Computer Science, Center for Visual Science, University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33285/galley/24345/download/"}]},{"pk":33224,"title":"Learning Via Compact Data Representation","subtitle":null,"abstract":"We present an unsupervised learning methodology derived from compact data encoding and demonstrate how to construct models of polysemy, priming, semantic disambiguation and learning using this theoretical basis. The model is capable of simulating human-like performance on artificial grammar learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5pk1q7r3","frozenauthors":[{"first_name":"Mark","middle_name":"W.","last_name":"Davis","name_suffix":"","institution":"Computing Research Lab; New Mexico State University","department":""},{"first_name":"Peter","middle_name":"W.","last_name":"Foltz","name_suffix":"","institution":"Department of Psychology, New Mexico State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-02T02:00:00+08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33224/galley/24284/download/"}]}]}