{"count":38386,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=34100","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=33900","results":[{"pk":33061,"title":"Consistency is the Hobgoblin of Huma n Minds: People Care but Concept Learning Models do Not","subtitle":null,"abstract":"ople may be biased to leam categories which not only \ncapture structure in the environment but organize this \nknowledge in a manner easy to use in reasoning. Concepts \norganized to contrast consistently on the same attributes \nas sister categories within a hierarchy may be particularly \nuseful in guiding induction. W e assess whether systems of \nnovel categories organized in this maimer were also easier \nto leam. Supervised concept learning was dramatically \neasier in the consistent over inconsistent contrast \ncondition. W e tested whether several models of concept \nlearning would show sensitivity to consistent contrast, as \npeople did, including assessment of a model designed to \nuse information about consistent contrast, TWILIX. None \nof the models tested (ALCOVE, rational analysis, and \nTWILIX ) showed muc h sensitivity to the \nConsistent/Inconsistent contrast. People may flexibly \nadjust their learning strategy to capitalize on simple \nregularities when available, in a manner not incorporated \nin these concept learning models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gr9v2db","frozenauthors":[{"first_name":"Dorrit","middle_name":"","last_name":"Billman","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Davi","middle_name":"","last_name":"Davila","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33061/galley/24122/download/"}]},{"pk":36558,"title":"Creating Contexts for Second Language Acquisition by Arnulfo G. Ramirez","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3nr2j2rt","frozenauthors":[{"first_name":"Daniel","middle_name":"J.","last_name":"Livesey","name_suffix":"","institution":"California State Polytechnic University, Pomona","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36558/galley/27409/download/"}]},{"pk":36553,"title":"Critical Thinking and the Process of Critical Inquiry","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4cz3r2fp","frozenauthors":[{"first_name":"Robin","middle_name":"","last_name":"Mollica","name_suffix":"","institution":"City College of San Francisco","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36553/galley/27404/download/"}]},{"pk":33058,"title":"Developing Object Permanence: A Connectionist Model","subtitle":null,"abstract":"When tested on siuprise or preferential looking tasks, young \ninfants show an understanding that objects continue to exist \neven though they are no longer directly perceivable. Only later \ndo infants show a similar level of competence when tested on \nretrieval tasks. Hence, a developmental lag is apparent \nbetween infants' knowledge as measured by passive response \ntasks, and their ability to demonstrate that knowledge in an \nactive retrieval task. W e jwesent a connectionist model which \nlearns to track and initiate a motor response towards objects. \nThe model exhibits a capacity to maintain a representation of \nthe object even when it is no longer directly perceptible, and \nacquires implicit tracking competence before the ability to initiate a manual response to a hidden object. A study with \ninfants confirms the model's prediction concerning improved \ntracking performance at higher object velocities. It is suggested that the developmental lag is a direct consequence of \nthe need to co-ordinate representations which themselves \nemerge through learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h90974t","frozenauthors":[{"first_name":"Denis","middle_name":"","last_name":"Mareschal","name_suffix":"","institution":"Oxford University","department":""},{"first_name":"Kim","middle_name":"","last_name":"Plunkett","name_suffix":"","institution":"Oxford University","department":""},{"first_name":"Paul","middle_name":"","last_name":"Harris","name_suffix":"","institution":"Oxford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33058/galley/24119/download/"}]},{"pk":33115,"title":"Developing User Model-Based Intelligent Agents","subtitle":null,"abstract":"We describe a GOMS model of a ship-board Radar \nOperator's behavior while monitoring air and sea \ntraffic. GOM S is a technique that has been \nsuccessfully used in Human-Computer Interaction to \ngenerate engineering models of human performance. \nBased on the GOM S model developed, we identified \nthose portions of the task where an intelligent agent \nwould be most able to assist operators in the \nperformance of their duties, and the nature of the \nknowledge that will be required for the task. W e \npresent the results of a simulated execution of the \nmodel in a sample scenario, which predicted the \noperator's responses with a high degree of accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bn0z4nc","frozenauthors":[{"first_name":"Alonso","middle_name":"H.","last_name":"Vera","name_suffix":"","institution":"Hughes Research Labs","department":""},{"first_name":"Julio","middle_name":"K.","last_name":"Rosenblatt","name_suffix":"","institution":"Hughes Research Labs","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33115/galley/24176/download/"}]},{"pk":33064,"title":"Diagram-based Problem Solving: Th e Case of an Impossible Problem","subtitle":null,"abstract":"Diagram-based problem solving is an activity in which subjects \nsolve problems that are specified in the form of diagrams. Since \nthe diagram contains critical information necessary for problem \nsolving, this is an activity that clearly requires reasoning with \nthe diagram. Recent research on diagrammatic reasoning has \nuncovered many interesting aspects of this process. One such \naspect that the authors have been exploring, by means of a set of \nverbal and gestural protocol analysis experiments, is the role of \nthe diagram in guiding the reasoning process. The trajectory of \nreasoning is revealed both by the intermediate hypotheses gen?erated, and by the shifts of focus induced from problem solving \nprotocols. In this paper w e focus on the protocols collected for \na particularly interesting problem, one whose solution is ar?rived at through a pair of contradictory inferences. W e derived \nthe reasoning trajectories of subjects by extracting the temporal \norder and spatial distribution of their intermediate hypotheses \nleading toward the final solution. These trajectories indicate \nthat the spatio-temporal order of hypotheses depend on more \nthan the device structure depicted in the diagram and inferred \ncausation of events from the diagram. W e propose that subjects \nemploy impUcit search strategies which together with their in?ternal goals to verify hypotheses and the need to replenish short \nterm memory influence their reasoning trajectories","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vh1z84r","frozenauthors":[{"first_name":"N.","middle_name":"Hari","last_name":"Narayanan","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Masaki","middle_name":"","last_name":"Suwa","name_suffix":"","institution":"Advanced Research Laboratory \nHitachi Ltd.","department":""},{"first_name":"Hiroshi","middle_name":"","last_name":"Motoda","name_suffix":"","institution":"Advanced Research Laboratory \nHitachi Ltd.","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33064/galley/24125/download/"}]},{"pk":33127,"title":"Discourse Processing in Situated Cognition: Learning through Tutorial Dialogue in Complex Domains","subtitle":null,"abstract":"is study set out to apply a model of situated discourse to analyze tutorial dialogue in a complex well-defined domain of problem solving in engineering. One tutor met individu?ally with three students to teach them to solve shear force and bending moments problems. The participants' discourse and actions were analyzed according to a situated discourse model. Quantitative analyses of the tutorial dialogue af?firmed that the constraints on situated discourse processing identified in the model predicted the propositional content and conversational functions of utterances produced by both the tutor and the students. Qualitative analysis of the concep?tual content of the tutor's dialogue for Problem 1 revealed several distinct types of situation models that constituted the meaning associated with the situated discourse and action. The students initially (Problem 1) received this information, their participation consisting mostly of observing, and par?ticipating in low-level algebraic procedures with tutorial guidance. Students' problem solving and dialogue on subse?quent problems (2 and 3) displayed their ability to solve problems with some tutorial assistance. These results dem?onstrate that analysis of tutorial dialogue from the standpoint of cognitive models of discourse processing can provide de?tailed information about the conceptual situation models in?volved, and the cognitive processes used by the participants.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0x33n52k","frozenauthors":[{"first_name":"Carl","middle_name":"H.","last_name":"Frederiksen","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Marguerite","middle_name":"","last_name":"Roy","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Denis","middle_name":"","last_name":"Bedard","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33127/galley/24188/download/"}]},{"pk":33162,"title":"Does Hypothesis-Instruction Improve Learning?","subtitle":null,"abstract":"Dual space models of problem solving (e.g., Simon & Lea, 1974; Klahr & Dunbar, 1988) assume that the problem space for a task consists of two spaces: an hypothesis space and an experiment space. In hypothesis space, hypotheses about rules governing the task are generated, which can then be tested in experiment space. However, experiment space can be searched by applying the operators even without knowledge about the task. W e predicted that people searching hypothesis space would learn more about the task. To test this claim, two experiments were performed in which subjects had to learn to control a system consisting of three input variables that had unknown links to three output variables. Subjects first explored the task, then they had to reach goal states for the output variables. In both experiments subjects were presented with an hypothesis about one of the links, which should foster search of hypothesis space. In Experiment 1, hypothesis instruction improved performance and we showed that it had a similar effect to a manipulation of goal specificity, suggesting that both factors improve learning by encouraging search in hypothesis space. In Experiment 2 subjects were given a correct hypothesis or an incorrect hypothesis. Both groups performed better than an appropriate control. Thus instructions that encourage hypothesis testing appear to improve learning in problem solving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/81k2n9h9","frozenauthors":[{"first_name":"Regina","middle_name":"","last_name":"Vollmeyer","name_suffix":"","institution":"Universitat Potsdam","department":""},{"first_name":"Bruce","middle_name":"D.","last_name":"Burns","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33162/galley/24222/download/"}]},{"pk":33164,"title":"Does Meta-space Theory Explain Insight?","subtitle":null,"abstract":"Previous computational theories of problem solving have not accounted for the occasional display of accelerated problem solving by humans working on conceptually hard problems. Researchers refer to this behavior as insight. Kaplan and Simon describe insight as the selection of a good representation of the problem by the problem solver. They propose a dual-state space theory, meta-space theory, to explain insight (lO^lan and Simon, 1990). W e show that meta-space theory is unfalsifiable. W e then show that the nature of meta-space theory makes it superfluous for the study of human problem solving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03m6g5vj","frozenauthors":[{"first_name":"David","middle_name":"F.","last_name":"Wolf","name_suffix":"","institution":"SUNY","department":""},{"first_name":"Jonathan","middle_name":"","last_name":"Beskin","name_suffix":"","institution":"Binghamton University","department":""},{"first_name":"Eric","middle_name":"","last_name":"Dietrich","name_suffix":"","institution":"Binghamton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33164/galley/24224/download/"}]},{"pk":33163,"title":"Domains , Knowledge Structures, and Integration Strategies","subtitle":null,"abstract":"A central issue in cognitive science is whether learning and processing constraints are particular to domains or whether they generalize across domains. In this paper the domain-generality of a particular type of constraint, linear separability, was examined. Prior research has found that decisions in the social domain are often consistent with linear separability but this is rarely true of decisions in the object domain. Two experiments were conducted to examine the generality of this result by using fiindamentally different types of social and object materials than have been used in previous research. In both experiments different integration strategies were observed in social and object domains, and as in prior research many more Summation sorts occurred with social materials. These results indicate that previous differences that have been observed between object and social domains generalize to very different types of object and social materials. At a general level the results indicate that the structure of knowledge varies with domain, and consequently it will be difficult to formulate domaingeneral constraints in terms of abstract structural properties such as linear separability.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8q0794s6","frozenauthors":[{"first_name":"William","middle_name":"D.","last_name":"Wattenmaker","name_suffix":"","institution":"Widener University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33163/galley/24223/download/"}]},{"pk":33057,"title":"Ecological Robotics: Controlling Behavior with Optical Flow","subtitle":null,"abstract":"There are striking parallels between ecological psychology \nand new trends in robotics and computer vision, particu?larly regarding how agents interact with the environment. \nW e present some ideas from ecological psychology, in?cluding control laws using optical flow, affordances and \naction modes, and describe our implementation of these \nconcepts in a small mobile robot which can avoid \nobstacles and play tag solely using optical flow. This \nwork ties in with those of others arguing for a \nmethodological approach in robotics which foregoes a cen?tral model/planner. Ecological psychology may not only \ncontribute to robotics, but robotic implementations in turn \nprovide a test bed for ecological principles and sources of \nideas which could be tested in animals and humans.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5d64q7c0","frozenauthors":[{"first_name":"Andrew","middle_name":"P.","last_name":"Duchon","name_suffix":"","institution":"Brown University","department":""},{"first_name":"William","middle_name":"H .","last_name":"Warren","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Leslie","middle_name":"Pack","last_name":"Kaelbling","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33057/galley/24118/download/"}]},{"pk":33073,"title":"Effects of Background on Subgoal Learning","subtitle":null,"abstract":"It is hypothesized that when a set of steps in an example solution are labeled, the label can serve as a cue to the learner to group those steps and to attempt to determine their purpose. The resulting subgoal that represents the steps' purpose can aid transfer to novel problems that involve the same subgoal but require new or modified steps to achieve it. The present experiment tested the label-asgrouping-cue hypothesis by examining transfer performance by learners with different math backgrounds who studied examples that used either no labels or labels that varied in meaningfulness. Learners with a stronger math background transferred equally well regardless of the meaningfulness of the label, and better than learners not receiving labels in their examples, while learners with weaker math backgrounds transferred successfully only when they studied examples using meaningful labels. This result is consistent with the claim that the presence of a label, rather that only its semantic content, can be sufficient to induce subgoal learning if the learner has sufficient background knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2482k4d5","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Catrambone","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33073/galley/24134/download/"}]},{"pk":33165,"title":"Effects of Category-Learning on Categorization An Analysis of Inference-Based and Classification-Based Learning","subtitle":null,"abstract":"It is widely acknowledged that categories have many functions, but few studies have actually addressed the impact of these functions on the way categories are learned. For instance, many categorization experiments predominantly rely on classification-based incremental learning. The problem with this approach is that it implicitly assumes that the function of categorization is separable from the way that categories are learned. In this study, we examined the relation between learning and the subsequent use of categories by contrasting three types of category-learning methods — inference-based, classification-based, and a combination of these methods. The results of the experiment indicate that there is an intricate relationship between category-learning and subsequent use of the category. The results further suggest that different processing modes may have been adopted by subjects in the different learning conditions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mj080dj","frozenauthors":[{"first_name":"Takashi","middle_name":"","last_name":"Yamauchi","name_suffix":"","institution":"Columbia University","department":""},{"first_name":"Arthur","middle_name":"B.","last_name":"Markman","name_suffix":"","institution":"Columbia University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33165/galley/24225/download/"}]},{"pk":36555,"title":"English: Our Official Language? by Bee Gallegos, Ed","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/09h6j4xr","frozenauthors":[{"first_name":"Danette","middle_name":"M.","last_name":"Paz","name_suffix":"","institution":"San Diego Unified School District","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36555/galley/27406/download/"}]},{"pk":36548,"title":"Ethics Meets Culture: Gray Areas in the Postsecondary ESL Classroom","subtitle":null,"abstract":"This paper advocates closer and more systematic attention to ethical issues which, because of the various cultural and religious backgrounds of ESL students, are particular to the field of ESL. Two broad sets of issues are discussed. The first set, responsibilities of faculty members, can be further subdivided into faculty-student interactions, and includes such topics as confidentiality, advice giving, political discussion, and tutoring. The second set, ethical systems in conflict, focuses on three areas: gift giving, plagiarism and cheating, and interaction with government and other outside institutions. Cautions are given regarding respecting cultural differences, understanding complicating factors such as gender and class, and acknowledging ambiguities in all ethical systems.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7140g0b7","frozenauthors":[{"first_name":"Stephanie","middle_name":"","last_name":"Vandrick","name_suffix":"","institution":"University of San Francisco","department":""},{"first_name":"Johnnie","middle_name":"Johnson","last_name":"Hafernik","name_suffix":"","institution":"University of San Francisco","department":""},{"first_name":"Dorothy","middle_name":"S.","last_name":"Messerschmitt","name_suffix":"","institution":"University of San Francisco","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36548/galley/27399/download/"}]},{"pk":33138,"title":"Evidence for Explanatory Patterns in Evolutionary Biology","subtitle":null,"abstract":"Students' naive conceptions of natural phenomena have been analogized to scientific theories. This theory view does not account for the instability and inconsistency of students' explanations. A n alternative is the schema view according to which students construct explanations by instantiating explanatory patterns acquired in previous learning. In two previous studies eight explanatory schemas for evolutionary change were identified through content analysis of students' explanations. It was hypothesized that if the schemas have cognitive reality, data from explanation tasks ought be consistent with data from recognition tasks. In this study students were asked to sort 24 explanations that exemplified the eight different schemas in three different ways. A hierarchical cluster analysis shows that half of the students recognized five schemas and merged the remaining ones into one broader explanatory pattem, giving partial support for the schema view. ImpHcations of the schema view for the learning of scientific ideas are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2cs8q4qv","frozenauthors":[{"first_name":"Jorge","middle_name":"F.","last_name":"Larreamendy-Joerns","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Stellan","middle_name":"","last_name":"Ohisson","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33138/galley/24199/download/"}]},{"pk":33036,"title":"Evidence for Subitizing as a Stimulus-Limited Processing Phenomenon","subtitle":null,"abstract":"We present an experiment where subject's subitizing \nperformance for linear dot arrays was analyzed using \nDifferential Time Accuracy Functions. This technique uses \naccuracy and reaction time data to decompose overall \nresponse latency into stimulus-limited and post-stimulus \nprocessing. Our results show that subitizing is a phenomenon \nproduced by the effects of increased numerosity on stimulus?limited processes alone. They also suggest that the familiar \nguessing strategy for the largest arrays in reaction time \nmeasures of subitizing results from a reduction in post?stimulus processing. Subjects appear to extract the perceptual \ncharacteristics of all arrays but presumably fail for the largest \nand therefore default to guessing. Existing theories of \nsubitizing are evaluated in light of these results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2wq3s4b8","frozenauthors":[{"first_name":"Tony","middle_name":"J.","last_name":"Simon","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Angel","middle_name":"","last_name":"Cabrera","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33036/galley/24098/download/"}]},{"pk":33075,"title":"Explanation and Evidence in Informal Reasoning","subtitle":null,"abstract":"planation and evidence play important and non?interchangeable roles in argument. However, previous \nresearch has shown that subjects often confuse explanation \nand evidence (Kuhn, 1991). This study investigates the \ncircumstances under which this confusion occurs. In \nExperiment 1, subjects generated arguments about issues of \npopular interest such as problems in schools and drug \nabuse. In Experiments 2 and 3, subjects rated the strength \nof evidence presented to them. The results of the protocol \nanalyses and ratings tasks suggest that subjects tend to \noverestimate the strength of explanations when they lack \nsufficient knowledge of the domain or when they are unable \nto generate alternatives to the hypotheses presented to \nthem. W e consider reasons why relying on explanations in \nthese circumstances might be a valuable heuristic","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4409v48v","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Brem","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lance","middle_name":"J.","last_name":"Rips","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33075/galley/24136/download/"}]},{"pk":33133,"title":"Exploring the Continuum of Unit Size in World Identification","subtitle":null,"abstract":"Connecionist approaches to word recognition suggest thai the units of word identification are not part of a fixed architecture, but emerge through extracting co-occurrence regularities. One implication of this idea is that unit-status, and the size of units, may be a matter of degree. This paper investigates the possible unit status of common word collocations, such as adjective-noun pairs {nexi step, large pari) and verb-preposition combinations (look out, appear in). On analogy to the pseudo-words used in word superiority experiments, I contrasted letter detection in near-collocations {next stem, barge part) and random pairs (next role, power part) with performance on collocations (which had been defined as frequent combinations in a printed corpus). Although letter detection for collocations was not better than single words, detection was impaired for random pairs relative to single words and collocations. Near-collocations had a paradoxical effect that was only partially anticipated: an enhancing effect when letter targets were in the first word, and an inhibiting effect when targets were in the second word. Because reaction times were 400msec slower in the latter case, it was inferred that the nearcollocations have a time-dependent effect, one of initial activation of neighbors, followed by inhibition","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0k54b019","frozenauthors":[{"first_name":"Catherine","middle_name":"L.","last_name":"Harris","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33133/galley/24194/download/"}]},{"pk":33135,"title":"Exploring the Variety and Use of Punctuation","subtitle":null,"abstract":"Several studies have indicated that NLP could benefit from the inclusion of a treatment of punctuation. The main impediment to the construction of any such implementation is that there no theory of punctuation upon which to base it. More basically, little is currently known about just what punctuation marks exist, how much they are used, and how they interact with each other This study aims to answer these basic questions through the analysis of a very large corpus, and some suggestions are made for the formulation of a theory of punctuation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9k3737dd","frozenauthors":[{"first_name":"Bernard","middle_name":"","last_name":"Jones","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33135/galley/24196/download/"}]},{"pk":33033,"title":"Eye Movements Accompanying Language and Action in a Visual Context: Evidence Against Modularity","subtitle":null,"abstract":"is commonly assumed that as a spoken linguistic \nmessage unfolds over time, it is initially processed by \nmodules that are encapsulated from information provided \nby other perceptual and cognitive systems. W e were able \nto observe the effects of relevant visual context on the \nrapid mental processes that accompany spoken language \ncomprehension by recording eye movements using a \nhead-mounted eye-tracking system while subjects \nfollowed instructions to manipulate real objects. Under \nconditions that approximate an ordinary language \nenvironment, incorporating goal-directed action, the \nvisual context influenced spoken word recognition and \nmediated syntactic processing, even during the earliest \nmoments of language processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rt1h12f","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Spivey-Knowlton","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Michael","middle_name":"","last_name":"Tanenhaus","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Kathleen","middle_name":"","last_name":"Eberhard","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Julie","middle_name":"","last_name":"Sedivy","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33033/galley/24095/download/"}]},{"pk":33132,"title":"Frequency, Competition and Lexical Representation","subtitle":null,"abstract":"An important issue in recent work on lexical representation is whether inflected past tense forms are represented as single units or in morphologically decomposed form, and whether this varies according to the regulartity of the fonns involved. W e investigated this by looking at competitor effects between homophonic past tense forms (paced/paste, made/maid) where we varied the relative frequencies of the past tense form and its homophonic competitor. In particular, if regular forms are represented in morphologicaly decomposed form, as is widely argued, and irregular forms are listed as single units, this should lead to contrasting effects. To investigate this we used two tasks - writing to dictation and cross modal priming to compare frequency effects for regular and irregular forms. The results for both type of experiment were highly consistent, showing parallel effects of frequency for both regular and irregular forms. W e discuss the implications of this for claims about the lexical representation of morphologically complex forms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/90d2m9w9","frozenauthors":[{"first_name":"Mary","middle_name":"","last_name":"Hare","name_suffix":"","institution":"UC San Diego","department":""},{"first_name":"Lianne","middle_name":"","last_name":"Older","name_suffix":"","institution":"Birkbeck College","department":""},{"first_name":"Michael","middle_name":"","last_name":"Ford","name_suffix":"","institution":"Birkbeck College","department":""},{"first_name":"William","middle_name":"","last_name":"Marslen-Wilson","name_suffix":"","institution":"Birkbeck College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33132/galley/24193/download/"}]},{"pk":33161,"title":"Gestalt Principles and Parallel Constraint Satisfaction Processes: The Parallels","subtitle":null,"abstract":"This paper examines the tremendous similarities between the Parallel Constraint Satisfaction Processes that are a central part of many connectionist models and the Gestalt principles that played a central role in the history of Psychology. Gestalt Psychology played a major role in a number of areas in psychology, such as perception, reasoning and problem solving, causal reasoning, and many key aspects of social psychology, such as social perception, group interaction, and belief consistency. Many of the key assumptions of Gestalt Psychology have resurfaced in recent connectionist models. W e propose that Parallel Constraint Satisfaction Processes provide a computational implementation of many of the central principles of Gestalt Psychology. In this paper we discuss the clear parallels between each of five key assumptions of Gestalt Psychology and aspects of Parallel Constraint Satisfaction Processes. The five assumptions we examine are: (1) psychological processing can be treated as interactions in fields of forces, (2) psychological processing is holistic, (3) the whole is greater than the sum its parts, (4) the importance of the structure of cognitive elements; how things are connected and related, and (5) the emphasis on cognitive dynamics, and such concepts as change, equilibrium, and tension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6kh6s8w7","frozenauthors":[{"first_name":"Eric","middle_name":"J.","last_name":"Vanman","name_suffix":"","institution":"University of Southern California Los Angeles","department":""},{"first_name":"Stephen","middle_name":"J.","last_name":"Read","name_suffix":"","institution":"University of Southern California Los Angeles","department":""},{"first_name":"Lynn","middle_name":"C.","last_name":"Miller","name_suffix":"","institution":"University of Southern California Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33161/galley/24221/download/"}]},{"pk":33096,"title":"Gestures Reveal Mental Models of Discrete and Continuous Change","subtitle":null,"abstract":"In studies of analogical transfer, subjects sometimes fail to \nrecognize that problems are structurally isomorphic \nbecause of differences in the problems' content. One \npotential explanation for this finding is that differences in \ncontent lead subjects to infer that the problems have \ndifferent structures. This interpretation would be supported \nby evidence that subjects construct differing mental models \nfor structurally isomorphic problems. In this study, we \nshow that subjects' gestures reveal their mental models of \nproblems that involve discrete and continuous change. \nFour subjects talked out loud as they solved a set of four \nproblems that involved constant change. All subjects \nproduced gestures as they spoke, and their gestures revealed \nboth continuous and discrete mental models of the manner \nof constant change. O n problems constructed to evoke \nmental models of continuous change, subjects tended to \nproduce gestures that incorporated smooth, continuous \nmotions. O n problems constructed to evoke mental models \nof discrete, incremental change, subjects tended to produce \ngestures that incorporated repeated, sequential, discrete \nmotions. Subjects' gestures sometimes provided more \nexplicit cues to their mental models than did their speech. \nThe results indicate that subjects sometimes constructed \ndiffering mental models for structurally analogous \nproblems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47w6z6qm","frozenauthors":[{"first_name":"Martha","middle_name":"Wagner","last_name":"Allbali","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Miriam","middle_name":"","last_name":"Bassok","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Karen","middle_name":"L.","last_name":"Olseth","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Sharon","middle_name":"","last_name":"Syc","name_suffix":"","institution":"Northeastern Illinois State University","department":""},{"first_name":"Susan","middle_name":"","last_name":"Goldin-Meadow","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33096/galley/24157/download/"}]},{"pk":36546,"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/75f2d4xc","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":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36546/galley/27397/download/"}]},{"pk":36551,"title":"Her Rightful Place","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/97m5w547","frozenauthors":[{"first_name":"Raymond","middle_name":"","last_name":"Devenney","name_suffix":"","institution":"Bell Multicultural High School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36551/galley/27402/download/"}]},{"pk":33071,"title":"How Misconceptions Affect Formal Physics Problem Solving: Model-Based Predictions and Empirical Observations","subtitle":null,"abstract":"One important finding in physics education is that very often \nstudents enter physics courses with misconceptions about the \ndomain. A n often raised, but hardly ever thoroughly investigated question is whether and how students' misconceptions \nin physics come into play in solving formal textbook problems \nwhich ask for a precise quantitative solution. W e developed a \ncognitive computer model of the role qualitative physics \nknowledge plays in formal physics problem solving. O n the \nbasis of the model it cannot only be hypothesized where misconceptions might come into play during formal physics problem solving, but also which correct qualitative physics \nknowledge should be applied instead in order to guide the use \nof quantitative physics knowledge efficiently and successfully. \nIn particular, the model predicts that the application of misconceptions prevents the results of qualitative problem analyses from being exploited to construct additionally required \nformal, quantitative physics knowledge. A n empirical investigation confirmed that misconceptions frequently affect formal \nphysics problem solving in the way predicted by the model. \nCommonly, subjects who applied misconceptions during problem solving reached an impasse when they tried to express the \nresults of their qualitative problem analyses in quantitative \nterms. Most of the subjects were not able to resolve such an \nimpasse successfully.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6mp2p4dp","frozenauthors":[{"first_name":"Rolf","middle_name":"","last_name":"Ploetzner","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33071/galley/24132/download/"}]},{"pk":33154,"title":"How People Reason about Temporal Relations","subtitle":null,"abstract":"The paper describes a theory of temporal reasoning and its implementation in a computer program. The theory postulates that individuals construct mental models, and it predicts that inferences that call for only one model to be constructed, such as: a happens before b. b happens before c. d happens while b. e happens while c. What is the temporal relation between d and e? will be easier than those that call for multiple models, such as a problem identical to the previous one except for its first premise: a happens before c. Experiment 1 showed that subjects were faster and more accurate with one-model problems than with multiple-model problems. They look more time to read a premise leading to multiple models than the corresponding premise in a one-model problem. Experiment 2 showed that if the question came first and was presented with all the premises, then subjects can ignore an irrelevant premise. As predicted, the difference between one-model and multiple-model problems with valid conclusions then disappeared. Experiment 3 showed that the size of a model, i.e., the number of events in it, and the distance apart of the critical events, also affected performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/50v048q1","frozenauthors":[{"first_name":"Walter","middle_name":"","last_name":"Schaeken","name_suffix":"","institution":"Department of Psychology Tiensestraat","department":""},{"first_name":"Philip","middle_name":"N.","last_name":"Johnson-Laird","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33154/galley/24215/download/"}]},{"pk":36560,"title":"How To Be a More Successful Language Learner: Toward Learner Autonomy (2nd ed.) by Joan Rubin and Irene Thompson","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/67m515b5","frozenauthors":[{"first_name":"Joan","middle_name":"R.","last_name":"Stein","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36560/galley/27411/download/"}]},{"pk":33094,"title":"How to Make the Impossible Seem Probable","subtitle":null,"abstract":"The mental model theory postulates that reasoners build \nmodels of the situations described in premises. A \nconclusion is possible if it occurs in at least one model; it \nis probable if occurs in most models; and it is necessary if \nit occurs in all models. The theory also postulates that \nreasoners represent as much information as possible in \nimplicit models. Experiment 1 showed that, as predicted, \nconclusions about possible situations tend to correspond \nto explicit models rather than to implicit models. \nExperiment 2 yielded a discovery: there are illusory \ninferences with conclusions that seem plausible but that are \nin reality gross errors. In such cases, as the model theory \npredicts, subjects judge as the more probable of two events \none that is impossible. For example, given that only one \nof the following two assertions is true: \nThere is a king or an ace in the hand, or both. \nThere is a queen or an ace in the hand, or both. \nsubjects judge that the ace is more likely to be in the hand \nthan the king. In fact, it is impossible for an ace to be in \nthe hand.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/04q814bm","frozenauthors":[{"first_name":"Philip","middle_name":"N.","last_name":"Johnson-Laird","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Fabien","middle_name":"","last_name":"Savary","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33094/galley/24155/download/"}]},{"pk":33080,"title":"Implicit Learning in the Presence of Multiple Cues","subtitle":null,"abstract":"Is implicit learning an independent and automatic process? In \nthis paper, ! attempt to answer this question by exploring \nwhether implicit learning occurs even despite the availability \nof more reliable explicit information about the material to be \nlearnt. I report on a series of experiments during which \nsubjects performed a sequential choice reaction task. On each \ntrial subjects were exposed to a stimulus and to a cue of \nvarymg validity which, when valid, indicated where the next \nstimulus would appear. Subjects could therefore optimize their \nperformance either by implicitly encoding the sequential \nconstraints contained in the material or by explicitly relying on \nthe information conveyed by the cue. Some theories predict \nthat implicit learning does not rely on the same processing \nresources as involved in explicit learning. Such theories would \nthus predict that sensitivity to sequential constraints should not \nbe aftectcd by the presence of reliable explicit information \nabout sequence structure. Other theories, by contrast, would \npredict that implicit learning would not occur in such cases. \nThe results suggest that the former theories arc correct. I also \ndescribe preliminary simulation work meant to enable the \nimplications of these contrasting theories to be explored.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6124g9tq","frozenauthors":[{"first_name":"Axel","middle_name":"","last_name":"Cleermans","name_suffix":"","institution":"Universite Libre de Bruxelles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33080/galley/24141/download/"}]},{"pk":33110,"title":"Incorporating Real-Time Rando m Time Effects in Neural Networks: A Temporal Summation Mechanism","subtitle":null,"abstract":"Implementing random time effects in neural networks has \nbeen a challenge for neural network researchers. In this \npaper, we propose a neurophysiologically inspired temporal \nsummation mechanism to reflect real-time random dynamic \nprocessing in neural networks. According to the physiology \nof neuronal firing, a presynaptic neuron sends out a burst of \nrandom spikes to a postsynaptic neuron. In the postsynaptic \nneuron, spikes arriving at different points in time are summed \nuntil the postsynaptic membrane potential exceeds a \nthreshold, thus initiating postsynaptic firing. This temporal \nsummation process can be used as a metric for deriving time \npredictions in neural networks. To demonstrate potential \napplications of temporal summation, we have employed a \nfeedforward, two-layer network featuring a Hebbian learning \nrule to perform simulations using the semantic priming \nexperimental paradigm. W e are able to successfully \nreproduce not only the basic patterns of observed response \ntime data (e.g., positively skewed response time distributions \nand speed-accuracy trade-offs) but also the semantic priming \neffect and the time-course of priming as a function of \nstimulus-onset-asynchrony. These results suggest that the \nproposed temporal summation mechanism may be a \npromising candidate for incorporating real-time, random time \neffects into neural network modeling of human cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5d75b3xm","frozenauthors":[{"first_name":"Cheongtag","middle_name":"","last_name":"Kim","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"In","middle_name":"Jae","last_name":"Myung","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33110/galley/24171/download/"}]},{"pk":33083,"title":"Indirect Speech Acts and Politeness: A Computational Approach","subtitle":null,"abstract":"This paper describes a framework for the representation \nand interpretation of indirect speech acts, relating them \nto the politeness phenomenon, with particular attention \nto the Ccise of requests. The speech acts are represented \nas actions of a plcm hbreiry 2ind are activated on the \nbasis of the presence of syntactic and semeintic information in the linguistic form of the input utterance. The \nspeech act cuicdyzer receives in input the senicintic representation of the input sentence and uses the politeness \nindicators to chmb up the decomposition and generalization hierarchies of acts encoded in the librciry. During \nthis process, it eliminates the indicators and collects the \nnegated presuppositions (represented cis effects of the indirect speech act) that characterize the politeness forms. \nSome cycHc paths in the hierarchy allow the system to \ncope with complex sentences including nested politeness \nindicators. In the proper places of the hierarchy the semantic representation of the input sentence is converted \ninto a domain action in order to start-up, when needed, \nthe domsiin-level plan recognition process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8ng5z3g0","frozenauthors":[{"first_name":"Liliana","middle_name":"","last_name":"Ardissono","name_suffix":"","institution":"Universita di Torino","department":""},{"first_name":"Guido","middle_name":"","last_name":"Boella","name_suffix":"","institution":"Universita di Torino","department":""},{"first_name":"Leonardo","middle_name":"","last_name":"Lesmo","name_suffix":"","institution":"Universita di Torino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33083/galley/24144/download/"}]},{"pk":33068,"title":"Inducing a Grammar Without an Explicit Teacher: Incremental Distributed Prediction Feedback","subtitle":null,"abstract":"A primary problem for a child learning her first language \nis that her ungrammatical utterances are rarely explicitly \ncorrected. It has been argued that this dearth of negative \nevidence regarding the child's grammatical hypotheses \nmakes it impossible for the child to induce the grammar of \nthe language without substantial innate knowledge of \nsome universal principles common to all natural \ngrammars. However, recent connectionist models of \nlanguage acquisition have employed a learning technique \nthat circumvents the negative evidence problem. \nMoreover, this learning strategy is not limited to strictly \nconnectionist architectures. What we call Incremental \nDistributed Prediction Feedback refers to when the learner \nsimply listens to utterances in its environment and makes \ninternal predictions on-line as to what elements of the \ngrammar are more or less likely to immediately follow the \ncurrent input. Once that subsequent input is received, \nthose prediction contingencies (essentially, transitional \nprobabilities) are slightly adjusted accordingly. \nSimulations with artificial grammars demonstrate that this \nlearning strategy is faster and more realistic than \ndepending on infrequent negative feedback to \nungrammatical output Incremental Distributed Prediction \nFeedback allows the learner to produce its own negative \nevidence from positive examples of the language by \ncomparing incrementally predicted input with actual input.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4d70s753","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Spivey-Knowlton","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Jenny","middle_name":"R .","last_name":"Saffran","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33068/galley/24129/download/"}]},{"pk":33129,"title":"Informal Reasoning and Literary Expertise","subtitle":null,"abstract":"his paper presents a psychological investigation of the informal reasoning of literary experts and students as they describe a fictional narrative. The literary situation is viewed as a communicative relation between readers and writers mediated by written text. This investigation used a task of text description and applied an explicit two-stage cognitive model of literary communication to analyze the readers' verbal protocols in terms of discursive patterns and reasoning strategies. Findings suggest that the model of the communicative context which literary experts construct for their reading is instrumental in their reasoning about the text. Students it seems are ambivalent about the author?text relationship","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52831957","frozenauthors":[{"first_name":"Barbara","middle_name":"","last_name":"Graves","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33129/galley/24190/download/"}]},{"pk":33076,"title":"Integration of Anomalous Data in Multicausal Explanations","subtitle":null,"abstract":"This paper describes and evaluates a computational model of \nanomalous data integration. This model makes use of three \nfactors: entrenchment of the current theory (the amount of data \nexplained), the relative probability of the contradictory explanations (based on conditional probabilities as part of the \ndomain-knowledge), and the availability of alternative explanations based on learning. In an experimental study we found \nthat the enu-enchment of a theory and the availability and likelihood of an alternative explanation influenced solution speed \nand the correctness of inferred causal explanations. However, \nin detail, the single levels of both factors were not cleariy distinguishable and did not follow the predictions. These findings \nsuggest that entrenchment itself is not a major factor in determining the difficulty of a task. Instead, we hypothesize that \ntask difficulty is dominated by a person's ability to construct \nan alternative explanation of a given situation, a factor that is \nonly indirectly related to entrenchment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5q32q8bn","frozenauthors":[{"first_name":"Josef","middle_name":"","last_name":"Krems","name_suffix":"","institution":"University of Regensburg","department":""},{"first_name":"Todd","middle_name":"R.","last_name":"Johnson","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33076/galley/24137/download/"}]},{"pk":33046,"title":"Is Cognitive Science Truly Interdisciplinary?: The Case of Interdisciplinary Collaborations","subtitle":null,"abstract":"The field of cognitive science is inherently multi?disciplinary. However, it is unclear to what extent truly \ninterdisciplinary work occurs in cognitive science. That is, \nis cognitive science merely a collection of researchers from \ndifferent disciplines working separately on commo n \nproblems? Data gathered from a recent cognitive science \nconference are presented. Interestingly, a significant \nproportion of interdisciplinary collaborations were found. \nAnalyses were also conducted on the impact of same vs. \ndifferent backgrounds on the structure of collaborations, \nand It was found that interdisciplinary collaborations \ninvolved more equally distributed contributions among the \nauthors than did intradisciplinary collaborations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2r510042","frozenauthors":[{"first_name":"Christian","middle_name":"D.","last_name":"Schunn","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Kevin","middle_name":"","last_name":"Crowley","name_suffix":"","institution":"University of California, Santa Cruz","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33046/galley/24108/download/"}]},{"pk":33125,"title":"Learning New Spatially-Oriented Game-Playing Agents through Experience","subtitle":null,"abstract":"As they gain expertise in problem solving, people increasingly rely on patterns and spatially-oriented reasoning. This paper describes the integration of an associative visual pattern classifier and the automated acquisition of new, spatially-oriented reasoning agents that simulate such behavior. They are incorporated into a game-learning program whose architecture robustly combines agents with conflicting perspectives. When tested on three games, the visual pattern classifier leams meaningful patterns, and the pattern-based, spatially-oriented agents generalized fi-om these patterns are generally correct. The trustworthiness and relevance of these agents are confirmed with an algorithm that measures the accuracy of the contribution of each agent to the decision-making process. Much of the knowledge encapsulated by the correct new agents was previously inexpressible in the program's representation and in some cases is not readily deducible from the rules.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0685q0wx","frozenauthors":[{"first_name":"Susan","middle_name":"L.","last_name":"Epstein","name_suffix":"","institution":"The City University of New York","department":""},{"first_name":"Jack","middle_name":"","last_name":"Gelfand","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33125/galley/24186/download/"}]},{"pk":33134,"title":"Learning Sets of Related Concepts : A Shared Task Model","subtitle":null,"abstract":"We investigate learning a set of causally related concepts from examples. W e show that human subjects make fewer errors and learn more rapidly when the set of concepts is logically consistent. W e compare the results of these subjects to subjects learning equivalent concepts that share sets of relevant features, but are not logically consistent. W e present a shared-task neural network model simulation of the psychological experimentation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4th4q43w","frozenauthors":[{"first_name":"Tim","middle_name":"","last_name":"Hume","name_suffix":"","institution":"University of California, Irvine","department":""},{"first_name":"Michael","middle_name":"J.","last_name":"Pazzani","name_suffix":"","institution":"University of California, Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33134/galley/24195/download/"}]},{"pk":33139,"title":"Learning Statistics Through Exemplars","subtitle":null,"abstract":"This paper implements recent proposals for enhancing the learning of mathematics by developing statistics instruction and assessment for eighth grade students that c^italizes on the use of exemplars. The goal of instruction was for small groups to learn about statistics by engaging in hands-on activities as well as to ^ply their knowledge and skills by creating statistics projects tfiat involved designing, conducting, and presenting a mini-experimeni. Performance criteria which reflected the statistical concepts taught in the instruction were explained to students to ensure their understanding of the task (i.e., project). Groups were assigned to two treatments-exemplars and nonexemplars?Av'hich differed in the degree to which criteria modeled the processes of hypothesis generation, data collection, data analysis, and graphic representation. The effectiveness of elaborating on criteria through examples and text (i.e., exemplars) or just text (i.e., nonexemplars) for enhancing learning was examined. Both treatments demonstrated significant performance gains from pretest to posttest. However, students' understanding of representative sampling was significantly better as a result of receiving the exemplars treatment than the nonexemplars treatment. Making criteria more elaborate through examples of performance can thus enhance students' understanding of more abstfact statistical concepts such as sampling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38t3q0x2","frozenauthors":[{"first_name":"Nancy","middle_name":"C.","last_name":"Lavigne","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Susanne","middle_name":"P.","last_name":"Lajoie","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33139/galley/24200/download/"}]},{"pk":33112,"title":"Learning to count without a counter : A case study of dynamics and activation landscapes in recurrent networks","subtitle":null,"abstract":"The broad context of this study is the investigation of the nature of computation in recurrent networks (RNs). The cur?rent study has two parts. The first is to show that a R N can solve a problem that we take to be of interest (a counting task), and the second is to use the solution as a platform for develop?ing a more general understanding of RN s as computational mechanisms. W e begin by presenting the empirical results of training RN s on the counting task. The task {a b ) is the sim?plest possible grammar that requires a PD A or counter A R N was trained to predict the deterministic elements in sequences of the form a\"b\" * where n=l to 12. After training, it general?ized to n=18. Contrary to our expectations, on analyzing the hidden unit dynamics, we find no evidence of units acting like counters. Instead, we find an oscillator W e then explore the possible range of behaviors of oscillators using iterated maps and in the second part of the paper we describe the use of iter?ated maps for understanding R N mechanisms in terms of \"activation landscapes\". This analysis leads to used an under?standing of the behavior of network generated in the simula?tion study.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8mm1t679","frozenauthors":[{"first_name":"Janet","middle_name":"","last_name":"Wiles","name_suffix":"","institution":"University of Queensland","department":""},{"first_name":"Jeff","middle_name":"","last_name":"Elman","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33112/galley/24173/download/"}]},{"pk":33070,"title":"Lexical Change as Nonlinear Interpolation","subtitle":null,"abstract":"Current, rule-based theories of grammar do not provide much \ninsight into how languages can develop new behaviors over \ntime. Yet, textual data indicate that languages usually evolve \nnew grammatical patterns by gradually extending existing ones. \nI show how a grammar model that is sensitive to prototype structure can model innovation as a process of extrapolation along \nsalient dimensions of the category clusters. A Connectionist network provides a usefully interpretable implementation. \nConfirming evidence comes from a study of the development \nof English be going to as a marker of future tense.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2gk3z9p0","frozenauthors":[{"first_name":"Whitney","middle_name":"","last_name":"Tabor","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33070/galley/24131/download/"}]},{"pk":36547,"title":"Listening to Marisol: Groupwork in a Sheltered High School Classroom","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0922r9r5","frozenauthors":[{"first_name":"Myron","middle_name":"","last_name":"Berkman","name_suffix":"","institution":"Mission High School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36547/galley/27398/download/"}]},{"pk":33074,"title":"Making Heads or Tails out of Selecting Problem-Solving Strategies","subtitle":null,"abstract":"When solvers have more than one strategy available for a \ngiven problem, they must make a selection. As they select \nand use different strategies, solvers can learn the strengths \nand weaknesses of each. W e study how solvers learn about \nthe relative success rates of two strategies in the Building \nSticks Task and what influence this learning has on later \nstrategy selections. A theory of how people learn from and \nmake such selections in an adaptive way is part of the ACT-R \narchitecture (Anderson, 1993). W e develop a computational \nmodel within ACT- R that predicts individual subjects' \nselections based on their histories of success and failure. The \nmodel fits the selection behavior of two subgroups of \nsubjects: those who select each strategy according to its \nprobability of success and those who select the more \nsuccessful strategy exclusively. W e relate these results to \nprobability matching, a robust finding in the probability?learning literature that occurs when people select a response \n(e.g., guess heads vs. tails) a proportion of the time equal to \nthe probability that the corresponding event occurs (e.g., the \ncoin comes up heads vs. tails).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0x63m8xs","frozenauthors":[{"first_name":"Marsha","middle_name":"C.","last_name":"Lovett","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33074/galley/24135/download/"}]},{"pk":33056,"title":"Mandatory scale perception promotes flexible scene categorizations","subtitle":null,"abstract":"fficient categorizations of complex stimuli require \neffective encodings of their distinctive properties. In the \nobject recognition literature, scene categorization is often \npictured as the ultimate result of a progressive \nreconstruction of the input scene from precise local \nmeasurements such as boundary edges. However, even \ncomplex recognition tasks do not systematically require a \ncomplete reconstruction of the input from detailed \nmeasurements. It is well established that perception filters \nthe input at multiple spatial scales, each of which could \nserve as a basis of stimulus encoding. Whe n \ncategorization operates in a space defined with multiple \nscales, the requirement of finding diagnostic information \ncould change the scale of stimulus encoding. In Schyns \nand Oliva (1994), we showed that very fast categorizations \nencoded coarse information before fine information. This \npaper investigates the influence of categorization on \nstimulus encodings at different spatial scales. The first \nexperiment tested whether the expectation of finding \ndiagnostic information at a particular scale influenced the \nselection of this scale for preferred encoding of the input. \nThe second experiment investigated whether the multiple \nscales of a scene were processed independently, or whether \nthey cooperated (perceptually or categorically) in the \nrecognition of the scene. Results suggest that even though \nscale perception is mandatory, the scale of stimulus \nencoding is flexibly adjusted to categorization \nrequirements.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5840k83v","frozenauthors":[{"first_name":"Aude","middle_name":"","last_name":"Oliva","name_suffix":"","institution":"Institut National Polytechnique de Grenoble","department":""},{"first_name":"Philippe","middle_name":"G .","last_name":"Schyns","name_suffix":"","institution":"Montreal University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33056/galley/24117/download/"}]},{"pk":33050,"title":"Material Object Transfer and Communication of Ideas: Analogy of Naive Theories and its Linguistic Manifestation","subtitle":null,"abstract":"Analogies between material object exchange and communication \nabound in figures of speech, e.g. \"exchange of ideas\" But, as \ntransfer of information entails no loss of it to the donor, the \nobvious analogy fails. To explicate, I consider first a formal, \nminimal naive theory OT M of object location/possession and \ntransfer. Failure of the obvious analogy translates as absence of \nany intuitable model of communication related to OT M by an \nisomorphism which maps people (\"possessors\") to people, and \nobjects (\"possessions\") to ideas (\"propositions\", \"infons\"). \nIsomorphisms to a counterintuitive model MC M of \ncommunication and belief are, however, exhibited which map \nobjects to people (\"believers\") and persons to ideas. Under the \ninterpretation appropriate to MCM , the schemata of crucial \npostulates of OT M instantiate to epistemic instances of the Laws \nof Contradiction and Excluded Middle. MC M features \ncomplementary ideas which, as it were, appropriate or lose \nadherents. Empirical instantiations of this apparently \ncounterintuitive theory are shown to occur in the lexicologies and \nideologies of possession by ideas (and, perhaps, by their yet more \nanthropomorphic spirit avatars) and in the grammar of expressions \nfor a change of mind. Thematic role structure, relations to \n\"middle' constructions and, briefly, use in verbal action are \ndiscussed. I conclude that the mental leap reflected in the linguistic \ndata warrants use of moderately formal tools to investigate open \nclass lexica of natural languages for underiying theories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/89d3z36s","frozenauthors":[{"first_name":"Arthur","middle_name":"","last_name":"Merin","name_suffix":"","institution":"University of Stuttgart","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33050/galley/24112/download/"}]},{"pk":33153,"title":"Mental Models and Rule Rephrasing","subtitle":null,"abstract":"An experiment is reported which uses a rephrasing task to investigate factors affecting the formation of initial mental models. It was found that both the syntax and the thematic content of the rule affect the initial model set^ formed: the syntax determines the form of the initial model set and the semantics add to this initial set through the representation of subjects' prior knowledge about the situation in question. Specifically, causal content invokes general knowledge about causal relationships which leads to the addition of models representing counterfactual situations in the initial model set. In comparison, familiar content invokes specific knowledge which leads to the completion of existing models in the initial set. Thus, our experiment enables an extension of mental models to be made that accounts for the diffoential effects of general and specific prior knowledge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fz2k3gb","frozenauthors":[{"first_name":"Juliet","middle_name":"","last_name":"Richardson","name_suffix":"","institution":"Lancaster University","department":""},{"first_name":"Thomas","middle_name":"C.","last_name":"Ormerod","name_suffix":"","institution":"Lancaster University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33153/galley/24214/download/"}]},{"pk":33113,"title":"Mere exposure effects - Merely total activation?","subtitle":null,"abstract":"The mere exposure effect, in which subjects prefer items they \nhave previously been exposed to over unexposed items, is \nexplained as the effect of competitive learning in a \nconnectionist network. This type of unsupervised learning \nwill cause the network to respond more strongly to patterns on \nwhich it has been trained. If it is assumed that positive affect \nis proportional to total activation, then the mere exposure \neffect is a direct consequence of this process. The addition of \na habituation rule, with a dishabituating recovery element, can \nalso explain factors which reduce or enhance the effect. \nThese include the effect of exposure count, display \npresentation sequence, the complexity of the patterns, the \neffect of a delay after presentation, and finally, the effects of \nvarying exposure duration. In the case of this last factor, in \naddition to showing that very short exposure durations can \nenhance the effect, the model reveals why it may be possible \nto respond positively to a stimulus that one cannot recall \nperceiving.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32x632h6","frozenauthors":[{"first_name":"Bruce","middle_name":"F.","last_name":"Katz","name_suffix":"","institution":"University of Sussex","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33113/galley/24174/download/"}]},{"pk":33040,"title":"Meta-Cognitive Attention: Reasoning about Strategy Selection","subtitle":null,"abstract":"Both human learners and Case-Based Reasoning systems have \napplied metacognitive strategies such as self-questioning to \nimprove the learning process. Whereas case-based reasoning \nsystems do not allocate attention to reasoning strategies in \norder to facilitate strategy selection, previous work on attention in human thinking has focused on the selection of domain \nobjects. We describe a computational model of metacognitive \nattention which integrates metacognitve approaches in case based reasoning with the concept of attention which is applied \nto the reasoning process itself. An example of our implementation, lULJAN, will illustrate the process of allocating metacognitive attention","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2xd0q05h","frozenauthors":[{"first_name":"Ruediger","middle_name":"","last_name":"Oehlmann","name_suffix":"","institution":"University of Aberdeen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33040/galley/24102/download/"}]},{"pk":33119,"title":"Model-Based Indexing and Index Learning in Analogical Design","subtitle":null,"abstract":"Analogical reasoning is the process of retrieving knowledge of a familiar problem (source analog) similar to the current problem (target) and transferring that knowledge to solve the problem. The power of an analogical reasoner thus comes in part from the ability to retrieve the \"right\" analog when a tai^et is specified. Indexing of analogs therefore is an important issue in analogical reasoning. This issue in fact has three different aspects: (i) indexing vocabulary, (ii) learning of the indices to a new analog, and (iii) use of indices for retrieving stored analogs. W e have been exploring the hypothesis that the reasoner's mental models of the analogs give rise to the answers to these issues. W e have tested this hypothesis in the context of analogical design of physical devices. In this paper, we describe how structure-behavior-function (SBF) models of devices help in addressing the indexing issues in analogical design. W e also describe how the IDEAL system implements and evaluates the model-based scheme to indexing and index learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3m4226sz","frozenauthors":[{"first_name":"Sambasiva","middle_name":"R.","last_name":"Bhatta","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Ashok","middle_name":"K.","last_name":"Goe","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33119/galley/24180/download/"}]},{"pk":33032,"title":"Modeling the Perception of Spoken Words","subtitle":null,"abstract":"e present a new distributed connectionist model of the\nperception of spoken words. The model employs an internal\nrepresentation of speech that combines lexical information\nwith abstract phonological information. W e show how a\nsingle distributed representation of this type can form the\nbasis for the perception of words and nonwords alike. The\nmodel is tested against lexical and phonetic decision data\nfrom Marslen-Wilson and Warren (1994). These\nexperiments examined the integration of cues to place of\narticulation diuing lexical access and showed a pattern of\nresults which proved difficult to accommodate in previous\nmodels. The use of a single, late, phonological\nrepresentation allows this pattern of results to be simulated\nand has the potential to incorporate many other properties of\nthe human system.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8c71x0v2","frozenauthors":[{"first_name":"M.","middle_name":"Gareth","last_name":"Gaskell","name_suffix":"","institution":"Birkbeck College","department":""},{"first_name":"William","middle_name":"D .","last_name":"Marslen-Wilson","name_suffix":"","institution":"Birkbeck College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33032/galley/24094/download/"}]},{"pk":33105,"title":"More than Feature Comparison : Processes Underlying Similarity and Probability Judgment","subtitle":null,"abstract":"Explanations of many cognitive processes, including \nprobability judgment, rely on the construct of similarity. \nThe present paper is concerned with the similarity-based \nexplanation of reasoning in the conjunction task. Although \nhigh positive correlations have been found between \nsimilarity and probability judgments in this task, these \nalone cannot validate the assumption that similarity is \njudged by a process of feature comparison or that similarity \njudgment is an explanation of probability judgment. \nPreliminary results from a study in which we collected \nwritten justifications from subjects who made both types of \njudgment suggest that these assumptions are not tenable. \nSubjects cited considerations of causality and statistics ~ not \njust feature overlap -- when judging both similarity and \nprobability, indicating that (1) feature comparison is only \none way in which people judge similarity and (2) similarity \njudgment can involve processes usually associated with \nprobability judgment. These findings suggest that the role \nof similarity in explaining other cognitive processes needs \nto be revised. It is proposed that the power of similarity and \nprobability to predict one another can be exploited for the \npurpose of making either type of judgment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7s2098d5","frozenauthors":[{"first_name":"Valerie","middle_name":"M .","last_name":"Chase","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Miriam","middle_name":"","last_name":"Bassok","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33105/galley/24166/download/"}]},{"pk":33067,"title":"Multiple determinants of the productive use of the regular past tense suffix","subtitle":null,"abstract":"We offer evidence that the productive use of English regular \npast tense morphology (e.g., drived) results from \ncompetitions among lexical-level features within a single \nmechanism associative system. W e present error data \nfrom: (1) on-line elicited productions by adult native \nspeakers (N = 51), and (2) cormectionist back-propagation \nnetworks trained to map stems and past tenses of 552 \nEnglish verbs. The frequency of regularizations is \nanalyzed in terms of item frequency, stem final alveolar \nconsonant, and similarity in past tense mapping across \n\"friends\" and \"enemies\" in phonologically defined \nneighborhoods. All items were compiled from a lexicon of \n1,191 verbs which represents a near-exhaustive listing of \nmonosyllabic stem-past tense pairs in current American \nEnglish. Results revealed striking similarities between the \nhiunan and simulation data. Regularizations were \nsignificantly correlated with item frequency, as well as \nphonological attributes of the stem. Crucially, \nregularization was a function of phonological similarity to \nfrequent suffixed items, especially for irregulars that \nnormally undergo a vowel-change. These results are \nincompatible with the view that regularization applies by \ndefault, independently of inter-item similarities which \nsupport the acquisition and processing of lexical items in \nassociative systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6238s380","frozenauthors":[{"first_name":"Virginia","middle_name":"A.","last_name":"Marchman","name_suffix":"","institution":"University of Wisconsin, Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33067/galley/24128/download/"}]},{"pk":33141,"title":"Mutability and the Determinants of Conceptual Transformability","subtitle":null,"abstract":"Features differ in their mutability. For example, a robin could still be a robin even if it lacked a red breast; but it would probably not count as one if it lacked bones. One hypothesis to explain this differential transformability is that having bones is more critical to a biological theory than having a red breast is. W e reject this hypothesis in favor of a theory of mutability based solely on local dependency links and expressed in the form of an iterative equation. W e hypothesize that features are immutable to the extent other features depend on them and offer supporting data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8h90j6sf","frozenauthors":[{"first_name":"Bradley","middle_name":"C.","last_name":"Love","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Steven","middle_name":"A.","last_name":"Sloman","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33141/galley/24202/download/"}]},{"pk":33106,"title":"On Order Effects in Analogical Mapping: Predicting Human Error Using lAM","subtitle":null,"abstract":"The Incremental Analogy Machine (lAM) predicts that the order in which parts of an analogy are processed can affect the ease of analogical mapping. In this paper, the predictions of this model are tested in two experiments. Previous work has shown that such order effects can be found in attribute-mapping problems. In the first expenment, it is shown that these effects generalise to relational-mapping problems, when subjects' error performance (incorrect mappings) is considered. It is also found that relational mapping problems are significantly harder than attribute mapping problems. In the second experiment, it is shown using relational-mapping problems, that order effects can be demonstrated for doubles (two sentences about two indiviudals) in these problems. Throughout the paper it is shown that these results are best approximated by lAM's measure of the complexity of global mappings (the remaps complexity measure), and not as has been found previously, by a measure using frequency of remaps (the re-maps measure). The empirical and theoretical significance of these results are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/56g5j3p8","frozenauthors":[{"first_name":"Mark","middle_name":"T.","last_name":"Keane","name_suffix":"","institution":"University of Dublin","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33106/galley/24167/download/"}]},{"pk":33126,"title":"On the Roles of Search and Learning in Time-Limited Decision Making","subtitle":null,"abstract":"Reported properties of human decision-making under time pressure are used to refme a hybrid, hierarchical re;isoner. The resultant system is used to explore the relationships among re?activity, heuristic reasoning, situation-based behavior, seiirch, and learning. The program first has the opportunity to react correctly. If no ready reaction is computed, the reasoner acti?vates a set of time-limited search procedures. If any one of them succeeds, it produces a sequence of actions to be exe?cuted. If they fail to produce a response, the reasoner resorts to collaboration among a set of heuristic rationales. A time?limited maze-exploration task is posed where traditional AI techniques fail, but this hybrid reasoner succeeds. In a series of experiments, the hybrid is shown to be both effective and efficient. The data also show how correct reaction, time-lim?ited search with reactive trigger, heuristic reasoning, and learning each play an important role in problem solving. Re?activity is demonstrably enhanced by brief, situation-based, intelligent searches to generate solution fragments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6r99484n","frozenauthors":[{"first_name":"Susan","middle_name":"L.","last_name":"Epstein","name_suffix":"","institution":"Hunter College , The Graduate School of The City University of New York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33126/galley/24187/download/"}]},{"pk":33042,"title":"Opportunistic Reasoning: A Design Perspective","subtitle":null,"abstract":"n essential component of opportunistic behavior is oppor?tunity recognition, the recognition of those conditions that \nfacilitate the pursuit of some suspended goal. Opportunity \nrecognition is a special case of situation assessment, the pro?cess of sizing up a novel situation. The ability to recognize \nopportunities for reinstating suspended problem contexts (one \nway in which goals manifest themselves in design) is crucial \nto creative design. In order to deal with real world oppor?tunity recognition, we attribute limited inferential power to \nrelevant suspended goals. W e propose that goals suspended in \nthe working memory monitor the internal (hidden) represen?tations of the currently recognized objects. A suspended goal \nis satisfied when the current internal representation and a sus?pended goal \"match\". W e propose a computational model for \nworking memory and we compare it with other relevant theo?ries of opportunistic planning. This working memory model is \nimplemented as part of our IMPROVISER system.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dk3v4rt","frozenauthors":[{"first_name":"Marin","middle_name":"D.","last_name":"Simina","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Janet","middle_name":"L .","last_name":"Kolodner","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33042/galley/24104/download/"}]},{"pk":33140,"title":"Parsing and Recovery","subtitle":null,"abstract":"The paper introduces a general model of recovery from errors in parsing. The mechanism proposed returns selectively on the choice points, in order to identify the one that was badly resolved, and could have caused the error. Then, it selects an alternative previously discarded and finally selectively repairs the appropriate fragments between the ambiguous region and the breakdown region. Both the psycholinguistic and the computational features of the model are put in evidence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9xc3w160","frozenauthors":[{"first_name":"Vincenzo","middle_name":"","last_name":"Lombardo","name_suffix":"","institution":"Universita di Torino","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33140/galley/24201/download/"}]},{"pk":33091,"title":"Pragmatic effects in zero anapho r resolution: Implications for modularity.","subtitle":null,"abstract":"Fodor (1983) has claimed that informational encapsulation \nof the parser is the way the language system prevents extralinguistic factors firom slowing down first pass processing. \nHowever, in a naming task where the visual probe was an appropriate or inappropriate pronoun continuation to a gerundive \nphrase following passages in which discourse focus and verb \nsemantics were co-varied (Marslen-Wilson, Tyler & Koster, \n1993) we found appropriateness effects which suggest a role \nfor on-line pragmatic inference in top down control of the \nparser. Fodor, Garret & Swinney (1993) maintain that, though \nthe gerund is marked as requiring a subject NP, the inferential \nactivity underlying referent assignment does not occur until an \nexplicit anaphor (the pronoun target) is encountered. As modularity predicts a cost associated with contacting real world \ninformation, assignment times to gerunds should take longer \nthan assignments based on lexical information. A speeded fragment completion task was used to counter Fodor's objection to \na pronoun probe and to detect differences in the times taken to \nmake anaphor assignments. The two studies reported here used \nthe original Marslen-Wilson et al. (1993) materials. Conect \nassignments in the gerundive condition (\"Rurming towards...\") \nwere cost free with the exception of the condition where the \npragmatically most likely subject was not in discourse focus. \nLatencies to initiate a completion were otherwise similar regardless of whether the to-be-completed fragment contained \na gerund or a disambiguating pronoun. Furthermore, in the \nabsence of pragmatic constraints, assignment always favoured \nthe highlighted entity. These results reproduce the critical data \nfrom the Marslen-Wilson et al. (1993) study which demonstrates context effects on first pass processing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5105g5r0","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Durrant-Peatfield","name_suffix":"","institution":"Birkbeck College, University of London","department":""},{"first_name":"William","middle_name":"","last_name":"Marslen-Wilson","name_suffix":"","institution":"Birkbeck College, University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33091/galley/24152/download/"}]},{"pk":33051,"title":"Predicating Nominal Compounds","subtitle":null,"abstract":"It is generally accepted that in the semantic interpretation of \ncompound nominals there is a set of possible relationships that \ncould apply between the nominal constituents. This, however, has not been reflected adequately in the literaUire, which \nfavours very deterministic processing or analyses performed on \na pragmatic level. This study extends the existing set of relationships described by Levi (1978), postulating a set of rules \nto predict a subset of these relationships for a particular compound using a unification-based formalism with typed featurestructures. The system shows that by operating on a purely \nsemantic level a small set of valid predicates for the meaning \nof the whole compound can be obtained.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8wj1r8md","frozenauthors":[{"first_name":"Barnard","middle_name":"","last_name":"Jones","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33051/galley/24113/download/"}]},{"pk":33063,"title":"Preferred Mental Models in Qualitative Spatial Reasoning: \nA Cognitive Assessment of Allen's Calculus","subtitle":null,"abstract":"An experiment based on Allen's calculus and its transfer to \nqualitative spatial reasoning, was conducted. Subjects had to \nfind a conclusion X rj Z that was consistent with the given \npremises X rj Y and Yr2 Z. Implications of the obtained results \nare discussed with respect to the mental model theory of spa?tial inference. The results support the assumption that there are \npreferred models when people solve spatial three-term series \nproblems. Although the subjects performed the task surpris?ingly well overall, there were significant differences in error \nrates between some of the tasks. They are discussed with \nrespect to the subprocesses of model construction, model \ninspection, validation of the answer, and the interaction of \nthese subprocesses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/91v2h1tg","frozenauthors":[{"first_name":"Markus","middle_name":"","last_name":"Knauff","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Reinhold","middle_name":"","last_name":"Rauh","name_suffix":"","institution":"University of Freiburg","department":""},{"first_name":"Christoph","middle_name":"","last_name":"Schlieder","name_suffix":"","institution":"University of Freiburg","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33063/galley/24124/download/"}]},{"pk":33098,"title":"Problem-Based Learning: Development Of Knowledge And Reasoning Strategies","subtitle":null,"abstract":"Problem-based learning (PBL) reflects new conceptions of \nlearning that have grown out of theory and research in \ncognitive science. PBL has been used in medical schools to \nenhance the development of clinical reasoning skills and to \npromote the integration of basic biomedical sciences with \nclinical applications. In this study, the effect of PBL on the \ndevelopment of clinical reasoning strategies, use of scientific \nknowledge, and accuracy are examined on a causal \nexplanation task. Students in problem-based curricula were \ncompared with students in traditional medical curricula. The \nresults indicate that PBL plays a role in facilitating the \ndevelopment of expertise. In PBL, students learn through the \ntransfer of hypothesis-driven reasoning skills that result in \nmore coherent explanations. The PBL students are better able \nto apply their science knowledge than nonPBL students, \nleading to greater accuracy of hypotheses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0h734551","frozenauthors":[{"first_name":"Cindy","middle_name":"E.","last_name":"Hmelo","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33098/galley/24159/download/"}]},{"pk":33029,"title":"Production System Models of Complex Cognition","subtitle":null,"abstract":"There have been a number of production system models\nwhich have recently made substantial advances in modeling\nhigher-level cognition. These type of model offers only\ncomprehensive approaches to the modeling of higher level\ncognition. This symposium will involve presentations by\nfour exemplars of this approach to cognitive modeling\n(ACT, CAPS, EPIC, and SOAR). The presentations will try\nto illustrate the range of applications to which such models\nare appropriate, what the similarities and differences are\namong the various architectures, and what some of the\ninteresting research questions are within each architecture.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3941v1d7","frozenauthors":[{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Bonnie","middle_name":"E.","last_name":"John","name_suffix":"","institution":"Carnegie Mellon Univerity","department":""},{"first_name":"Marcel","middle_name":"Adam","last_name":"Just","name_suffix":"","institution":"Carnegie Mellon Univerity","department":""},{"first_name":"Patricia","middle_name":"A.","last_name":"Carpenter","name_suffix":"","institution":"Carnegie Mellon Univerity","department":""},{"first_name":"David","middle_name":"E.","last_name":"Kieras","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"David","middle_name":"E.","last_name":"Meyer","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33029/galley/24091/download/"}]},{"pk":33086,"title":"Question Answering in the Context of Illustrated Expository Text","subtitle":null,"abstract":"We investigated how college students answer questions \nabout the content of illustrated expository text. Subjects \nstudied illustrated texts describing causal event chains that \nunfold during the operation of everyday machines. \nSubjects subsequently provided written answers to \nquestions about events occurring in each machine. Four \ntypes of questions were asked: why did event X occur?. \nhow did X occur?, what are the consequences pf X \noccurring?, and what if X didn't occur?. In our analysis of \nthe answer protocols, we adopted the theoretical framework \nof the QUES T model of human question answering \n(Graesser & Franklin, 1990). The present study supported \npredictions generated from three components of the QUEST \nmodel: question categorization, utilization of information \nsources, and convergence principles. Our results also \nrevealed two novel findings. First, subjects had a bias \ntoward sampling information from the text more than from \nthe picture. Second, subjects tended to sample infontiation \ndepicted in both the text and the picture.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4nq6t6mh","frozenauthors":[{"first_name":"William","middle_name":"B.","last_name":"Baggett","name_suffix":"","institution":"The University of Memphis","department":""},{"first_name":"Arthur","middle_name":"C.","last_name":"Graesser","name_suffix":"","institution":"The University of Memphis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33086/galley/24147/download/"}]},{"pk":33122,"title":"Representing Dialectical Arguments","subtitle":null,"abstract":"The purpose of this paper is to present and contrast two approaches to representing the structure of complex, dialectical arguments. Previous research has focused mainly on representing single arguments presented by a single arguer; this analysis examines the naturalistic give and take of dialectical argumentation among fourth graders. One approach to representing dialectical arguments is the argument network approach, which views the arguments as webs of interlocking premises and conclusions. The second approach is the causal network approach, which treats many of the ideas presented in the discussions as events linked in causal, narrative sequences. The two approaches capture different but complementary aspects of the structure of the arguments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/35w864m6","frozenauthors":[{"first_name":"Clark","middle_name":"A.","last_name":"Chinn","name_suffix":"","institution":"Center for the Study of Reading \n51 Gerty Drive \nChampaign. IL 61820","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33122/galley/24183/download/"}]},{"pk":33160,"title":"Representing the bilingual's two lexicons.","subtitle":null,"abstract":"A review of empirical work suggests that the lexical representations of a bilingual's two languages are independent (Smith, 1991), but may also be sensitive to between language similarity patterns (e.g. Cristoffanini, Kirsner, and Mi lech, 1986). Some researchers hold that infant bilinguals do not initially differentiate between their two languages (e.g. Redlinger & Park, 1980). Yet by the age of two they appear to have acquired separate linguistic systems for each language (Lanza, 1992). This paper explores the hypothesis that the separation of lexical representations in biUnguals is a functional rather than an architectural one. It suggests that the separation may be driven by differences in the structure of the input to a comm o n architectural system. Connectionist simulations are presented modelling the representation of two sets of lexical information. These simulations explore the conditions required to create functionally independent lexical representations in a single neural network. It is shown that a single network may acquire a second language after learning a first (avoiding the traditional problem of catastrophic interference in these networks). Further it is shown that in a single network, the functional independence of representations is dependent on inter-language similarity patterns. The latter finding is difficult to account for in a model that postulates architecturally separate lexical representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0hk6q3q2","frozenauthors":[{"first_name":"Michael","middle_name":"S.C.","last_name":"Thomas","name_suffix":"","institution":"University of Oxford","department":""},{"first_name":"Kim","middle_name":"","last_name":"Plunkett","name_suffix":"","institution":"University of Oxford","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33160/galley/24220/download/"}]},{"pk":33109,"title":"Retrieval and Learning in Analogical Problem Solving","subtitle":null,"abstract":"Eureka is a problem-solving system that operates through \na form of analogical reasoning. The system was designed to \nstudy how relatively low-level memory, reasoning, and learning mechanisms can account for high-level learning in human \nproblem solvers. Thus, Eureka's design has focused on issues of memory representation and retrieval of analogies, at the \nexpense of complex problem-solving ability or sophisticated \nanalogical elaboration techniques. Two computational systems \nfor analogical reasoning, ARCS/ACM E and MAC/FAC, are \nrelatively powerful and well-known in the cognitive science literature. However, they have not addressed issues of learning, \nand they have not been implemented in the context of a performance task that can dictate what makes an analogy \"good\". \nThus, it appears that these different research directions have \nmuch to offer each other W e describe the Eureka system \nand compare its analogical retrieval mechanism with those in \nARC S and MAC/FAC. W e then discuss the issues involved in \nincorporating ARC S and MAC/FAC into a learning problem \nsolver such as Eureka.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23f6x8c5","frozenauthors":[{"first_name":"Randolph","middle_name":"M .","last_name":"Jones","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Pat","middle_name":"","last_name":"Langley","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33109/galley/24170/download/"}]},{"pk":33035,"title":"Semantic and Associative Priming in a Distributed Attractor Network","subtitle":null,"abstract":"A distributed attractor network is trained on an abstract version \nof the task of deriving the meanings of written words. When \nprocessing a word, the network starts from the final activity \npattern of the previous word. Two words are semantically related if they overlap in their semantic features, whereas they \nare associatively related if one word follows the other frequently during training. After training, the network exhibits \ntwo empirical effects that have posed problems for distributed \nnetwork theories: much stronger associative priming than semantic priming, and significant associative priming across an \nintervenmg unrelated item. It also reproduces the empirical \nfindings of greater priming for low-frequency targets, degraded \ntargets, and high-dominance category exemplars.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9g64m08p","frozenauthors":[{"first_name":"David","middle_name":"C.","last_name":"Plaut","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33035/galley/24097/download/"}]},{"pk":33142,"title":"Semantic and Associative Priming in High-Dimensional Semantic Space","subtitle":null,"abstract":"We present a model of semantic memory that utilizes a high-dimensional semantic space constructed from a co-occurrence matrix. This matrix was formed by analyzing a 160 million word corpus. Word vectors were then obtained by extracting rows and columns of this matrix. These vectors were subjected to multidimensional scaling. Words were found to cluster semantically, suggesting that interword distance may be interpretable as a measure of semantic similarity. In attempting to replicate with our simulation the semantic and associative priming experiment by Shelton and Martin (1992), we found that semantic similarity plays a larger role in priming than what they would suggest. Vectors were formed for three different types of related words that may more orthogonally control for association and similarity, and interpair distances were computed for both related and unrelated prime-target pairs. A priming effect was found for pairs that were only semantically related, as well as for word pairs that were both semantically and associatively related. No priming was found for word pairs which were strictly associatively related (no semantic overlap). This finding was replicated in a single-word priming experiment using a lexical decision procedure with human subjects. The lack of associative priming is discussed in relation to prior experiments that have found robust associative priming. W e conclude that our priming results are driven by semantic overlap rather than by associativity, and that prior results finding associative priming are due, at least in part, to semantic overlap within the associated word pairs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2tr863d9","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"Lund","name_suffix":"","institution":"University of California, Riverside","department":""},{"first_name":"Curt","middle_name":"","last_name":"Burgess","name_suffix":"","institution":"University of California, Riverside","department":""},{"first_name":"Ruth","middle_name":"Ann","last_name":"Atchley","name_suffix":"","institution":"University of California, Riverside","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33142/galley/24203/download/"}]},{"pk":33151,"title":"Skilled like a Person: A Comparison of Human and Computer Game Playing","subtitle":null,"abstract":"The subject of this paper is the role of transferable commonsense principles in the acquisition of gameplaying expertise. W e argue that individuals skilled in a domain develop expertise because they know and apply these principles, and that most game-playing programs do not play like people. The paper describes Hoyle, a model of an expert game player that relies on the use of commonsense principles, limited memory, and useful knowledge to learn to play two-person, perfect information finite-board games expertly. W e then describe an experiment in which human subjects played three such games against a computer expert. After playing these games, the subjects evaluated Hoyle's game-playing principles in the context of their own behavior Verbal protocols and subjects' evaluations revealed considerable overlap between the principles preferred by our subjects and those preferred by Hoyle. Using learning time as a measure of difficulty, the subjects' performance and Hoyle's performance ordered the three games identically. This experiment also revealed differences in the use of gameplaying principles between skilled and unskilled players: skilled players judged the game-playing principles to be more effective than did unskilled players, skilled players used several different principles while unskilled players relied on one principle, and skilled players anticipated their opponent's moves while unskilled players merely reacted.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xv839dm","frozenauthors":[{"first_name":"Mary","middle_name":"Jo","last_name":"Rattermann","name_suffix":"","institution":"Hampshire College","department":""},{"first_name":"Susan","middle_name":"L.","last_name":"Epstein","name_suffix":"","institution":"City University of New York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33151/galley/24212/download/"}]},{"pk":33137,"title":"SOUL : A Cognitive Parser","subtitle":null,"abstract":"In this paper, we introduce a new model of human sentence processing. The psychological issues addressed include the use of lexical information, specifically subcategorization information, during the initial stage of syntactic structure assembly, the issue of linear parsing, i.e. immediate attach?ment of words to the sentence structure, within a head-driven grammar framewoik, and the resolution of attachment ambi?guities. W e will demonsu^te that the variety of psycholinguis?tic phenomena can be accounted for by the assumption of principled behavior of linguistic signs, which are implemented in an object-oriented fashion. The model provides a serial implementation of Parametrized Head Attachment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4fn8p5wz","frozenauthors":[{"first_name":"Lars","middle_name":"","last_name":"Konieczny","name_suffix":"","institution":"University of Freiburg, Germany","department":""},{"first_name":"Gerhard","middle_name":"","last_name":"Strube","name_suffix":"","institution":"University of Freiburg, Germany","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33137/galley/24198/download/"}]},{"pk":33144,"title":"Speaking of Wine : Verbal and Perceptual Expertise Mediate Verbal Overshadowing in a Taste Recognition Task","subtitle":null,"abstract":"When subjects generate a detailed, memory-based description of complex visual stimuli such as faces, their recognition performance can be worse than nondescribing controls. This effect, termed verbal overshadowing. typically occurs when the stimulus is difficult to describe, not normally verbalized in detail, and when subjects are naive about the task demands. Verbal overshadowing has previously been shown to effect visually based memory (for faces and colors). This experiment was designed to: 1) detect verbal overshadowing in another sense modality, taste, and 2) to determine if domain-related expertise modulates susceptibility to verbal overshadowing. Wine tasting was chosen as a domain in which to attempt to control subjects' relative levels of verbal and perceptual expertise. Based on suggestive data from previous face recognition studies, it was hypothesized that subjects whose perceptual expertise was greater than their domain-related verbal expertise (termed Intermediates) would show verbal overshadowing. On the other hand, subjects with relatively equal perceptual and verbal expertise, either low/low (Novices) or high/high (Experts) would not show verbalization effects. After tasting a target red wine Verbalization subjects wrote detailed taste descriptions from memory while controls participated in an unrelated verbal task. All subjects then attempted to identify the target wine from among three foils. As predicted, the verbalizing Intermediates performed significantly worse than the nonverbalizing controls on Trial 1. No-effect of verbalization was observed for either the novices or experts. The results are explained in terms of the differential development of perceptual and verbal skills in the course of becoming an expert.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0p9351gg","frozenauthors":[{"first_name":"Joseph","middle_name":"M.","last_name":"Melcher","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33144/galley/24205/download/"}]},{"pk":33143,"title":"Steps Toward Real-time Natural Language Processing","subtitle":null,"abstract":"Understanding language is a seemingly effortless task for people. Not only can they understand the meaning of sentences with great accuracy, they do so quickly: in most cases, people understand language in linear time. In constrast, understanding language is not so easy for computers. Even ignoring problems of accuracy, natural language processing systems ane much slower than people aje. All current NL P systems that fully analyze both the syntactic structure and semantic meaning of text fall short of human performance in this respect. In this paper, we present an attempt to develop a linear time algorithm for parsing natural language using unification grammcirs. While the computational complexity of the algorithm is, in the worst case, no better than that of many other algorithms, empirical testing indicates improved average-case performance. Although linear performance has not yet been achieved, we will discuss possible improvements that may result in an average-case linear time algorithm.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/63x6s09k","frozenauthors":[{"first_name":"Steven","middle_name":"L.","last_name":"Lytinen","name_suffix":"","institution":"DePaul University","department":""},{"first_name":"Noriko","middle_name":"","last_name":"Tomuro","name_suffix":"","institution":"DePaul University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33143/galley/24204/download/"}]},{"pk":33090,"title":"Strong Semantic Systematicity from Unsupervised Connectionist Learning","subtitle":null,"abstract":"A network exhibits strong semantic systematicity when, as \na result of training, it can assign appropriate meaning rep?resentations to novel sentences (both simple and embedded) \nwhich contain words in syntactic positions they did not oc?cupy during training. Herein we describe a network which \ndisplays strong semcintic systematicity in response to unsu?pervised tiaimng. During tradning, two-thirds of all nouns are \npresented only in a single syntactic position (either as gram?matical subject or object). Yet, during testing, the network \ncorrectly interprets thousands of sentences containing those \nnouns in novel positions. In addition, the network generalizes \nto novel levek of embedding. Successful training requires a \ncorpus of about 1000 sentences, and network training is quite \nrapid.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1n86r9t2","frozenauthors":[{"first_name":"Robert","middle_name":"F.","last_name":"Hadley","name_suffix":"","institution":"Simon Eraser University","department":""},{"first_name":"Michael","middle_name":"B.","last_name":"Hayward","name_suffix":"","institution":"MPR Teltech Ltd.","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33090/galley/24151/download/"}]},{"pk":33108,"title":"Structural and Thematic Alignments in Similarity Judgments","subtitle":null,"abstract":"e examined similarity judgments between simple Noun-Verb?Noun statements that were matched either in their verbs or nouns (separate matches) and made either analogous or non?analogous assertions (combined matches). An analysis of written justifications that accompanied subjects' similarity judgments revealed that matching verbs and matching nouns lead to two qualitatively different types of alignments. Matching verbs (e.g., \"The carpenter fixed the chair\" and \"The plumber fixed the radio\") led subjects to construct structural alignments and evaluate the quality of the resulting analogies (e.g., \"Not analogous because plumbers don't fix radios as part of their job\"). By contrast, and contrary to any traditional account of similarity as a process of comparison, matching nouns (e.g., \"The carpenter fixed the chair\" and \"The carpenter sat on the chair\") led subjects to construct thematic ahgnments and evaluate similarity based on the plausibility of the resulting causal or temporal scenarios (e.g., \"He sat on the chair to see whether he fixed it well\").","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1h680383","frozenauthors":[{"first_name":"Miriam","middle_name":"","last_name":"Bassok","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Douglas","middle_name":"L.","last_name":"Medin","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33108/galley/24169/download/"}]},{"pk":33085,"title":"Structural Focusing, Thematic Role Focusing and the Comprehension of Pronouns","subtitle":null,"abstract":"We describe an experiment to test the view that structural \nfocusing and thematic role focusing are distinct. Subjects \nwere presented >Mth 2-clause sentences containing because \nor so The first clause introduced two individuals occupying \nthe thematic roles Goal and Source, while the subject of the \nsecond was either a pronoun or repeated name. Results \nshowed that reading times for the second clause were \nfacilitated when the pronomis referred to the Goal rather \nthan Source, particularly when the clauses were connected \nb> so. This facilitation occurred regardless of the surface \nposition of the Goal and regardless of tlie type of anaphor, \npronoun or repeated name. With pronouns, facilitation also \noccurred when the antecedent was in the first position in its \nclause, but onh when the antecedent was the Source. With \nRepeated Names, reading times were slowed when the \nantecedent was in the first position, regardless of its \nthematic role. These findings suggest that there are two foci \nin an utterance, one containing the first noun phrase in the \nutterance and the other containing the preferred thematic \nrole. W e suggest that the focus based on initial mention \ncorresponds to the forward lookmg center described by Grosz \net al. (1963) and that the focus based on thematic roles is \npart of the global focus (Grosz and Sidner, 1986). W e also \ndiscuss the implications of our results for Sanford and \nGarrod's (1981) scenario mapping model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1t06m8ks","frozenauthors":[{"first_name":"Rosemary","middle_name":"J.","last_name":"Stevenson","name_suffix":"","institution":"University of Durham","department":""},{"first_name":"Agnieszka","middle_name":"J.","last_name":"Urbanowicz","name_suffix":"","institution":"University of Durham","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33085/galley/24146/download/"}]},{"pk":33145,"title":"Structure-Mapping vs. High-level Perception: T he Mistaken Fight Over The Explanation of Analogy","subtitle":null,"abstract":"There is currently a competition between two theories that propose to explain the cognitive phenomenon of analogy: Dedre Centner's Structure-Mapping Theory and Douglas Hofstadter's theory of Analogy as High-level Perception. W e argue that the competition between the two theories is ill-founded because they arc after two different aspects of analogy: structure-mapping seeks a \"horizontal\" view of analogy where the phenomena is examined at the level of already existing psychological representations, and where the task is to identify what processes are common to all or most analogy function; High-level Perception, on the other hand, seeks a \"vertical\" view of analogy in which the goal is to explain the processes that make up the construction of represenUtions. An integrated theory of analogy should encompass both horizontal and vertical views.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qp7n159","frozenauthors":[{"first_name":"Clayton","middle_name":"T.","last_name":"Morrison","name_suffix":"","institution":"State University of Ne w York","department":""},{"first_name":"Eric","middle_name":"","last_name":"Dietrich","name_suffix":"","institution":"State University of Ne w York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33145/galley/24206/download/"}]},{"pk":36557,"title":"Teaching by Principles: An Interactive Approach to Language Pedagogy by H. Douglas Brown","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3kk331d1","frozenauthors":[{"first_name":"Elizabeth","middle_name":"","last_name":"Leite","name_suffix":"","institution":"Mt. Diablo Unified School District","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36557/galley/27408/download/"}]},{"pk":33062,"title":"The Abstraction of Relevant Features by Children and Adults: the Case of Visual Stimuli","subtitle":null,"abstract":"In two experiments, children aged four years and adults \nwere presented with unfamiliar stimuli. They had to \nsegment them into relevant parts. Stimuli presented in a \ncategory shared global shape and features, but each \noccurrence of a potential feature was different. Results of \nthe first experiment show that adults and children found \nthe relevant features despite the differences between \noccurrences of potential features. Children's selections \ndiffered from adults' selections in terms of coherence of \nthe segmentations. In the second experiment, the \nhypothesis that children used the global shape of the \nstimuli to find the relevant features was tested. The \nglobal shape of stimuli was manipulated in order to \nassess its role on feature selection. Results \ndemonstrated that the number of incoherences produced \nby children increased when they could not rely on a \nglobal shape for their segmentation. The results are \ndiscussed in terms of the relative influence of configural \nand featural aspects of the stimuli. It is argued that adults \nrely more on feature identity than children when they \nsegment stimuli into relevant features.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34r9b5pg","frozenauthors":[{"first_name":"Jean-Pierre","middle_name":"","last_name":"Thibaut","name_suffix":"","institution":"University of Liege","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33062/galley/24123/download/"}]},{"pk":33039,"title":"The ACT-R Theory and Visual Attention","subtitle":null,"abstract":"The ACT-R production-system theory (Anderson, 1993) has been extended to include a theory of visual attention and pattern recognition. Production rules can direct attention to primitive visual features in the visual array. \nWhen attention is focused on a region, features in that \nregion can be synthesized into declarative chunks. \nAssuming a time lo switch attention of about 200 msec, this \nmodel proves capable of simulating the results from a \nnumber of the basic studies of visual attention. W e have \nextended this model to complex problem-solving like \nequation solving where we have shown that an important \ncomponent of learning is acquiring more efficient strategies \nfor scanning the problem.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rv175qj","frozenauthors":[{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Matessa","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Scott","middle_name":"","last_name":"Douglass","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33039/galley/24101/download/"}]},{"pk":33121,"title":"The Convergence of Explanatory Coherence and the Story Model: A Case Study in Juror Decision","subtitle":null,"abstract":"This paper presents an integration of two approaches to complex decision-making from very different traditions: from the psychology of jury decision, the Story Model, and from the philosophy of science, the Theory of Explanatory Coherence and its con^utational instantiation, ECHO . The subjects in Pennington & Hastie (1993) generated causal \"stories\" to represent the events related to a particular trial. These stories were modeled with ECHO , and ECH O reached the same verdicts as did the human subjects. The ECH O simulations were also linked to the trial testimony, which, despite the inconsistent nature of the testimony, actually increased the coherence of stories for two jurors with very different verdicts. Implications","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/23z315nd","frozenauthors":[{"first_name":"Michael","middle_name":"D.","last_name":"Bryne","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33121/galley/24182/download/"}]},{"pk":33072,"title":"The Effects of Self-Explanation on Studying Examples and Solving Problems","subtitle":null,"abstract":"Examples play a critical role in guiding the \nacquisition of cognitive skills. W e have argued that \nstudents need to apply the knowledge gathered from \nstudying examples to solve analogous problems for \nthat knowledge to be effective. There is a tradeoff \nbetween the active nature of constructing solutions \nand the facilitating effect of guiding problem solving \nwith a worked example. The present study examined \nthe impact of self-explanations on the effectiveness \nof examples in guiding later problem solving. W e \nfound that within a learning environment which \nprovided direct support for the self-explanation of \nworked examples, such study could be as effective as \ndirect problem solving practice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3db931gm","frozenauthors":[{"first_name":"William","middle_name":"A.","last_name":"Sandoval","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"J.","middle_name":"Gregory","last_name":"Trafton","name_suffix":"","institution":"Naval Research Laboratory \nCode 5513","department":""},{"first_name":"Brian","middle_name":"J.","last_name":"Reiser","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33072/galley/24133/download/"}]},{"pk":36554,"title":"The English-Only Question: An Official Language for Americans? by Dennis Baron","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4324f204","frozenauthors":[{"first_name":"Cynthia","middle_name":"","last_name":"Hofbauer","name_suffix":"","institution":"American Language Institute, San Diego State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36554/galley/27405/download/"}]},{"pk":33128,"title":"The HUME Model-Driven Discovery System","subtitle":null,"abstract":"Structural models provide an important source of hypothetical knowledge in scientific discovery. Informal Qualitative Models (IQMs) are structural models which can be applied to weak theory scientific domains. Example models are presented for the domain of solution chemistry. These models can be systematically generated, but, due to the weak theory nature of the domains to which they are applied, they cannot be verified directly. Instead, the application of IQMs to a problem can be used to drive other scientific discovery processes; in particular, the discovery of numeric laws. The HUM E system is a discovery system based around the application of IQMs. HUME's discovery goal is to construct explanations for phenomena, such as the depression of the freezing point of salt solutions, using a variety of reasoning strategies. HUM E first attempts to explain such phenomena using a pre-existing theory. If this theory is not able to provide an explanation, the system uses a combination of theory construction and numeric law discovery. The application of IQMs provides hypotheses for use by the other two processes. Used in this way, IQM application can be seen to provide a degree of explanatory support for numeric laws which would otherwise be simply descriptive generalisations of data. An example of the application of HUM E to a problem in solution chemistry is presented.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8mw6t9km","frozenauthors":[{"first_name":"Adrian","middle_name":"","last_name":"Gordon","name_suffix":"","institution":"Universite de Paris-Sud","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33128/galley/24189/download/"}]},{"pk":33166,"title":"The Integration of internal and External Information in Numerical Tasks","subtitle":null,"abstract":"Numerical tasks with Arabic numerals involve the integration of internal and external information and the interaction between perception and cognition. 2-digit number comparison task was selected to study these integration and interaction processes. To compare the magnitudes of two 2digit Arabic numerals, we can (1) compare them digitbydigit sequentially, (2) compare corresponding digits in parallel, or (3) encode them as an integrated representation and compare the whole numerical values. Previous studies showed that 2- digit comparison was holistic when target numerals were compared with a standard held in memory. In our experiment target numerals and standards were presented on the same external display at the same time. Instead of a holistic comparison, we found that 2-digit comparison was a combination of sequential and parallel comparisons. The implications of this discrepancy were discussed in terms of the interplay between perception and cognition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2x10z7nf","frozenauthors":[{"first_name":"Jiajie","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Hongbin","middle_name":"","last_name":"Wang","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33166/galley/24226/download/"}]},{"pk":33054,"title":"The Interaction of Spatial Reference Frames and Hierarchical Object Representations: A Computational Investigation of Drawing in Hemispatial Neglect","subtitle":null,"abstract":"In drawing a figure, hemispatial neglect patients typically produce an adequate representation of parts on the right of the figure while omitting significant features on the left. This contralateral neglect is influenced by multiple spatial reference frames and by the hierarchical structure of the object(s) in the figure. The current work presents a computational characterization of the interaction among these influences to account for the way in which neglect manifests in drawing. Neglect is simulated by a \"lesion\" (monotonic drop-off from right to left) that can affect performance in both object-centered and viewer-centered reference frames. The joint effects of neglect in both these frames provide a coherent account of the drawing performance of a patient, JM, and may be extended to account for the copying performance of other patients across a range of objects and scenes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/72f005gw","frozenauthors":[{"first_name":"Jeffrey","middle_name":"","last_name":"Beng-Hee Ho","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Marlene","middle_name":"","last_name":"Behrmann","name_suffix":"","institution":"Carnegie Mellon Univerity","department":""},{"first_name":"David","middle_name":"C.","last_name":"Plaut","name_suffix":"","institution":"Carnegie Mellon Univerity","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33054/galley/24115/download/"}]},{"pk":33147,"title":"The Processing of Associations versus the Processing of Relations and Symbols : A Systematic Comparison","subtitle":null,"abstract":"A mathematical basis is proposed for the distinction between associative and relational (symbolic) processing. Associations can be contrasted with relations in terms of ordered pairs versus general ordered N-tuples, and unidirectional access versus omnidirectional access. Relations also have additional properties: they can exhibit predicate-argument bindings, they can be arguments to higher-order structures, and they can participate in operations of selection, projection, join, union, intersection, and difference. Relations can be used to represent structures such as lists, trees and graphs, and relational insUnces can be thought of as propositions. Within neural net architectures, feedforward networks can be identified with associative processing, and tensor product networks with relational processing. Relations have the essential properties of symbolic processing; flexibility, accessibility, and utility for representing complex data structures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3jx321d4","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Phillips","name_suffix":"","institution":"University of Queensland","department":""},{"first_name":"Graem","middle_name":"S.","last_name":"Halford","name_suffix":"","institution":"University of Queensland","department":""},{"first_name":"William","middle_name":"H .","last_name":"Wilson","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33147/galley/24208/download/"}]},{"pk":33060,"title":"The \"Rational\" Number e:  A Functional Analysis of Categorization","subtitle":null,"abstract":"Category formation is constrained by three factors: the \nperceptual structure of the domain being categorized, the \nlimitations and biases of the learner, and the goals that \ntrigger the learning process in the first place. Many \nstudies of categorization have paid attention to the effects \nof the structure of the world and some to the biases due to \nthe learner's prior knowledge. This paper explores the \nthird factor: how the goals of the agent at the time of the \nlearning episode affect what categories are formed. In \nparticular it presents an information theoretical account \nthat views categories as a means to increase the agent's \nchances of achieving its goals. One of the predictions of \nthe theory is that information gain, the average reduction \nof uncertainty induced by a category, is maximized when \nthe domain is partitioned into about 3 categories, the \nclosest integer to the irrational number e. This prediction \nis confirmed by evidence derived from anthropological \nstudies of folk classifications of animal and plants by \ndifferent societies from around the world, and also by an \ninformal observation of the behavior of cognitive \nscientists. Interestingly, e also emerges from \noptimization analyses of memory search as well as from \nexperimental work on memory retrieval.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5750w6jf","frozenauthors":[{"first_name":"Angel","middle_name":"","last_name":"Cabrera","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33060/galley/24121/download/"}]},{"pk":33120,"title":"The Relative Importance of Spaces and Meaning in Reading","subtitle":null,"abstract":"The relative importance of meaiung (semantic context) and spaces between words during reading was investigated. Sub?jects read paragraphs of coherent or incoherent text aloud; some paragraphs were presented normally, others with spaces be?tween words removed. Coherent paragrafrfis were taken from a short story. Incoherent paragraj^ had the same words and punctuation as the coherent paragrajrfis, but the order of these words was randomized, resulting in text devoid of meaning normally provided by context and syntactical structure. As expected, spaced text was read faster and with fewer pronun?ciation errors than unspaced text, and coherent text was read faster and with fewer pronunciation errors than incoherent text, regardless of the presence or absence of spaces between words. Removing spaces slowed reading down less and caused fewer pronunciation errors when the text was meaningful (coherent), than when the text was meaningless (incoherent), so spaces helped more when the text was meaningless than when the text was meaningful. The fact that spaces between words were more important for reading meaningless text than for reading meaningful text suggests that semantics, rather than spaces, are the more important determinants of reading speed and errors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4p1075w0","frozenauthors":[{"first_name":"James","middle_name":"R.","last_name":"Booth","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Julie","middle_name":"","last_name":"Epelboim","name_suffix":"","institution":"University of Maryland","department":""},{"first_name":"Robert","middle_name":"M.","last_name":"Steinman","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33120/galley/24181/download/"}]},{"pk":33136,"title":"The Roles of Motion and Moving Parts in Noun and Verb Meanings","subtitle":null,"abstract":"This study contrasts the learning of two different kinds of motion. The first of these we call extrinsic motion, or the motion of one object with respect to another, reference object. The second we call intrinsic motion, or the motion of an object or its parts expressed with respect to the object itself. An experiment tests for people's abilities to associate these two types of motion with nouns and verbs. Subjects were presented with animated events on a computer screen accompanied by sentences involving nouns and verbs. In the learning phase, each noun and verb was related to both an extrinsic motion attribute and an intrinsic motion attribute. Subjects were then tested by presenting them with pairs of events varying on only one of these attributes and asking them which event better exemplified the meaning of a particular noun or verb. The results of this experiment demonstrate a bias to associate verbs with extrinsic motion and to associate nouns with intrinsic motion. These results suggest a division of labor between noun and verb meanings, with verb meanings specialized to encode relational information, while noun meanings are specialized to encode information about objects in isolation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qb1w6b9","frozenauthors":[{"first_name":"Alan","middle_name":"W .","last_name":"Kersten","name_suffix":"","institution":"Georgia institute of Technology","department":""},{"first_name":"Dorrit","middle_name":"","last_name":"Billman","name_suffix":"","institution":"Georgia institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33136/galley/24197/download/"}]},{"pk":33082,"title":"The Spontaneous Use of Perceptual Representations during Conceptual Processing","subtitle":null,"abstract":"Athough both prepositional and perceptual \nrepresentations are viewed as central to human memory, \npropositional representations are typically assumed to \nunderlie conceptual knowledge. Propositional models of \nconcepts, such as feature lists, frames, and networks, \nembody this assumption. Recent theories across the \ncognitive sciences, however, have proposed that \nperceptual representations are central to conceptual \nprocessing. These perceptual representations are \npostulated to be schematic, dynamic, and multimodal \nimages that have been extracted from perception and \nexperience. In the experiment reported here, we used the \nproperty verification task to determine the extent to which \npeople use perceptual representations during conceptual \nprocessing. A regression analysis revealed two kinds of \nevidence for the spontaneous use of perceptual \nrepresentations: First, neutral and imagery subjects \nshowed a similar pattern of reaction times on the task. \nSecond, perceptual variables, such as the property size, \npredicted verification times.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8j52d5g3","frozenauthors":[{"first_name":"Karen","middle_name":"L.","last_name":"Olseth","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Lawrence","middle_name":"W .","last_name":"Barsalou","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33082/galley/24143/download/"}]},{"pk":33150,"title":"The Statistics of the Environment Affect \nthe Functional Architecture of Vision in Adulthood: \nA Reduce d Alphanumeric Category Effect in Canadian Mail Sorters","subtitle":null,"abstract":"Letters are detected more efficiently among digits than among letters. This alphanumeric category effect suggests an architectural distinction between letter and number representation in human vision and dissociations between letter and number recognition following brain damage support this interpretation. Because letter and number recognition are not innate, this implies that experience can shape the functional architecture of vision. A possible explanation is that letters co-occur with letters in the environment while numbers co-occur with numbers; such statistics cause segregation of letter and number representations in artificial neural networks. To test the general hypothesis that environmental statistics affect the architecture of vision, and the specific hypothesis that within-category cooccurrence causes the alphanumeric category effect, we measured the effect in foreign mail sorters who process Canadian zip codes (which violate the co-occurrence statistics) and in control subjects. As predicted, foreign mail sorters showed a smaller category effect","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/94d3h5j0","frozenauthors":[{"first_name":"Thad","middle_name":"A.","last_name":"Polk","name_suffix":"","institution":"University of Pennsylvania","department":""},{"first_name":"Martha","middle_name":"J.","last_name":"Farah","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33150/galley/24211/download/"}]},{"pk":33095,"title":"The Temporality Effect in Thinking about What Might Have Been","subtitle":null,"abstract":"When people think about what might have been, they construct a mental representation of the actual state of affairs, and they generate an imaginary alternative by carrying out minimal mutations to it. When they think about how an undesirable outcome might have been avoided, they mutate the events leading to the outcome in regular ways, for example, they undo the more recent event in a series of independent events. W e describe a computer simulation of the cognitive processes that underlie these effects of temporality on counterfactual thinking that is based on the idea that reasoners construct contextualized models. W e report the results of two experiments that show that the temporality effect arises because the first event provides the context against which subsequent events are interpreted. The experiments show that when the contextualizing role of the first event is decoupled from its temporal order the effect is eliminated, for both bad and good outcomes. The results rule out an alternative explanation based on the idea that the more recent event is 'fresh' in mind. The context effect in temporal mutability may shed light on the remaining primary phenomena of counterfactual thinking.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1k72w8gj","frozenauthors":[{"first_name":"Ruth","middle_name":"M.J.","last_name":"Byrne","name_suffix":"","institution":"University of Dublin , Trinity College","department":""},{"first_name":"Ronan","middle_name":"","last_name":"Culhane","name_suffix":"","institution":"University of Dublin , Trinity College","department":""},{"first_name":"Alessandra","middle_name":"","last_name":"Tasso","name_suffix":"","institution":"University of Padua , Trinity College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33095/galley/24156/download/"}]},{"pk":33044,"title":"Time-Accuracy Data Analysis: Separating Stimulus-limited an d Post-stimulus Processes","subtitle":null,"abstract":"ime-accuracy functions are obtained by measuring the \naccuracy of a subject's responses at various levels of \nstimulus presentation time. Unlike reaction time (RT) \nmeasurements, which convey information about the entire \nset of processes taking place between the onset of the \nstimulus and the production of a response, time-accuracy \nfunctions (TAFs) focus on a subset of those processes, \nnamely stimulus-limited processes. Stimulus-limited \nprocesses are responsible for the extraction of the \nperceptual information that is necessary for the elaboration \nof a response. Post-stimulus processes take care of \nselecting and executing the response based on the \ninformation extracted by stimulus-limited processes. This \npaper presents a method of analysis that allows us to (a) \nextract estimates of the duration and variance of stimulus?limited processes from individual TAFs and (b) combine \nthese estimates with RT data in order to induce the duration \nand variance of post-stimulus processes. The method is \nillustrated with data from a subitizing (speeded \nenumeration) task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8v5755s0","frozenauthors":[{"first_name":"Angel","middle_name":"","last_name":"Cabrera","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Tony","middle_name":"J.","last_name":"Simon","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33044/galley/24106/download/"}]},{"pk":33156,"title":"To help or not to help","subtitle":null,"abstract":"Any designer of intelligent agents in a multiagent system is faced with the choice of encoding a strat?egy of interaction with other agents. If the nature of other agents are known in advance, a suitable strategy may be chosen from the continuum be?tween completely selfish behavior on one extreme and a philanthropic behavior on the other. In an open and dynamic system, however, it is unrealis?tic to assume that the nature of all other agents, possibly designed and used by users with very dif?ferent goals and motivations, are known precisely. In the presence of this uncertainty, is it possible to build agents that adapt their behavior to interact appropriately with the particular group of agents in the current scenario? W e address this question by borrowing on the simple yet powerful concept of re?ciprocal behavior. W e propose a stochastic decision making scheme which promotes reciprocity among agents. Using a package delivery problem we show that reciprocal behavior can lead to system-wide co?operation, and hence close to optimal global perfor?mance can be achieved even though each individued agent chooses actions to benefit itself. More inter?estingly, we show that agents who do not help others perform worse in the long run when compared with reciprocal agents. Thus it is to the best interest of every individual agent to help other agents.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tz8781b","frozenauthors":[{"first_name":"Mahendra","middle_name":"","last_name":"Sekaran","name_suffix":"","institution":"University of Tulsa","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33156/galley/24533/download/"}]},{"pk":33124,"title":"Towards an Object-Oriented Language for Cognitive Modeling","subtitle":null,"abstract":"This paper describes work towards an object-oriented language for cognitive modeling. Existing modeling languages (such as C, LISP and Prolog) tend to be far removed from the techniques employed by psychologists in developing their theories. In addition, they encourage the confusion of implementation detail necessary for computational completeness with theoretically motivated aspects. The language described here (OOS) has been designed so as to facilitate this theory/implementation separation, while at the same time simplifying the modeling process for computationally non-sophisticated users by providing a set of classes of basic \"cognitive\" objects. The object classes are tailored to the implementation of functionally modular cognitive models in the box/arrow style. The language is described (in terms of its execution model and its basic classes) before a sketch is given of a simple production system which has been implemented within the language. W e conclude with a discussion of on-going work aimed at extending the coverage of the language and further simplifying the modeling process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zj7763c","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Cooper","name_suffix":"","institution":"University College London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33124/galley/24185/download/"}]},{"pk":33081,"title":"Training Regimens and Function Compatibility: Implications for Understanding the Effects of Knowledge on Concept Learning","subtitle":null,"abstract":"Previous research has indicated that breaking a task into \nsubtasks can both facilitate and interfere with learning in \nneural networks. Although these results appear to be \ncontradictory, they actually reflect some underlying \npnnciples governing learning in neural networks. Using \nthe cascade-correlation learning algorithm, we devised a \nconcept learning task that would let us specify the \nconditions under which subtasking would facilitate or \ninterfere with learning. The results indicated that \nsubtasking facilitated learning when the initial subtask \ninvolved learning a function compatible with that \ncharacterizing the rest of the task, and inhibited learning \nwhen the initial subtask involved a function incompatible \nwith the rest of the task. These results were then discussed \nwith regard to their implications for understanding the \neffect of knowledge on concept learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0dv9v418","frozenauthors":[{"first_name":"Sheldon","middle_name":"J.","last_name":"Tetewsky","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Thomas","middle_name":"R.","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Yoshio","middle_name":"","last_name":"Takane","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33081/galley/24142/download/"}]},{"pk":33111,"title":"Two Layer Digital RAAM","subtitle":null,"abstract":"We present modifications to Recursive Auto-Associative Memory which increase its robustness and storage capacity. This is done by introducing an extra layer to the compressor and reconstructor networks, employing integer rather than realvalued representations, pre-conditioning the weights and presetting the representations to be compatible with them, and using a quick-prop modification. Initial studies have shown this method to be reliable for data sets with up to three hundred subtrees.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/85d4p3mk","frozenauthors":[{"first_name":"Alan","middle_name":"D.","last_name":"Blair","name_suffix":"","institution":"Brandeis University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33111/galley/24172/download/"}]},{"pk":33101,"title":"Using a Well-Structured Model to Teach in an Ill-Structured Domain","subtitle":null,"abstract":"Our goal is to develop a tutoring system, called CATO, that teaches law students skills of making arguments with cases. CATO's domain model provides a plausible account of legal arguments with cases, but is limited in that it does not repre?sent certain background knowledge. It is important, however, that students leam to apply and integrate this background knowledge when making arguments with cases. Given that modeling this background knowledge is difficult in an ill?stiuctured domain like legal reasoning, it is worth exploring how effectively one can teach with a model that represents ar?gument structure but relatively little background knowledge. The CATO instructional envirormient, comprising a case da?tabase and retrieval tools, enables students to apply the CATO model to a specific problem. In a formative evaluation study with 17 beginning law students, we compared instruction with the CATO environment, under the guidance of a human tutor, against more traditional classroom instruction not based on the CATO model. W e found that human-led instruction with CATO is as good as, but not better than, classroom instruction. How?ever, answers generated by the CATO program received higher grades than the students' answers, suggesting that the model can potentially be employed to teach even more effectively. Examples drawn fitom protocols show that students were able to use the CATO model flexibly and integrate background knowledge appropriately, at least when guided by a human tu?tor.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2hq4c959","frozenauthors":[{"first_name":"Vincent","middle_name":"","last_name":"Aleven","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Kevin","middle_name":"D.","last_name":"Ashley","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33101/galley/24162/download/"}]},{"pk":33030,"title":"Using High-dimensional Semantic Spaces Derived from Large Text Corpora","subtitle":null,"abstract":"Attempting to derive models of semantic memory using \npsychometric techniques has a long history in cognitive \npsychology dating back at least to Osgood (1957). Many others \nhave used multidimensional scaling on human judgements of \nsimilarity (e.g., Shepard, 1962, 1974; Rips, Shoben, & Smith, \n1973; Schvaneveldt, 1990). Recently, a small group of \ninvestigators have been using large corpora, 1 million to 500 \nmillion words, to develop cognitively plausible \nhigh-dimensional semantic models without the need for human \njudgements on stimuli. These models have become increasingly \nbetter at explaining a wide range of cognitive pheno","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3s1164pd","frozenauthors":[{"first_name":"Curt","middle_name":"","last_name":"Burgess","name_suffix":"","institution":"University of California Riverside","department":""},{"first_name":"Gary","middle_name":"","last_name":"Cottrell","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33030/galley/24092/download/"}]}]}