{"count":38386,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=34400","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=34200","results":[{"pk":38467,"title":"Welcome to the inaugural issue of the ELECTRONIC GREEN JOURNAL","subtitle":null,"abstract":"","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Editorials","is_remote":true,"remote_url":"https://escholarship.org/uc/item/73c203zc","frozenauthors":[{"first_name":"Maria","middle_name":"A.","last_name":"Jankowska","name_suffix":"","institution":"University of Idaho Library","department":"None"},{"first_name":"Francis","middle_name":"S.","last_name":"Griego","name_suffix":"","institution":"University of Idaho Library","department":"None"}],"date_submitted":"2008-07-30T09:00:00+02:00","date_accepted":"2008-07-30T09:00:00+02:00","date_published":"1994-06-01T09:00:00+02:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/38467/galley/28894/download/"}]},{"pk":36563,"title":"1994-1995 CATESOL Board of Directors","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3wj9z10z","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36563/galley/27414/download/"}]},{"pk":31872,"title":"Abstraction of Sensory-Motor Features","subtitle":null,"abstract":"This paper presents a way that enables robots to learn abstract concepts from sensory/perceptual data. In order to overcome the gap between the low-level sensory data cind higher-level concept description, a method called feature abstraction is used. Feature abstraction dynamically defines abstract sensors from primitive sensory devices and makes it possible to learn appropriate sensory-motor constraints. This method has been implemented on a reed mobile robot as a learning system called ACORN-II. ACORN-II was evaluated with some empirical results eind shown that the system can learn some abstract concepts more accurately than other existing systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7ch1z974","frozenauthors":[{"first_name":"Kazuo","middle_name":"","last_name":"Hiraki","name_suffix":"","institution":"ElectrotechinaJ Laboratory 1-1-4 Umezono, Tsukuba, Ibaraki, 305 Japan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31872/galley/22939/download/"}]},{"pk":31880,"title":"A Computational Model of Human Abductive Skill and its Acquisition","subtitle":null,"abstract":"Abduction is the process of constructing a plausible explanation for a set of observations. It is the fundamental type of reasoning in many complex tasks such as scientific discovery and diagnosis. This paper presents a mental-model theory of human abductive skill and its acquisition in which abduction is viewed as the sequential comprehension and integration of daU into a single situation model. Comprehension and integration are accomplished using satisficing search of multiple problem spaces. The model has been implemented in Soar and has been tested by comparing its predictions to those of human subjects. The experimental results show that the model can account for several important behavioral regularities, including power-law speed-up, bow the order of data presentation affects a response, deviation of responses from probability theory, and bow the task and domain characteristics affect a person's response.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2522280c","frozenauthors":[{"first_name":"Todd","middle_name":"R.","last_name":"Johnson","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Josef","middle_name":"","last_name":"Krems","name_suffix":"","institution":"Universiat Regensburg","department":""},{"first_name":"Nasir","middle_name":"K.","last_name":"Amra","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31880/galley/22946/download/"}]},{"pk":31919,"title":"A connectionist account of Global Precedence: Theory and data","subtitle":null,"abstract":"A connectionist model was developed to investigate the relationship between global and local information in visual perception, and an experiment tested a prediction generated by the model. The research focused on the fact that processing of global information is found to dominate processing of local information in many tasks (\"global precedence\"). The connectionist model demonstrated that global precedencecan arise out of simple parallel processing. The experintent demonstrated that rotating global elements eliminates Global Precedence. This empirical result supports the possibility, raised by the model, that Global Precedence is due in part to simplicity of Input-Output mapping.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1cn9c2fj","frozenauthors":[{"first_name":"Elizabeth","middle_name":"M .","last_name":"Olds","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31919/galley/22984/download/"}]},{"pk":31816,"title":"A Connectionist Model of the Developmen t of Velocity, Time , and Distance Concepts","subtitle":null,"abstract":"Connectionist simulations of children's acquisition of velocity (v), time (t), and distance (d) concepts were conducted using a generative algorithm, cascadecorrelation (Fahlman & Lebiere, 1990). Diagnosis of network rules were consistent with the developmental course of children's concepts (Wilkening. 1981, 1982) and predicted some new stages as well. Networks integrated the defining dimensions of the concepts first by identity rules (e.g.. v = d), then additive rules (e.g., v = d-t), and finally multiplicative rules (e.g., v = d/t). Psychological effects of differential memory demands were also simulated. It is argued that cascade-correlation implements an explicit mechanism of developmental change involving incremental learning and qualitative increases in representational power.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1gd4b0nq","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Buckingham","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Thomas","middle_name":"R.","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31816/galley/22884/download/"}]},{"pk":32987,"title":"A Connectionist Model of Verb Subcategorization","subtitle":null,"abstract":"Much of the debate on rule-based vs. connectionist models in language acquisition has focussed on the English past tense. This paper investigates a new area, the acquisition of verb subcategorization. Verbs differ in how they express their arguments or subcategorize for them. For example, \"She gave him a book.\" is good, but \"She donated him a book.\" sounds odd. The paper describes a connectionist model for the acquisition of verb subcategorization and how it accounts for overgeneralization and learning in the absence of explicit negative evidence. It is argued that the model presents a better explanation for the transition from the initial rule-less state to final rule-like behavior for some verb classes than the symbolic account proposed by Pinker (1989).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2x51c64n","frozenauthors":[{"first_name":"Hinrich","middle_name":"","last_name":"Schiitze","name_suffix":"","institution":"Stanford University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32987/galley/24048/download/"}]},{"pk":31862,"title":"A Corpus Analysis of Recency Preference an d Predicate Proximity","subtitle":null,"abstract":"The recent availability of large on-line parsed corpora makes it possible to test theories of psycholinguistic complexity by comparing the frequency distributions of closely related constructions. In this paper, we use this technique to test the psycholinguistic theory proposed by Gibson et al. (1993), which includes two independently motivated attachment principles: Recency Preference and Predicate Proximity. In order to test this theory, we examined two general classes of attachment ambiguities from the parsed Wall Street Journal corpus from the Penn Treebank: 1) ambiguities which involve three prospective noun phrase attachment sites; and 2) ambiguities which involve three prospective verb phrase attachment sites. Given three prospective noun phrase (NP) sites in English, the theory most naturally predicts a complexity ordering of NP3 (easiest, most recent), NPi, NP2, but a ranking of VP3, VP2, VPi for verb phrase attachments. Our corpus analyses support both of these predictions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6671c87j","frozenauthors":[{"first_name":"Edward","middle_name":"","last_name":"Gibson","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Jacob","middle_name":"","last_name":"Loomis","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31862/galley/22929/download/"}]},{"pk":31902,"title":"Acoustic-based syllabic representation an d articulatory gesture detection: Prerequisites for early childhood phonetic an d articulatory development","subtitle":null,"abstract":"We describe the perceptual foundations of a sensorimotor model of early childhood phonetic and articulatory development. The model's auditory perception is sensitive to prosodic and syllabic structure and simulates the categorical phonetic perception of late infancy. Importantly, the model relies on exclusively acoustic cues and their statistical distribution in the linguistic environment, avoiding prior assumptions of articulatory-acoustic correlations or linguistic contrasts which are inappropriate for a model of perceptual development. The model detects and categorizes speech segments, which, despite their acoustic basis, correlate with linguistic events and articulatory gestures. The resulting representation supports not only word recognition but also the unique demands of articulatory motor conU-ol and its development. In simulations examining the distinctiveness and faithfulness of the representation, we find that it preserves and makes explicit information about the phonetic properties of the acoustic signal.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/11c8r6pj","frozenauthors":[{"first_name":"Kevin","middle_name":"L.","last_name":"Markey","name_suffix":"","institution":"University of Colorado","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31902/galley/22967/download/"}]},{"pk":31885,"title":"Adaptation as a Selection Constraint On Analogical Mapping","subtitle":null,"abstract":"In any given analogy, there are potentially a large number of possible mapping interpretations. One of the key issues in analogy research is how one of these mappings comes to be selected as optimal and used as the basis for the analogical comparison. It is well-established that structural factors, notably systematicity, can act as selection constraints on mapping. The present work tests to see if pragmatic and adaptation factors can also act as selection constraints on mapping. The selection of a mapping based on pragmatic factors proposes that people can exploit the higher-order, schematic structure of a domain to select one mapping over another. With respect to adaptation factors, the proposal is that a mapping will be selected if it is evaluated as being easily adapted relative to other competing mappings. Both of these predictions are tested in a novel, problem solving paradigm. The main finding is that adaptation factors do act as a selection constraint but that pragmatic factors do not. The implications of these results for computational models of analogy are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/905790n0","frozenauthors":[{"first_name":"Mark","middle_name":"T.","last_name":"Keane","name_suffix":"","institution":"University of Dublin,Trinity College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31885/galley/22951/download/"}]},{"pk":31883,"title":"Adaptive learning of Gaussian categories leads to decision bound s an d response surfaces incompatible with optimal decision making","subtitle":null,"abstract":"Two experiments in category learning are used to examine two types of categorization models. In both a two and four choice experiment, subjects are shown to fail to learn to optimally classify two dimensional stimuli. The general recognition theory (CRT) of Ashby & Maddox (1990) predicts quadratic decision bounds. The first experiment disconfirms this. The extended GR T predicts that learners adopt a bound of complexity equivalent to the optimal one. The second experiment disconfirms this as well. Both experiments support the idea that general resources of adaptive systems can provide explanations of observed sub-optimal behavior.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8256r4zz","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Kalish","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31883/galley/22949/download/"}]},{"pk":32998,"title":"A Lexical Model of Learning to Read Single Words Aloud","subtitle":null,"abstract":"Three principles governing the operation of the lexical pathway in a model of reading single words aloud were applied to the question of learning, as measured by times to initiate correct pronunciations. I. At the lexical level, a target word activates a neighborhood of orthographically similar entries in the lexicon. II. At the phoneme level, the correct phonemes in the phonemic spelling of the word compete with the other active phonemes. III. At the naming level, the pronunciation is composed of a conjunction of phonemes. These principles were tested using the dau from a 4-year-old beginning reader (U) , resulting in a goodness-of-fit R^2 = .44. When a rule pathway using grapheme-phoneme correspondences was added to the lexical pathway, the goodness-of-Ht was comparable (R^2 = .46). When single entries were accessed along the lexical pathway, instead of word neighborhoods, and grapheme-phoneme conespondences were accessed along the rule pathway, as in standard dual-route models, the goodness-of-fit R^ 2 fell to .27. Although the modelfltting supported the importance of neighborhood activation and failed to support the importance of rules. grapheme-phoneme correspondences were overtly used by LT in the initial trials with words and when feedback indicated an errorful pronunciation. Thus, rule application may be relatively slow in normal fluent word naming, but may still play a strategic role in attempts to initially decode letter strings or to correct errors.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7hs5p9w5","frozenauthors":[{"first_name":"Roman","middle_name":"","last_name":"Taraban","name_suffix":"","institution":"Texas Tech University","department":""},{"first_name":"Carolyn","middle_name":"Beth","last_name":"Taraban","name_suffix":"","institution":"Texas Tech University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32998/galley/24059/download/"}]},{"pk":33013,"title":"Analogical Transfer Through Comprehension and Priming","subtitle":null,"abstract":"An unexplored means by which analogical transfer might take place is through indirect priming through the interaction of text comprehension and memory retrieval processes. Remind is a structured spreading-activation model of language understanding and reminding in which simple transfer can result from indirect priming from previously processed source analogs. This paper describes two experiments based on Remind's priming-based transfer framework. In Experiment 1, subjects (1) summarized analogous source stories' common plot; (2) rated the comprehensibility of targets related to sources by similar themes, contexts, or themes and contexts; then (3) described any sources incidentally recalled during target rating. Source/target similarity influenced comprehensibility and reminding without any explicit mapping or problem-solving. In Experiment 2, subjects (1) rated each story's comprehensibility in source/target pairs having similar relationships to each other as in Experiment 1; then (2) rated source/target similarity. Analogous targets were rated as more comprehensible than non-analogous targets. Both experiments imply that transfer can be caused by activation of abstract knowledge representations without explicit mapping.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5jj9q274","frozenauthors":[{"first_name":"Charles","middle_name":"M .","last_name":"Wharton","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Trent","middle_name":"E .","last_name":"Lange","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33013/galley/24074/download/"}]},{"pk":31832,"title":"An Empirical Investigation Of Law Encoding Diagrams For Instruction","subtitle":null,"abstract":"Law Encoding Diagrams, LEDs, are knowledge representations that correctly encode systems of one or more laws using the geometric and/or the topological strucnire of diagrams. In an instructional role, LEDs aim to focus learning on the formal relations defined by the correct laws, whilst using diagrammatic representations to aid comprehension. LEDs can be viewed as intermediate representations that aim to bridge the conceptual gulf between abstract laws and the behaviour of phenomena. It is anticipated LEDs will be adopted as key models in the foundation of expertise. This paper describes an investigation in which LEDs for momentum and energy conservation were used for instruction. The LEDs were implemented in a computer based discovery learning environment and the subjects given only minimal instruction on their use in problem solving. However, half the subjects used the LEDs for successful post-test solutions of different classes of problem and exhibited strategies that were expert-like, in marked contrast to their novice-like pre-test performance.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/526065dk","frozenauthors":[{"first_name":"Peter","middle_name":"C-H.","last_name":"Cheng","name_suffix":"","institution":"University of Nottingham","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31832/galley/22899/download/"}]},{"pk":33007,"title":"An Experiment to Determine Improvements in Automated Problem Solving in a Complex Problem Domain","subtitle":null,"abstract":"A previously constructed prototype expert system was extended to include case-based reasoning/learning, in order to determine if the automated problem solving behavior could be improved. The initial expert system was developed by using an inductive machine learning technique on 9,445 data records of pregnant women, providing production rules to predict preterm delivery. Its predictive accuracy was tested on a separate set of 9,445 data records. Next, the capability to reason from both production rules and input test cases was added to the system, in addition to the capability to internally modify its confidence in each piece of knowledge (rule or case) and the relative importance of patient attributes which appear to be predictive of preterm delivery. The system was structured such that the accuracy of either type of reasoning could be measured individually to determine how rule-based and case-based reasoning perform alone, and to determine how they perform together. Results show that the predictive accuracy of the system was improved, with different trends emerging, dependent on the bias of the learning data. Neither system performed as well alone as did both together.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/66n7s7v8","frozenauthors":[{"first_name":"M.","middle_name":"Van","last_name":"Dyne","name_suffix":"","institution":"University of Kansas","department":""},{"first_name":"C .","middle_name":"","last_name":"Tsatsoulis","name_suffix":"","institution":"University of Kansas","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33007/galley/24068/download/"}]},{"pk":36569,"title":"An Overview of the Rights of Immigrant Parents","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7rc6m85b","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Roos","name_suffix":"","institution":"Multicultural Education, Training and Advocacy","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36569/galley/27420/download/"}]},{"pk":33018,"title":"A Picture is Worth a Thousand Words—But That's the Problem","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Plenary Speakers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2vg47599","frozenauthors":[{"first_name":"Lila","middle_name":"","last_name":"Gleitman","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33018/galley/24079/download/"}]},{"pk":31864,"title":"Are Children 'Lazy Learners'? A Comparison of Natural and Machine Learning of Stress","subtitle":null,"abstract":"Do children acquire rules for main stress assignment or do \nthey learn stress in an exemplar-based way? In the \nlanguage acquisition literature, the former approach has \nbeen advocated without exception: although they hear \nmost words produced with their appropriate stress pattern, \nchildren are taken to extract rules and do not store stress \npatterns lexically. The evidence for a rule-based approach \nis investigated and it will be argued that in the literature \nthis approach is preferred due to an extremely simplified \ninterpretation of exemplar-based models. W e will report \nexperiments showing that Instance-Based Learning, an \nexemplar-based model, makes the same kinds of stress \nrelated errors in production that children make: (i) the \namount of production errors is related to metrical \nmarkedness, and (ii) stress shifts and errors with respect to \nthe segmental and syllabic structure of words typically take \nthe form of a regularization of stress patterns. InstanceBased Learning belongs to a class of Lazy Learning \nalgorithms. In these algorithms, no explicit abstractions \nin the form of decision trees or rules are derived; \nabstraction is driven by similarity during performance. \nOur results indicate that at least for this domain, this kind \nof lazy learning is a valid alternative to rule-based \nlearning. Moreover the results plead for a reanalysis of \nlanguage acquisition data in terms of exemplar-based \nmodels.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vt7s2h1","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Gillis","name_suffix":"","institution":"University of Antwerp","department":""},{"first_name":"Walter","middle_name":"","last_name":"Daelemans","name_suffix":"","institution":"University of Antwerp","department":""},{"first_name":"Gert","middle_name":"","last_name":"Durieux","name_suffix":"","institution":"University of Antwerp","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31864/galley/22931/download/"}]},{"pk":31833,"title":"Are Scientific Theories that Predict Dat a Mor e Believable than Theories that Retrospectively Explain Data ? A Psychological Investigation","subtitle":null,"abstract":"Philosophers have disagreed about whether theories that make successful predictions are more believable than theories that merely explain data that have aheady been discovered. Predictivists believe that theories that make successful predictions have an edge over theories that offer only retrospective explanations of the same data. Nonpredictivists maintain that whether a theory predicts data or explains data retrospectively is irrelevant to the believability of the theory. The purpose of this paper is to report on three psychological experiments designed to determine whether undergraduates behave as predictivists or nonpredictivists when they evaluate theories. Results indicate that subjects behaved as nonpredictivists when one theory predicted a body of data and a second theory was devised later to explain the same data retrospectively. However, subjects behaved as predictivists in the situation in which a theory retreated in the face of anomalous data by adding an auxiliary hypothesis; for instance, theories that predicted data by adding the necessary auxiliary hypotheses before the data came in were more believable than theories that added the auxiliary hypothesis in reaction to the data. These results suggest that cognitive models of theory choice that assume that people are nonpredictivists may require modification.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7kp2w4gg","frozenauthors":[{"first_name":"Clark","middle_name":"A.","last_name":"Chinn","name_suffix":"","institution":"University of Illinois at Urbana-Champaign","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31833/galley/22900/download/"}]},{"pk":31865,"title":"Array Representations for Model-Based Spatial Reasoning","subtitle":null,"abstract":"To date, the major focus of research in knowledge representations for artificial intelligence has been on sentential or linguistic formalisms involving logic and rulebased reasoning. There is a growing body of evidence suggesting, however, that much of human problem solving is achieved, not through the application of rules of inference, but rather through the manipulation of mental models. Such a model is represented by a system with a similar relational structure to the reality it represents. Moreover, spatial reasoning with models involves the inspection and transformation of representations in ways that are analogous to visually inspecting and physically transforming entities in the world. Since a crucial component of knowledge acquisition is to capture an expert's mental state and reasoning strategies, it is important to shift some of the attention of AI research to the study of representation techniques that correspond to the mental models used by humans. The paper begins with a cognitive perspective on model-based reasoning. A knowledge representation scheme for spatial reasoning with models is then presented. In this scheme, which has evolved from research in computational imagery, spatial models are represented as symbolic arrays where dimensions of the array correspond to transitive order relations among entities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rj919jn","frozenauthors":[{"first_name":"Janice","middle_name":"","last_name":"Glasgow","name_suffix":"","institution":"Queen's University, Kingston","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31865/galley/22932/download/"}]},{"pk":31808,"title":"Artificial Evolution of Syntactic Aptitude","subtitle":null,"abstract":"Populations of simple recurrent neural networks were subject to simulations of evolution where the selection criterion was the ability of a network to learn to recognize strings from context free grammars. After a number of generations, networks emerged that use the activation values of the units feeding their recurrent connections to represent the depth of embedding in a string. Networks inherited innate biases to accurately learn members of a class of related context-free grammars, and, while learning, passed through periods during which exposure to spurious input interfered with their subsequent ability to learn a grammar.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9919k906","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Batali","name_suffix":"","institution":"University of California at San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31808/galley/22876/download/"}]},{"pk":32977,"title":"A Simple Co-Occurrence Explanation for the Developmen t of Abstract Letter Identities","subtitle":null,"abstract":"Evidence suggests that an early representation in the visual processing of orthography is neither visual nor phonological, but codes abstract letter identities (ALIs) independent of case, font, size, etc. How could the visual systeai come to develop such a representation? W e propose that, because many letters look similar regardless of case, font, etc., different visual forms of the same letter tend to appear in visually similar contexts (e.g., in the same words written in different ways) and that correlationbased learning in visual cortex picks up on this similarity among contexts to produce ALIs. W e present a simple selforganizing Hebbian neural network model that illustrates how this idea could work and that produces ALIs when presented with appropriate input.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74g0k9sq","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":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32977/galley/24038/download/"}]},{"pk":31912,"title":"A Study of Diagrammatic Reasoning from Verbal and Gestural Data","subtitle":null,"abstract":"This paper reports on an exploratory study of diagrammatic reasoning. Concurrent think-aloud protocols and gestures of subjects solving a set of device behavior hypothesis problems presented as labeled diagrams were collected. In addition to analyzing verbal protocols, the gestures and marks made by the subjects were examined and used to annotate encoded verbal data. A model of diagrammatic reasoiung in this task is proposed and compared with results of analyzing the protocols. Besides lending support to results of previous experimental studies, this study also revealed some interesting aspects of diagrammatic reasoning that merit further investigation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4563c8w6","frozenauthors":[{"first_name":"N .","middle_name":"Hari","last_name":"Narayanan","name_suffix":"","institution":"Advanced Research Laboratory, Hitachi Ltd","department":""},{"first_name":"Masaki","middle_name":"","last_name":"Suwa","name_suffix":"","institution":"Advanced Research Laboratory, Hitachi Ltd","department":""},{"first_name":"Hiroshi","middle_name":"","last_name":"Motoda","name_suffix":"","institution":"Advanced Research Laboratory, Hitachi Ltd","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31912/galley/22977/download/"}]},{"pk":31854,"title":"Attention Allocation During Movement Preparation","subtitle":null,"abstract":"Identification performance was measured for letters which were briefly presented at different spatial locations and time delays relative to the beginning of manual movement preparation. Identification performance depended on the complexity of the upcoming movement and decreased prior to movement onset. Further findings of similar identification performance with different spatial relations between probe location and manual movement direction cast doubt on the generality of a premotor theory of attention.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5j2738pg","frozenauthors":[{"first_name":"Martin","middle_name":"H.","last_name":"Fischer","name_suffix":"","institution":"University of Massachusetts","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31854/galley/22921/download/"}]},{"pk":32994,"title":"A Unified Model of Preference and Recovery Mechanisms in Human Parsing","subtitle":null,"abstract":"Models of human parsing typically focus on explaining syntactic preferences and garden-path phenomena. This paper explores another aspect of the processing of syntactic ambiguity—the successful revision of previously preferred structure. In the competitive attachment model of parsing, a hybrid connectionist network directly represents the attachment structure among phrasal nodes in a parse tree. A syntactic ambiguity leads to a network of alternative attachments that compete for numeric activation. The winning attachments are determined within a parallel operation that simultaneously revises earlier attachments as needed when initially attaching a new phrase to the developing parse tree. Because of the unique parallel structuring operation, the competitive attachment model provides a unified explanation of human preference and recovery mechanisms in parsing. The paper demonstrates this ability by showing how the model accounts for recency effects in human syntactic processing. In the parsing network, a mechanism of decay, which is independently needed to manage the finite pool of processing nodes, allows more recent phrases to compete more effectively than less recent phrases for new attachments. The effect of decay on the attachment competition underlies a unified account of psycholinguistic observations of recency, both in initial syntactic preferences and in the revision of erroneous attachments.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fx044jk","frozenauthors":[{"first_name":"Suzanne","middle_name":"","last_name":"Stevenson","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32994/galley/24055/download/"}]},{"pk":33009,"title":"Belief Modelling, Intentionality and Perlocution in Metaphor Comprehension","subtitle":null,"abstract":"Metaphor is an elegant, concise, often startling communicative form which is employed by a speaker as a means of conveying a state of affairs to a hearer; as such, it deserves to be analysed as a speech-act, with a particular illocutionary intent and perlocutionary effect. This paper describes a hybrid symbolic/connectionist model of meuphor (SAPPER by Veale & Keane. 1993), which incorporates elements of the belief ascription model of (Wilks. Bamden & Wang, 1991). This extended framework provides a suitable computational envirormient for analysing the illocutionary intent of the speaker, and perlocutionary effect upon the hearer's belief space, of a broad class of metaphors with an observable ameliorative/pejorative connotation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9609v867","frozenauthors":[{"first_name":"Tony","middle_name":"","last_name":"Veale","name_suffix":"","institution":"University of Dublin , Trinity College","department":""},{"first_name":"Mark","middle_name":"T.","last_name":"Keane","name_suffix":"","institution":"University of Dublin , Trinity College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33009/galley/24070/download/"}]},{"pk":31867,"title":"Binding of Object Representations by Synchronous Cortical Dynamic s Explains Temporal Order and Spatial Pooling Data","subtitle":null,"abstract":"A key problem in cognitive science concerns how the brain binds together parts of an object into a coherent visual object representation. One difficulty that this binding process needs to overcome is that different parts of an object may be processed by the brain at different rates and may thus become desynchronized. Perceptual framing is a mechanism that resynchronizes cortical activities corresponding to the same retinal object A neural network model based on cooperation between oscillators via feedback from a subsequent processing stage is presented that is able to rapidly resynchronize desynchronized featural activities. Model properties help to explain perceptual framing data, including psychophysical data about temporal order judgments. These cooperative model interactions also simulate daU concerning the reduction of threshold contrast as a function of stimulus length. The model hereby provides a unified explanation of temporal order and threshold contrast data as manifestations of a cortical binding process that can rapidly resynchronize image parts which belong together in visual object representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7gd2n08c","frozenauthors":[{"first_name":"Alexander","middle_name":"","last_name":"Grunewald","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Grossberg","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31867/galley/22934/download/"}]},{"pk":31881,"title":"Bottom-Up Recognition Learning: A Compilation-Based Model of Limited-Lookahead Learning","subtitle":null,"abstract":"When faced with a novel problem, people can sometimes decide what to do by imagining alternative sequences of actions and then taJdng the sequence that solves the problem. In many problems, however, various constraints, such as working memory capacity, limit the amount of internal lookahead that people can do. This paper describes Bottom-Up Recognition Learning (BURL), a model of limited-lookahead learning based on final first learning and knowledge compilation. In BURL, knowledge compilation of limited-lookahead search over successive problemsolving trials transfers knowledge from the leaf nodes of a problem space to the top node. Two experiments test BURL'S predictions. The first compares the Soar implementation of BURL to human subjects learning to play two Tlc-Tac-Toe isomorphs. This experiment shows that BURL can account for learning that occurs when subjects can perform a limited lookahead. The second experiment studies transfer between two strategy acquisition tasks for one isomorph. This experiment shows that BURL must be used in conjunction with other learning methods to fully explain skill acquisition on limited lookahead tasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6g10r9m1","frozenauthors":[{"first_name":"Todd","middle_name":"R.","last_name":"Johnson","name_suffix":"","institution":"The Ohio State University","department":""},{"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":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31881/galley/22947/download/"}]},{"pk":31914,"title":"Can Connectionist Models Exhibit Non-Classical Structure Sensitivity?","subtitle":null,"abstract":"Several connectionist models have been supplying non-classical explanations to the challenge of explaining systematicity, i.e.. structure sensitive processes, without merely being implementations of classical architectures. However, lately the challenge has been extended to include learning related issues. It has been claimed that when these issues are taken into account, only a restricted form of systematicity could be claimed by the connectionist models put forward so far. In this paper we investigate this issue further, and supply a model and results that satisfies even the revised challenge.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2f67h7g7","frozenauthors":[{"first_name":"Lars","middle_name":"","last_name":"Niklasson","name_suffix":"","institution":"University of Skovde","department":""},{"first_name":"Tim","middle_name":"van","last_name":"Gelder","name_suffix":"","institution":"Australian National University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31914/galley/22979/download/"}]},{"pk":31822,"title":"Case Age : Selecting the Best Exemplars for Plausible Reasoning Using Distance in Time or Space","subtitle":null,"abstract":"The age of a case (in the CBR sense) is the amount of time that has elapsed between the time that the case originally occurred and the time of the current reasoning activity. People engaged in plausible reasoning tasks will, under appropriate circumstances, use the age of retrieved prior cases to filter and discard them, or to select among alternatives by their recency. This paper examines how the age of a case (and its spatial analog) are used by people in plausible and case-based reasoning tasks. I will argue that (1) The age of a retrieved case is an important factor in case relevance judgments for certain kinds of inferences. (2) When case age is relevant, more recent cases are usually, but not always, preferred to older ones (the all other things being equal\" caveat). Finally, I will argue that, somewhat surprisingly, (3) case age cannot be used as an index into memory given some commonly held assumptions about the nature of the retrieval process because it varies with the time of retrieval. This limits its use to post-retrieval processes, such as the filtering of already retrieved cases.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ps9v2m7","frozenauthors":[{"first_name":"Mark","middle_name":"H.","last_name":"Burstein","name_suffix":"","institution":"Boll Beranek and Newman Inc","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31822/galley/22890/download/"}]},{"pk":32975,"title":"Categorization and the Parsing of Objects","subtitle":null,"abstract":"Several models of categorization suggest that fixed inputs (features) are combined together to create categorization rules. It is also possible that categorization influences what features are perceived and used. This experiment explored the possibility that categorization training influences how an object is decomposed into parts. In the first part of this experiment, subjects learned to categorize objects based on particular sets of line segments. Following categorization training, subjects were tested in a whole-part decomposition task, making speeded judgments of \"does whole X contain probe Y.\" All diagnostic and nondiagnostic category parts were used as parts within the whole objects, and as probes. Categorization training in the first part of the experiment affected performance on the second task. In particular, subjects were faster to respond when the whole object contained a part that was diagnostic for categorization than when it contained a nondiagnostic part. Whe n the probe was a diagnostic category part subjects were faster to respond that it was present than absent, and when the probe was a nondiagnostic part, subjects were faster to respond that it was absent than that it was present. These results are discussed in terms of perceptual sensitivity, response bias, and the modulating influence of experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8p50z4b2","frozenauthors":[{"first_name":"Rachel","middle_name":"","last_name":"Pevtzow","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Robert","middle_name":"L.","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32975/galley/24036/download/"}]},{"pk":31890,"title":"Categorization, Typicality, and Shape Similarity","subtitle":null,"abstract":"This work examines the contribution of shape features to subjects' judgments of typicality for visual categories. Shape was found to make a strong contribution to typicality, as evidenced by the strong correlation between results on pictures and those on silhouettes of the same pictures. Also, di^erent measures of the contribution of shape template overlap, compactness, and number of parts - were shown to capture different aspects of that contribution. As one of the fundamental problems in category research is to determine the features used in categorization (e.g., Medin, 1989), the current work is important because it makes progress on this problem.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1tp630vm","frozenauthors":[{"first_name":"Matthew","middle_name":"A.","last_name":"Kurbat","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Edward","middle_name":"E.","last_name":"Smith","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Douglas","middle_name":"L.","last_name":"Medin","name_suffix":"","institution":"Northwestem University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31890/galley/22956/download/"}]},{"pk":36562,"title":"CATESOL Journal Editorial Staff","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8h28d5rm","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36562/galley/27413/download/"}]},{"pk":31805,"title":"Causal Attribution A s Mechanism-Base d Story Construction: A n Explanation O f Th e Conjunction Fallacy A n d Th e Discounting Principle","subtitle":null,"abstract":"We propose that causal attribution involves constructing a coherent story using mechanism information (i.e., the processes underlying the relationship between the cause and the effect). This processing account can explain both the conjunction effect (i.e., conjunctive explanations being rated more probable than their components) and the discounting effect (i.e., the effect of one cause being discounted when another cause is already known to be true). In the current experiment, both effects occurred with mechanism-based explanations but not with covariationbased explanations in which the cause-effect relationship was phrased in terms of covariations without referring to mechanisms. We discuss why the current results pose difficulties for previous attribution models in Psychology and Artificial Intelligence.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8r28f95x","frozenauthors":[{"first_name":"Woo-kyoung","middle_name":"","last_name":"Ahn","name_suffix":"","institution":"University of Louisville","department":""},{"first_name":"Jeremy","middle_name":"","last_name":"Bailenson","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Brian","middle_name":"","last_name":"Gordon","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31805/galley/22873/download/"}]},{"pk":31916,"title":"Changing the Viewpoint: Re-Indexing by Introspective Questioning","subtitle":null,"abstract":"Various cognitive and compuUtional models have addressed the use of previous experience to understand a new domain. In particular, research in case-based reasoning has explored the ideas of retrieving and adapting previous experience in the form of cases, which can only be retrieved when they are appropriately indexed. In contrast to learning new indexes, reindexing of existing cases has received little attention. The need for re-indexing a case arises when a previous situation has been incorrectly or incompletely understood. W e describe a novel approach to re-indexing which integrates results from two different areas: multiple viewpoints used in intelUgent tutoring systems and introspective questioning used in metacognitive activities. Furthermore, we apply ideas from CaseBased Reasoning to the re-indexing process itself. The revised index can be tested by active interaction with the agent's environment. An example of our implementation, JULIAN, will illustrate the re-indexing process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/31v8j7sr","frozenauthors":[{"first_name":"R.","middle_name":"","last_name":"Oehimann","name_suffix":"","institution":"University of Aberdeen","department":""},{"first_name":"P.","middle_name":"","last_name":"Edwards","name_suffix":"","institution":"University of Aberdeen","department":""},{"first_name":"D.","middle_name":"","last_name":"Sleeman","name_suffix":"","institution":"University of Aberdeen","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31916/galley/22981/download/"}]},{"pk":33008,"title":"Classicalism and Cognitive Architecture","subtitle":null,"abstract":"This paper challenges the widely accepted claim that \"classical\" cognitive architectures can explain the systematicity of cognition (Fodor & Pylyshyn, 1988). There are plausible ways of rendering more precise the systematicity hypothesis (as standardly formulated) in which it is entailed by classical architectures, and other plausible ways in which it is not. Therefore, it is not a determinate issue whether systematicity is entailed, and hence explained, by classical architectures. The general argument is illustrated in a particular domain, the systematicity of deductive inference. In the case of the capacity to carry out the inference modus tollens, the systematicity hypothesis can be made precise in two ways, one entailed by classical architectures, another which is not. Further, the latter, but not the former, accurately describes the actual empirical phenomenon. Put another way, the clumps that these deductive inference capacities come in are not the clumps that are entailed by classical architectures. Therefore, in this area at least, systematicity considerations count against the classical conception of cognitive architecture.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32c6096m","frozenauthors":[{"first_name":"Tim","middle_name":"van","last_name":"Gelder","name_suffix":"","institution":"Australian National University","department":""},{"first_name":"Lars","middle_name":"","last_name":"Niklasson","name_suffix":"","institution":"University of Skovde","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33008/galley/24069/download/"}]},{"pk":31915,"title":"Cognitive Development and Infinity in the Small: Paradoxes and Consensus","subtitle":null,"abstract":"Throughout history the concept of infinity has played an important role in almost every branch of human knowledge Paradoxically, very little effort has been made by the various theoretical schools in Cognitive Science to study this fascinating aspect of human mental activity. The study of subdivision offers an interesting subject matter to address the question of how the idea of infinity in the small emerge in our minds. 32 students, aged 8, 10, 12 and 14 (high and low intellectual-academic performers), participated in this study, in which a version of one of Zeno's paradoxes was analyzed by means of individual interviews. Results suggest that between ages 10 and 12, a certain intuition of the entailments of subdivision emerges, remaining very labile afterwards and being very influenced by the context. 66 % of the 12- and 14-year-old children said that the process involved in the paradox comes to an end. Less than 25 % considered (with deep hesitations) the possibility that the process might continue endlessly. This suggests that the classic piagetian view that the indefinite subdivision is mastered at the period of formal operations must be reassessed. Some epistemological consequences based on an embodiedcognition oriented perspective are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0kj5w4n6","frozenauthors":[{"first_name":"Rafael","middle_name":"","last_name":"Nunez","name_suffix":"","institution":"University of California at Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31915/galley/22980/download/"}]},{"pk":33021,"title":"Cognitive Science Meets Cognitive Engineering","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1td8899m","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":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33021/galley/24532/download/"}]},{"pk":36571,"title":"Collaboration Across Disciplines in Postsecondary Education: Attitudinal Challenges","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1xt6258h","frozenauthors":[{"first_name":"Marguerite","middle_name":"Ann","last_name":"Snow","name_suffix":"","institution":"California State University, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36571/galley/27422/download/"}]},{"pk":31810,"title":"Collaborative Explanations and Metacognition : Identifying Successful Learning Activities in the Acquisition of Cognitive Skills","subtitle":null,"abstract":"Individual differences in collaborative explanations during learning were analyzed to detennine effects on problem solving. Twenty-five university students with no prior programming experience worked through a sequence of programming lessons. For the Target lesson, subjects studied instructional texts and examples in either mixed performance-level dyads (collaborative dyad group) or individually (individual group) prior to individual programming activities. The collaborative dyad subjects were divided into equal sized groups of high-benefit and low-benefit dyad subjects based on Target lesson programming performance. Betweengroup analyses of the characteristics of the explanations generated by high-benefit and lowbenefit dyad subjects were investigated, including (a) explanation and metacognitive strategies, (b) content of elaborations, and (c) manner of generating elaborations. High-benefit dyad subjects were found to generate both a higher quantity and higher quality of elaborations. These results are compared to findings from prior research","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75s3n1ks","frozenauthors":[{"first_name":"Katerine","middle_name":"","last_name":"Bielaczyc","name_suffix":"","institution":"University of California Berkeley","department":""},{"first_name":"Peter","middle_name":"L .","last_name":"Pirolli","name_suffix":"","institution":"Xerox PARC","department":""},{"first_name":"Ann","middle_name":"L.","last_name":"Brown","name_suffix":"","institution":"University of California Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31810/galley/22878/download/"}]},{"pk":33027,"title":"Collaborative Knowledge","subtitle":null,"abstract":"This symposium will discuss various kinds of collaborative knowledge, i.e. knowledge that develops as the result of the cooperative work of groups of people.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52x660f9","frozenauthors":[{"first_name":"Paul","middle_name":"","last_name":"Thagard","name_suffix":"","institution":"University of Waterloo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33027/galley/24087/download/"}]},{"pk":31807,"title":"Combining Simulative and Metaphor-Base d Reasoning about Beliefs","subtitle":null,"abstract":"An unprecedented combination of simulative and metaphor-based reasoning about beliefs is achieved in an AI system, ATT-Meta. Much mundane discourse about beliefs uses conceptusJ metaphors (e.g., MINDAS CONTAINER ) productively, and ATT - Meta's metaphor-based reasoning accordingly leads to crucial discourse comprehension decisions. ATT-Meta's non-metaphorical mode of belief reasoning includes simulative reasoning (SR). In ATT-Meta, metaphor-based reasoning can block and otherwise influence the course of SR. Also, ATT-Meta can nest SR and metaphorbased reasoning within themselves and each other. As well as currently allowing ATT-Meta to simulatively reason about beliefs about beliefs ..., the nesting will in the near future allow the system to handle chained metaphors, ascribe its own metaphor-based reasoning to other agents, and apply simulative reasoning to purely metaphorical agents.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/34v0m42b","frozenauthors":[{"first_name":"John","middle_name":"A.","last_name":"Barnden","name_suffix":"","institution":"New Mexico State University","department":""},{"first_name":"Eric","middle_name":"","last_name":"Iverson","name_suffix":"","institution":"New Mexico State University","department":""},{"first_name":"Gees","middle_name":"C.","last_name":"Stein","name_suffix":"","institution":"New Mexico State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31807/galley/22875/download/"}]},{"pk":31835,"title":"Commonsense Knowledge and Conceptual Structure in Container Metaphors","subtitle":null,"abstract":"Cognitive grammar provides an analytic framework in which the semantic value of linguistic expressions is characterized relative to domains of presupposed knowledge. Cognitive metaphor theory holds that metaphorical language involves a mapping of conceptual structure from a source domain to a target domain. Containers are one such pervasive structure. This investigation proposes a detailed representation for the domain CONTAINER and applies it in the analysis of metaphorical expressions mapping CONTAINER onto target domains ARGUMENT and linguistic expression. Each source domain word is analyzed with respect to which aspects of the CONTAINER domain structure it refers, and whether it refers to a 2D or 3D bounded region. The pattern of aspects mapped suggest that spatial containment, content, and material container object comprise major aspects of the 3D CONTAINER domain. The target domains are demonstrated to be structured according this container organization. The results demonstrate that cognitive semantic analysis can reveal specific structures of commonsense knowledge which are prerequisite for language use.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3xm5g0sh","frozenauthors":[{"first_name":"Timothy","middle_name":"C.","last_name":"Clausner","name_suffix":"","institution":"Johns Hopkins University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31835/galley/22902/download/"}]},{"pk":31821,"title":"Competing Models of Analogy: ACME Versus Copycat","subtitle":null,"abstract":"ACME and Copycat have been viewed as competing models of analogy making. Mitchell (1993) makes three major criticisms of ACM E in arguing for Copycat's superiority: that because ACME considers all syntactically possible mappings it is psychologically implausible and computationally infeasible; that its representations are rigid and hand-tailored for each problem; and that ACME's representations are scmantically empty. To evaluate these criticisms we applied ACME to simulating problems in the only domain addressed by Copycat, letter-string analogies such as, \"If abc is changed into abd, how would you change kji in the same way?\" Using representations that include only knowledge available to Copycat, ACME generated the most common solutions that people and Copycat produce. In addition, ACME was able to generate some solutions produced by people but that are impossible for Copycat, demonstrating that in some respects ACME is a more flexible analogical reasoner than is Copycat. These simulations answer each of Mitchell's criticisms of ACME . ACME can incorporate domain-relevant knowledge to allow a principled reduction in the number of mappings considered; it can generate novel representations based on its domain-general constraints; and it can incorporate semantic content into its representations. In addition, ACME has the advantage of being applicable to many different domains.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2926b007","frozenauthors":[{"first_name":"Bruce","middle_name":"D.","last_name":"Burns","name_suffix":"","institution":"University of California, LA","department":""},{"first_name":"Keith","middle_name":"J.","last_name":"Holyoak","name_suffix":"","institution":"University of California, LA","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31821/galley/22889/download/"}]},{"pk":31878,"title":"Computational Simulation of Depth Perception in the Mammalian Visual System","subtitle":null,"abstract":"This paper presents a computational model for stereopsis. Laplacian of Gaussian filters are used to simulate ganglion cells and LGN cells and zero-crossings extracted provide spatial features in the visual scene. A set of one-octave Gabor filters is used to extract orientation information, which cover 0 to 60 cycles/degree interval in the human visual system. A Gaussian sphere model is used to map a 3D space onto two 2D image planes, which combines monocular cues with binocular cues in stereo matching. The determinant of the Jacobian of the mapping is derived and matching is performed using zerocrossings associated with their orientation information. The possibility of transferring the knowledge such as the probability of occurrence of visual scenes to the matching process from the mapping is discussed. Relaxation labelling is used as a co-operative process, which simulates binocular fusion and rivalry in the human visual process.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4684b2ff","frozenauthors":[{"first_name":"Jesse","middle_name":"S.","last_name":"Jin","name_suffix":"","institution":"University of New South Wales","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31878/galley/22944/download/"}]},{"pk":33011,"title":"Computing Goal Locations from Place Codes","subtitle":null,"abstract":"A model based on coupled mechanisms for place recognition, path integration, and maintenance of head direction in rodents replicates a variety of neurophysiological and behavioral data. Here we consider a task described in [Collett et al. 1986] in which gerbils were trained to find food equidistant from three identical landmarks arranged in an equilateral triangle. In probe trials with various manipulations of the landmark array, the model produces behaviors similar to those of the animals. We discuss computer simulations and an implementation of portions of the model on a mobile robot.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/96s5c7vj","frozenauthors":[{"first_name":"Hank","middle_name":"S.","last_name":"Wan","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"David","middle_name":"S.","last_name":"Touretzky","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"A.","middle_name":"David","last_name":"Redish","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33011/galley/24072/download/"}]},{"pk":31817,"title":"Connectionist Modelling of Spelling","subtitle":null,"abstract":"We present a new connectionist model of human spelling and investigate some of its properties. Although based on Sejnowski & Rosenberg's (1987) NETtalk model of reading, it requires no pre-processing of the training data to align the phonemes and letters. The model achieves 100% performance on the training data (2837 monosyllabic words including many irregular words) and has a generalization performance of about 89%. Under appropriate conditions it exhibits symptoms similar to developmental surface dyslexia and acquired surface dysgraphia. However, its inability to account for phonological dysgraphia and lexical decision leads us to believe that it is a promising candidate for the rule based part of a dual route model but not a complete model of spelling on its own.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4rk950g2","frozenauthors":[{"first_name":"John","middle_name":"A.","last_name":"Bullinaria","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31817/galley/22885/download/"}]},{"pk":36561,"title":"Contents","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4qm9w7mc","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36561/galley/27412/download/"}]},{"pk":31852,"title":"Context Effects in Syntactic Ambiguity Resolution: The Location of Prepositional Phrase Attachment","subtitle":null,"abstract":"Two experiments are reported to test whether the location of prepositional phrase attachment can be influenced by syntactic and contextual factors. The first experiment tested the hypothesis that attachment is delayed until the word after the prepositional phrase. Replicating the results of Taraban and McClelland (1988), this experiment showed that sentence bias rather than syntactic structure determines the ease of processing; attachment effects were observed on the words after the noun filler. In addition, using sentences in which the noun filler consisted of a compound noun, we also found evidence for delayed attachment. Using sentences in which the noun filler was modified by an adjective, we found evidence for early attachment. In the second experiment, we used context paragraphs to induce earlier attachment for the compound noun sentences. When the first noun of the compound was mentioned in the prior discourse, attachment effects were observed on the disambiguating noun filler. When the first noun was not mentioned, attachment effects were observed, as in Experiment 1, on the words after the prepositional phrase. Thus, the study supports the idea of a contextdependent delay strategy for prepositional phrase attachment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dm2r60v","frozenauthors":[{"first_name":"Evelyn","middle_name":"C.","last_name":"FerstI","name_suffix":"","institution":"University of Colorado at Boulder","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31852/galley/22919/download/"}]},{"pk":31884,"title":"Coping with the Complexity of Design: Avoiding Conflicts and Prioritizing Constraints","subtitle":null,"abstract":"Design is a complex cognitive task that pushes the limits of human information processing. How do expert designers handle this complexity? Professional and student architects solved a real-world diagram construction task that required satisfying multiple, sometimes conflicting, constraints to achieve an acceptable design. Professionals' initial designs were more consistent with task constraints and remained more consistent throughout problem solution. Students restructured their designs more often in their unsuccessful attempts to satisfy the multiple constraints imposed by the task. Analysis of subjects' verbal and action protocols suggests that one aspect of professionals' superior performance is their early recognition of the critical constraints on a design. Professionals handle these constraints before others to structure the remaining, more negotiable, constraints. By properly ordering constraints, professionals effectively minimize constraint conflicts. As conflict resolution has high processing costs, constraint prioritization may be one way that professionals cope with the complexity of design.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9jp4j1nj","frozenauthors":[{"first_name":"Irvin","middle_name":"R.","last_name":"Katz","name_suffix":"","institution":"Princeton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31884/galley/22950/download/"}]},{"pk":32973,"title":"Correspondences between Syntactic Form and Meaning: From Anarchy to Hierarchy","subtitle":null,"abstract":"If we are to develop language processing systems that model human capabilities and performance, we must identify corespondences between the grammatical features and meaning of language and employ them in our computatiraial models of sentence interpretation. In this paper, we present a computational model of sentence interpretation and a theory of compositional semantics. Our model provides a method for addressing a range of lexical novelty (e.g., novel verbs, novel uses of known verbs), relying on a semantic representation that maintains principled correspondences with syntactic form. In our approach. syntactic structure preserves critical information about the hierarchical structure of semantic interpretations. This property of the semantic represoitation along with restrictions on semantic interpretations enable the model to infer the semantics of novel verbs, disambiguate the semantics of known verbs, and determine the contributions that verb arguments make to sentence interpretation in a constrained and principled manner. This research offers a fruitful approach for using linguistic analysis to address the recovery of meaning in natural language processing systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0hx067v7","frozenauthors":[{"first_name":"Justin","middle_name":"","last_name":"Peterson","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":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32973/galley/24034/download/"}]},{"pk":31825,"title":"Counterfactual Reasoning: Inferences from Hypothetical Conditionals","subtitle":null,"abstract":"Hypothetical reasoning - thinking about what might happen in the future or what might have happened in the past - enables us to go beyond factual reality. W e suggest that human reasoners construct a more explicit mental representation of hypothetical conditionals, such as. If Linda were in Dublin then Cathy would be in Galway, than of factual conditionals, such as, if Linda is in Dublin then Cathy is in Galway. When people think about the factual conditional, they keep in mind the affirmative situation -- Linda is in DubUn, Cathy is in Galway, and they maintain only an implicit awareness that there may be alternatives to this situation. In contrast, when they think about the hypothetical conditional, they keep in mind not only the affirmative situation, but also the presupposed negative one (Linda is not in Dublin, Cathy is not in Galway). The postulated differences in mental representations lead us to expect differences in the frequency of inferences that people make from the two sorts of conditionals, and we report the results of an experiment that corroborates this prediction. The psychological data have implications for philosophical and linguistic accounts of counterfactual conditionals, and for artificial intelligence programs designed to reason hypothetically.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7jw7q3fn","frozenauthors":[{"first_name":"Ruth","middle_name":"M.J.","last_name":"Byrne","name_suffix":"","institution":"University of Dublin, Trinity College","department":""},{"first_name":"Alessandra","middle_name":"","last_name":"Tasso","name_suffix":"","institution":"University of Padua","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31825/galley/22892/download/"}]},{"pk":31836,"title":"Descriptive Model of Question Asking During Story Acquisition Interviews","subtitle":null,"abstract":"In this paper, we provide a taxonomy of the processes which people use to generate questions for a type of interviewing task. Specifically, we analyze \"story acquisition interviews\" in which the interviewer is a knowledge engineer who asks questions of a domain expert to acquire material for a conversational hypermedia system. Such interviews have proven to be surprisingly difficult to conduct successfully. W e have identified a number of \"local\" strategies which successful interviewers use to develop coherent, interesting sequences of questions and we have positioned these strategies within a model which describes the global interviewing process. This descriptive model is an initial step towards a methodology prescribing how to perform these interviews effectively.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rz7h5kp","frozenauthors":[{"first_name":"Chip","middle_name":"","last_name":"Cleary","name_suffix":"","institution":"The Institute for the Learning Sciences 1890 Maple Avenue","department":""},{"first_name":"Ray","middle_name":"","last_name":"Bareiss","name_suffix":"","institution":"The Institute for the Learning Sciences 1890 Maple Avenue","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31836/galley/22903/download/"}]},{"pk":36568,"title":"Developing Communities of Reflective ESL Teacher-Scholars Through Peer Coaching","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5pt2734s","frozenauthors":[{"first_name":"Kate","middle_name":"","last_name":"Kinsella","name_suffix":"","institution":"San Francisco State University and ARC Associates","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36568/galley/27419/download/"}]},{"pk":31877,"title":"Direct and Indirect Measures of Implicit Learning","subtitle":null,"abstract":"Comparing the relative sensitivity of direct and indirect measures of learning is proposed as the best way to provide evidence for unconscious learning when both conceptual and operative definitions of awareness are lacking. This approach was first proposed by Reingold & Merikle (1988) in the context of subliminal perception. In this paper, we apply it to a choice reaction task in which the material is generated based on a probabilistic finite-state grammar (Cleeremans, 1993). We show (1) that subjects progressively learn about the statistical structure of the stimulus material over training with the choice reaction task, and (2) that they can use some of this knowledge to predict the location of the next stimulus in a subsequent explicit prediction task. However, detailed partial correlational analyses of the correspondence between CR T performance and the conditional probability of each stimulus showed that large effects remaineid even when controlling for explicit knowledge as assessed by the prediction task. Hence we conclude (1) that at least some of the knowledge expressed in CR T performance can not be characterized as conscious, and (2) that even when associations are found at a global level of analysis, dissociations can still be obtained when more detailed analyses are conducted. Finally, we also show that subjects are limited in the depth of the contingencies they can learn about, and that these limitations are shared by the Simple Recurrent Network model of Cleeremans & McClelland (1991).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/66n3k1fz","frozenauthors":[{"first_name":"Luis","middle_name":"","last_name":"Jimenez","name_suffix":"","institution":"Universidad de Santiago","department":""},{"first_name":"Axel","middle_name":"","last_name":"Cleeremans","name_suffix":"","institution":"University Libre de Bruxelles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[]},{"pk":31900,"title":"Distributed Meeting Scheduling","subtitle":null,"abstract":"Meeting scheduling takes place when a group of people intend to meet with each other. Since each person has individual availability constraints and preferences, meeting scheduling is naturally distributed and there is a need to schedule the meeting in such a way as to consider the preferences of the set of meeting participants. In addition, individual meeting constraints and preferences may change both as a result of an agent's situation or as a result of other agents' scheduling decisions. Therefore, there is a need for distributed reactive schedule revision in response to changing requirements and constraints. W e present an approach to distributed meeting scheduling based on modeling and communication of constraints and preferences among the agents. When a feasible global schedule cannot be found, agents enter a negotiation and relax their constraints. The approach enables the agents to find and reach agreement on the schedule with the highest joint utility and to reactively revise the schedule in response to new information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5xx6g430","frozenauthors":[{"first_name":"JyiShane","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Katia","middle_name":"P.","last_name":"Sycara","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31900/galley/22965/download/"}]},{"pk":31853,"title":"Distributional Bootstrapping : From Word Class to Proto-Sentence","subtitle":null,"abstract":"There have been various suggestions about how children might acquire a proto-ciassification of elements of natural language, such as is conjectured to be necessary to allow the child to \"bootstrap\" language acquisition (Maratsos 1979; Pinker 1984). One, proposed by Kiss (1972) and Maratsos (1979), but criticised by Pinker (1984), is that children look for distributional correlations between simple linguistic phenomena in the lemguage they heax in order to derive more sophisticated abstract linguistic classifications. Finch & Chater (1992) showed that a relatively complete syntactic classification of the lexicon could be found for common words in natured language using distributional bootstrapping. This paper reviews some of the cirguments Pinker raises against distributional methods, and then describes a system which overcomes his objections, where sequences of words are classified into phrasal classes by a linguisticadly naive statistical aneilysis of distributional regularities fi-om a large, noisy, untagged corpus. For many classes, such as sentence and verb phrase, the accuracy of the classification (ie. the proportion of putative sentences which can in fact be linguistically interpreted as sentences) is in the region of 90%, thus enabling the child to break the \"bootstrapping problem\".","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1x3178gm","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Finch","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Nick","middle_name":"","last_name":"Chater","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31853/galley/22920/download/"}]},{"pk":31804,"title":"Distribution and frequency: Modelling the effects of speaking rate o n category boundaries using a recurrent neural network","subtitle":null,"abstract":"We describe a recurrent neural network model of rate effects on the syllable-initial voicing distinction, specified by voiceonset-time (VOT). The stimuli were stylized /bi/ and /pi/ syllables covarying in VOT and syllable duration. Network performance revealed a systematic rate effect: as syllable duration increases, the category boundary moves toward longer VOT values, mirroring human performance. Two factors underlie this effect: the range of training stimuli with each VOT and syllable duration, and their frequency of occurrence. The latter influence was particularly strong, consistent with exemplar-based accounts of human category formation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0m6184bv","frozenauthors":[{"first_name":"Mukhlis","middle_name":"","last_name":"Abu-Bakar","name_suffix":"","institution":"University of Wales","department":""},{"first_name":"Nick","middle_name":"","last_name":"Chater","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31804/galley/22872/download/"}]},{"pk":32986,"title":"Do Children have Epistemic Constructs about Explanatory Frameworks: Examples from Naive Ideas about the Origin of Species","subtitle":null,"abstract":"This paper presents the results of a study which examined children's ideas about the origin and differentiation of species. The focus of this paper is on the epistemic constructs associated with children's explanatory frameworks. Two groups of elementary school students, 9- year-olds and 12-year-olds, were interviewed using a semistructured questionnaire. The results indicate that most children explain the phenomena of speciation in terms of a conceptual framework that strongly resembles either early Greek or later renaissance variants of Essentialist theories in biology. Children also demonstrate a spontaneous understanding of important epistemic constructs associated with theoretical frameworks. For example, most children show an explicit awareness of the boundaries of their theoretical frameworks and have some idea of the phenomena that such a framework can and should explain. Many children treat questions about the origins of the first animal and plant species as \"first questions,\" or questions which are in principle unanswerable. The children appear to distinguish between facts that they as individuals lack but that are probably known by experts, domain problems that are unsolved but could in principle be answered by biological theories, and problems that are beyond the explanatory scope of biological theories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4h75k58h","frozenauthors":[{"first_name":"Ala","middle_name":"","last_name":"Samarapungavan","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Reinout","middle_name":"","last_name":"Wiers","name_suffix":"","institution":"University of Amsterdam","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32986/galley/24047/download/"}]},{"pk":31858,"title":"Dynamically constraining connectionist networks to produce distributed, orthogonal representations to reduce catastrophic interference","subtitle":null,"abstract":"It is well known that when a connectionist network is trained on one set of patterns and then attempts to add new patterns to its repertoire, catastrophic interference may result. The use of sparse, orthogonal hidden-layer representations has been shown to reduce catastrophic interference. The author demonstrates that the use of sparse representations may, in certain cases, actually result in worse performance on catastrophic interference. This paper argues for the necessity of maintaining hidden-layer representations that are both as highly distributed and as highly orthogonal as possible. The author presents a learning algorithm, called context-biasing, that dynamically solves the problem of constraining hiddenlayer representations to simultaneously produce good orthogonality and distributedness. On the data tested for this study, context-biasing is shown to reduce catastrophic interference by more than 50% compared to standard backpropagation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4b32g6bj","frozenauthors":[{"first_name":"Robert","middle_name":"M.","last_name":"French","name_suffix":"","institution":"Willamette University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31858/galley/22925/download/"}]},{"pk":36564,"title":"Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40z2m1wc","frozenauthors":[{"first_name":"Denise","middle_name":"","last_name":"Murray","name_suffix":"","institution":"San Jose State University","department":""},{"first_name":"Peter","middle_name":"","last_name":"Master","name_suffix":"","institution":"California State University, Fresno","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36564/galley/27415/download/"}]},{"pk":32981,"title":"Educational Implications of CELIA : Learning by Observing and Explaining","subtitle":null,"abstract":"CELIA is a computational model of how a novice student can quickly become competent at a procedural task through observing and understanding an expert's problem solving. This model was inspired by protocol studies, and implemented in a computer program. This model of a student's effective learning suggests some implications for teaching novices in a new domain. These may be relevant for both human teaching and intelligent tutoring. The implications include: encourage the student to predict, interactive step-by-step presentation of example steps, encourage self-explanation by the student, order example steps to match their logical order, give a variety of examples in early instruction, allow flexible interaction with the student, and present bztsic background concepts prior to examples. These implications represent hypotheses that follow from the learning model; they suggest further research.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/48x2c0fg","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Redmond","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32981/galley/24042/download/"}]},{"pk":31844,"title":"Effects of Collaborative Interaction and Computer Tool Use","subtitle":null,"abstract":"We compared cognitive processing of two complex arithmetic word problems by college students randomly assigned to four different situating tool and social contexts: individualized problem solving with pen and paper; pair problem solving with pen and paper; individualized problem solving on TAPS, a computer-based problem solving tool; and collaborative problem solving on TAPS. Although they solved identical word problems, TAPS users differed from users of conventional tools in that they required relatively more time for problem solving, spent more time in planning activity, and proportionately less time reading. With respect to the influences of social (versus individual) problem solving, collaboration also produced significantly more planning behavior, such that the combined use of TAPS and collaboration produced a marked increase in planning. Also, significantly more behavior associated with metacognitive monitoring occurred in the protocols for pairs. There was no evidence that use of the TAPS tool changed the social nature of the collaboration. However, a qualitative analysis yielded interesting information regarding negotiation processes underlying pair problem solving. For example, we saw specifically some reasons why untrained pair problem solving does not proceed naturally and smoothly. Results are interpreted in terms of situated cognition theory, although symbolic processing theories also can explain much of the data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5sv4r477","frozenauthors":[{"first_name":"Sharon","middle_name":"","last_name":"Derry","name_suffix":"","institution":"University of Wisconsin-Madison","department":""},{"first_name":"Keith","middle_name":"","last_name":"Tookey","name_suffix":"","institution":"University of Wisconsin-Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31844/galley/22911/download/"}]},{"pk":31870,"title":"Empirical Evidence Regarding the Folk Psychological Concept of Belief","subtitle":null,"abstract":"This paper presents empirical evidence regarding the nature of our commonsense concept of behef. The findings have significant bearing upon claims made by authors concerned with the Folk Psychology Debate—in particular, they challenge Stephen Stich's (1983) claim that folk psychology is committed to a broad account of belief states. In contrast it is found that folk psychology favours a narrow account of belief. This result is important in refuting Stich's claim that the folk psychological concept of belief has no role to play in a developed cognitive science. The paper also presents evidence regarding the influence of several factors on folk psychological judgements of belief individuation (emphasised similariiies/differences between the referents of beliefs, nature of past beliefs, goal of classification), and introduces a methodology by which to investigate further factors. It is argued that the observed conflict between individual speculations about likely folk psychological intuitions within the philosophical literature and actual empirical data regarding subjects' responses highlights the important contribution of experimental psychology in exploring such philosophical issues.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3d45z1bb","frozenauthors":[{"first_name":"Claire","middle_name":"","last_name":"Hcwson","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31870/galley/22937/download/"}]},{"pk":31896,"title":"Error Modeling in the ACT- R Production System","subtitle":null,"abstract":"We describe how to extend the ACT-R production system to mode! human errors in the performance of a high-level cognitive task: to solve simple linear algebra problems while memorizing a digit span. Errors of omission are produced by introducing a cutoff on the latency of memory retrievals. If a memory chunk cannot gather enough activation to be retrieved before the threshold is reached, retrieval fails. Adding Gaussian noise to chunk activation produces a pattern quantitatively similar to subject errors. Errors of commission are introduced by allowing imperfect matching in the condition side of productions. The wrong memory chunk can be retrieved if its activation is large enough to allow it to overcome the mismatch penalty. This mechanism provides a qualitative and quantitative fit to subject errors. In conclusion, this paper demonstrates that human-like errors, sometimes thought of as the exclusive domain of connectionist models, can be successfully duplicated in production system models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cr5x1m5","frozenauthors":[{"first_name":"Christian","middle_name":"","last_name":"Lebiere","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R .","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Lynne","middle_name":"M .","last_name":"Reder","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[]},{"pk":33014,"title":"Explaining Serendipitous Recognition in Design","subtitle":null,"abstract":"Creative designers often see solutions to pending design problems in the everyday objects surrounding them. This can often lead to innovation and insight, sometimes revealing new functions and purposes for common design pieces in the process. We are interested in modeling serendipitous recognition of solutions to pending problems in the context of creative mechanical design. This paper characterizes this ability, analyzing observations we have made of it, and placing it in the context of other forms of recognition. We propose a computational model to capture and explore serendipitous recognition which is based on ideas from reconstructive dynamic memory and situation assessment in case-based reasoning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8p33n2dg","frozenauthors":[{"first_name":"Linda","middle_name":"M .","last_name":"Wills","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":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33014/galley/24075/download/"}]},{"pk":32983,"title":"Explanatory AI, Indexical Reference, and Perception","subtitle":null,"abstract":"Reseaichen in AI often say that certain types of reference are baaed on perception. Their models, however, do not reflect perceptual functioning, but instead represent denotation, an intellectuaUy modeled relation, by using exact feature matching in a serial device as the basic mechanism for reference. I point out four problems in this use of denotation: substitution of an intellectual model for a perceptual one; unclarity about the nature of referential identification; relative neglect of the role of contrast in reference; and inexact matches. I then suggest an alternative theoretical account for perceptually based indexical reference, the figure-ground model, and I e:q>lain how this model handles the four problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6p49c8j2","frozenauthors":[{"first_name":"Lawrence","middle_name":"D.","last_name":"Roberts","name_suffix":"","institution":"University of New York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32983/galley/24044/download/"}]},{"pk":33004,"title":"Exploiting Problem Solving to Select Information to Include in Dialogues between Cooperating Agents","subtitle":null,"abstract":"When agents cooperate to solve complex problems in the realworld, they must choose which information to communicate from the mass of information that might affect the problem. A speaker should communicate the information that will be most helpful to the other agent. However, the speaker may not have a great deal of knowledge about the other. In addition, the speaker is also involved in reasoning about the collaborative problem solving task. So, processing that is done solely to select information will be taken from the resources available to work on the primary problem. In this paper we present preliminary work on a new approach to selecting information that should be included in a dialogue. Our approach uses the speaker's knowledge of its own problem solving to determine how useful some piece of information might be to other agents. Consequently, the speaker can make its decision to include information in the dialogue using no additional knowledge and few additional computational resources beyond those required to reason about the primary problem solving task. We suggest heuristics which translate problem solving into estimates of how useful information will be for others.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0vh9k36b","frozenauthors":[{"first_name":"Elise","middle_name":"H.","last_name":"Turner","name_suffix":"","institution":"University of New Hampshire","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33004/galley/24065/download/"}]},{"pk":32999,"title":"Formal Rationality and Limited Agents","subtitle":null,"abstract":"Many efforts have been made to use nonnative theories of rational decision-making, such as Bayesian decision theory, to consruct and model agents exhibiting intelligent behavior. In order to accommodate agents possessing only limited computational resources to apply to their decision making, however, a significant change is required in how the role of formal rationality is to be viewed. This paper argues that rationality is best seen as a property of the relationship between the agent and a designer. Such a perspective has several consequences for the design and modelling of agents, bearing on assessment of rationality, induction, reactivity, and metalevel control. It also illuminates several concerns put forth by critics of the work of the artificial intelligence community.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4587n9qg","frozenauthors":[{"first_name":"Jonathan","middle_name":"King","last_name":"Tash","name_suffix":"","institution":"University of California Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32999/galley/24060/download/"}]},{"pk":31826,"title":"Functional and Conditional Equivalence: Conceptual Contributions from Behavior Analysis","subtitle":null,"abstract":"Behavior analysis has recently developed a new paradigm for the study of categorization and language based on the mathematical notion of equivalence. Inspired by this paradigm, this paper presents a defmitional framework that could be relevant for several of the phenomena under study in Cognitive Science. First, categories are viewed as classes of functional equivalence. By doing so, results from behavior analysis and cognitive psychology seem to converge towards an experience-based interpretation of category basicness. Second, conditional equivalence is proposed as the basis for symbol-meaning and symbolsymbol relationships. Transfer of function through conditional links is suggested as the mechanism of connection between language and other aspects of cognition. The adoption and extension of these functionalist formalisms provides us with significant methodological, conceptual and even empirical advantages.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74n9c2q3","frozenauthors":[{"first_name":"Angel","middle_name":"","last_name":"Cabrera","name_suffix":"","institution":"Georgia Inslitute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31826/galley/22893/download/"}]},{"pk":33001,"title":"Functional Parts","subtitle":null,"abstract":"Previous work in visual cognition has extensively explored the power of parts-based representations of objects for recognition, categorization, and functional reasoning. We propose a novel, parts-based representation of objects, where the parts of an object are found by grouping together object elements that move together over a set of images. The distribution of object configurations is then succinctly described in terms of these functional parts and an orthogonal set of modal transformations of these parts. If the distribution has a natural set of principal axes, the computed modes are stable and functionally significant. Moreover, the representation is always unique and robustly computable because it does not rely critically on the properties of any particular element in any particular instance of the object. Most importantly, the representation provides a set of direct cues to object functionality without making any assumptions about object geometry or invoking any high-level domain knowledge. This robustness and functional transparency may be contrasted with standard representations based on geometric parts, such as generalized cylinders (Marr and Nishihara, 1978) or geons (Biederman, 1987), which are sensitive to accidental ahgnments and occlusions (Biederman, 1987), and which only support functional reasoning in conjunction with high-level domain knowledge (Tversky and Hemenway, 1984).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9qn1z7dz","frozenauthors":[{"first_name":"Joshua","middle_name":"","last_name":"Tenenbaum","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33001/galley/24062/download/"}]},{"pk":33010,"title":"Goal Speciflcity in Hypothesis Testing and Problem Solving","subtitle":null,"abstract":"Theories of skill acquisition have made radically different predictions about the role of means-ends analysis in acquiring general rules that promote effective transfer to new problems. Under one view, means-ends analysis is assumed to provide the basis for efficient knowledge compilation (Anderson, 1987), whereas under the alternative view means-ends analysis is believed to disrupt rule induction (Sweller, 1988). We suggest that in the absence of a specific goal people are more likely to use a rule-induction learning strategy, whereas providing a speciflc goal fosters use of means ends analysis, which is a non-rule-induction strategy. We performed an experiment to investigate the impact of goal specificity and systematicity of rule-induction strategies in learning and transfer within a complex dynamic system. Subjects who were provided with a specific goal were able to solve the initial problem, but were impaired on a transfer test using a similar problem with a different goal, relative to subjects who were encouraged to use a systematic rule-induction strategy to freely explore the problem space. Our results support Sweller's proposal that means-ends analysis leads to specific knowledge of an isolated solution path, but docs not provide an effective method for learning the overall structure of a problem space.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mm4k9jx","frozenauthors":[{"first_name":"Regina","middle_name":"","last_name":"Vollmeyer","name_suffix":"","institution":"University of California","department":""},{"first_name":"Keith","middle_name":"J.","last_name":"Holyoak","name_suffix":"","institution":"University of California","department":""},{"first_name":"Bruce","middle_name":"D.","last_name":"Burns","name_suffix":"","institution":"University of California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33010/galley/24071/download/"}]},{"pk":31842,"title":"Graphical effects in learning logic: reasoning, representation and individual differences","subtitle":null,"abstract":"Hyperproof is a computer program created by Barwise and Etchemendy for teaching logic using multimodal graphical and sentential methods, inspired by their theories of heterogeneous reasoning (Barwise and Etchemendy 1994). Elsewhere, we have proposed a theory of the cognitive impact of assigning information to different modalities (Stenning and Oberlander 1992). Our view is that where diagrams are advantageous, it is because they enforce the representation of information, leading to weak expressiveness, thereby facilitating inference. The present study tests and develops these claims by comparing the effects of teaching undergraduate logic classes using Hyperproof and a conUx)l syntactic teaching method. Results indicate that there is significant transfer from the logic courses to logical and analytical reasoning problems. There are also significant interactions between theoretically motivated pre-course aptitude measures and teaching mediod; the interactions influence postcourse reasoning performance in transferdomains. Hyperproof boosts students previously weak on items which benefit from diagram use, whereas the syntactic course appears to degrade the same group of students' graphical strategies. As well as being theoretically interesting, these results provide support for the important practical conclusion that individual differences in aptitude should be taken into account in choosing teaching technique.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5r48j85r","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Cox","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Keith","middle_name":"","last_name":"Stenning","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Jon","middle_name":"","last_name":"Oberlander","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31842/galley/22909/download/"}]},{"pk":36565,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Issue: Beyond Classroom Boundaries: Incorporating Context in Teaching","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2820123c","frozenauthors":[{"first_name":"Anne","middle_name":"M.","last_name":"Katz","name_suffix":"","institution":"ARC Associates","department":""},{"first_name":"Tamara","middle_name":"","last_name":"Lucas","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36565/galley/27416/download/"}]},{"pk":33005,"title":"Handling Unanticipated Events During Collaboration","subtitle":null,"abstract":"Handling unanticipated events during problem solving is difficult enough when an agent is operating by itself. When the agent is part of a cooperative distributed problem solving (CDPS) system, the task's difficulty increases dramatically. Now the agent is forced to consider the effect of the event not only on itself, but also on others and the group as a whole. It must also consider who should handle the event and the likely impact that actions taken to diagnose the event or respond to it may have on other agents. In this paper, we discuss preliminary work aimed at developing a process for handling events during multiagent cooperative problem solving. The domain in which the work is being done is cooperating multiple autonomous underwater vehicles (AUVs). However, the approach should have broader applicability to almost any realworld cooperative problem solving task involving autonomous or nearly autonomous agents.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1tk7d607","frozenauthors":[{"first_name":"Roy","middle_name":"M .","last_name":"Turner","name_suffix":"","institution":"University of New Hampshire","department":""},{"first_name":"Peggy","middle_name":"S.","last_name":"Eaton","name_suffix":"","institution":"University of New Hampshire","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33005/galley/24066/download/"}]},{"pk":32997,"title":"How Does an Expert Use a Graph? a Model of Visual and Verbal Inferencing in Economics","subtitle":null,"abstract":"This research aims to clarify, by constructing and testing a computer simulation, the use of multiple representations in problem solving, focusing on the role of visual representations. We model the behavior of an economics expert as he teaches some economics principles while drawing a graph on a blackboard. Concurrent verbal protocols are used to guide construction of a production system. The model employs representation-specific data structures and rules. The graph on the blackboard is represented by a bit map; the pictorial working memory (WM ) and long term memory (LTM) representations are node-link structures of a pictorial nature; the auditory WM and LTM representations are node-link structures of a verbal-semantic nature. Pieces from the different representations are linked together on a sequential and temporary basis to form a reasoning and inferencing chain, using cues from LTM and from the external graph. The expert used two representations so as to exploit the unique advantages of each. The graphical representation served as a place holder during reasoning, as well as a summary. The verbal-semantic representation served to give semantic meaning and causal background. Both could initiate reasoning chains. We compare the expert's behavior with novices' trying to learn the same principles.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1wb6z670","frozenauthors":[{"first_name":"Hermina","middle_name":"J.M.","last_name":"Tabachneck","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Anthony","middle_name":"M .","last_name":"Leonardo","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Herbert","middle_name":"A.","last_name":"Simon","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32997/galley/24058/download/"}]},{"pk":31857,"title":"How do representations of visual form organize our percepts of visual motion?","subtitle":null,"abstract":"How does the visual system generate percepts of moving forms? H ow does this happen when the forms are emergent percepts (such as illusory contours or segregated textures) and the motion percept is apparent motion between the emergent forms? A neural model of form-motion interactions is developed to explain parametric properties of psychophysical motion data and to make predictions about the parallel cortical processing streams VI -> M X and VI ->^ V 2 -> MT. The model simulates many parametric psychophysical data arising from form-motion interactions. A key linkage between form and motion data is articulated in terms of properties of visual persistence and properties of apparent motion. The model explains how an illusory contour can move in apparent motion to another illusory contour or to a luminance-derived contour; how illusory contour persistence relates to the upper ISl threshold for apparent motion; and how upper and lower ISI thresholds for seeing apparent motion between two flashes decrease with stimulus duration and narrow with spatial separation (Korte's laws). Psychophysical data are derived from an analysis of how orientationally tuned form perception mechanisms and directionally tuned motion perception mechanisms interact to generate consistent percepts of moving forms.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9c0967w0","frozenauthors":[{"first_name":"Gregory","middle_name":"","last_name":"Francis","name_suffix":"","institution":"Purdue University","department":""},{"first_name":"Stephen","middle_name":"","last_name":"Grossberg","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31857/galley/22924/download/"}]},{"pk":31860,"title":"How Graphs Mediate Analog and Symbolic Representation","subtitle":null,"abstract":"Three experiments are reported that examine the impact of people's goals and conceptual understanding on graph interpretation, in order to determine how people use graphical representations to evaluate functional dependencies between continuous variables. Subjects made inferences about the relative rate of two continuous linear variables (altitude and temperature). We varied the assignments of variables to axes, the perceived cause effect relation between the variables, and the causal status of the variable being queried. The most striking finding was that accuracy was greater when the Slope-Mapping Constraint was honored, which requires that the variable being queried - usually the effect or dependent variable, but potentially the cause instead — is assigned to the vertical axis, so that steeper lines map to faster changes in the queried variable. This constraint dominates when it conflicts with others, such as preserving the low-level mapping of altitude onto the vertical axis. Our findings emphasize the basic conclusion that graphs are not pictures, but rather symbolic systems for representing higher-order relations. We propose that graphs provide external instantiations of intermediate mental representations, which enable people to move from pictorial representations to abstractions through the use of natural mappings between perceptual properties and conceptual relations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74s6p4t0","frozenauthors":[{"first_name":"Merideth","middle_name":"","last_name":"Gattis","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Keith","middle_name":"J.","last_name":"Holyoak","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31860/galley/22927/download/"}]},{"pk":31907,"title":"How Mathematicians Prove Theorems","subtitle":null,"abstract":"This paper analyzes how mathematicians prove theorems. The analysis is based upon several empirical sources such as reports of mathematicians and mathematical proofs by analogy In order to combine the strength of Uaditional automated theorem provers with human-like capabilities, the questions arise: Which problem solving strategies are appropriate? Which representations have to be employed? As a result of our analysis, the following reasoning su^tegies are recognized: proof planning with partially instantiated methods, structuring of proofs, the transfer of subproofs and of reformulated subproofs. W e discuss the representation of a component of these reasoning suategies, as well as its properties. W e find some mechanisms needed for theorem proving by analogy, that are not provided by previous approaches to analogy. This leads us to a computational representation of new components and procedures for automated theorem proving systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5px02852","frozenauthors":[{"first_name":"Erica","middle_name":"","last_name":"Melis","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31907/galley/22972/download/"}]},{"pk":33020,"title":"Identifying the Modules of the Mind with fMRI : Imaging the Biological Stages in Visual and Language Processing","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Plenary Speakers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79g6c0rp","frozenauthors":[{"first_name":"Walter","middle_name":"","last_name":"Schnieder","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33020/galley/24081/download/"}]},{"pk":31837,"title":"Imagistic Simulation and Physical Intuition in Expert Problem Solving","subtitle":null,"abstract":"This paper discusses evidence from thinking aloud case studies indicating that part of the knowledge used by expert problem solvers consists of concrete physical intuitions rather than abstract verbal principles or equations. One purpose of the paper is to provide empirical documentation of behaviors such as spontaneous references to using intuition, depictive hand motions, and dynamic imagery reports. Although the role of imagery in lower level tasks is becoming more accepted, we currently lack sufficient empirical evidence for its use in higher level thinking. In order to account for cases where subjects appear to be \"running a simulation\" of an event on the basis of a physical intuition, a model is presented in which a somewhat general and permanent perceptual motor schema controls a more specific and temporary image of a situation. This process is termed \"imagistic simulation\". The imagery can be kinesthetic as well as visual, and dynamic rather than static, suggesting the involvement of the motor system. Although rules for making inferences from networks of causal relations have been studied, we lack models which analyze the nature of mental simulations underlying a single causal relationship. Such physical intuitions and simulations may provide basic building blocks for constructing visualizable models in science.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fg029d5","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Clement","name_suffix":"","institution":"University of Massachusetts","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31837/galley/22904/download/"}]},{"pk":32992,"title":"Immediate Effects of Discourse and Semantic Context in Syntactic Processing: Evidence from Eye-Tracking","subtitle":null,"abstract":"We monitored readers' eye-movements to examine the time-course of discourse and semantic influences in syntactic ambiguity resolution. Our results indicate immediate and simultaneous influences of referential context and local semantic fit in the reading of reduced relative clauses (i.e.. The horse raced past the bam fell.). These results support a model of sentence processing in which alternatives of a syntactic ambiguity are differentially activated by the bottom-up input, and syntactically-relevant contextual constraints simultaneously add activation to their supported alternatives. Competition between comparably active alternatives may then cause slowed reading times in regions of ambiguity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1rs6j7bb","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":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32992/galley/24053/download/"}]},{"pk":36575,"title":"Immigrant America: A Portrait by Alejandro  Fortes and Ruben G. Rumbaut","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39z2g34r","frozenauthors":[{"first_name":"Katheryn","middle_name":"","last_name":"Garlow","name_suffix":"","institution":"Palomar College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36575/galley/27426/download/"}]},{"pk":32982,"title":"Improving Design with Artifact History","subtitle":null,"abstract":"History tools play an important part in supporting human computer interaction. Most research in history tools has focussed on user interaction histories. In contrast, this paper presents a theoretical framework for artifact history and describes a computer based design environment which implements embedded artifact history. The most promising area for history tools is in collaborative design, helping users to understand others' as well as one's own previous work.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9tw1488z","frozenauthors":[{"first_name":"Brent","middle_name":"Neal","last_name":"Reeves","name_suffix":"","institution":"TwinBear Research","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32982/galley/24043/download/"}]},{"pk":31855,"title":"Incremental Structure-Mapping","subtitle":null,"abstract":"Many cognitive tasks involving analogy, such as understanding metaphors, problem-solving, and learning, require the ability to extend mappings as new information is found. This paper describes a new version of SME, called I-SME, that operates incrementally. I-SME is inspired by Keane's lAM model and the use of incremental mapping in Falkenhainer's PHINEAS learning system. W e describe the I-SME algorithm and discuss tradeoffs introduced by incremental mapping, including parallel versus serial pnxessing and pragmatic influences. The utility of 1-SME is illustrated by two examples. First, we show that I-SME can account for the psychological results found by Keane on a serial version of the Holyoak & Thagard attribute mapping task. Second, we describe how I-SME is used in the Minimal Analogical Reasoning System (MARS), which uses analogy to solve engineering thermodynamics problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6413h7f7","frozenauthors":[{"first_name":"Kenneth","middle_name":"D.","last_name":"Forbus","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Ronald","middle_name":"W .","last_name":"Ferguson","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31855/galley/22922/download/"}]},{"pk":31839,"title":"Individual Differences and Predictive Validity in Student Modeling","subtitle":null,"abstract":"This paper evaluates the student modeling procedure in the ACT Programming Tutor (APT). APT is a practice environment that provides assistance to students as they write short programs. The tutor is constructed around a set of several hundred programming rules called the ideal student model, that allows the program to solve exercises along with the student. As the student works the tutor maintains an estimate of the probability that the student has learned the rules in the ideal model, in a process we call knowledge tracing. The cognitive model, and the learning and performance assumptions that underlie knowledge tracing are described. The assumptions that underlie knowledge tracing also yield performance predictions. These predictions provide a good fit to students' performance in completing tutor exercises, but a more important issue is how well the model predicts students' performance outside the tutor enviroimient. A previous study showed that the model provides a good fit to average posttest performance across students, but is less sensitive to individual differences. This paper describes a method of individualizing learning and performance estimates on-line in the tutor and assesses the validity of the resulting performance predictions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5bs755pr","frozenauthors":[{"first_name":"Albert","middle_name":"T.","last_name":"Corbett","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Valerie","middle_name":"H.","last_name":"Carver","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Scott","middle_name":"A.","last_name":"Brancolini","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31839/galley/22906/download/"}]},{"pk":31811,"title":"Inducing agrammatic profiles in normals","subtitle":null,"abstract":"The selective vulnerability of morphology in agrammatic aphasia is often interpreted as evidence that closed-class items reside in a particular part of the brain (i.e., Broca's area); thus, damage to a part of the language processor maps onto behavior in a transparent fashion. W e propose that the selective vulnerability of grammatical morphemes in receptive processing may be the result of decrements in overall processing capacity, and not the result of a selective lesion. We demonstrate agrammatic profiles in healthy adults who have their processing capacity diminished by engaging in a secondary task during testing. Our results suggest that this selective profile does not necessarily indicate the existence of a distinct sub-system specialized for the implicated aspects of syntax, but rather may be due to the vulnerability of these forms in the face of global resource diminution, at least in grammaticality judgment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4kp7t33w","frozenauthors":[{"first_name":"Arshavir","middle_name":"","last_name":"Blackwell","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bates","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31811/galley/22879/download/"}]},{"pk":31859,"title":"Inference Processes in Speech Perception","subtitle":null,"abstract":"Cross-modal priming experiments have shown that surface variations in speech are perceptually tolerated as long as they occur in phonologically viable contexts. For example, [klim] {cleam) gains access to the mental representation of clean when in the context of [klimpoks] (cleam parks), since the change is a natural one, reflecting the phonological process of place assimilation. This implies that speech perception involves processes of phonological inference, which recover the underlying form of speech. Here we investigate the locus of these inference processes, using the phoneme monitoring task. A set of stimulus sentences were created containing deviations that were either phonologically viable (as in cleain parks above) or unviable. In Experiment 1, subjects monitored for the segment underlying the surface change (in the above example, /n/) and in Experiment 2 the following segment (/p/) was the taiget. In addition, the lexical status of the carrier word was manipulated (e.g., clean vs threan), contrasting lexical and non-lexical theories of phonological inference. Both experiments showed stiong effects of phonological viability for real words, with weaker effects for the non-word stimuli. These results suggest that phonological inference can occur non-lexically, but that it interacts strongly with the process of lexical access.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/03j203b1","frozenauthors":[{"first_name":"Gareth","middle_name":"","last_name":"Gaskell","name_suffix":"","institution":"Birkbeck College","department":""},{"first_name":"William","middle_name":"","last_name":"Marslen-Wilson","name_suffix":"","institution":"University of London","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31859/galley/22926/download/"}]},{"pk":36572,"title":"Influences Beyond The Workplace ESL Classroom: The Relationship Between Traditional, Transitional, and High Performance Organizations and Workplace ESL Teachers","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0j82j4tb","frozenauthors":[{"first_name":"Lauren","middle_name":"A.","last_name":"Vanett","name_suffix":"","institution":"San Francisco State University/ College of Extended Learning","department":""},{"first_name":"Lois","middle_name":"","last_name":"Facer","name_suffix":"","institution":"Mission College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36572/galley/27423/download/"}]},{"pk":31913,"title":"Integrating Cognitive Capabilities in a Real Time Task","subtitle":null,"abstract":"NTD-Soar is a model of the perceptual, cognitive, and motor actions performed by the NASA Test Director as he utilizes the materials in his surroundings and communicates with others to prepare for a Space Shuttle Launch. The model, built within the framework of a serial symbolic architecture, is based on a number of independently designed general cognitive capabilities as well as a cognitive analysis of a particular task. This paper presents a detailed description of the model and an assessment of its performance when compared to human data. NTD-Soar's ability to display human-like real-time performance demonstrates that symbolic models with a serial bottleneck can account for complex behaviors which appear to happen in parallel, simply by opportunistically interleaving small elements of the different subtasks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8pb598rm","frozenauthors":[{"first_name":"Greg","middle_name":"","last_name":"Nelson","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Jill","middle_name":"Fain","last_name":"Lehman","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Bonnie","middle_name":"E.","last_name":"John","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31913/galley/22978/download/"}]},{"pk":31911,"title":"Integrating Creativity and Reading: A Functional Approach","subtitle":null,"abstract":"Reading has been studied for decades by a variety of cognitive disciplines, yet no theories exist which sufficiently describe and explain how people accomplish the complete task of reading real-world texts. In particular, a type of knowledge intensive reading known as creative reading has been largely ignored by the past research. W e argue that creative reading is an aspect of practically all reading experiences; as a result, any theory which overlooks this will be insufficient. W e have built on results from psychology, artificial intelligence, and education in order to produce a functional theory of the complete reading process. The overall framework describes the set of tasks necessary for reading to be performed. Within this framework, we have developed a theory of creative reading. The theory is implemented in the ISAAC (Integrated Story Analysis And Creativity) system, a reading system which reads science fiction stories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nn1b9ck","frozenauthors":[{"first_name":"Kenneth","middle_name":"","last_name":"Moorman","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Ashwin","middle_name":"","last_name":"Ram","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31911/galley/22976/download/"}]},{"pk":31824,"title":"Integrating, Not Debating, Situated Action and Computational Models : Taking the Environment Seriously","subtitle":null,"abstract":"A recent issue of the journal Cognitive Science (1993, vol. 17. no. 1) centered around a debate between two \"camps\" within the field, the \"situated action\" (or SA ) cam p and the \"traditional,\" symbol processing camp. TTiough the debate in that journal suggests that, at some levels, symbol processing and S A are incommensurable, this paper disputes that view. If the message of the S A community is taken to be that traditional approaches neglect the importance of the environment, then not only is the message an important one, but the typical symbol processing system is guilty as charged. However, this does not mean that, in principle, symbol processing systems must have this limitation. The two approaches can work hand-in-hand to produce more general and more accurate computational models. A framework of building models of the environment and having models of cognitive agents work with those models is proposed, from which a smooth integration of S A and symbol processing is not only possible, but desirable. The framework proposed here is instantiated with a production system called S-CAPS, and the efficacy of building models of both the problem-solver and the problem environment is demonstrated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2px7r2x0","frozenauthors":[{"first_name":"Michael","middle_name":"D.","last_name":"Byrne","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[]},{"pk":31809,"title":"Interactive Model-Driven Cas e Adaptation for Instructional Software Design","subtitle":null,"abstract":"Research in case-based design has demonstrated some capability to retrieve relevant designs and to adapt them automatically to satisfy new design constraints. However, some domains are less amenable to automated adaptation, particularly when the cases are very complex and when relationships among the design components are difficult to express formally. The design of interactive learning environments is one such domain. W e describe a case-based approach to instructional software design which utilizes interactive, model-driven case adaptation. Our model for computer-based instruction is Goal-Based Scenarios. W e describe a tool, Goal-Based Scenario Builder, which supports interactive adaptation of instructional software using the model, and illustrate its use in adapting an example case of a successful instructional software program, Sickle Cell Counselor.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2878280q","frozenauthors":[{"first_name":"Benjamin","middle_name":"","last_name":"Bell","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Smadar","middle_name":"","last_name":"Kedar","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Ray","middle_name":"","last_name":"Bareiss","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31809/galley/22877/download/"}]},{"pk":31818,"title":"Internal Representations of a Connectionist Model of Reading Aloud","subtitle":null,"abstract":"We use hierarchical cluster analysis, principal component analysis, multi-dimensional scaling and discriminant analysis to investigate the internal representations learnt by a recent connectionist model of reading aloud. The learning trajectories of these representations may help us understand reading development in children and the results of naming latency experiments in adults. Studying the effects of network damage on these representations seems to provide insight into the mechanisms underlying acquired surface dyslexia. The discussion of the various techniques used may also prove useful in analysing the functioning of other connectionist systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88m91032","frozenauthors":[{"first_name":"John","middle_name":"A.","last_name":"Bullinaria","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31818/galley/22886/download/"}]},{"pk":31815,"title":"Kant and Cognitive Science","subtitle":null,"abstract":"Some of Kant's ideas about the mind have had a huge influence on cognitive science, in particular his view that sensory input has to be worked up using concepts or concept-like states and his conception of the mind as a system of cognitive fubnctions. We explore these influences in the first part of the paper. Other ideas of Kant's about the mind have not been assimilated into cognitive science, including important ideas about processes of synthesis, mental unity, and consciousness and self-consciousness. They are the topic of the second part of the paper.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mc2q1q6","frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Brook","name_suffix":"","institution":"Carleton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31815/galley/22883/download/"}]},{"pk":32974,"title":"KA : Situating Natural Language Understanding in Design Problem Solving","subtitle":null,"abstract":"In this paper, we investigate the interaction between linguistic and ncn-linguistic processes by considering the role of functional reasoning in understanding design specifications written in natural language. W e desaibe KA , an experimental modelbased interpretation and design system which understands English language descriptions of the design problems it solves, and examine whether KA's problem-solving amiabilities help i) ascertain the relevance of ambiguous design ^lecifications and ii) identify unspecified relations between design requirements. Our results demonstrate that augmenting language processing with the ability to reason about function along the lines suggested in K A provides effective solutions to these problems in particular as well as to other problems in natural language understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wt7553n","frozenauthors":[{"first_name":"Justin","middle_name":"","last_name":"Peterson","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Kavi","middle_name":"","last_name":"Mahesh","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Ashok","middle_name":"","last_name":"Goel","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Kurt","middle_name":"","last_name":"Eiselt","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32974/galley/24035/download/"}]},{"pk":36574,"title":"Language and Discrimination: A Study of Communications in Multiethnic Workplaces by C. Roberts, E. Davies, and T. Jupp","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9787j9gb","frozenauthors":[{"first_name":"Mary","middle_name":"","last_name":"McGroarty","name_suffix":"","institution":"Northern Arizona University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36574/galley/27425/download/"}]},{"pk":36576,"title":"Language Planning and Social Change by Robert L. Cooper","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8pp9w696","frozenauthors":[{"first_name":"Erika","middle_name":"L.","last_name":"Konrad","name_suffix":"","institution":"Northern Arizona University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36576/galley/27427/download/"}]},{"pk":36566,"title":"Learning Beyond the Classroom: Developing the Community Connection","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9gr4b5vh","frozenauthors":[{"first_name":"Tim","middle_name":"","last_name":"Beard","name_suffix":"","institution":"ARC Associates","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36566/galley/27417/download/"}]},{"pk":32984,"title":"Learning Features of Representation in Conceptual Context","subtitle":null,"abstract":"When people categorize an object, they often encode a certain number of its properties for later classification. In Schyns and Murphy (in press), we suggested that the way people group objects into categories could induce the learning of new dimensions of categorization--i.e., dimensions that did not exist prior to the experience with the categorization system. In this research, we examine whether the context of known concepts can influence feature extraction. The first experiment simply tested whether the context of different object categories could change the perception of the same target stimuli. The second experiment examined whether learning category B given the concept of category A may result in different features being learned that learning A given B. The results showed that the context of known concepts influence the features people learn to represent object categories.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Refereed Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zj8v7wt","frozenauthors":[{"first_name":"Luc","middle_name":"","last_name":"Rodet","name_suffix":"","institution":"Universitd Pierre-Mendfes-France","department":""},{"first_name":"Philippe","middle_name":"G.","last_name":"Schyns","name_suffix":"","institution":"Massachussets Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1994-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32984/galley/24045/download/"}]}]}