The induction of rules by making queries is a dynamical process based on seeking information. Experimenters typically look for one dominant strategy that is used by subjects, which may or may not agree with normative models of this psychological process. In this study we approach this problem from a different perspective, related to work in learning theory (see for example Baum 1991, Freund et al. 1995). Using information theory in a Bayesian framework, we estimated the information gained by queries when the task is to find a specific rule in a hypothesis space. Assuming that at each point subjects have a preferred working hypothesis, we considered several possible strategies, and determined the best one so that information gain is maximized at each step. We found that when the confidence in the preferred hypothesis is weak, \"Confirmation Queries\" result in maximum information gain; the information gained by \"Investigation Queries\" is higher when the confidence in the preferred hypothesis is high. Considering the dynamical process of searching for the rule, starting with low confidence in the preferred hypothesis and gradually raising confidence, there should be a transition from the \"Confirmation Strategy\" to the \"Investigative Strategy\", as the search proceeds. If we assume that subjects update their beliefs regarding the task, while performing, we would expect that the \"Positive Confirmation Strategy\" would yield more information at low confidence levels while the \"Negative Confirmation Strategy\" (simple elimination) would be more informative at higher confidence levels.
We tested subjects performance in such a task, using a paradigm introduced by Wason (1960). All subjects first assumed a hypothesis and then made positive confirmation queries. Upon receiving confirmation, half the subjects presented negative confirmation queries and later, half switched into investigative queries before attempting to guess the experimenter's rule. Also, the frequency of queries in the more 'advanced' strategies went down as the confidence level required to evoke the strategy went up. We conclude that subjects appear to be using different strategies at different stages of the search, which is theoretically optimal when queries are guided by a paradigm that maximizes information gain at each step.
","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8933z96v","frozenauthors":[{"first_name":"Iris","middle_name":"","last_name":"Ginzburg","name_suffix":"","institution":"Howard Hughes Medical Institute, The Salk Institute","department":""},{"first_name":"Terrence","middle_name":"J.","last_name":"Sejnowski","name_suffix":"","institution":"Howard Hughes Medical Institute, The Salk Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31966/galley/23031/download/"}]},{"pk":32107,"title":"Effects of Irrelevant Symbols in Text on Word Recognition and Saccadic Programming during Reading","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/43m2288t","frozenauthors":[{"first_name":"Julie","middle_name":"","last_name":"Epelboim","name_suffix":"","institution":"Center for the Study of Language and Information, Stanford University","department":""},{"first_name":"James","middle_name":"R.","last_name":"Booth","name_suffix":"","institution":"Department of Psychology, Carnegie Mellon University","department":""},{"first_name":"Arash","middle_name":"","last_name":"Taleghani","name_suffix":"","institution":"Department of Psychology, University of Maryland at College Park","department":""},{"first_name":"Rebecca","middle_name":"","last_name":"Ashkenazy","name_suffix":"","institution":"Department of Psychology, University of Maryland at College Park","department":""},{"first_name":"Roberto","middle_name":"M.","last_name":"Steinman","name_suffix":"","institution":"Department of Psychology, University of Maryland at College Park","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32107/galley/23172/download/"}]},{"pk":32115,"title":"Effects of Modality on Subjective Estimates of Frequency of Spoken and Printed Words","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5hc8v5g9","frozenauthors":[{"first_name":"Daniel","middle_name":"E.","last_name":"Gaygen","name_suffix":"","institution":"Language Perception Laboratory and Center for Cognitive Science, State University of New York at Buffalo","department":""},{"first_name":"Paul","middle_name":"A.","last_name":"Luce","name_suffix":"","institution":"Language Perception Laboratory and Center for Cognitive Science, State University of New York at Buffalo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32115/galley/23180/download/"}]},{"pk":32172,"title":"Embedding the Process of Science in Cognitive aand Representational\nProcesses","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3jr6g0pv","frozenauthors":[{"first_name":"Markus","middle_name":"F.","last_name":"PESCHL","name_suffix":"","institution":"Univ. of Vienna","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32172/galley/23237/download/"}]},{"pk":32053,"title":"Emergent Letter Perception: Implementing the Role Hypothesis","subtitle":null,"abstract":"Empirical psychological experimentation (very briefly reviewed here) has provided evidence of top-down conceptual constraints on letter perception. The role hypothesis suggests that these conceptual constraints take the form of structural subcomponents (roles) and relations between subcomponents (r-roles). In this paper, we present a fully-implemented computer model based on the role hypothesis of letter recognition. The emergent model of letter perception discussed below offers a cogent explanation of human letter-perception data — especially with regard to error-making. The model goes beyond simple categorization by parsing a letter-form into its constituent parts. As it runs, the model dynamically builds (and destroys) a context-sensitive internal representation of the letter that it is perceiving. The representation emerges as by-product of a parallel exploration of possible categories. The model is able to successfully recognize (i.e., conceptually parse) many diverse letters at the extremes of their categories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/31w4j195","frozenauthors":[{"first_name":"Gary","middle_name":"","last_name":"McGraw","name_suffix":"","institution":"Reliable Software Technologies Corporation","department":""},{"first_name":"Douglas","middle_name":"R.","last_name":"Hofstadter","name_suffix":"","institution":"Center for Research on Concepts and Cognition","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32053/galley/23118/download/"}]},{"pk":32019,"title":"Emotional Decisions","subtitle":null,"abstract":"Recent research has yielded an explosion of literature that establishes a strong connection between emotional and cognitive processes. Most notably, Antonio Damasio draws an intimate connection between emotion and cognition in practical decision making. Damasio presents a \"somatic marker\" hypothesis which explains how emotions are biologically indispensable to decisions. His research on patients with frontal lobe damage indicates that feelings normally accompany response options and operate as a biasing device to dictate choice. What Damasio's hypothesis lacks is a theoretical model of decision making which can advance the conceptual connection between emotional and cognitive decision making processes. In this paper we combine Damasio's somatic marker hypothesis with the coherence theory of decision put forward by Thagard and Millgram. The juxtaposition of Damasio's hypothesis with a cognitive theory of decision making leads to a new and better theory of emotional decisions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0796p0r8","frozenauthors":[{"first_name":"Allison","middle_name":"","last_name":"Barnes","name_suffix":"","institution":"Philosophy Department, University of Waterloo","department":""},{"first_name":"Paul","middle_name":"","last_name":"Thagard","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32019/galley/23084/download/"}]},{"pk":32144,"title":"Emotion and Situated Cognition: A Connectionist Model","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5t35453b","frozenauthors":[{"first_name":"Christine","middle_name":"L.","last_name":"Lisetti","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32144/galley/23209/download/"}]},{"pk":32046,"title":"Empirical Evidence for Constraint Relaxation Insight Problem Solving","subtitle":null,"abstract":"Using a new developed task environment that allows to control for depth and width of problem space (Match Stick Algebra problems), three experiments were conducted to investigate the role of implicit constraints in insight problem solving. The first experiment showed that constraints caused by prior knowledge of common algebra lead to large differences in solution times, when they were encountered for the first time. No differences were found after the constraints had been relaxed. In the second experiment complimentary moves had to be applied in two different equation structures, one similiar to common algebra, one dissimiliar to common algebra. Consistent with our predictions different problem structures lead to a reversed order of task difficulty for the same moves depending on the activation of prior knowledge from real algebra. In the third experiment it was shown that a re-distribution of activation in a network causes the removing of constraints. Non-detectable priming of the solution lead to significantly more solutions in the experimental group as compared to a control group.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7297065d","frozenauthors":[{"first_name":"Guenther","middle_name":"","last_name":"Knoblich","name_suffix":"","institution":"Graduiertenkolleg Kognitionswissenschaft, University of Hamburg","department":""},{"first_name":"Hilde","middle_name":"","last_name":"Haider","name_suffix":"","institution":"Graduiertenkolleg Kognitionswissenschaft, University of Hamburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32046/galley/23111/download/"}]},{"pk":32013,"title":"Epistemic Action Increases With Skill","subtitle":null,"abstract":"On most accounts of expertise, as agents increase their skill, they are assumed to make fewer mistakes and to take fewer redundant or backtracking actions. Contrary to such accounts, in this paper we present data collected from people learning to play the videogame Tetris which show that as skill increases, the proportion of game actions that are later undone by backtracking also increases. Nevertheless, we also found that as game skill increases, players speed up as predicted by the power law of practice. We explain the observed increase in backtracking as the result of an interactive search process in which agent-intemal and agent-external actions are interleaved, making the cognitive computation more efficient (i.e., faster). We refer to extemai actions which simplify an agent's computation as epistemic actions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/66t3v8mv","frozenauthors":[{"first_name":"Paul","middle_name":"P.","last_name":"Maglio","name_suffix":"","institution":"IBM Almaden Research Center","department":""},{"first_name":"David","middle_name":"","last_name":"Kirsh","name_suffix":"","institution":"Department of Cognitive Science, University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32013/galley/23078/download/"}]},{"pk":36528,"title":"ESL Students Entering the University of California","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Movement Across Segments: Issues and Concerns","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4122g7v4","frozenauthors":[{"first_name":"Janet","middle_name":"","last_name":"Lane","name_suffix":"","institution":"University of California, Davis","department":""},{"first_name":"Donna","middle_name":"","last_name":"Brinton","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Melinda","middle_name":"","last_name":"Erickson","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36528/galley/27379/download/"}]},{"pk":36536,"title":"Establishing Partnerships: San Diego County ESL Articulation Group","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Existing Models of Articulation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1g23q92w","frozenauthors":[{"first_name":"Anne","middle_name":"","last_name":"Ediger","name_suffix":"","institution":"Teachers College, Columbia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36536/galley/27387/download/"}]},{"pk":32029,"title":"Ethical Reasoning Strategies and Their Relation to Case-Based Instruction: Some Preliminary Results","subtitle":null,"abstract":"This paper describes some preliminary results of an experiment to collect, analyze and compare protocols of arguments concerning practical ethical dilemmas prepared by novice and more experienced ethical reasoners. We report the differences we observed between the novice and experienced reasoners' apparent strategies for analyzing ethical dilemmas. We offer an explanation of the differences in terms of specific differences in the difficulty of the strategies' information processing requirements. Finally, we attempt to explain the utility of case-based ethics instruction in terms of the need to inculcate information processing skills required by the experienced reasoners' strategy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/89b1w36g","frozenauthors":[{"first_name":"Kevin","middle_name":"D.","last_name":"Ashley","name_suffix":"","institution":"University of Pittsburgh, Learning Research and Development Center","department":""},{"first_name":"Matthew","middle_name":"","last_name":"Keefer","name_suffix":"","institution":"University of Pittsburgh, Learning Research and Development Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32029/galley/23094/download/"}]},{"pk":31993,"title":"Evidence for a Tagging Model of Human Lexical Category Disambiguation.","subtitle":null,"abstract":"We investigate the explanatory power of very simple statistical mechanisms within a modular model of the Human Sentence Processing Mechanism. In particular, we borrow the idea of a 'part-of-speech tagger' from the field of Naniral Language Processing, and use this to explain a number of existing experimental results in the area of lexical category disambiguation. Not only can each be explained without the need to posit extra mechanisms or constraints, but the exercise also suggests a novel account for some established data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1h42p4g1","frozenauthors":[{"first_name":"Steffan","middle_name":"","last_name":"Corley","name_suffix":"","institution":"Centre for Cognitive Science, University of Edinburgh","department":""},{"first_name":"Matthew","middle_name":"W.","last_name":"Crocker","name_suffix":"","institution":"Centre for Cognitive Science, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31993/galley/23058/download/"}]},{"pk":32187,"title":"Evidence for Frontal Lobe-based Mechanisms\nin Prospective Rembering","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7gt7q2j0","frozenauthors":[{"first_name":"Lionel","middle_name":"R.","last_name":"Shapiro","name_suffix":"","institution":"Illinois Wesleyan University","department":""},{"first_name":"Johnna","middle_name":"K.","last_name":"Shapiro","name_suffix":"","institution":"Illinois Wesleyan University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Antholine","name_suffix":"","institution":"Illinois Wesleyan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32187/galley/23252/download/"}]},{"pk":32030,"title":"Explaining preferred mental models in Allen inferences with a metrical model of imagery","subtitle":null,"abstract":"We present a simple metrical representation and algorithm to explain putative imagery processes underlying the empirical mental model preferences found by Knauff, Rauh and Schlieder (1995) for Allen inferences (Allen, 1983). The computational theory is compared with one based on ordinal information only (Schlieder, in preparation). Both provide good fits with the data. They differ psychologically in background theories, visualisation strategies motivated by these, and model construction processes generating models with the properties indicated as desirable by the strategies. They differ computationally in assumptions about knowledge strength (ordinal: weaker) and algorithmic simplicity (metrical: simpler). Our theory and its comparison with the ordinal theory provide the basis for a discussion of issues pertaining to imagery in general: Using the assumption of imagery inexactness, we develop a sketch theory of mental images and motivate a new visualisation strategy ('regularisation'). We demonstrate systematic methods of modelling imagery processes and of analysing such models. We also outline some criteria for comparison (and future integration?) of cognitive modelling approaches.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5k37q92v","frozenauthors":[{"first_name":"Bettina","middle_name":"","last_name":"Berendt","name_suffix":"","institution":"Graduiertenkolleg Kognitionswissenschaft (Doctoral Programme in Cognitive Science), University of Hamburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32030/galley/23095/download/"}]},{"pk":32086,"title":"Explanatory Coherence as a Model for Belief Revision","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sz7495k","frozenauthors":[{"first_name":"Christina","middle_name":"","last_name":"Carrick","name_suffix":"","institution":"Computing Science, Simon Fraser University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32086/galley/23151/download/"}]},{"pk":31960,"title":"Fodor's New Theory of Content and Computation","subtitle":null,"abstract":"In his new book, The Elm and the Expert, Fodor attempts to reconcile the computational model of human cognition with information-theoretic semantics, the view that semantic content consists of nothing more than causal or nomic relationships between words and the world, and intentional content of nothing more dian causal or nomic relationships between brain states and the world. We do not challenge the project, not in this paper. Nor do we show that Fodor has failed to carry it out. Instead, we urge that his analysis, when made explicit, turns out rather differently than he thinks. In particular, where he sees problems, he sometimes shows that there is no problem. And while he says two conceptions of information come to much the same thing, his analysis shows that they are very different.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74q239zh","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Brook","name_suffix":"","institution":"Interdisciplinary Studies and Philosophy, Carleton University","department":""},{"first_name":"Robert","middle_name":"J.","last_name":"Stainton","name_suffix":"","institution":"Interdisciplinary Studies and Philosophy, Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31960/galley/23025/download/"}]},{"pk":32095,"title":"Frame-Shifting and Meaning Construction","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1kw44396","frozenauthors":[{"first_name":"Seana","middle_name":"","last_name":"Coulson","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Marta","middle_name":"","last_name":"Kutas","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32095/galley/23160/download/"}]},{"pk":32202,"title":"Framewokr for Situativity in Dialouge","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5br327cm","frozenauthors":[{"first_name":"Maurizio","middle_name":"","last_name":"Tirassa","name_suffix":"","institution":"University di Torino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32202/galley/23267/download/"}]},{"pk":31981,"title":"Functional Roles for the Cognitive Analysis of Diagrams in Problem Solving","subtitle":null,"abstract":"This paper proposes that a novel form of cognitive analysis for diagrammatic representations is in terms of the functional roles that they can play in problem solving. Functional roles are capacities or features that a diagram may possess, which can support particular forms of reasoning or specific problem solving tasks. A person may exploit several functional roles of a single diagram in one problem. A dozen functional roles have been identified, which can be considered as a framework to bridge the gulf between (i) studies of the properties of diagrams in themselves and (ii) investigations of human reasoning and problem solving with diagrammatic representations. The utility of the framework is demonstrated by examining how the functional roles can explain why certain diagrams facilitate problem solving in thermodynamics. The thermodynamics diagrams are interesting, in themselves, as examples of complex cognitive artefacts that support a variety of sophisticated forms of reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tc5j1vj","frozenauthors":[{"first_name":"Peter","middle_name":"C-H.","last_name":"Cheng","name_suffix":"","institution":"ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31981/galley/23046/download/"}]},{"pk":32148,"title":"Fuzzy Logic vs Pre-Logic: Zadeh vs Levy-Bruhl","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tz352c7","frozenauthors":[{"first_name":"Jerald","middle_name":"E.","last_name":"Maiers","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Martin","middle_name":"J.","last_name":"Maiers","name_suffix":"","institution":"University of Minnesota","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32148/galley/23213/download/"}]},{"pk":32164,"title":"Gabor Mosaics: A Description of Local Orientation Statistics, with\nApplications to Machine Perception.","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4s00m1sx","frozenauthors":[{"first_name":"Javier","middle_name":"R.","last_name":"Movellan","name_suffix":"","institution":"University of California San Diego","department":""},{"first_name":"Ram","middle_name":"S.","last_name":"Prayaga","name_suffix":"","institution":"University of California San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32164/galley/23229/download/"}]},{"pk":32079,"title":"Generic Modeling in Analogical Reasoning","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vx7w5gb","frozenauthors":[{"first_name":"Sambasiva","middle_name":"R.","last_name":"Bhatta","name_suffix":"","institution":"NYNEX Science & Technology","department":""},{"first_name":"Ashok","middle_name":"K.","last_name":"Goel","name_suffix":"","institution":"College of Computing, Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32079/galley/23144/download/"}]},{"pk":31931,"title":"Goals and problem solving: Learning as search of three spaces","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Submitted Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3093v34k","frozenauthors":[{"first_name":"Bruce","middle_name":"D.","last_name":"Burns","name_suffix":"","institution":"Institut fur Psychologie, Universitat Potsdam","department":""},{"first_name":"Regina","middle_name":"","last_name":"Vollmeyer","name_suffix":"","institution":"Institut fur Psychologie, Universitat Potsdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31931/galley/22996/download/"}]},{"pk":36542,"title":"Guest Editors and Contributors","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Student Voices","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ph840sq","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36542/galley/27393/download/"}]},{"pk":36521,"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/5d389948","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Master","name_suffix":"","institution":"California State University, Fresno","department":""},{"first_name":"Donna","middle_name":"","last_name":"Brinton","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36521/galley/27372/download/"}]},{"pk":31971,"title":"Hearing with the eyes: A distributed cognition perspective on guitar song imitation","subtitle":null,"abstract":"Many guitarists learn to play by imitating recordings. This style of learning allows guitarists to master both new songs and new techniques. To imitate a song, a guitarist repeatedly listens to a song recording until the entire song, or the desired portion of that song, can be reproduced by the guitarist. This kind of imitation can be a very difficult process particularly if the recorded guitarist plays fast and other instruments are involved. Besides the difficulty in hearing the guitar music, the many different ways to finger and articulate the same notes and chords on a guitar, can also make playing the music difficult. In this paper, we describe some of the knowledge guitarists use to minimize these difficulties. We then propose an external representation that guitarists can use to unload some of the cognitive burden imposed by the imitation process. This external representation — the bar chord — transform many of the imitation activities from those requiring both internal computations and memory to those that require the guitarist to merely look and see the desired results. Moreover, bar chords facilitate the social distribution of these individual benefits. This research contributes to the growing field of distributed cognition and to our understanding of both internal and external representations used during music learning and improvisation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3060x2ch","frozenauthors":[{"first_name":"Nick","middle_name":"V.","last_name":"Flor","name_suffix":"","institution":"Graduate School of Industrial Administration, Carnegie Mellon University","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Holder","name_suffix":"","institution":"Department of Cognitive Science, University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31971/galley/23036/download/"}]},{"pk":32097,"title":"Hierarchical Categorization and the Effects of Contrast Inconsistency in an Unsupervised Learning Task","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dx2m0b3","frozenauthors":[{"first_name":"Jim","middle_name":"","last_name":"Davies","name_suffix":"","institution":"School of Psychology, Georgia Institute of Technology","department":""},{"first_name":"Dorrit","middle_name":"","last_name":"Billman","name_suffix":"","institution":"School of Psychology, Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32097/galley/23162/download/"}]},{"pk":32109,"title":"How do we Scratch an Itch: A Model of Self-Reaching","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5zg7138b","frozenauthors":[{"first_name":"David","middle_name":"Scott","last_name":"Farrar","name_suffix":"","institution":"Department of Cognitive Science, University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32109/galley/23174/download/"}]},{"pk":32102,"title":"How Human Languages Cohere: Languages Seen as Artificial Life","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0z37d0f8","frozenauthors":[{"first_name":"Karl","middle_name":"C.","last_name":"Diller","name_suffix":"","institution":"Linguistics Program, University of New Hampshire","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32102/galley/23167/download/"}]},{"pk":31947,"title":"Human Reasoning From an Evolutionary Perspective","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Submitted Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/11f0630t","frozenauthors":[{"first_name":"Denise","middle_name":"Dellarosa","last_name":"Cummins","name_suffix":"","institution":"Cognitive Science, University of Arizona","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31947/galley/23012/download/"}]},{"pk":32138,"title":"Image Schema of Emotion in Drawing Task","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20q4b9w7","frozenauthors":[{"first_name":"Takashi","middle_name":"","last_name":"Kusumi","name_suffix":"","institution":"Tokyo Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32138/galley/23203/download/"}]},{"pk":31921,"title":"Imaging Studies of Vision, Attention and Language","subtitle":null,"abstract":"Variation in second language acquisition is evident from earliest stages. This study examined effects of learning tasks (retrieval practice, comprehension, verbal repetition) on comprehension of Turkish as a new language. Undergraduates (N = 156) engaged with Turkish spoken dialogues in a computer-assisted language learning session via Zoom, with learning tasks manipulated between-subjects. Participants completed pre/posttests assessing comprehension of Turkish number and case marking, a vocabulary test, and open-response questions gauging explicit awareness. The retrieval-practice group showed highest performance overall, after controlling for significant effects of nonverbal ability and pretest. For comprehension of number/case marking, the comprehension group performed comparably to the retrieval-practice group. For vocabulary comprehension, the verbal-repetition group performed comparably to the retrieval-practice group. Differential performance associated with learning tasks indicates benefits of testing and production and aligns with transfer-appropriate processing. As predicted by the noticing hypothesis, explicit awareness of number and case marking correlated with comprehension accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Invited Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nq550qv","frozenauthors":[{"first_name":"Helen","middle_name":"J.","last_name":"Neville","name_suffix":"","institution":"Department of Psychology, University of Oregon","department":""},{"first_name":"Marty","middle_name":"","last_name":"Sereno","name_suffix":"","institution":"Department of Cognitive Science, University of California-San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31921/galley/22986/download/"}]},{"pk":32184,"title":"Implicit Learning of Invariants","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32h1n94r","frozenauthors":[{"first_name":"Carol","middle_name":"A.","last_name":"Seger","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32184/galley/23249/download/"}]},{"pk":32057,"title":"Improving the Use of Analogies by Learning to Encode Their Causal Structure","subtitle":null,"abstract":"We investigated whether training in how to encode the causal stnicture of problems would improve individual's use of analogies to previously encountered cases. Subjects were trained either in how to encode the causal structure of business cases or given a lecture of equal length on a variety of decision making procedures. They were then asked to study several business cases and their successful solution. One week later, when asked to solve new problems, subjects who were trained in causal analysis, compared to the control group, were more likely to use an appropriate analogy from the previously studied cases (positive transfer) and were less likely to use an inappropriate analogy (negative transfer). Further anaJyses showed that training in causal analysis increased subjects' ability to encode the causal structure of the problem and increased the likelihood of being reminded of the analogy. Thus, the ability to encode causal structure and use analogies appropriately is not responsive only to increasing domain knowledge, but can also be improved by general training in the identification and encoding of the central components of the causal structure of problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04z8r06f","frozenauthors":[{"first_name":"Stephen","middle_name":"J.","last_name":"Read","name_suffix":"","institution":"Department of Psychology, University of Southern Califonia","department":""},{"first_name":"Robyn","middle_name":"W.","last_name":"Johnson","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32057/galley/23122/download/"}]},{"pk":32161,"title":"Incorporating Semantics in a Connectionist Model of Reading Aloud:\nSurface Dyslexic Behavior with a Single Mechanism","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0b40f7n3","frozenauthors":[{"first_name":"Jay","middle_name":"","last_name":"Moody","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32161/galley/23226/download/"}]},{"pk":32044,"title":"Incremental Centering and Center Ambiguity","subtitle":null,"abstract":"In this paper, we present a model of anaphor resolution within the framework of the centering model. The consideration of an incremental processing mode introduces the need to manage structural ambiguity at the center level. Hence, the centering framework is further refined to account for local and global parsing ambiguities which propagate up to the level of center representations, yielding moderately adapted data structures for the centering algorithm.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bj9b27p","frozenauthors":[{"first_name":"Udo","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Computational Linguistics Research Group, Freiburg University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Strube","name_suffix":"","institution":"Computational Linguistics Research Group, Freiburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32044/galley/23109/download/"}]},{"pk":32196,"title":"Individual Characteristics as Factors in the Navigation Process","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5g43n24h","frozenauthors":[{"first_name":"Miriam","middle_name":"","last_name":"Struchiner","name_suffix":"","institution":"NUTES/UFRJ, Ilha do Fundao, Centre de Ciencias da Saiide","department":""},{"first_name":"Regina","middle_name":"Maria Vieira","last_name":"Ricciardi","name_suffix":"","institution":"NUTES/UFRJ, Ilha do Fundao, Centre de Ciencias da Saiide","department":""},{"first_name":"Antonia","middle_name":"Cinira Melo","last_name":"Diogo","name_suffix":"","institution":"NUTES/UFRJ, Ilha do Fundao, Centre de Ciencias da Saiide","department":""},{"first_name":"Nilce","middle_name":"da Silva","last_name":"Correa","name_suffix":"","institution":"NUTES/UFRJ, Ilha do Fundao, Centre de Ciencias da Saiide","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32196/galley/23261/download/"}]},{"pk":31980,"title":"Individual differences in proof structures following multimodal logic teaching","subtitle":null,"abstract":"We have been studying how students respond to multimodal logic teaching with Hyperproof. Performance measures have already indicated that students' pre-existing cognitive styles have a significant impact on teaching outcome. Furthermore, a substantial corpus of proofs has been gathered via automatic logging of proof development. We report results from analyses of final proof structure, exploiting (i) 'proofograms', a novel method of proof visualisation, and (ii) corpus-linguistic bigram analysis of rule use. Results suggest that students' cognitive styles do indeed influence the structure of their logical discourse, and that the effect may be attributable to the relative skill with which students manipulate graphical abstractions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/42t2r442","frozenauthors":[{"first_name":"Jon","middle_name":"","last_name":"Oberlander","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""},{"first_name":"Richard","middle_name":"","last_name":"Cox","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""},{"first_name":"Padraic","middle_name":"","last_name":"Monaghan","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""},{"first_name":"Keith","middle_name":"","last_name":"Stenning","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""},{"first_name":"Richard","middle_name":"","last_name":"Tobin","name_suffix":"","institution":"Human Communication Research Centre, University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31980/galley/23045/download/"}]},{"pk":32192,"title":"Individual Differences in Working Memory Capacity and the Duration of Elaborative Inferences","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nw730mt","frozenauthors":[{"first_name":"Marie","middle_name":"St.","last_name":"George","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Marta","middle_name":"","last_name":"Kutas","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32192/galley/23257/download/"}]},{"pk":32090,"title":"Individuating Concepts","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/45q5n71r","frozenauthors":[{"first_name":"Ronald","middle_name":"L.","last_name":"Chrisley","name_suffix":"","institution":"School of Cognitive & Computing Sciences, University of Sussex","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32090/galley/23155/download/"}]},{"pk":32051,"title":"Inferential Realization Constraints on Functional Anaphora in the Centering Model","subtitle":null,"abstract":"We present an inference-based text understanding methodology for the resolution of functional anaphora in the context of the centering model. A set of heuristic realization constraints is proposed, which incorporate language-independent conceptual criteria (based on the well-formedness and conceptual strength of role chains in a terminological knowledge base) and language-dependent information structure constraints (based on topic/comment or theme/rheme orderings). We state text-grammatical predicates for functional anaphora and then turn to the procedural aspects of their evaluation within the framework of an actor-based implementation of a lexically distributed text parser.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6j82j6gq","frozenauthors":[{"first_name":"Katja","middle_name":"","last_name":"Markert","name_suffix":"","institution":"Computational Linguistics Research Group, Freiburg University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Strube","name_suffix":"","institution":"Computational Linguistics Research Group, Freiburg University","department":""},{"first_name":"Udo","middle_name":"","last_name":"Hahn","name_suffix":"","institution":"Computational Linguistics Research Group, Freiburg University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32051/galley/23116/download/"}]},{"pk":32002,"title":"In Search Of Articulated Attractors","subtitle":null,"abstract":"Recurrent attractor networks offer many advantages over feedforward networks for the modeling of psychological phenomena. Their dynamic nature allows them to capture the time course of cognitive processing, and their learned weights may often be easily interpreted as soft constraints between representational components. Perhaps the most significant feature of such networks, however, is their ability to facilitate generalization by enforcing \"well formedness\" constraints on intermediate and output representations. Attractor networks which learn the systematic regularities of well formed representations by exposure to a small number of examples are said to possess articulated attractors. This paper investigates the conditions under which articulated attractors arise in recurrent networks trained using variants of backpropagation. The results of computational experiments demonstrate that such structured attractors can spontaneously appear in an emergence of systematicity, if an appropriate error signal is presented directly to the recurrent processing elements. We show, however, that distal error signals, backpropagated through intervening weights, pose serious problems for networks of this kind. We present simulation results, discuss the reasons for this difficulty, and suggest some directions for future attempts to surmount it.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5j69w416","frozenauthors":[{"first_name":"David","middle_name":"C.","last_name":"Noelle","name_suffix":"","institution":"Computer Science & Engineering, University of California, San Diego","department":""},{"first_name":"Garrison","middle_name":"W.","last_name":"Cottrell","name_suffix":"","institution":"Computer Science & Engineering, University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32002/galley/23067/download/"}]},{"pk":32076,"title":"In Search of Intentional Causation","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03d2c4cp","frozenauthors":[{"first_name":"Steven","middle_name":"J.","last_name":"Barerra","name_suffix":"","institution":"Department of Philosophy, University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32076/galley/23141/download/"}]},{"pk":32143,"title":"In Search of the Hidden Meaning : Cryptotype aNd Productivity in Connectionist LanguaGE Learning","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Society Member Abstracts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0hc2w7t4","frozenauthors":[{"first_name":"Ping","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of Richmond","department":""},{"first_name":"Brian","middle_name":"","last_name":"MacWhinney","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32143/galley/23208/download/"}]},{"pk":31992,"title":"Integrating Discourse and Local Constraints in Resolving Lexical Thematic Ambiguities","subtitle":null,"abstract":"We conducted sentence completion and eye-tracking reading experiments to examine the interaction of multiple constraints in the resolution of a lexical thematic ambiguity. The ambiguity was introduced with prepositional \"by\"-phrases in passive constructions, which can be ambiguous between agentive and locative interpretations (e.g., \"built by the contractor\" versus \"built by the corner\"). The temporarily ambiguous sentences were embedded in contexts that created expectations for one or the other interpretation. The constraints involved, including discourse-based expectations, verb biases, and contingent lexical frequencies, were independently quantified with a corpus analysis and a rating experiment. Our results indicate that there was an interaction of contextual and more local factors such that the effectiveness of the contexts was mediated by the local biases. Application of an explicit integration-competition model to the off-hne (sentence completion) and on-line (eye-tracking) results suggests that, during the processing of these ambiguous prepositional phrases, there was an immediate and simultaneous integration of the relevant constraints resulting in competition between partially active alternative interpretations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0mm3r631","frozenauthors":[{"first_name":"Joy","middle_name":"E.","last_name":"Hanna","name_suffix":"","institution":"Dept. of Brain & Cognitive Sciences, University of Rochester","department":""},{"first_name":"Michael","middle_name":"J.","last_name":"Spivey-Knowlton","name_suffix":"","institution":"Dept. of Psychology, Cornell University","department":""},{"first_name":"Michael","middle_name":"K.","last_name":"Tanenhaus","name_suffix":"","institution":"Dept. of Brain & Cognitive Sciences, University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31992/galley/23057/download/"}]}]}