{"count":38415,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=32800","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=32600","results":[{"pk":33327,"title":"The Differential Effects of Causes on Categorization and Similarity","subtitle":null,"abstract":"Does categorization involve more than the similarity of an item to a category prototype or other category members? Rips (1989) argues yes, because categorization and similarity ratings sometimes diverge, indicating that they are based on different factors. However, Smith and Sloman (1994) suggest that such categorization/similarity dissociations may be limited to special conditions. We examined the effect of causal relationships between category attributes on categorization and similarity, and found that causal knowledge had a much larger effect on categorization than on similarity. This result was obtained with stimuli rich in characteristic attributes and without participants thinking aloud, that is, in just those conditions where Smith and Sloman found categorization to be solely similarity-based. Thus, the categorization/similarity dissociation demonstrated by Rips is alive and well, and the need for an account of categorization that goes beyond similarity is again highlighted.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5j49v2xc","frozenauthors":[{"first_name":"Bob","middle_name":"","last_name":"Rehder","name_suffix":"","institution":"Department of Psychology, University of Colorado","department":""},{"first_name":"Reid","middle_name":"","last_name":"Hastie","name_suffix":"","institution":"Department of Psychology, University of Colorado","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33327/galley/24386/download/"}]},{"pk":33427,"title":"The Effect of Covariational Information on Implicit Causality","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/4p52817t","frozenauthors":[{"first_name":"Asifa","middle_name":"","last_name":"Majid","name_suffix":"","institution":"Human Communication Research Centre, Department of Psychology, University of Glasgow","department":""},{"first_name":"Martin","middle_name":"J.","last_name":"Pickering","name_suffix":"","institution":"Human Communication Research Centre, Department of Psychology, University of Glasgow","department":""},{"first_name":"Andrew","middle_name":"J.","last_name":"Stewart","name_suffix":"","institution":"Human Communication Research Centre, Department of Psychology, University of Glasgow","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33427/galley/24486/download/"}]},{"pk":33423,"title":"The effect of knowledge about topic on metaphorical meaning","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/56z7g1p6","frozenauthors":[{"first_name":"Jean-","middle_name":"Denis","last_name":"Legros","name_suffix":"","institution":"Laboratoire CNRS UPRES-A, Universite de Paris","department":""},{"first_name":"Charles","middle_name":"","last_name":"Tijus","name_suffix":"","institution":"Laboratoire CNRS UPRES-A, Universite de Paris","department":""},{"first_name":"Beatrice","middle_name":"","last_name":"Pudelko","name_suffix":"","institution":"Laboratoire CNRS UPRES-A, Universite de Paris","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33423/galley/24482/download/"}]},{"pk":33226,"title":"The Effect of List Separation in the Process Dissociation Procedure: The Bind Cue Decide Model of Episodic Memory","subtitle":null,"abstract":"The Process Dissociation Procedure as applied to episodic recognition requires subjects to study two lists and then determine which of the words in a test list appeared in the second list (Exclusion condition) or on either list (Inclusion condition). We demonstrate that the dual processing account of episodic recognition (Jacoby 1991) does not account for the effects of manipulating the amount of time between the study lists. In contrast, the Bind Cue Decide Model of Episodic Memory (BCDMEM) is fit to the list separation data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3st419ng","frozenauthors":[{"first_name":"Simon","middle_name":"","last_name":"Dennis","name_suffix":"","institution":"School of Psychology; University of Queensland","department":""},{"first_name":"Michael","middle_name":"","last_name":"Humphreys","name_suffix":"","institution":"School of Psychology; University of Queensland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33226/galley/24286/download/"}]},{"pk":33428,"title":"The Effects of Perceptual Cues and Extrinsic Motivation on Creative Problem Solving","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/4fd755tp","frozenauthors":[{"first_name":"Alan","middle_name":"J.","last_name":"Malter","name_suffix":"","institution":"School of Business; University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33428/galley/24487/download/"}]},{"pk":33461,"title":"The Effects of Population Density and Resource Abundance on the Evolution of Cooperative Strategies","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/3kh3x02w","frozenauthors":[{"first_name":"Kyle","middle_name":"","last_name":"Wagner","name_suffix":"","institution":"Department of Computer Science; Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33461/galley/24520/download/"}]},{"pk":33385,"title":"The English Past Tense and the Child's Conception of Time","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/8d9731dx","frozenauthors":[{"first_name":"Dale","middle_name":"J.","last_name":"Barr","name_suffix":"","institution":"Department of Psychology, The University of Chicago","department":""},{"first_name":"Terry","middle_name":"","last_name":"Regier","name_suffix":"","institution":"Department of Psychology, The University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33385/galley/24444/download/"}]},{"pk":33348,"title":"The Impact of a Response Management Tool on Air Warfare Tactical Decision Making","subtitle":null,"abstract":"Responding appropriately to multiple, fast evolving, high risk situations is difficult. We investigated the design of a decision support tool called a Response Manager within the context of naval air warfare. Our question was whether support, in the fonn of presenting response options for consideration, should be generic to all aircraft or specifically tailored to different types of aircraft. Specifically tailored options limit clutter on a display, but perhaps at the price of constraining options and decision making to an inappropriately small set. In our experiment, air warfare-trained naval ofiicers saw snapshots of air warfare situations consisting of a map of an airspace, detailed data about one aircraft, plus a set of response options. We varied the contents of the response sets. The results indicate that participants tended to give orders to execute responses that were congruent with the presented response set. Highly experienced ofiicers showed as large an influence of response set presentation as did less experienced officers. Separate threat assessment ratings, however, indicated that the specifically tailored response sets were not influencing threat assessments; they were influencing response selection only. We concluded that the response manager works more like a memory aid, by orienting attention toward the presented response options, rather than by biasing situation interpretations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0868g9k3","frozenauthors":[{"first_name":"Mark","middle_name":"St.","last_name":"John","name_suffix":"","institution":"Pacific Science and Engineering Group, Inc.","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33348/galley/24407/download/"}]},{"pk":33309,"title":"The Influence of Emotional Valence in Backward Masking: Evidence For Early Appraisal","subtitle":null,"abstract":"Three experiments are presented that examine the influence of Emotional Valence and Familiarity of visually presented lexical stimuli on low-level visual processing. The results provide support for the idea that an early process of automatic appraisal acts to preferentially direct attentional resources to Negative or Novel stimuli. The results are discussed with respect to evolutionary considerations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9g9852sw","frozenauthors":[{"first_name":"Clark","middle_name":"","last_name":"Ohnesorge","name_suffix":"","institution":"Department of Psychology; Carleton College","department":""},{"first_name":"Clinton","middle_name":"","last_name":"Bierman","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33309/galley/24369/download/"}]},{"pk":33231,"title":"The influence of Repeated Presentations and Intervening Trials on Negative Priming","subtitle":null,"abstract":"The effects of repeating a task-irrelevant element and inserting intervening trials between the last prime and the probe trial in a negative priming study were compared with a standard prime/probe pair. An associative model based on SAC (e.g. Reder & Schunn, 1996; Schunn, Reder, Nhouyvanisvong, Richards, & Stroffolino, 1997) was able to account for both the decrease in response times across the repeated primes and the increase in response times when the task-irrelevant element became relevant.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6840s51n","frozenauthors":[{"first_name":"Michael","middle_name":"A.","last_name":"Erickson","name_suffix":"","institution":"Department of Psychology; Carnegie Mellon University","department":""},{"first_name":"Lynne","middle_name":"M.","last_name":"Reder","name_suffix":"","institution":"Department of Psychology; Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33231/galley/24291/download/"}]},{"pk":36513,"title":"The Internet Guide for English Language Teachers - Dave Sperling","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/66m9893w","frozenauthors":[{"first_name":"Catherine","middle_name":"","last_name":"Danforth","name_suffix":"","institution":"San Jose State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36513/galley/27364/download/"}]},{"pk":33440,"title":"The Magical Number Seven in Language","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/2xz9791h","frozenauthors":[{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33440/galley/24499/download/"}]},{"pk":33270,"title":"Theory-Neutral System Regularity Measurements","subtitle":null,"abstract":"Traditionally, regularity in a data set is assessed by fitting a model to the data and examining the extent to which the variance accounted for by the model is large compared to the overall variance in the system. Such approaches, however, do not address the  complementary question of how much regularity is present in the data, in the first place, and how much work is expected to be required to capture a particular amount of regularity. In this work we use the notion of Kolmogorov complexity to derive a measure of system regularity independent of any particular model. Thus, in our framework, the explanatory adequacy of a model can be readily quantified, so that one can examine the extent to which the model is satisfactory, or whether additional mechanisms need be postulated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wz0n0qr","frozenauthors":[{"first_name":"Patrick","middle_name":"","last_name":"Juola","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""},{"first_name":"Todd","middle_name":"M.","last_name":"Bailey","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""},{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33270/galley/24330/download/"}]},{"pk":33451,"title":"The Relationship Between Implicit Causality and Implicit Consequentiality","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/9hm1s0ph","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":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33451/galley/24510/download/"}]},{"pk":33323,"title":"The Relationship between Lexical and Syntactic Processing","subtitle":null,"abstract":"Lexical and syntactic processes are usually regarded as separate sub-systems of the language processing system. We re-examine the autonomy of these processes, given a mental lexicon that is morphemically decomposed, in 3 self-paced reading experiments. Although inflectional affixes have a syntactic role and derivational affixes have a lexical role, there were similar patterns of processing for both types of affix (Experiments 1 and 3). This suggests that there is a common combinatorial process at both levels of the system. Using novel and established morphologically complex words, we varied word-internal factors together with sentence level constraints (Experiment 2). Both sentence-level constraints and word-internal factors had parallel effects on the processing of novel and established words. Overall, the results indicate that the relationship between lexical and syntactic processing may be non-autonomous when morphological composition is taken into consideration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2pk1q8qq","frozenauthors":[{"first_name":"Billi","middle_name":"","last_name":"Randall","name_suffix":"","institution":"Centre for Speech and Language, Birkbeck College","department":""},{"first_name":"William","middle_name":"","last_name":"Marslen-Wilson","name_suffix":"","institution":"MRC Cognitie and Brains Science Unit, Cambridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33323/galley/24382/download/"}]},{"pk":33269,"title":"The Rise of Fall of English Inflectional Morphology","subtitle":null,"abstract":"Children acquire noun inflections before they acquire verb inflections. Noun inflections are dso less affected by language disorders than verb inflections. We describe a single-system connectionist model of English noun and verb inflection which captures these facts of acquisition and atrophy, as well as other well-established developmental characteristics such as U-shaped learning and the ability to generalise to novel forms. The model makes the novel experimental prediction that irregular nouns are less affected by damage than irregular verbs, even though irregular nouns are harder to learn.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3ph1p8j8","frozenauthors":[{"first_name":"Patrick","middle_name":"","last_name":"Juola","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""},{"first_name":"Kim","middle_name":"","last_name":"Plunkett","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33269/galley/24329/download/"}]},{"pk":33464,"title":"The Role of Labeling in Acquiring Kind Concepts in Infancy","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/5q36g90t","frozenauthors":[{"first_name":"Fei","middle_name":"","last_name":"Xu","name_suffix":"","institution":"Department of Psychology, Northeastern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33464/galley/24523/download/"}]},{"pk":33287,"title":"The Role of Motion in Children's Categorization","subtitle":null,"abstract":"Perceptual cues clearly play a fundamental role in early categorization. Perceptual properties, however, are typically understood to be static shape cues. Some studies have suggested that dynamic perceptual cues, such as motion, may also be important in categorization. This study was an attempt to explore the role that motion plays in children's categorization of biological kinds as well as in more abstract concepts, such as geometric figures. Confronted with a choice between movement and shape, 4-year-old children were found to base their inductions about category membership primarily on motion cues, regardless of whether the objects were animals or geometric figures. This pattern of responses is also present in 7-year-olds for animals but not for geometric figures. Older children may begin to appreciate that motion is unique to animals and are therefore less likely to use motion cues to categorize geometric figures. The results support the view that children are initially guided by motion in categorization. Only as they grow older do they begin to constrain their inferences with respect to different motion cues. The present findings suggest that motion plays an overriding role that is central in the process of concept acquisition and in the mechanisms by which concepts are later structured.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2hq010fw","frozenauthors":[{"first_name":"Benise","middle_name":"S. K.","last_name":"Mak","name_suffix":"","institution":"Department of Psychology, The University of Hong Kong","department":""},{"first_name":"Alonso","middle_name":"H.","last_name":"Vera","name_suffix":"","institution":"Department of Psychology, The University of Hong Kong","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33287/galley/24347/download/"}]},{"pk":33252,"title":"The Role of Reflection in Scientific Exploration","subtitle":null,"abstract":"In this paper we explore the idea of reflection in the context of scientific exploration. How does an agent reflect upon its behavior in order to enable productive exploration? We outline an abstract cognitive architecture for combining reflection and exploration. To achieve this we present a language for modeling cognition: the Task-Method-Knowledge (TMK) language. We further present a computational model based on this language, TORQUE2 (Griffith etal., 1997; Griffith, 1997). TORQUE2 is a model of exploratory reasoning in the domain of scientific problem solving. We claim that the TMK language supports both reflection and exploration, and enables them to benefit from one another.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0402r9bv","frozenauthors":[{"first_name":"Todd","middle_name":"W.","last_name":"Griffith","name_suffix":"","institution":"College of Computing, Georgia Institute of Technology","department":""},{"first_name":"J.","middle_name":"William","last_name":"Murdock","name_suffix":"","institution":"College of Computing, Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33252/galley/24312/download/"}]},{"pk":33388,"title":"The Role of Salience in Conceptual Combination","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/96v350bs","frozenauthors":[{"first_name":"Jeannine","middle_name":"S.","last_name":"Bock","name_suffix":"","institution":"Department of Psychology, University of Massachusetts","department":""},{"first_name":"Charles","middle_name":"","last_name":"Clifton","name_suffix":"","institution":"Department of Psychology, University of Massachusetts","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33388/galley/24447/download/"}]},{"pk":33425,"title":"The Role of Sentence Priming on the Implicit Memory of Syntactic Structures","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/67h747bq","frozenauthors":[{"first_name":"Barbara","middle_name":"","last_name":"Luka","name_suffix":"","institution":"University of Chicago; Department of Psychology","department":""},{"first_name":"Lawrence","middle_name":"W.","last_name":"Barsalou","name_suffix":"","institution":"Emory University; Department of Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33425/galley/24484/download/"}]},{"pk":33353,"title":"The Roles of Sketches in Early Conceptual Design Processes","subtitle":null,"abstract":"Design sketches are believed to play essential roles in early conceptual design processes. Exploration of how sketches are essential for the formation of new design ideas is expected to bring important implications for design education and design support systems. Little research has been done, however, to empirically examine the ways in which designers cognitively interact with their own sketches. Using a protocol analysis technique, we examined the design thoughts of an architect from the following point of view; how he drew depictions, inspected depicted elements, perceived visuo-spatial features, and thought of non-visual functional or conceptual information. The findings suggest that design sketches serve not only as external memory or as a provider of visual cues for association of non-visual information, but also as a physical setting in which design thoughts are constructed on the fly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1g4564qk","frozenauthors":[{"first_name":"Masaki","middle_name":"","last_name":"Suwa","name_suffix":"","institution":"Key Centre of Design Computing, Department of Architectural and Design Science, University of Sydney","department":""},{"first_name":"John","middle_name":"S.","last_name":"Gero","name_suffix":"","institution":"Key Centre of Design Computing, Department of Architectural and Design Science, University of Sydney","department":""},{"first_name":"Terry","middle_name":"A.","last_name":"Purcell","name_suffix":"","institution":"Key Centre of Design Computing, Department of Architectural and Design Science, University of Sydney","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33353/galley/24412/download/"}]},{"pk":33204,"title":"The Serial Reaction Time Task: Learning Without Knowing, or Knowing Without Learning","subtitle":null,"abstract":"Constant interaction with a dynamic environment — from riding a bicycle to segmenting speech — makes sensitivity to the sequential structure of the world a crucial dimension of the cognitive system. Accounts of sequence learning vary widely, with some authors arguing that parsing and segmentation processes are central, and others defending the notion that sequence learning involves mere memorization. In this paper, we argue that sequence knowledge is essentially statistical in nature and that sequence learning involves  simple associative prediction mechanisms. We focus on a choice reaction situation introduced by Lee (1997), in which participants were exposed to material that follows an extremely simple rule, namely that stimuli are selected randomly but never appear more than once in a legal sequence. Perhaps surprisingly, people can learn this rule very well. Or do they? We offer a conceptual replication of the original finding, but a very different interpretation of the results, as well as simulation work that makes it clear how highly abstract dimensions of the stimulus material can in fact be learned based on elementary associative mechanisms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mn1n3x7","frozenauthors":[{"first_name":"Maud","middle_name":"","last_name":"Boyer","name_suffix":"","institution":"Seminaire de Recherche en Sciences Cognitives, Universite Libre de Bruxelles","department":""},{"first_name":"Arnaud","middle_name":"","last_name":"Destrebecqz","name_suffix":"","institution":"Seminaire de Recherche en Sciences Cognitives, Universite Libre de Bruxelles","department":""},{"first_name":"Axel","middle_name":"","last_name":"Cleeremans","name_suffix":"","institution":"Seminaire de Recherche en Sciences Cognitives, Universite Libre de Bruxelles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33204/galley/24264/download/"}]},{"pk":33306,"title":"The Structure of Generate-and-Test in Algebra Problem-Solving","subtitle":null,"abstract":"In this paper, we investigate students' use of the generate-and-test strategy to solve algebra word problems. This strategy involves first choosing an estimate for the answer and then checking whether the estimate satisfies the constraints of the problem. Based on verbal protocol data, we developed a production system model to simulate students' behavior when they apply this informal strategy. The model predicts problem features that should affect the difficulty of the problems. A large-scale experiment tested the predictions of the model. Verbal protocol data provided additional insights into how students use the generate-and-test strategy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5q59x8f1","frozenauthors":[{"first_name":"Adisack","middle_name":"","last_name":"Nhouyvanisvong","name_suffix":"","institution":"Department of Psychology, Carnegie Mellon University","department":""},{"first_name":"Irvin","middle_name":"R.","last_name":"Katz","name_suffix":"","institution":"Human Factors and Applied Cognition Program, George Mason University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33306/galley/24366/download/"}]},{"pk":33233,"title":"The Suppression of Card Selections in Wason's Selection Task: Evidence that Inference Plays a Role","subtitle":null,"abstract":"We report the results of two experiments designed to investigate the role of inference in Wason's selection task. In Experiment 1 participants received either a standard one rule problem or a task which contained an additional rule. This additional rule specified an alternative antecedent. Both groups of participants were asked to select those cards they considered necessary to test whether the rule common to both problems was true or false. The results showed a significant suppression of \"q\" card selections. In addition there was weak evidence for increased \"not-q\" selection. In Experiment 2 we manipulated number of rules, as before, and the presence or absence of explicit negation on the cards. Once again \"q\" card selections were suppressed, but there was no evidence of an increase in \"not-q\" selection. There was also no effect of type of negation. Our results suggest that inferences about the unseen side of the cards underlie participants' selections. We argue firstly that these findings are inconsistent with current views of selection task performance (Oaksford and Chater, 1994, Evans and Over, 1996) and secondly, that they support accounts which emphasise the role of inference in the task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jj1t1qc","frozenauthors":[{"first_name":"Aidan","middle_name":"","last_name":"Feeney","name_suffix":"","institution":"Center for Thinking and Language, Department of Psychology, University of Plymouth, Drake's Circus","department":""},{"first_name":"Simon","middle_name":"J.","last_name":"Handley","name_suffix":"","institution":"Center for Thinking and Language, Department of Psychology, University of Plymouth, Drake's Circus","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33233/galley/24293/download/"}]},{"pk":33260,"title":"The Variation of Ideational Productivity over Short Timescales and the Influence of an Instructional Strategy to Defocus Attention","subtitle":null,"abstract":"This paper describes psychometric investigations that have been carried out as a prelude to developing new approaches to learning structures within education, based on connectionist concepts. In Experiment A, the ability of 15 subjects to produce different interpretations of an image fonned from abstract geometric shapes was studied over a 30 minute period of observing the diagram. The rate at which these subject produced ideas was shown to initially decline and then become constant. Experiment B investigated the effect of a strategy that encouraged 16 subjects to defocus their thinking before attempting to find another new interpretation. On returning to the problem, the average time taken to produce another interpretation was significantly reduced. Both sets of results are discussed m terms of connectiomst modelling, the need to broaden one's attention during creative problem-solving and the neural mechanism of 'lateral inhibition'. Further evidence for the potential effectiveness of 'chance' strategies is also referenced in the work, techniques and philosophy of well-known and recognised artists.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7x2561nb","frozenauthors":[{"first_name":"Paul","middle_name":"A.","last_name":"Howard-Jones","name_suffix":"","institution":"Faculty of Education, Univ. Wales Inst. Cardiff","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33260/galley/24320/download/"}]},{"pk":36511,"title":"The Web of Classroom Exchanges","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4619g9tg","frozenauthors":[{"first_name":"Stephanie","middle_name":"","last_name":"Vandrick","name_suffix":"","institution":"University of San Francisco","department":""},{"first_name":"Dorothy","middle_name":"","last_name":"Messerschmitt","name_suffix":"","institution":"University of San Francisco","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36511/galley/27362/download/"}]},{"pk":33454,"title":"Time course study of single-word context effects: Evidence from activation of homograph meaning","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/9v8307rf","frozenauthors":[{"first_name":"Pierre","middle_name":"","last_name":"Therouanne","name_suffix":"","institution":"Centre de Recherche en Psychologie Cognitive, CNRS et Universite de Provence","department":""},{"first_name":"Guy","middle_name":"","last_name":"Denhiere","name_suffix":"","institution":"Centre de Recherche en Psychologie Cognitive, CNRS et Universite de Provence","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33454/galley/24513/download/"}]},{"pk":33456,"title":"Toward a General Theory of Scientific Discovery","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/5s87f06p","frozenauthors":[{"first_name":"Ryan","middle_name":"D.","last_name":"Tweney","name_suffix":"","institution":"Department of Psychology; Bowling Green State University","department":""},{"first_name":"Sean","middle_name":"C.","last_name":"Duncan","name_suffix":"","institution":"Department of Psychology; Bowling Green State University","department":""},{"first_name":"Maria","middle_name":"F.","last_name":"Ippolito","name_suffix":"","institution":"Department of Psychology; Bowling Green State University","department":""},{"first_name":"Elke","middle_name":"M.","last_name":"Kurz","name_suffix":"","institution":"Center for Adaptive Behavior and Cognition, Max Planck Institute for Human Development","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33456/galley/24515/download/"}]},{"pk":33417,"title":"Toward a Unifying Connectionist Model of Attention in Human and Animal Associative Learning","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/9gq5h8w0","frozenauthors":[{"first_name":"John","middle_name":"K.","last_name":"Krushschke","name_suffix":"","institution":"Department of Psychology, Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33417/galley/24476/download/"}]},{"pk":33435,"title":"Toward a Universal Moral Grammar","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/5x6527cn","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Mikhail","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Cristina","middle_name":"M.","last_name":"Sorrentino","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""},{"first_name":"Elizabeth","middle_name":"S.","last_name":"Spelke","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33435/galley/24494/download/"}]},{"pk":33317,"title":"Towards Artificial Forms of Intelligence, Creativity, and Surprise","subtitle":null,"abstract":"This paper starts out from two observations: firstly, that there are complex links between what we term intelligence and what we term creativity and, secondly, that the phenomenon of surprise has a significant role in both the genesis and evaluation of creativity, and is tightly coupled to perception. We argue that for machines to develop to the point where we attribute to them intelligence and, therefore, their own degree of creativity, they must first develop a sensibility of surprise. This, we show, is predicated upon a multi-level organisation of perception, and a method of representing the interest, or novelty, of events and actions taking place in the physical world. A sensibility of surprise further depends on an ability to recognise the novelty of actions the system itself is contemplating. We describe methods of encoding surprise in perceptual robots, and show how this enables them to focus on what is interesting in their environment - a prerequisite to the production of behaviour both creative and intelligent.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/73d3166g","frozenauthors":[{"first_name":"Mark","middle_name":"W.","last_name":"Peters","name_suffix":"","institution":"Department of Artificial Intelligence, School of Computer Science and Engineering, University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33317/galley/24376/download/"}]},{"pk":33307,"title":"Towards a Society of Affect-driven Agents","subtitle":null,"abstract":"We describe a hybrid agent architecture capable of simulating emotional behaviour. Agents have certain fixed personality traits, which influence emotion levels as well as relationships with other agents. Changes in emotions are modelled through propagation in an emotion network. We extend a standard action representation to include emotional preconditions and effects. Results from a test-bed environment with two sample scenarios show how differences in environmental factors and personality affect the social behaviour and emotions of the agents in a group over time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/65w9g12f","frozenauthors":[{"first_name":"A.","middle_name":"E.","last_name":"Nicholson","name_suffix":"","institution":"School of Computer Science and Software Engineering, Monash University","department":""},{"first_name":"I.","middle_name":"","last_name":"Zukerman","name_suffix":"","institution":"School of Computer Science and Software Engineering, Monash University","department":""},{"first_name":"C.","middle_name":"D.","last_name":"Oliver","name_suffix":"","institution":"School of Computer Science and Software Engineering, Monash University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33307/galley/24367/download/"}]},{"pk":33384,"title":"Towards a Spanning Architecture for Analogical Problem Solving","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/2nq1f1cq","frozenauthors":[{"first_name":"Andrew","middle_name":"G.","last_name":"Bachmann","name_suffix":"","institution":"Department of Computer Science, NWU","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33384/galley/24443/download/"}]},{"pk":33332,"title":"Tracing Eye Movement Protocols with Cognitive Process Models","subtitle":null,"abstract":"In using eye movements to develop cognitive models, researchers typically analyze eye movement protocols with aggregate measures and test models with respect to these measures. Because aggregate analyses sometimes conceal informative low-level behavior, protocol analyses comparing model predictions to individual trial protocols are frequently desirable; however, protocol analysis for eye movement data is often tedious and time-consuming. We describe how to automate the protocol analysis of eye movements using hidden Markov models. Working with data from an equation-solving task, we demonstrate two methods of tracing eye movement data—that is, mapping eye movements to the sequential predictions of a cognitive process model. W e evaluated these tracing methods in an experiment where participants were instructed to execute given equation-solving strategies. When coding the experimental protocols in terms of the given strategies, the automated tracing methods performed as well as human expert coders in a fraction of the time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tt665fk","frozenauthors":[{"first_name":"Dario","middle_name":"D.","last_name":"Salvucci","name_suffix":"","institution":"Department of Computer Science; 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":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33332/galley/24391/download/"}]},{"pk":33414,"title":"Tracking Cognitive Representations","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/7zw8z6cn","frozenauthors":[{"first_name":"Dietmar","middle_name":"","last_name":"Janetzko","name_suffix":"","institution":"University of Freiburg, Center for Cognitive Science","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33414/galley/24473/download/"}]},{"pk":33432,"title":"Training Self-Explanation Strategies: Effects of Prior Domain Knowledge and Reading Skill","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/2mj557n4","frozenauthors":[{"first_name":"Danielle","middle_name":"S.","last_name":"McNamara","name_suffix":"","institution":"Department of Psychology; Old Dominion University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33432/galley/24491/download/"}]},{"pk":33333,"title":"Transitive Inference by Visual Reasoning","subtitle":null,"abstract":"Two experiments are reported that investigated the influence of linear spatial organization on transitive inference performance. RewardAio-reward relations between overlapping pairs of elements were presented in a context of linear spatial order or random spatial order. Participants in the linear arrangement condition showed evidence for visual reasoning: They systematically mapped spatial relations to conceptual relation and used the spatial relations to make inferences on a reasoning task in a new spatial context. We suggest that linear ordering may be a \"good figure\", by constituting a parsinuxiious representation for the integration of premises, as well as for the inferencing process. The late emergence of transitive inference in children may be the result of limited cognitive capacity, which -- unless an extemal spatial array is available -- constrains the construction of an internal spatial array.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rh5h1mt","frozenauthors":[{"first_name":"Simone","middle_name":"","last_name":"Schnall","name_suffix":"","institution":"Frances L. Hiatt School of Psychology","department":""},{"first_name":"Merideth","middle_name":"","last_name":"Gattis","name_suffix":"","institution":"Max Planck Institute for Psychological Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33333/galley/24392/download/"}]},{"pk":33343,"title":"Two Heads are Better than One: Causality and Similarity in Misconception Discovery","subtitle":null,"abstract":"MMD is an aigorithm that learns without supervision intensional definitions of classes of knowledge errors using data (similarity) and theory (causality). Causality can be especially useful when similarity fails to discover certain errors due to their entanglement in complex behaviors, while similarity can be especially useful when no causal relationships for robust co-occurring discrepancies are present in the background knowledge. This paper examines the individual and combined effectiveness of MMD's similarity and causality components in discovering error classes and classifying behaviors in which these errors occur. Experimental results show how similarity and causality can serve to complement each other in the discovery of novice PROLOG programmer errors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7301v3cn","frozenauthors":[{"first_name":"Raymund","middle_name":"","last_name":"Sison","name_suffix":"","institution":"Department of Computer Science, Tokyo Institute of Technology","department":""},{"first_name":"Masayuki","middle_name":"","last_name":"Numao","name_suffix":"","institution":"Department of Industrial Administration, Science University of Tokyo","department":""},{"first_name":"Masamichi","middle_name":"","last_name":"Shimura","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33343/galley/24402/download/"}]},{"pk":33365,"title":"UEcho: A Model of Uncertainty Management in Human Abductive Reasoning","subtitle":null,"abstract":"This paper explores the uncertainty aspects of human abductive reasoning. Echo, a model of abduction based on the Theory of Explanatory Coherence (Thagard, 1992a), captures many aspects of human abductive reasoning, but fails to sufficiently manage the uncertainty in abduction. In particular, Echo does not handle belief acquisition and dynamic belief revision, two essential components of human abductive reasoning. We propose a modified Echo model (UEcho), in which we add a learning mechanism for belief acquisition and a dynamic processing mechanism for belief revision. To evaluate the model, we report an empirical study in which base rate learning serves as a testbed for belief acquisition and the order effect serves as a testbed for belief revision.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bb6r8m6","frozenauthors":[{"first_name":"Hongbin","middle_name":"","last_name":"Wang","name_suffix":"","institution":"Department of Psychology, Division of Medical Informatics, Department of Pathology, Center for Cognitive Science, The Ohio State University","department":""},{"first_name":"Todd","middle_name":"R.","last_name":"Johnson","name_suffix":"","institution":"Department of Psychology, Division of Medical Informatics, Department of Pathology, Center for Cognitive Science, The Ohio State University","department":""},{"first_name":"Jiajie","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"Department of Psychology, Division of Medical Informatics, Department of Pathology, Center for Cognitive Science, The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33365/galley/24424/download/"}]},{"pk":33192,"title":"Unconfounding Similarity and Rules in Artificial Grammar Learning","subtitle":null,"abstract":"Artificial grammar learning provides a principled experimental framework to investigate the roles of similarity and rule-induction mechanisms in category generalisation. Past attempts to disentangle these two mechanisms may be criticised for employing insensitive measures of similarity with little theoretical or empirical motivation, for failing to achieve independent measures of the effects of similarity and rule-induction components, and, with several notable exceptions, for confining stimuli to the domain of letter strings. The present work reports on two studies of artificial grammar learning using a standard grammar to arrange nested geometric shapes (Experiment 1) and angles between connected lines (Experiment 2). Grammaticality judgements for novel items are significantly above chance in both experiments. Similarity judgements for pairs of stimuli are used as the basis for modelling grammaticality judgements, using an exemplar-based model of categorisation. We test for independent contributions of similarity and rule-induction mechanisms by fitting nested regression models. Similarity is significant in accounting for grammaticality judgements in both experiments. Rule-induction has an additional, independent effect in Experiment 2, but not in Experiment 1. We discuss the implications of these results and their relationship to 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/69q1v3cz","frozenauthors":[{"first_name":"Todd","middle_name":"M.","last_name":"Bailey","name_suffix":"","institution":"University of Oxford; Department of Experimental Psychology","department":""},{"first_name":"Emmanuel","middle_name":"M.","last_name":"Pothos","name_suffix":"","institution":"University of Oxford; Department of Experimental Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33192/galley/24252/download/"}]},{"pk":33315,"title":"Understanding Phenomena: Investigating Structure-Function Relationships","subtitle":null,"abstract":"As Simon (1981) has pointed out, coming to characterize phenomena as functional systems is fundamental for our understanding of the natural and man-made worlds. Yet little is known about people's propensities for making such characterizations. In contrast to previous research that has focused on unfamiliar, opaque systems, the study reported here investigated experts and novices relative use of structure-function relationships to understand a familiar, inspectable system--a bicycle. As the study shows, the experts, but not the novices, spontaneously and consistently utilized a systems approach to characterize this familiar object.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9768j16n","frozenauthors":[{"first_name":"David","middle_name":"E.","last_name":"Penner","name_suffix":"","institution":"Department of Educational Psychology, UW-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33315/galley/24375/download/"}]},{"pk":33255,"title":"Understanding \"Rules\": When is Behavior Rule-Guided?","subtitle":null,"abstract":"The extent to which human cognition can be understood as rule-based is a classic issue in Cognitive Science and one which continues to provoke heated debate in a wide variety of areas, ranging from Implicit Learning through Inflectional Morphology to the acquisition of reading skills. Despite its centrality, the central notion of \"rule\" is far from well-defined. This paper examines a central feature of rule-based models, the concept of rule-following, and clarifies its role, its content, and some of the typical fallacies associated with its use.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6s73v7dq","frozenauthors":[{"first_name":"Ulrike","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""},{"first_name":"Nick","middle_name":"","last_name":"Chater","name_suffix":"","institution":"Department of Psychology, University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33255/galley/24315/download/"}]},{"pk":33457,"title":"Updating Memory Representations during Reading: The Role of Cohort Competition","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/0008v7m0","frozenauthors":[{"first_name":"Yuhtsuen","middle_name":"","last_name":"Tzeng","name_suffix":"","institution":"Department of Educational Psychology, University of Minnesota","department":""},{"first_name":"Paul","middle_name":"van den","last_name":"Broek","name_suffix":"","institution":"Department of Educational Psychology, University of Minnesota","department":""},{"first_name":"Michael","middle_name":"E.","last_name":"Young","name_suffix":"","institution":"Department of Psychology, University of Iowa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33457/galley/24516/download/"}]},{"pk":33286,"title":"Using an Artificial Lexicon and Eye Movements to Examine the Development and Microstructure of Lexical Dynamics","subtitle":null,"abstract":"It is well known that the time course of lexical access is shaped by the number and nature of potential competitor items in the lexicon. While research has outlined the macrostructure of lexical processing (e.g., that during spoken word recognition, lexical candidates similar to the input are activated and compete for recognition), many questions remain about the microstructure (how exactly is the competitor set defined?) and dynamics (what is the time course of lexical competition?) of lexical processing, as well as their development as words are learned. Here, we begin to address these issues with a study in which participants learned to recognize words from a lexicon of novel names associated with novel shapes. Each item in the lexicon (e.g., /pibo/) had two potential competitors (e.g., /pibu/ and /dibo/). Half of the words were presented more frequently than the other half during training. This allowed us to examine the development of competition effects with experience. An eye tracker provided an on-line measure of the items being considered for recognition. The results indicate that lexical competition effects among newly-learned items develop quickly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kz452z7","frozenauthors":[{"first_name":"James","middle_name":"S.","last_name":"Magnuson","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""},{"first_name":"Delphine","middle_name":"","last_name":"Dahan","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""},{"first_name":"Paul","middle_name":"D.","last_name":"Allopenna","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""},{"first_name":"Michael","middle_name":"K.","last_name":"Tanenhaus","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""},{"first_name":"Richard","middle_name":"N.","last_name":"Aslin","name_suffix":"","institution":"Department of Brain and Cognitive Sciences, University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33286/galley/24346/download/"}]},{"pk":33336,"title":"Using Anatomical Information to Enrich the Connectionist Modelling of Normal and Impaired Visual Word Recognition","subtitle":null,"abstract":"We argue that the connectionist modelling of visual word recognition can be made more explicit and more accurate by the incorporation of information concerning the initial projection of the visual field to the visual cortex. We show that this initial projection involves the precise splitting of the visual field into two hemifields, even in the case of the foveal projection: when a single word is fixated, that part of the word to the right of the fixation point initially goes to the left hemisphere and that part to the left initially goes to the right hemisphere. We present a number of reasons why this initial splitting should be assumed to persist into the higher cognitive processing concerned with visual word recognition. We explore three different phenomena - the processing priority given to the exterior letters of words, the optimum and preferred viewing positions for word recognition, and the core phenomena of dyslexia - and show that in each case a model based on a split architecture makes the correct predictions and captures the human data in a parsimonious and natural way. We conclude that anatomical information concerning the initial visual projection can enrich the modelling of visual word recognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1ps2q5bv","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Shillcock","name_suffix":"","institution":"Centre for Cognitive Science, University of Edinburgh","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Centre for Cognitive Science, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33336/galley/24395/download/"}]},{"pk":33438,"title":"Using Backward Masking to Study Lexical Competition In the Interactive Activation Model of 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/96m7w1xf","frozenauthors":[{"first_name":"Clark","middle_name":"","last_name":"Ohnesorge","name_suffix":"","institution":"Department of Psychology; Carleton College","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"Middlebury College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33438/galley/24497/download/"}]},{"pk":33237,"title":"Using Rule Induction to Assist in Rule Construction for a Natural-Language Based Intelligent Tutoring System","subtitle":null,"abstract":"We used the Quinlan's C4.5 machine learning algorithm to analyze tutorial dialogues as part of the derivation of planning rules for CIRCSIM-Tutor v. 3, a natural-language based intelligent tutoring system. We annotated a corpus of tutoring dialogues with an SGML-based representation of tutorial goals in order to make mechanical processing possible. We looked for rules of the form \"under what conditions is goal x implemented with plan y?\". We discovered rules for high-level plaiming of the tutoring session and dynamic modification of the tutorial agenda. At a lower level of planning, we looked at rules for generating sections of the tutor's utterance. The use of the rule induction algorithm has helped us discover which knowledge available to the planner is significant in making these decisions, as well as producing some decision trees we can actually use in CIRCSIM-Tutor.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2599j14b","frozenauthors":[{"first_name":"Reva","middle_name":"","last_name":"Freedman","name_suffix":"","institution":"Learning Research and Development Center, University of Pittsburgh","department":""},{"first_name":"Yujuian","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"Department of CSAM, Illinois Institute of Technology","department":""},{"first_name":"Michael","middle_name":"","last_name":"Glass","name_suffix":"","institution":"Department of CSAM, Illinois Institute of Technology","department":""},{"first_name":"Jung","middle_name":"Hee","last_name":"Kim","name_suffix":"","institution":"Department of CSAM, Illinois Institute of Technology","department":""},{"first_name":"Martha","middle_name":"W.","last_name":"Evens","name_suffix":"","institution":"Department of CSAM, Illinois Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33237/galley/24297/download/"}]},{"pk":33453,"title":"Verbalization of Dynamic Sketch Maps: Layers of Representation in the Conceptualization of Drawing Events","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/9bw891bz","frozenauthors":[{"first_name":"Heike","middle_name":"","last_name":"Tappe","name_suffix":"","institution":"Graduate Program in Cognitive Science & Computer Science Department, University of Hamburg","department":""},{"first_name":"Christopher","middle_name":"","last_name":"Habel","name_suffix":"","institution":"Graduate Program in Cognitive Science & Computer Science Department, University of Hamburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33453/galley/24512/download/"}]},{"pk":36506,"title":"Vietnamese High School Graduates: What Are Their Needs and Expectations?","subtitle":null,"abstract":"The California State University and University of California campuses have recently experienced an increasing number of nonnative speakers who enter their schools underprepared in English. This problem appears also to be common at community colleges. This study examines the personal backgrounds (e.g., age at time of arrival in the United States, number of years in American high schools, number of ESL classes taken in high school) of 54 Vietnamese graduates of American high schools and their perception of how prepared they are in English. The study also looks at what these students expect from ESL teachers and what classroom activities they find beneficial in ESL courses. While offering explanations for this particular group’s underpreparedness in English, the authors conclude that (a) these students value well-organized, prepared teachers and (b) they would greatly benefit from additional focused study in grammar and writing skills.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2r8658gt","frozenauthors":[{"first_name":"Vân","middle_name":"","last_name":"Dees","name_suffix":"","institution":"Golden West College","department":""},{"first_name":"Melissa","middle_name":"","last_name":"McDonald","name_suffix":"","institution":"Golden West College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36506/galley/27357/download/"}]},{"pk":33179,"title":"Visual and Auditory Event-Related Potentials in Poor, Good, and Dyslexic Spanish Readers","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/2v06r7m3","frozenauthors":[{"first_name":"Jose","middle_name":"A.","last_name":"Adrian","name_suffix":"","institution":"Facultad de Psicologia de la Universidad de Malaga","department":""},{"first_name":"Maria","middle_name":"C.","last_name":"Perez-Abalo","name_suffix":"","institution":"Centro de Neurociencias de Cuba","department":""},{"first_name":"Armando","middle_name":"","last_name":"Pineiro","name_suffix":"","institution":"Centro de Neurociencias de Cuba","department":""},{"first_name":"Alfredo","middle_name":"","last_name":"Espinet","name_suffix":"","institution":"Facultad de Psicologia de la Universidad de Malaga","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33179/galley/24239/download/"}]},{"pk":33218,"title":"Visual Dominance and the Control of Action","subtitle":null,"abstract":"Visual dominance refers to the tendency for visual stimuli to dominate awareness of stimuli of similar or lesser intensity presented simultaneously in other modalities. The effect may be seen in simple and choice reaction time studies. When visual and auditory stimuli are presented separately, visual reaction time is typically slower than auditory reaction time. However, when visual and auditory stimuli are presented simultaneously the visual stimulus generally provokes the first response. In this paper we provide a computational account of such visual dominance effects. The simulation extends an existing computational model of routine action selection, accounting for the counterintuitive visual dominance findings whilst providing further support for the original action selection model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8f99r1wt","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Cooper","name_suffix":"","institution":"Department of Psychology, Birkbeck College, University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33218/galley/24278/download/"}]},{"pk":33322,"title":"What Family Resemblances Are Not: The Continuing Relevance of Wittgenstein to the Study of Concepts and Categories","subtitle":null,"abstract":"We argue that common interpretations of Wittgenstein's Philosophical Investigations within Cognitive Science misrepresent his account, underplaying its radical content. Appropriately interpreted, this account continues to challenge contemporary theories of concepts and categorisation. We illustrate the continued relevance of his position by directly applying its critique to current approaches to categorisation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1z19c3n0","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Ramscar","name_suffix":"","institution":"Department of Artificial Intelligence, University of Edinburgh","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":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33322/galley/24381/download/"}]},{"pk":33360,"title":"What Makes a Tutorial Event Effective?","subtitle":null,"abstract":"Although tutoring by expert human tutors is usually effective, it is not always. By contrasting cases where tutoring does and does not result in learning, we can find out what causes learning during tutoring. Approximately 125 hours of physics tutorial dialog were analyzed to see what features of the dialog were associated with learning. Successful learning appears to require that the student make an error or reach an impasse; too much help can prevent learning. Features of successful tutorial explanations appear to be different for different pieces of knowledge. For instance, some pieces of knowledge are learned only if the tutor emphasizes generalization, whereas other learning requires that the tutor first explain why the student's error is wrong.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4hk5z6gp","frozenauthors":[{"first_name":"Kurt","middle_name":"","last_name":"VanLehn","name_suffix":"","institution":"Learning Research and Development Center, University of Pittsburgh","department":""},{"first_name":"Stephanie","middle_name":"","last_name":"Siler","name_suffix":"","institution":"Learning Research and Development Center, University of Pittsburgh","department":""},{"first_name":"Charles","middle_name":"","last_name":"Murray","name_suffix":"","institution":"Learning Research and Development Center, University of Pittsburgh","department":""},{"first_name":"William","middle_name":"B.","last_name":"Baggett","name_suffix":"","institution":"School of Computer Technology, University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33360/galley/24419/download/"}]},{"pk":33182,"title":"What Makes Children Change Their Minds? Changes in Problem Encoding Lead to Changes in Strategy Selection","subtitle":null,"abstract":"This study examined how changes in children's problem encoding influenced their strategy selection. Fourth-grade students {N=51} solved six mathematical equivalence problems (e.g., 3+4+5=_+5) in a pretest. Children's problem encoding was then manipulated in one of two ways, or was not manipulated in a Control group. In the Subtle group, children solved four additional problems with the equal sign highlighted in red. In the Direct group, children solved the same four problems, and were directed to notice the equal sign in each problem. Children then solved six problems in a posttest, and did so again four weeks later in a follow-up test. The strategies children conveyed in their spoken and gestured explanations were assessed. Children in the Direct group considered multiple strategies for the posttest problems more often than children in the other groups, as reflected in their spoken and gestured explanations. Children in the Direct group were also most likely to generate gestured strategies and to abandon verbal strategies over the course of the study. These findings suggest that changes in problem encoding lead to changes in strategy selection.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6q88j6zm","frozenauthors":[{"first_name":"Martha","middle_name":"Wagner","last_name":"Alibali","name_suffix":"","institution":"Carnegie Mellon University, Department of Psychology","department":""},{"first_name":"Nicole","middle_name":"M.","last_name":"McNeil","name_suffix":"","institution":"Carnegie Mellon University, Department of Psychology","department":""},{"first_name":"Michael","middle_name":"A.","last_name":"Perrott","name_suffix":"","institution":"Carnegie Mellon University, Department of Psychology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33182/galley/24242/download/"}]},{"pk":33201,"title":"Whither Representation?","subtitle":null,"abstract":"Cognitive Science is founded on notions of representation, and shifts in models of representation have constituted the major internal revolutions in the field. Symbol System and related conceptions were long dominant, but the frontiers passed first to connectionism and more recently to autonomous agent orientations. In spite of its foundational role, representation has never received a consensual or adequate characterization within cognitive science. This is not surprising, given that millennia of effort in philosophy have also failed to achieve consensus or adequacy, but the situation nevertheless constitutes something of a scandal or impasse in a field in which representation is so central. More recently, workers in dynamicist and autonomous agent approaches have argued that representation is not even a useful notion. I argue that this confusion and impasse conceming representation is due to a fundamental misconception about the nature of representation, and offer an alternative model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/87v0x7c2","frozenauthors":[{"first_name":"Mark","middle_name":"H.","last_name":"Bickhard","name_suffix":"","institution":"Cognitive Science, Lehigh University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33201/galley/24261/download/"}]},{"pk":33324,"title":"Who Killed Princess Diana? A Case Study of Causal Reasoning","subtitle":null,"abstract":"How do people represent causally complex situations? A real-world case was used to investigate whether single-cause explanations are preferred, and to assess whether goals facilitate causal discounting. Participants were asked to think about the causes of Princess Diana's death and were assigned the goal to show that either the driver or the photographers were not responsible. Participants drew a causal diagram depicting their theory, and rated the importance of the causal factors mentioned. In general, people did not seek a unique cause for the event and generated multicausal explanations with no explicit links between causes. Those given the goal to defend one party included fewer causal factors related to the defended party and rated them as less important, but did not over-emphasize the importance of other factors. The results differ from those found in typical attribution tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8ff254qn","frozenauthors":[{"first_name":"Tanja","middle_name":"","last_name":"Rapus","name_suffix":"","institution":"Department of Psychology, McGill University","department":""},{"first_name":"Isabelle","middle_name":"","last_name":"Blanchette","name_suffix":"","institution":"Department of Psychology, McGill University","department":""},{"first_name":"Lisa","middle_name":"","last_name":"Baker","name_suffix":"","institution":"Department of Psychology, McGill University","department":""},{"first_name":"Mike","middle_name":"","last_name":"Dama","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":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33324/galley/24383/download/"}]},{"pk":33211,"title":"Why Chomskyan Linguistics is Antipsychological","subtitle":null,"abstract":"The well-attested friction between linguistics and psychology is not a superficial phenomenon. No conception of language has had more influence on psychology and Cognitive Science than the linguistics of Noam Chomsky. Yet Chomskyan linguistics is radically incompatible with viable accounts of knowledge, and of the development or evolution of knowledge. This incompatibility is strongly manifested in two characteristic Chomskyan doctrines: linguistic competence and the autonomy of syntax. The fallacious arguments on which Chomsky relies are analyzed, and their deep implications for Cognitive Science are traced.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40x3z6kg","frozenauthors":[{"first_name":"Robert","middle_name":"L.","last_name":"Campbell","name_suffix":"","institution":"Department of Psychology, Clemson University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33211/galley/24271/download/"}]},{"pk":33271,"title":"Why Double Dissociations Don't Mean Much","subtitle":null,"abstract":"The conventional interpretation of double dissociations is that they are almost irrefutable evidence of distinctions in both function and type of mental processes, or of separation of cognition into modules. We present a connectionist model that demonstrates apparent double dissociations within a single-route, single-mechanism network and argue that these apparent dissociations are simply the expected tails of a standard bell curve describing network performance. We conclude that within a connectionist model, the appearance of double dissociations may not be evidence for functional or mechanistic separation, and that similar caveats apply to the interpretation of double dissociations in human cognitive behaviour.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Long Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/08n3q3rq","frozenauthors":[{"first_name":"Patrick","middle_name":"","last_name":"Juola","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""},{"first_name":"Kim","middle_name":"","last_name":"Plunkett","name_suffix":"","institution":"Department of Experimental Psychology, University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1998-01-01T21:00:00+03:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33271/galley/24331/download/"}]},{"pk":33213,"title":"Words and Worlds: The Construction of Context for Definite Reference","subtitle":null,"abstract":"Two eyetracking experiments were conducted to investigate how the domain of interpretation for referential expressions is constructed and coordinated during utterance processing. Of particular interest was how the uniqueness requirement for a definite noun phrase (e.g. 'the book') could be satisfied given a particular array of candidate referents. Experiment 1 demonstrated that the conceptual relation expressed by a preposition immediately limits attention to compatible referents and in turn facilitates definite reference to these objects. Experiment 2 showed that domains are further constrained by the judgment of which referents are compatible with an intended action, and that uniqueness can be established by such factors even when several objects compatible with the noun phrase are  present in the perceptual field. 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