{"count":38386,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=35200","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=35000","results":[{"pk":31296,"title":"Goal-Directed Processes in Similarity Judgement","subtitle":null,"abstract":"This study explored the effects c: a goal and subject's knowledge in similsirity judgements. W e hypothesized that the process of computing similarity consist of two phases: the processes of explanation and feature comparison. W h e n a goal is salient and the knowledge required to achieve it is available, people compute similarity by explaining the goal in terms of a given state by using domain knowledge. Thus, in this case, rated similarity should be a function of the distance between the goal and the state. W h en the explanation fails, the judgements should instead to be based on the feature comparison. Expert, novice, and naive subjects were asked to solve the Tower of Hanoi puzzle. The subjects were required to judge the similarity between the goal and various states of the puzzle. The results showed that their judgements differed, depending on their expertise. While experts' ratings were best characterized by the number of operators necessary to transform a given state to the goal, those of naive subjects were completely based on the number of shared features. The second experiment revealed that the experts' judgements of similarity are not be due to learned contiguity through practice.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2v93s163","frozenauthors":[{"first_name":"Hiroaki","middle_name":"","last_name":"Suzuki","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Hitoshi","middle_name":"","last_name":"Ohnishi","name_suffix":"","institution":"Tokyo Institute of Technology","department":""},{"first_name":"Kazuo","middle_name":"","last_name":"Shigemasu","name_suffix":"","institution":"Tokyo Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31296/galley/22365/download/"}]},{"pk":31254,"title":"Grammaticality Judgement in Chinese-English bilinguals: A gating experiment","subtitle":null,"abstract":"An on-line gating method was used to investigate Chinese-English bilinguals' performance in a grammaticality judgment task. Evidence of different transfer patterns (i.e., backward and forward transfer in early and late second language acquisition) was found in the data reported here. There were strong and systematic relations between performance on the judgments of grammaticality and a separate sentence interpretation task. However, there is also some evidence that inter-language transfer or interference occurs earlier in acquisition for the judgment task than for the sentence interpretation. Judgments of wellformedness might be one of the first domains to \"soften\" when one language comes into contact with another. Furthermore, it is possible that Chinese and English are more \"inter-penetrable\" for both forward and backward transfer between these two languages than has been observed between any two language types to date.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6nz8q4t2","frozenauthors":[{"first_name":"Hua","middle_name":"","last_name":"Liu","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":""},{"first_name":"Ping","middle_name":"","last_name":"Li","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31254/galley/22323/download/"}]},{"pk":36600,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Spring 1992 Theme Issue: Content-Based Instruction","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4d81p3mf","frozenauthors":[{"first_name":"Marguerite","middle_name":"Ann","last_name":"Snow","name_suffix":"","institution":"California State University, Los Angeles","department":""},{"first_name":"Donna","middle_name":"M.","last_name":"Brinton","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36600/galley/27451/download/"}]},{"pk":31379,"title":"Hebbian Learning of Artificial Grammars","subtitle":null,"abstract":"A connectionist model is presented that used a hebbian learning rule to acquire knowledge about an artificial grammar (AG). The validity of the model was evaluated by the simulation of two classic experiments from the A G learning literature. The first experiment showed that human subjects were significantly better at learning to recall a set of strings generated by an A G , than by a random, process. The model shows the same pattern of performance. The second experiment showed that human subjects were able to generalize the knowledge they acquired during A G learning to novel strings generated by the same grammar. The model is also capable of generalization, and the percentage of errors made by human subjects and by the model are qualitatively and quantitatively very similar. Overall, the model suggests that hebbian learning is a viable candidate for the mechanism by which human subjects become sensitive to the regularities present in AG's. From the perspective of computational neuroscience, the implications of the model for implicit learning theory . as well as what the model may suggest about the relationship between implicit and explicit memory, are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9q32w0xj","frozenauthors":[{"first_name":"Giorgio","middle_name":"","last_name":"Ganis","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Haline","middle_name":"","last_name":"Schendan","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31379/galley/22448/download/"}]},{"pk":31304,"title":"Hippocampal-System Function in Stimulus Representation and Generalization: A Computational Theory","subtitle":null,"abstract":"We propose a computational theory of hippocampalsystem function in mediating stimulus representation in associative learning. A connectionist model based on this theory is described here, in which the hippocampal system develc^s new and adaptive stimulus repesentations which are predictive, distributed, and compressed: other cortical and cerebellar modules are presumed to use these hippocampal representations to recode their o w n stimulus representations. This computational theory can been seen as an extension and/or refinement of several prior characterizations of hippocampal function. including theories of chunking, stimulus selection, cue-configuration, and contextual coding. The theory does not address temporal aspects of hippocampal function. SimulaticMis of the intact and lesioned model provide an account of data on diverse effects of hippocampal-region lesions, including simple discrimination learning, sensory preconditioning. reversal training, latent inhibition, contextual shifts, and ccMifigural learning. Potential implications of this theory for understanding human declarative m e m o y , temporal processing. and neural mechanisms are briefly discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/11h1b8jb","frozenauthors":[{"first_name":"Mark","middle_name":"A.","last_name":"Gluck","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Catherine","middle_name":"E.","last_name":"Meyers","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31304/galley/22373/download/"}]},{"pk":36611,"title":"How Are Content-Based Instructional Practices Reflected in Sheltered English?","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7nr2z650","frozenauthors":[{"first_name":"Nina","middle_name":"Glaudini","last_name":"Rosen","name_suffix":"","institution":"Glendale Community College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36611/galley/27461/download/"}]},{"pk":36616,"title":"How Can Content-Based Instruction Be Implemented at the High School Level?","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47v752k2","frozenauthors":[{"first_name":"Eva","middle_name":"","last_name":"Wegrzecka-Monkiewicz","name_suffix":"","institution":"Thomas Jefferson High School, Los Angeles Unified School District","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36616/galley/27466/download/"}]},{"pk":36607,"title":"How Can ESL and Content Teachers Work Effectively Together in Adjunct Courses?","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sh5d8t8","frozenauthors":[{"first_name":"Young","middle_name":"","last_name":"Gee","name_suffix":"","institution":"Glendale Community College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36607/galley/27457/download/"}]},{"pk":36615,"title":"How Can Thematic ESL Units Be Used in the Elementary Classroom?","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rk0f44m","frozenauthors":[{"first_name":"Sabrina","middle_name":"","last_name":"Peck","name_suffix":"","institution":"California State University, Northridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36615/galley/27465/download/"}]},{"pk":36614,"title":"How Can We Encourage Active Learning Strategies in Content-Based Second Language Instruction?","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1bk6b6hk","frozenauthors":[{"first_name":"Kate","middle_name":"","last_name":"Kinsella","name_suffix":"","institution":"San Francisco State University and San Francisco Unified School District","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36614/galley/27464/download/"}]},{"pk":36617,"title":"How Does One Go About Developing Content-Based Materials for the Commercial ESL/EFL Market?","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1nc8w1nt","frozenauthors":[{"first_name":"Patricia","middle_name":"A.","last_name":"Richard-Amato","name_suffix":"","institution":"University of Nevada, Reno","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36617/galley/27467/download/"}]},{"pk":36602,"title":"How Relevant Is Relevance?: An Examination of Student Needs, Interests, and Motivation in the Content-Based University Classroom","subtitle":null,"abstract":"This article reports on two ethnographic studies that investigated student motivation in content-based ESL classrooms at a major U.S. university. The ESL population studied included immigrant and international students who were enrolled in the advanced level of the university’s ESL service courses. The ESL course materials consisted of videotaped academic lectures from university content courses (i.e., history, communication studies) and excerpts from authentic course texts as part of an academic skillsbased instructional sequence. Students were motivated through attention/ interest, relevance, confidence, and satisfaction, according to a motivational theory of instructional design. Classroom observations and interviews as well as examination of existing documents revealed that relevance of ESL materials and tasks was indeed motivating to a wide variety of students but that the other aspects of motivation were of equal if not greater importance. These findings lead to the belief that skills-based ESL courses in content areas of high general interest, in which instructors emphasize the relevance of materials and tasks, can do much to enhance student motivation and academic achievement in both ESL and content course work.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xr5p9fk","frozenauthors":[{"first_name":"James","middle_name":"F.","last_name":"Valentine, Jr.","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Lyn","middle_name":"Margaret","last_name":"Repath-Martos","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36602/galley/27453/download/"}]},{"pk":31391,"title":"Identifying Language from Speech: An Example of High-Level, Statistically-Based Feature Extraction","subtitle":null,"abstract":"We are studying the extraction of high-level features of raw speech that are statistically-based. Given carefully chosen features, we conjecture that extraction can be performed reliably and in real time. As an example of this process, w e demonstrate how speech samples can be classified reliably into categories according to what language was spoken. The success of our method depends critically on the distributional patterns of speech over time. We observe that spoken communication among humans utilizes a myriad of devices to convey messages, including frequency, pitch, sequencing, etc., as well as prosodic and durational properties of the signal. The complexity of interactions among these are difficult to capture in any simplistic model which has necessitated the use of models capable of addressing this complexity, such as hidden Markov models and neural networks. W e have chosen to use neural networks for this study. A neural network is trained from speech samples collected from fluent, bilingual speakers in an anechoic chamber. These samples are classified according to what language is being spoken and randomly grouped into uaining and testing sets. Training is conducted over a fixed, short interval (segment) of speech, while testing involves applying the network multiple times to segments within a larger, variable-size window. Plurality vote determines the classification. Empirically, the proper size of the window can be chosen to yield virtually 100% classification accuracy for English and French in the tests we have performed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/81h525b6","frozenauthors":[{"first_name":"Stan","middle_name":"C.","last_name":"Kwasny","name_suffix":"","institution":"Washington University","department":""},{"first_name":"Barry","middle_name":"L.","last_name":"Kalman","name_suffix":"","institution":"Washington University","department":""},{"first_name":"Weiland","middle_name":"","last_name":"Wu","name_suffix":"","institution":"Washington University","department":""},{"first_name":"A.","middle_name":"Maynard","last_name":"Engebretson","name_suffix":"","institution":"Washington University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31391/galley/22460/download/"}]},{"pk":31260,"title":"\"Ill-Structured Representations\" for Ill-Structured Problems","subtitle":null,"abstract":"While the distinction between well-structured and ill-structured problems is widely recognized in cognitive science, it has not generally been noted that there are often significant differences in the external representations which accompany the two problem types. It is hue suggested that there is a corresponding distinction to be made between \"well-structured\" and \"ill-structured\" representations. Such a distinction is used to further differentiate diagrams into finer-grained types, loosely corresponding to sketches and drafting-type diagrams, and it is argued that ill-structured, open-ended problems, like the preliminary phases of design problem solving, need \"ill-structured\" diagrammatic representations. Data from protocol studies of expert designers are used to support the thesis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3wz7c4nd","frozenauthors":[{"first_name":"Vinod","middle_name":"","last_name":"Goel","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31260/galley/22329/download/"}]},{"pk":31415,"title":"Imagery as Process Representation in Problem Solving","subtitle":null,"abstract":"In this paper, we describe the characteristics of imagery phenomena in problem solving, develop a model for the process of forming and observing mental images in problem solving, and check the model against data obtained from subjects. Then, we describe the interaction between imaging and problem solving observed in our experiments, and discuss the use of our model to simulate it. We also discuss the relation between mental models and mental image briefly.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1r87r258","frozenauthors":[{"first_name":"Yulin","middle_name":"","last_name":"Qin","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":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31415/galley/22484/download/"}]},{"pk":31319,"title":"Implicit Argument Inferences in On-Line Comprehension","subtitle":null,"abstract":"While people are capable of constructing a variety of inferences during text processing, recent work on inferences suggests that only a restricted number of inferences are constructed on-line. We investigated whether implicit semantic information associated with the arguments of verbs is automatically encoded. Short passives such as \"The ship was sunk\" are intuitively understood as containing an implicit Agent, e.g. that someone is responsible for the ship's sinking. T o investigate whether implicit Agents are encoded automatically, short passives were compared to intransitive sentences with the same propositional content The experimental logic used depended on a specific property of rationale clauses such as \"to collect an insurance settlement\"; namely. Uiat the contextual element associated with the understood subject of the rationale clause must be capable of volitional action. If people encode an implicit Agent while iMYKCssing short passives, then they should be able to associate it with the understood subject of a rationale clause. N o such association should be possible with inb-ansitives. In two experiments, intransitives elicited longer reading times and were judged to be less felicitous than short passives at the earliest point possible in the the rationale clause. Short passives were judged fully felicitous and their reading times did not differ from control sentences with explicit agents.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2102j5dm","frozenauthors":[{"first_name":"Gail","middle_name":"A.","last_name":"Mauner","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Michael","middle_name":"K.","last_name":"Tanenhaus","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Greg","middle_name":"N.","last_name":"Carlson","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31319/galley/22388/download/"}]},{"pk":31427,"title":"Incremental Reminding: the Case-Based Elaboration and Interpretation of Complex Problem Situations","subtitle":null,"abstract":"When solving a complex problem, gathering relevant information to understand the situation and imposing appropriate interpretations on that information are critical to problem solving success. These two tasks are especially difficult in weak-theory domains -- domains in which knowledge is incomplete, uncertain, and contradictory. In such domains, experts may rely on experience for all aspects of problem solving. We have developed a case-based approach to problem elaboration and interpretation in such domains. An experience-based problem-solver should be able to incrementally acquire information and, in the course of that acquisition, be reminded of multiple cases in order to present multiple viewpoints to problems that present multiple faults. We are addressing issues of 1) elaboration and interpretation of complex problem situations; 2) multiple interpretations; and 3) the role of categories as the foci of reasoning in the context of the Organizational Change Advisor (ORCA). Its model of incremental reminding is a plausible mechanism for this sort of expert problem solving behavior, and one that works well in weak theory domains. Because there is an implicit cost associated with retrieving a complex case, O R C A implements a retrieval time similarity function that requires both general expectations and specific situational relevance be considered before a story is told to the user; this increases the chances that a retrieved case will be useful.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/84g0k3pg","frozenauthors":[{"first_name":"Brain","middle_name":"M.","last_name":"Slator","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":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31427/galley/22496/download/"}]},{"pk":31325,"title":"Indirect Analogical Mapping","subtitle":null,"abstract":"An Indirect Analogical Mapping Model (IMM) is proposed and preliminary tests are described. Most extant models of analogical mapping enumerate explicit units to represent all possible correspondences between elements in the source and target analogs. IMM is designed to conform to more reasonable assumptions about the representation of propositions in human memory. It computes analogical mappings indirectly -- as a form of guided retrieval -- and without the use of explicit mapping units. IMM's behavior is shown to meet each of Holyoak and Thagard's (1989) computational constraints on analogical mapping. For their constraint of pragmatic centrality, I M M yields more intuitive mappings than does Holyoak and Thagard's model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5kc2p703","frozenauthors":[{"first_name":"John","middle_name":"E.","last_name":"Hummel","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":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31325/galley/22394/download/"}]},{"pk":31390,"title":"Inference Evaluation in Deductive, Inductive and Analogical Reasoning","subtitle":null,"abstract":"An experiment with a three factorial design is described which tests the impact of 1) the degree of the mapping isomorphism, 2) the differences in the types of reasoning (deduction, induction, and analogy), and 3) the Icind of entities changed (objects, attributes, and relations) on the certainty of the inferences made. All the three factors have been found to have significant main effects and a significant interactions between the first factor and all the rest have also been found. Different particular results are discussed. For example, the certainty in the deductive inferences is not significantly different from the one in induction and analogy when there is no one-to-one mapping between the descriptions. Moreover, deduction, induction and analogy have similar behavior in relation to that factor. This is considered as a possible support of the existence of a uniform computational mechanism for evaluation of inferences in all the three kinds of reasoning, a mechanism which is primarily based on the degree of isomorphism.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5pc188pp","frozenauthors":[{"first_name":"Boicho","middle_name":"Nikolov","last_name":"Kokinov","name_suffix":"","institution":"Bulgarian Academy of Sciences","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31390/galley/22459/download/"}]},{"pk":31300,"title":"Inhibition and Brain Computation","subtitle":null,"abstract":"The synapse plays a fundamental role in the computations performed by the brain. The excitatory or inhibitory nauire of a synapse represents a (simplified) characterization of both the synapse itself and the computational role it plays in the larger circuit. M u ch speculation concerns the functional importance of excitation and inhibition in the physiology of the cerebral cortex. The current study uses neural network (connectionist) models to ask whether or not the relative proportion of inhibition (i.e., inhibitory synapses) and excitation (i.e., excitatory synapses) in the brain affects the development of its neural networks? The results are affirmative: A n artificial neural network, designed to perform a particular task involving winner-take-all output nodes, is sensitive to the initial configuration of positive (excitatory) and negative (inhibitory) connections (synapses), such that it learns considerably faster when started with 60-75% inhibitory connections than when it includes a greater or lesser proportion than this. Implications of this result for neuroanatomy and neurophysiology are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4dn805dk","frozenauthors":[{"first_name":"Steven","middle_name":"L.","last_name":"Small","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Gerhard","middle_name":"H.","last_name":"Fromm","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31300/galley/22369/download/"}]},{"pk":36629,"title":"Insights Into Academic Writing: Strategies for Advanced Students by Margot C. Kadesch, Ellen D. Kolba, and Sheila C. Crowell","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5nt0f38b","frozenauthors":[{"first_name":"Elizabeth","middle_name":"","last_name":"Ahlers","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36629/galley/27479/download/"}]},{"pk":31344,"title":"Integrating Case Presentation with Simulation-Based Learning-by-Doing","subtitle":null,"abstract":"In this paper we argue that the key to teaching someone to perform a complex task is to interleave instruction and practice in a way that exploits the synergism between the two effectively. Furthermore, w e argue that computer simulations provide a particularly promising environment in which to achieve this interleaving. We will illustrate our argument by describing a simulation-based system we are building to train people to perform complex social tasks, such as selling consulting services. In particular, we will focus on the system's ability to present real-world cases at the moment that they are relevant to the student's simulated activities. In doing so, we hope to contribute both to the construction of useful teaching system and to the theory of case-based reasoning, particularly in case retrieval.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7zv2h78v","frozenauthors":[{"first_name":"Robin","middle_name":"","last_name":"Burke","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Alex","middle_name":"","last_name":"Kass","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31344/galley/22413/download/"}]},{"pk":31281,"title":"Integrating Category Acquisition with Inflectionial Marking: A Model of the German Nominal System","subtitle":null,"abstract":"Linguistic categories play a key role in virtually every theory that has a bearing on human language. This paper presents a connectionist model of grammatical category formation and use, within the domain of the German nominal system. The model demonstrates (1) how categorical information can be created through cooccurrence learning; (2) how grammatical categorization and inflectional marking can be integrated in a single system; (3) how the use of cooccurrence information, semantic information and surface feature information can be usefully combined in a learning system; and (4) how a computational model can scale up toward simulating the full range of phenomena involved in an actual system of inflectional morphology. This is, to our knowledge, the first connectionist model to simultaneously address all these issues for a domain of language acquisition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2r06d8x9","frozenauthors":[{"first_name":"Prahald","middle_name":"","last_name":"Gupta","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Brain","middle_name":"","last_name":"MacWhinney","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31281/galley/22350/download/"}]},{"pk":31428,"title":"Integrating Causal learning Rules with Backpropagation in PDS Networks","subtitle":null,"abstract":"This paper presents a method for training PDP networks that, unlike backpropagation, does not require excessive amounts of training data or massive amounts of training time to generate appropriate generalizations. The method that we present uses general conceptual knowledge about cause-and-effect relationships within a single training instance to constrain the number of possible generalizations. W e describe how this approach has been previously implemented in rule based systems and we present a method for implementing the rules within the framework of Parallel Distributed Semantic (PDS) Networks, which use multiple PDP networks structured in the form of a semantic network. Integrating rules about causality with backprop in PDS Networks retains the advantages of PDP , while avoiding the problems of enormous numbers of training instances and excessive amounts of training time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/76p8t7p3","frozenauthors":[{"first_name":"Ronald","middle_name":"A.","last_name":"Sumida","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31428/galley/22497/download/"}]},{"pk":31355,"title":"Integrating Reactivity, Goals, and Emotion in a Broad Agent","subtitle":null,"abstract":"Researchers studying autonomous agents are increasingly examining the problem of integrating multiple capabilities into single agents. The O z project is developing technology for dramatic, interactive, simulated worlds. One requirement of such worlds is the presence of broad, though perhaps shallow, agents. To support our needs, we are developing an agent architecture, called Tok, that displays reactivity, goal-directed behavior, and emotion, along with other capabilities. Integrating the components of Tok into a coherent whole raises issues of h o w the parts interact, and seems to place constraints on the nature of each component. Here w e describe briefly the integration issues w e have encountered in building a particular Tok agent (Lyotard the cat), note their impact on the architecture, and suggest that modeling emotion, in particular, may constrain the design of integrated agent architectures.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/50g0p7t2","frozenauthors":[{"first_name":"Joseph","middle_name":"","last_name":"Bates","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"A.","middle_name":"Bryan","last_name":"Loyall","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"W.","middle_name":"Scott","last_name":"Reilly","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31355/galley/22424/download/"}]},{"pk":31324,"title":"Is the Future Always Ahead? Evidence for System-Mappings in Understanding Space-Time Metaphors","subtitle":null,"abstract":"Languages often use spatial terms to talk about time. FRONT - BACK spatial terms are the terms most often imported from SPACE to TIME cross-linguistically. However, in English there are two different metaphorical mapping systems assigning FRONT - BACK to events in lime. This research examines the psychological reality of the two mapping systems: specifically, w e ask whether subjects construct global domain-mappings between SPACE and TIME when comprehending sentences such as \"Graduation lies before her\" and \"His birthday comes before Christmas.\" Two experiments were conducted lo test the above question. In both experiments, subjects' comprehension time was slowed down when temporal relations were presented across the two different metaphorical systems inconsistently. This suggests that people had to pay a substantial remapping cost when the mapping system was switched from one to the other. The existence of domain mappings in on-line processing further suggests that the two SPACE/TIME metaphorical mapping systems are psychologically real.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1mj96788","frozenauthors":[{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Mutsumi","middle_name":"","last_name":"Imai","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31324/galley/22393/download/"}]},{"pk":36610,"title":"Is Whole Language Teaching Compatible With Content-Based Instruction?","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4396g0p9","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Freeman","name_suffix":"","institution":"Fresno Pacific College","department":""},{"first_name":"Yvonne","middle_name":"","last_name":"Freeman","name_suffix":"","institution":"Fresno Pacific College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36610/galley/27460/download/"}]},{"pk":31343,"title":"Knowledge Tracing in the ACT Programming Tutor","subtitle":null,"abstract":"The ACT Programming Tutor provides assistance to students as they write short computer programs. The tutor is constructed around a set of several hundred programming rules that allows the tutor to solve exercises step-by-step along with the student. This p^)er evaluates the Oitor's student modeling jx^ocedure that is used to guide remediation. This procedure, termed knowledge tracing, employs an overlay of the tutor's programming rules. In knowledge tracing, the tutor maintains an estimate of the probability that the student has learned each of the rules. The probability for a rule is updated at each opportunity to apply the rule, based on the student's performance. The predictive validity of the modeling procedure for tutw performance accuracy and posttest performance accuracy is assessed. Individual differences in learning parameters and cognitive rules are discussed, along with possible improvements in the modeling procedure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0873k1nz","frozenauthors":[{"first_name":"Albert","middle_name":"T.","last_name":"Corbett","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31343/galley/22412/download/"}]},{"pk":31418,"title":"Learning and Problem Solving Under a Memory Load","subtitle":null,"abstract":"A problem solving experiment is described where the difficulty Ss experienced in solving a panicular puzzle is manipulated using a dual task paradigm. Although Ss show impaired performance solving the puzzle the first time, performance improves considerably on a second trial and Ss are not impaired by a second trial memory load. In spite of the improvement in performance, Ss are unable to report virtually any information about the problem or their solution strategies. A model is presented that describes the pattern of performance across the levels of memory load and across the two trials. The theoretical implications of this model are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5fb552wf","frozenauthors":[{"first_name":"Paul","middle_name":"J.","last_name":"Reber","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Kotovsky","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31418/galley/22487/download/"}]},{"pk":31399,"title":"Learning by Problem Solving versus by Exmaples: The Benefits of Generating and Receiving Information","subtitle":null,"abstract":"This experiment contrasts learning by solving problems with learning by studying examples, while attempting to control for the elaborations that accompany each solution step. Subjects were given different instructional materials for a set of probability problems. They were either provided with or asked to generate solutions, and they were either provided with or asked to create their o w n explanations for the solutions. Subjects were then tested on a set of related problems. Subjects in all four conditions exhibited good performance on the near transfer test problems. On the far transfer problems, however, subjects in two cells exhibited stronger performance: those solving and elaborating on their own and those receiving both solutions and elaborations from the experimenter. There also was an indication of a generation effect in the far transfo* case, benefiting subjects w h o generated their own solutions. In addition, subjects' self-explanations on a particular concept were predictive of good performance on the corresponding subtask of the test problems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gm8s472","frozenauthors":[{"first_name":"Marsha","middle_name":"C.","last_name":"Lovett","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31399/galley/22468/download/"}]},{"pk":31371,"title":"Learning Context-free Grammars: Capabilities and Limitations of a Recurrent Neural Network with an External Stack Memory","subtitle":null,"abstract":"This work describes an approach for inferring Deterministic Context-free (DCF) Grammars in a C!onnectionist pjiradigm using a Recurrent Neural Network Pushdown Automaton (NNPDA). The N N P D A consists of a recurrent neural network connected to an external stack memory through a common error function. W e show that the N N P D A is able to learn the dynamics of an underlying pushdown automaton from examples of grammatical and non-grammatical strings. Not only does the network learn the state transitions in the automaton, it also learns the actions required to control the stack. In order to use continuous optimization methods, we develop an analog stack which reverts to a discrete stack by quantization of all activations, after the network has learned the transition rules and stack actions. W e further show an enhancement of the network's learning capabilities by providing hints. In addition, an initial comparative study of simulations with first, second and third order recurrent networks has shown that the increased degree of freedom in a higher order networks improve generalization bu not necessarily learning speed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4f25m91f","frozenauthors":[{"first_name":"Sreerupa","middle_name":"","last_name":"Das","name_suffix":"","institution":"University of Colorado","department":""},{"first_name":"C.","middle_name":"Lee","last_name":"Giles","name_suffix":"","institution":"NEC Research Institute","department":""},{"first_name":"Guo-Zheng","middle_name":"","last_name":"Sun","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31371/galley/22440/download/"}]},{"pk":31284,"title":"Learning Language in the Service of a Task","subtitle":null,"abstract":"For language comprehension, using an easily specified task instead of a linguistic theoretic structure as the target of training and comprehension ameliorates several problems, and using constraint satisfaction as a processing mechanism ameliorates several more: namely, 1) stipulating an a priori linguistic representation as a target is no longer necessary, 2) meaning is grounding in the task, 3) constraints from lexical, syntactic, and task oriented information is easily learned and combined in terms of constraints, and 4) the dramatically informal, \"noisy\" grammar of natural speech is easily handled. The task used here is a simple jigsaw puzzle wherein one subject tells another where to place the puzzle blocks. In this paper, only the task of understanding to which block each command refers is considered. Accordingly, the inputs to a recurrent P D P model are the consecutive words of a command presented in turn and the set of blocks yet to be placed on the puzzle. The output is the particular block referred to by the command. In a first simulation, the model is trained on an artificial corpus that captures important characteristics of subjects' language. In a second simulation, the model is trained on the actual language produced by 42 subjects. The model learns the artificial corpus entirely, and the natural corpus fairly well. The benefits of embedding comprehension in a communicative task and the benefits of constraints satisfaction are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2272r5zq","frozenauthors":[{"first_name":"Mark","middle_name":"F.","last_name":"St. John","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31284/galley/22353/download/"}]},{"pk":31244,"title":"Learning Relations in an Interactive Architecture","subtitle":null,"abstract":"This paper presents a connectionist architecture for deriving unknown role fillers in relational expressions. First, a restricted solution to the binding problem is presented which ensures systematicity in principle, and allows for sufficient compositionality so as to enable instantiation of shared variables in conjunctive expressions where the same object may fill a variety of roles in a variety of relations. Next, a more detailed architecture is explicated (an extension of McClelland's 1981 \"Interactive Activation Competition\" architecture) which allows for systematicity in practice while providing a training procedure for relations. Finally, results of the learning procedure for the Family Tree data set (Hinton, 1990) are used to demonstrate robust generalization in this domain.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7nw6c38d","frozenauthors":[{"first_name":"Randall","middle_name":"","last_name":"Stark","name_suffix":"","institution":"University of Sussex","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31244/galley/22313/download/"}]},{"pk":31279,"title":"Learning Several Lessons from One Experience","subtitle":null,"abstract":"The architecture of an intelligent agent must include components that carry out a wide variety of cognitive tasks, including perception, goal activation, plan generation, plan selection, and execution. In order to make use of opportunities to learn, such a system must be capable of determining which system components should be modified as a result of a new experience, and how lessons that aie appropriate for each component's task can be derived from the experience. We describe an approach that uses a self-model as a source of information about each system component. The model is used to determine whether a component should be augmented in response to a new example, and a portion of the model, component performance specifications, are used to determine what aspects of an example are relevant to each component and to express the details of the lessons learned in vocabulary that is appropriate to the component. W e show how this approach is implemented in the CASTLE system, which learns strategic concepts in the domain of chess.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8rw1n594","frozenauthors":[{"first_name":"Bruce","middle_name":"","last_name":"Krulwich","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lawrence","middle_name":"","last_name":"Brirnbaum","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Gregg","middle_name":"","last_name":"Collins","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31279/galley/22348/download/"}]},{"pk":31305,"title":"Lerning Distributed Representations for Syllables","subtitle":null,"abstract":"This paper presents a connectionist model of how representations for syllables might be learned from sequences of phones. A simple recurrent network is trained to distinguish a set of words in an artificial language, which are presented to it as sequences of phonetic feature vectors. The distributed syllable representations that are learned as a side-effect of this task are used as input to other networks. It is shown that these representations encode syllable structure in a way which permits the regeneration of the phone sequences (for production) as well as systematic phonological operations on the representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6g10h23r","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Gasser","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31305/galley/22374/download/"}]},{"pk":36626,"title":"Lexis: Academic Vocabulary Study by Arline Burgmeier, Gerry Eldred, and Cheryl Boyd Zimmerman","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h31h2ts","frozenauthors":[{"first_name":"Rachel","middle_name":"","last_name":"Gader","name_suffix":"","institution":"American Language Center, UCLA Extension","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36626/galley/27476/download/"}]},{"pk":31303,"title":"Liguistic Permeability of Unilateral Neglect: Evidence from American Sign Language","subtitle":null,"abstract":"Unilateral visual neglect is considered primarily an attentional deficit in which a patient fails to report or orient to novel or meaningful stimuli presented contralateral to a hemispheric lesion (Heilman et al. 198S). A recent resurgence of interest in attentional disorders has led to more thorough investigations of patients exhibiting neglect and associated disorders. These studies have begun to illuminate specific components which underlie attentional deficits, and further serve to explicate interactions between attentional mechanisms and other cognitive processes such as lexical and semantic knowledge. The present paper adds to this growing literature and presents a case study of a deaf user of Am^ican Sign Language who evidences severe unilateral left neglect following a right cerebral infarct Surprisingly, his ability to identify visually presented linguistic signs is unaffected by the left neglect, even when the signs fall in his contralesional visual field. In contrast the identification of non-linguistic objects presented to the contralesional visual field is greatly impaired. This novel and important finding has implications for our undo-standing of the domain specificity of attentional disorders and adds new insights into the interactions and penetrability of neglect in the face of linguistic knowledge. These results are discussed in relation to the computation model of neglect proposed by Mozer and Behrmann (1990).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6f63j7pb","frozenauthors":[{"first_name":"David","middle_name":"P.","last_name":"Corina","name_suffix":"","institution":"University Park, Los Angeles","department":""},{"first_name":"Mark","middle_name":"","last_name":"Kritchevsky","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Ursula","middle_name":"","last_name":"Bellugi","name_suffix":"","institution":"The Salk Institute","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31303/galley/22372/download/"}]},{"pk":36631,"title":"List of Contributors","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7sw7136q","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36631/galley/27481/download/"}]},{"pk":31295,"title":"Locally-to-Globally Consistent Processing in Similarity","subtitle":null,"abstract":"SIAM, a model of structural similarity, is presented. SIAM, along with models of analogical reasoning, predicts that the relative similarity of different scenes will vary as a function of processing time. SIAM's prediction Is empirically tested by having subjects make speeded judgements about whether two scenes have the same objects. The similarity of two scenes with different objects is measured by the percentage of trials on which the scenes are called the same. Consistent with SIAM's prediction, similarity becomes increasingly influenced by the global consistency of feature matches with time. Early on, feature matches are most influential if they belong to similar objects. Later on, feature matches are most influential if they place objects in alignment in a manner that is consistent with other strong object alignments. The similarity of two scenes, rather than being a single fixed quantity, varies systematically with the time spent on the comparison.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cm6f4pm","frozenauthors":[{"first_name":"Robert","middle_name":"L.","last_name":"Goldstone","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31295/galley/22364/download/"}]},{"pk":31384,"title":"Memory and Discredited Information: Can You Forget I Ever Said That?","subtitle":null,"abstract":"Previous research has found that when information stored in memory is discredited, it can still influence later inferences one makes. This has previously been considered as an editing problem, where one has inferences based on the information prestored in memory before the discrediting, and one cannot successfully trace out and alter those inferences. However, in the course of comprehending an account, one can potentially make inferences after a discrediting, which may also show influence from the discredited information. In this experiment, subjects read a series of reports about a fire investigation, and their opportunity to make inferences before a correction appeared in the series was manipulated. Subjects received a correction statement either directly following the information it was to discredit, or with several statements intervening. The results show that subjects w h o received the correction directly after the information it corrected made as many inferences based on the discredited information as subjects w ho received the correction later (and thus could presumably make many more inferences before the correction occurred). This suggests that discredited information can influence inferences made after a correction, as well as those made before. Several hypotheses accounting for this effect are proposed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9gc8s6p0","frozenauthors":[{"first_name":"Hollyn","middle_name":"M.","last_name":"Johnson","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Colleen","middle_name":"M.","last_name":"Seifert","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31384/galley/22453/download/"}]},{"pk":31332,"title":"Memory for Multiplication Facts","subtitle":null,"abstract":"It takes approximately one second for an adult to respond to the problem \"7 x 8\" The results of that second are well documented, and there are a number of competing theories attempting to explain the phenomena [Campbell & Graham 1985; Ashcroft 1987; Siegler 1988]. However. there are few fully articulated models available to test specific assumption [McCloskey, Harley, & Sokol 1991]. This paper presents a connectionist account of mental multiplication which models adult reaction time and error patterns. The phenomenon is viewed as spreading activation between stimulus digits and target products, and is implemented by a multilayered network augmented with a version of the \"cascade\" equations [McClelland 1979]. Simulations are performed to mimic Campbell & Graham s [1985] experiments measuring adults' memory for single-digit multiplication. A surprisingly small number assumptions are needed to replicate the results found in the psychological literature—fewer than some (less explicit) theories presuppose.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/92b3k11v","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Dallaway","name_suffix":"","institution":"University of Sussex","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31332/galley/22401/download/"}]},{"pk":31264,"title":"Misinformed and Biased: Genuine Memory Distortions or Artifactual Phenomena","subtitle":null,"abstract":"In the present study, two cognitive phenomena until now treated apart were compared to each other: hindsight bias and misinformation effect. Both phenomena result from the same basic retroactive-interference procedure focussing on how memory of originally encoded material is distorted by the encoding of subsequent, conflicting information. The results showed that subjects' recollections of the original information were similarly distorted under both conditions, that is, the amount of hindsight bias was as large as the misinformation effect. More fine-grained analyses, however, revealed important differences. With the additional results of a probability mixture model it was found that only hindsight subjects suffered from memory impairment and that, moreover, their recollections included genuine blends. The misinformation effect, on the other hand, turned out to be an artifact of averaging across two different sets of recollections. These results represent compelling data with respect to the ongoing discussion about the existence of genuine memory blends.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38m3x9pg","frozenauthors":[{"first_name":"Rudiger","middle_name":"F.","last_name":"Pohl","name_suffix":"","institution":"University of Trier","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31264/galley/22333/download/"}]},{"pk":31267,"title":"Modelling Inductive And Deductive Discovery Strategies In Galilean Kinematics","subtitle":null,"abstract":"This paper investigates how different strategies affect the success and efficiency of scientific discovery, by examining different approaches in Galilean kinematics. Computational models with biases for inductive or deductive approaches to discovery were constructed to simulate the processes involved in finding coherent and empirically correct sets of laws. The performance of the models shows that the best overall strategy is to begin with an inductive bias and then perform tight cycles of law generation and experimental testing. Comparison of the models with previous findings indicates that the best overall strategy for discovery depends on the relative ease of search in hypothesis and experiment spaces.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/87w573xm","frozenauthors":[{"first_name":"Peter","middle_name":"C-H.","last_name":"Cheng","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31267/galley/22336/download/"}]},{"pk":31302,"title":"Modelling Paraphasias in Normal and Aphasic Speech","subtitle":null,"abstract":"We model word substitution errors made by normal and phasic speakers with an interactive activation model of lexicalization. This comprises a three-layer architecture of semantic, lexical, and phonological units. W e test four hypotheses about the origin of aphasic word substitutions: that they result from pathological decay, loss of within-level inhibitory connections, increased initial random noise, or reduced flow of activation from the semantic to the lexical level. W e conclude that a version of the flnal hypothesis best explains the aphasic data, but with random fluctuations in connection strength rather than a uniform decrement This model accounts for aspects of recovery in aphasia, and frequency and imageability effects in paraphasias. Pathological lexical access is related to transient lexical access difficulties in normal speakers to provide an account of normal word substitution errors. W e argue that similar constraints operate in each case. This model predicts imageability and frequency effects which are verified by analysis of our normal speech error data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/65t452dj","frozenauthors":[{"first_name":"Trevor","middle_name":"A.","last_name":"Harley","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Siobhan","middle_name":"B.G.","last_name":"MacAndrew","name_suffix":"","institution":"University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31302/galley/22371/download/"}]},{"pk":31241,"title":"Multi-agent Interactions: A Vocabulary of Engagement","subtitle":null,"abstract":"Our project concerns the definition of a content theory of action appropriate for agents that act in a multi-agent environment and its implementation in a multi-agent system. Such a theory has to explain what agents know and how they use this knowledge; it has to identify what resources are available to the agents when they must decide on an action; it has to allow agents to reason and engage in concrete activity in their domain. More important for our research, and in contrast with numerous works in Distributed Artificial Intelligence, such a vocabulary must provide a basis for agents to decide and learn when, how or with whom they should cooperate. In this paper we suggest a vocabulary of interactions for intelligent agents. Our vocabulary attempts to do justice to the situated character of action with respect to the disparate but related dimensions of physicality, sociality and experience.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0p8078tc","frozenauthors":[{"first_name":"Patricia","middle_name":"","last_name":"Goldweic","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Kristian","middle_name":"J.","last_name":"Hammond","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31241/galley/22310/download/"}]},{"pk":31294,"title":"Multicases: A Case-Based Representation for Procedural Knowledge","subtitle":null,"abstract":"This paper focuses on the representation of procedures in a case-based reasoner. It proposes a new method, the multicase, where several examples are merged without generalization into a single structure. The first part of the paper describes multicases as they are being implemented within the FLOABN project (Alterman, Zito- Wolf, and Carpenter 1991) and discusses some properties of multicases, including simplicity of use, ease of transfer between episodes, and better management of case detail. The second part presents a quantitative analysis of storage, indexing and decision costs based on a decision-tree model of procedures. This model shows that multicases have significantly reduced storage and decision costs compared to two other representation schemes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7903258f","frozenauthors":[{"first_name":"Roland","middle_name":"J.","last_name":"Zito-Wolf","name_suffix":"","institution":"Brandeis University","department":""},{"first_name":"Richard","middle_name":"","last_name":"Alterman","name_suffix":"","institution":"Brandeis University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31294/galley/22363/download/"}]},{"pk":31331,"title":"Multivariable Function Learning: Applications of the Adaptive Regression Model to Intuitive Physics","subtitle":null,"abstract":"We investigated multivariable function learning--the acquisition of quantitative mappings between multiple continuous stimulus dimensions and a single continuous response dimension. Our subjects learned to predict amounts of time that a ball takes to roll down inclined planes varying in length and angle of inclination. Performance with respect to the length of the plane was quite good, even very early in learning. On the other hand, performance with respect to the angle of the plane was systematically biased early in learning, but eventually became quite good. An extension of K o h and Meyer's (1991) adaptive regression model accounts well for the results. Implications for the study of intuitive physics mcffe generally are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9gt8h0xw","frozenauthors":[{"first_name":"Paul","middle_name":"C.","last_name":"Price","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"David","middle_name":"E.","last_name":"Meyer","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Kyunghee","middle_name":"","last_name":"Koh","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31331/galley/22400/download/"}]},{"pk":31424,"title":"MusicSoar: Soar as an Architecture for Music Cognition","subtitle":null,"abstract":"Newell (1990) argued that the time is ripe for unified theories of cognition that encompass the full scope of cognitive phenomena. Newell and his colleagues (Newell, 1990; Laird, NeweU & Rosenbloom, 1987) have proposed Soar as a candidate theory. W e are exploring the application of Soar to the domain of music cognition. MusicSoar is a theory of the cognitive processes in music perception. A n important feature of MusicSoar is that it attempts to satisfy the real-time constraints of music perception within the Soar framework. If MusicSoar is a plausible model of music cognition, then it indicates that much of a listener's ability is based on a kind of memory-based reasoning involving pattern recognition and fast retrieval of information from memory: Soar's problem-solving methods of creating subgoals are too slow for routine perception, but they are involved in creating the knowledge in long-term memory that then can meet the processing demands of music in real time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4fm943t2","frozenauthors":[{"first_name":"Don","middle_name":"L.","last_name":"Scarborough","name_suffix":"","institution":"Brooklyn College of the City University of New York","department":""},{"first_name":"Peter","middle_name":"","last_name":"Manolios","name_suffix":"","institution":"Brooklyn College of the City University of New York","department":""},{"first_name":"Jacqueline","middle_name":"A.","last_name":"Jones","name_suffix":"","institution":"Brooklyn College of the City University of New York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31424/galley/22493/download/"}]},{"pk":31265,"title":"Neurally Motivaed Constraints on the Working Memory Capacity of a Production System for Parallel Processing: Implications of a Connectionist Model Based on Temporal Synchrony","subtitle":null,"abstract":"The production system formulation plays an important role in models of cognition. However, there do not exist neurally plausible realizations of production systems that can support fast and automatic processing of productions involving variables and n-ary relations. In this paper we show that the neurally plausible model for rapid reasoning over facts and rules involving n-ary predicates and variables proposed by Ajjanagadde and Shastri can be interpreted as such a production system. This interpretation is significant because it suggests neurally motivated constraints on the capacity of the working memory of a production system capable of fast parallel processing. It shows that a large number of rules — even those containing variables — may fire in parallel and a large number of facts may reside in the working memory, provided no predicate is instantiated more than a smaU number of times (% 3) and the number of distinct entities referenced by the","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39f194wj","frozenauthors":[{"first_name":"Lokendra","middle_name":"","last_name":"Shastri","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31265/galley/22334/download/"}]},{"pk":31357,"title":"No Logic? No Problem! Using A Covariation Analysis On A Deductive Task","subtitle":null,"abstract":"Subjects were presented with previously played Mastermind games in the form of \"Mastermind problems\". Although each problem was formally deduclble, and In some cases, overdetermined, subjects nevertheless usually failed to make more than a third of the potential deductions. A Bayesian model that treated the task as one of \"probabilistic reasoning\" rather than \"logical deduction\" accounted well for the performance of the lower performing subjects. It is argued that at least some of the reasoning failures seen on hypothesis evaluation tasks such as this one are produced in part by the solver's replacement of a \"deduction\" representation with a \"probabilistic reasoning\" representation.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01m210m2","frozenauthors":[{"first_name":"John","middle_name":"B.","last_name":"Best","name_suffix":"","institution":"Eastern Illinois University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31357/galley/22426/download/"}]},{"pk":31285,"title":"On the Unitization of Novel, Complex Visual Stimuli","subtitle":null,"abstract":"We investigated the degree to which novel conjunctions of features come to be represented as perceptual wholes. Subjects were trained in a visual search task using novel, conjunctively defined stimuli composed of discrete features. The stimulus sets were designed so that successful search required identification of a conjunction of at least two features. With extended training, the slope of the search functions dropped by large amounts. Various transfer tasks were used to rule out the possibility that the organization of sequential search strategies involving simple features could account for this result. The perceptual discriminability or confusibility of the stimuli exerted an important influence on the rate of unitization. The nature of the perceptual unit appears to depend on the subset of features which are diagnostic for carrying out a particular discrimination task. The results provide important constraints for models of visual perception and recogniHon.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5b66x4t9","frozenauthors":[{"first_name":"Nancy","middle_name":"","last_name":"Lightfoot","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Richard","middle_name":"M.","last_name":"Shiffrin","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31285/galley/22354/download/"}]},{"pk":31361,"title":"Orthographic and Semantic Similarity in Auditory Rhyme Decisions","subtitle":null,"abstract":"Seidenberg and Tanenhaus (1979) demonstrated that orthographic information is obligatorily activated during auditory word recognition by showing that rhyme decisions to orthographically similar rhymes pie-tie were quicker than rhyme decisions to orthographically dissimilar rhymes ryetie. This effect could be due to the fact that orthographic and phonological codes axe closely inter-related in lexical memory and the two dimensions are highly correlated. However, it could also be a example of a more general similarity bias in making rhyme decisions, in which subjects cannot ignore irrelevant information from other dimensions. W e explored this later possibility by having subjects make rhyme decisions to words that vary in orthographic similarity and also to words that vary in semantic similarity {good-kind, cruel-kind). This possibility is ruled out in two experiments in which we fail to find an interference effect with semantically related trials, while replicating the basic orthographic interference and facilitation results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0st152bk","frozenauthors":[{"first_name":"Curt","middle_name":"","last_name":"Burgess","name_suffix":"","institution":"University of California, Riverside","department":""},{"first_name":"Michael","middle_name":"K.","last_name":"Tanenhaus","name_suffix":"","institution":"University of Rochester","department":""},{"first_name":"Nancy","middle_name":"","last_name":"Marks","name_suffix":"","institution":"University of Rochester","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31361/galley/22430/download/"}]},{"pk":31408,"title":"Parallelism in Pronoun Comprehension","subtitle":null,"abstract":"The aim of this study was to distinguish between two heuristic strategies proposed to account for the assignment of ambiguous pronouns: a subject assignment strategy and a parallel function strategy. According to the subject assignment strategy a pronoun is assigned to a preceding subject noun phrase, whereas according to the parallel function strategy a pronoun is assigned to a previous noun phrase with the same grammatical function. These two strategies were tested by examining the interpretation of ambiguous subject and non-subject pronouns. There was a strong preference for assigning both types of pronouns to preceding subject noun phrases which supported the subject assignment strategy. However the preference was reduced for non-subject pronouns compared to subject pronouns which we interpreted as evidence for grammatical parallelism. A subsidiary aim of the study was to investigate text-level effects of order-of-mention where a pronoun is assigned to a noun phrase which has been mentioned in the szmne sequential position. We did not observe any strong effects although we did observe a possible topic assignment strategy where topic-hood depended on order-ofmention. A post hoc inspection of the materials revealed possible effects of intra-sentential order-of-mention parallelism. We conclude that a subject assignment strategy, a parallel grammatical function strategy, a topic assignment strategy and a parallel order-of-mention strategy m a y all constrain the interpretation of ambiguous subject and non-subject pronouns.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/68709154","frozenauthors":[{"first_name":"Alexandar","middle_name":"W. R.","last_name":"Nelson","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Rosemary","middle_name":"J.","last_name":"Stevenson","name_suffix":"","institution":"University of Durham","department":""},{"first_name":"Keith","middle_name":"","last_name":"Stenning","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31408/galley/22477/download/"}]},{"pk":36622,"title":"Past, Present, and Future: A Reading-Writing Text, 3rd ed. by Joan Young Gregg and Joan Russell","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4mz2168d","frozenauthors":[{"first_name":"Julia","middle_name":"Ann","last_name":"Collins","name_suffix":"","institution":"Hacienda La Puente Adult School, El Monte Adult School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36622/galley/27472/download/"}]},{"pk":31407,"title":"Perceiving Size in Events Via Kinematic Form","subtitle":null,"abstract":"Traditional solutions to the problem of size perception have confounded size and distance perception. We investigated size perception using information that is independent of distance. As do the shapes of biological objects (Bingham, 1992), the forms of events vary with size. We investigated whether observers were able to use size specific variations in the kinematic forms of events as information about size. Observers judged the size of a ball in displays containing only kinematic information about size. This was accomplished by covarying object distance and actual size to produce equivalent image sizes for all objects and extents in the displays. Simulations were generated using dynamical models for planar events. Motions were confined to a plane parallel to the display screen. Mass density, friction, and elasticity were held constant over changes in size, simulating wooden balls. Observers were able to detect the increasing sizes of the equal image size balls. Mean size judgments exhibited a pattern predicted by a scaling factor in the equation of motion derived using similarity analysis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cq6p2tn","frozenauthors":[{"first_name":"Michael","middle_name":"M.","last_name":"Muchisky","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Geoffrey","middle_name":"P.","last_name":"Bingham","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31407/galley/22476/download/"}]},{"pk":31288,"title":"Perceiving the Siz of Trees Via Their Form","subtitle":null,"abstract":"Physical constraints on growth produce continuous variations in the shape of biological objects that correspond to their sizes. We investigated whether two such properties of tree form can be visually discriminated and used to evaluate the height of trees. Observers judged simulated tree silhouettes of constant image size. Comparison was made to judgments of real trees in natural viewdng conditions. Tree form was shown to confer an absolute metric on ground texture gradients. Eyeheight information was also shown to be ineffective as an alternative source of absolute scale.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4f9686jq","frozenauthors":[{"first_name":"Geoffrey","middle_name":"P.","last_name":"Bingham","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31288/galley/22357/download/"}]},{"pk":31322,"title":"Plausibility and Syntactic Ambiguity Resolution","subtitle":null,"abstract":"Different theories of human syntactic parsing make conflicting claims concerning the role of non-syntactic information (e.g. semantics, real world knowledge) on on-line parsing. W e address this debate by examining the effect of plausibility of thematic role assignments on the processing of syntactic ambiguities. In a selfpaced reading experiment, ambiguous condition reading times were longer than unambiguous condition times at the point of syntactic disambiguation only when plausibility cues had supported the incorrect interpretation. Off-line measures of plausibility also predicted reading time effects in regression analyses. These results indicate that plausibility information m ay influence thematic role assignment and the initial interpretation of a syntactic ambiguity, and they argue against parsing models in which the syntactic component is blind to plausibility information.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20n446wt","frozenauthors":[{"first_name":"Neal","middle_name":"J.","last_name":"Pealmutter","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""},{"first_name":"Maryellen","middle_name":"C.","last_name":"MacDonald","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31322/galley/22391/download/"}]},{"pk":31374,"title":"Point of View: Modeling the Emotions of Others","subtitle":null,"abstract":"When people reason about the behavior of others they often find that their predictions and explanations involve attributing emotions to those about w h o m they are reasoning. In this paper we discuss the internal models and representations w e have used to make machine reasoning of this kind possible. In doing so, we briefly sketch a simulated-world program called the Affective Reasoner. Elsewhere, we have discussed the Affective Reasoner's mechanisms for generating emotions in response to situations that impinge on an agent's concerns, for generating actions in response to emotions, and for reasoning about emotion episodes from cases [Elliott, 1992]. Here we give details about how agents in the Affective Reasoner model each other's point of view for both the purpose of reasoning about one another's emotion-based actions, and for \"having\" emotions about the fortunes (good or bad) of others (i.e., feeling sorry for someone, feeling happy for them, resenting their good fortune, or gloating over their bad fortune). T o do this, agents maintain Concernsof- Oihers representations (COOs) to establish points of view for other agents, and use cases to reason about those agents' expressions of emotions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8qr4k7t4","frozenauthors":[{"first_name":"Clark","middle_name":"","last_name":"Elliott","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Andrew","middle_name":"","last_name":"Ortony","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31374/galley/22443/download/"}]},{"pk":31253,"title":"Polysemy and Lexical Representation: The Case of Three English Prepositions","subtitle":null,"abstract":"This paper is a preliminary analysis from a cognitive linguistics perspective of the meaning of three very high frequency prepositions in English, at, on, and in, which are argued to be inherently polysemous. Although these so-called grammatical morphemes are usually defined in terms of topological relations, the majority of their usages are far too abstract or non-geometric for such spatially-oriented characterizations. Because they seem to sustain a variety of meanings which often overlap, they are exemplary lexical items for testing theories of lexical representation. Arguments against monosemous accounts center on their inability to formulate schemas which include all appropriate usages while excluding usages of other prepositions. Many of the usages differ only on the basis of variable speaker perspective and construal. A polysemic account is currently being developed and tested experimentally in a series of studies involving how native and non-native speakers of English evaluate and categorize various usages of the different prepositions. Initial results indicate that diese naive categorizations reflect a gradient of deviation from a canonical spatial sense. Furthermore, deviant usages tend to form fairly robust clusters consonant with a constrained polysemic analysis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bk5p2w9","frozenauthors":[{"first_name":"Sally","middle_name":"A.","last_name":"Rice","name_suffix":"","institution":"University of Alberta","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31253/galley/22322/download/"}]},{"pk":31240,"title":"Preconditions and Appropriateness Conditions","subtitle":null,"abstract":"Classical plan preconditions implicitly play a dual role, both documenting the facts necessary for a plan to be sound and listing the conditions under which it should be used. As the closed-world assumption is relaxed these two roles begin to diverge, particularly when attempts are made to use plans in situations other than those for which they were originally constructed. Rosenschein and Kaelbling exploit one aspect of the divergence by suggesting that some logiceil preconditions can be considered in the design phase of building an agent, but \"compiled away\" so that the agent need not explicitly consider them [Rosenschein and Kaelbling, 1986]. W e suggest an alternative view whereby an agent can explicitly reason and learn about which conditions are the best cues for employing standard plans, and discuss the idea in the context of the Runner project.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/58q8578p","frozenauthors":[{"first_name":"Timothy","middle_name":"M.","last_name":"Converse","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Kristian","middle_name":"J.","last_name":"Hammond","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31240/galley/22309/download/"}]},{"pk":31381,"title":"Prediction Performance as a Function of the Representation Language in Concept Formation Systems","subtitle":null,"abstract":"Existing concept formation systems employ diverse representation formalisms, ranging from logical to probabilistic, to describe acquired concepts. Those systems are usually evaluated in terms of their prediction performance and/or psychological validity. The evaluation studies, however, fail to take into account the underlying concept representation as one of the parameters that influence the system performance. So, whatever the outcome, the performance is bound to be interpreted as 'representation specific' This paper evaluates the performance of INC2, an incremental concept formation system, relative to the language used for representing concepts. The study includes the whole continuum, from logical to probabilistic representation. The results demonstrate the correctness of our assumption that performance does depend on the chosen concept representation language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/70t3b95q","frozenauthors":[{"first_name":"Mirsad","middle_name":"","last_name":"Hadzikadic","name_suffix":"","institution":"University of North Carolina","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31381/galley/22450/download/"}]},{"pk":31275,"title":"Primacy Effects and Selective Attention in Incremental Clustering","subtitle":null,"abstract":"Incremental clustering is a type of categorization in which learning is unsupervised and changes to category structure occur gradually. While there has been little psychological research on this subject, several computational models for incremental clustering have been constructed. Although these models provide a good fit to data provided by some psychological studies, they overlook the importance of selective attention in incremental clustering. This paper compares the performance of two models, Anderson's (1990) rational model of categorization, and Fisher's (1987) C O B W E B , to that of human subjects in a task which stresses the importance of selective attention. In the study, subjects were shown a series of pictorial stimuli in one of two orders. The results showed that subjects focused their attention on the first extreme feature they saw, and later used this feature to classify ambiguous stimuli. Both models fail to predict human performance. These results indicate the need for a selective attention mechanism in incremental clustering as well as provide one constraint on h o w such a mechanism might work.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7c39g5p5","frozenauthors":[{"first_name":"David","middle_name":"M.","last_name":"Thau","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31275/galley/22344/download/"}]},{"pk":31327,"title":"Probing the Emergent Behavior of Tabletop, an Architecture Uniting High-Level Perception with Analogy-Making","subtitle":null,"abstract":"Tabletop is a computer model of analogy-making that has a nondeterministic parallel architecture. It is based on the premise that analogy-making is a by-product of high-level perception, and it operates in a restricted version of an everyday domain: that of place-settings on a table. The domain's simplicity helps clarify the tight link between perception and analogy-making. In each problem, a table configuration is given; the user, hypothetically seated at the table, points at some object. The program responds by doing \"the same thing\", as determined from the opposite side of the table. Being nondeterministic, Tabletop acts differently when run repeatedly on any problem. Thus to understand how diverse pressures affect the program, one must compile statistics of many runs on many problems. Tabletop was tested on several families of interrelated problems, and a performance landscape was built up, representing its \"likes\" and \"dislikes\". Through qualitative comparisons of this landscape with human preferences, one can assess the psychological realism of Tabletop's \"uste\".","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9ng020wf","frozenauthors":[{"first_name":"Douglas","middle_name":"R.","last_name":"Hofstadter","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Robert","middle_name":"M.","last_name":"French","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31327/galley/22396/download/"}]},{"pk":31411,"title":"Problem-Solving Stereotypes for an Intelligent Assistant","subtitle":null,"abstract":"This paper examines the role of case-based reasoning in a problem-solving assistant system, which differs from an autonomous problem solver in that it shares the problem-solving task with a human partner. The paper focuses on the criteria driving the system designer's (or the system's) choice of cases, of representation vocabulary, and of indexing terms, and upon how the assumption of a human in the problem-solving loop influences these criteria. It presents these theoretical considerations in the context of work in progress on lOPS, a case-based intelligent assistant for airline irregular operations scheduling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6fn9b32k","frozenauthors":[{"first_name":"Christopher","middle_name":"","last_name":"Owens","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31411/galley/22480/download/"}]},{"pk":31387,"title":"Progressions of Conceptual Models of Cardiovascular Physiology and their Relationship to Expertise","subtitle":null,"abstract":"The application of scientific principles in diverse science domains is widely regarded as a hallmark of expertise. However, in medicine, the role of basic science knowledge is the subject of considerable controversy. In this paper, w e present a study that examines students' and experts* understanding of complex biomedical concepts related to cardiovascular physiology. In the experiment, subjects were presented with questions and problems pertaining to cardiac output, venous return, and the mechanical properties of the cardiovascular system. The results indicated a progression of conceptual models as a function of expertise, which was evident in predictive accuracy, and the explanation and application of these concepts. The study also documented and characterized the etiology of significant misconceptions that impeded subjects' ability to reason about the cardiovascular and circulatory system. Certain conceptual errors were evident even in the responses of physicians. The scope of application of basic science principles is not as evident in the practice of medicine, as in the applied physical domains. Students and medical practitioners do not experience the same kinds of epistemic challenges to counter their naive intuitions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/52f6w4gx","frozenauthors":[{"first_name":"David","middle_name":"R.","last_name":"Kaufman","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Vimla","middle_name":"L.","last_name":"Patel","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Sheldon","middle_name":"A.","last_name":"Magder","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31387/galley/22456/download/"}]},{"pk":31358,"title":"Projected Meaning, Grounded Meaning and Intrinsic Meaning","subtitle":null,"abstract":"It is proposed that the fundamental difference between representations whose constituent symbols have intrinsic meaning (e.g. mental representations) and those whose symbols have meanings w e consider \"projected\" (e.g. computational representations) is causal. More specifically, this distinction depends on differences in how physical change is brought about, or what w e call \"causal mechanisms\". These mechanisms serve to physically ground our intuitive notions about syntax and semantiacs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9rt4v5bc","frozenauthors":[{"first_name":"C.","middle_name":"Franklin","last_name":"Boyle","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31358/galley/22427/download/"}]},{"pk":31266,"title":"Psychological Responses to Anomalous Data","subtitle":null,"abstract":"A crucial aspect of understanding knowledge acquisition and theory change is understanding how people respond to anomsilous information. We propose that there are seven fundamental responses that people make to anomalous information. We provide evidence from the history of science and from psychology for each of these responses, and we present the results of a study that explores some of the factors that determine these responses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0d65f9gt","frozenauthors":[{"first_name":"Clark","middle_name":"A.","last_name":"Chinn","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"William","middle_name":"F.","last_name":"Brewer","name_suffix":"","institution":"University of Illinois","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31266/galley/22335/download/"}]},{"pk":31393,"title":"Question Asking During Learning wit a Point and Query Interface","subtitle":null,"abstract":"Educational software would benefit from question asking facilities that are theoretically grounded in psychology, education, and artificial intelligence. Our previous research has investigated the psychological mechanisms of question asking and has developed a computationally tractable model of human question answering. We have recently developed a Point and Query (P&Q) human-computer interface based on this research. With the P & Q software, the student asks a question by simply pointing to a word or picture element and then to a question chosen from a menu of \"good\" questions associated with the element. This study examined students' question asking over time, using the P & Q software, while learning about woodwind instruments. While learning, the students were expected to solve tasks that required either deep-level causal knowledge or superficial knowledge. The frequency of questions asked with the P & Q interface was approximately 800 limes the number of questions asked per student per hour in a classroom. The learning goals directly affected the ordering of questions over time. For example, students did not ask deep-level causal questions unless that knowledge was necessary to achieve the learning goal.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79r817ht","frozenauthors":[{"first_name":"Mark","middle_name":"C.","last_name":"Langston","name_suffix":"","institution":"Memphis State University","department":""},{"first_name":"Arthur","middle_name":"C.","last_name":"Graesser","name_suffix":"","institution":"Memphis State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31393/galley/22462/download/"}]},{"pk":36627,"title":"Reading at the University by Linda Harbaugh Hillman","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0ks9h5hk","frozenauthors":[{"first_name":"Lucy","middle_name":"Hahn","last_name":"Kazakes","name_suffix":"","institution":"Carson High School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36627/galley/27477/download/"}]},{"pk":36604,"title":"Realbooks: Literature as Content in ESL Classrooms","subtitle":null,"abstract":"ESL instructors at Los Angeles City College have developed a literaturebased curriculum for their intermediate and advanced students. This paper examines this curriculum as well as the theoretical premises which inform it. The theoretical support for teaching literature in the ESL classroom comes from a variety of sources: Stephen Krashen, Frank Smith, George Dillon, Hans-Georg Gadamer, and Augustine. This paper also examines the work of Brinton, Snow, and Wesche as well as Collie and Slater, who have directly addressed the classroom issue of literature as ESL content.Finally, this paper discusses how literary texts like Island of The Blue Dolphins, Rumble Fish, and The Red Pony are incorporated into the community college ESL reading and writing curriculum and ends with some insights derived from this literature focus. Questions which still need to be examined are discussed.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4g87v2s9","frozenauthors":[{"first_name":"Marianne","middle_name":"","last_name":"Boretz","name_suffix":"","institution":"Los Angeles City College","department":""},{"first_name":"Gary","middle_name":"","last_name":"Colombo","name_suffix":"","institution":"Los Angeles City College","department":""},{"first_name":"Carl","middle_name":"","last_name":"Friedlander","name_suffix":"","institution":"Los Angeles City College","department":""},{"first_name":"Ron","middle_name":"","last_name":"Lapp","name_suffix":"","institution":"Los Angeles City College","department":""},{"first_name":"Peter","middle_name":"","last_name":"Sotiriou","name_suffix":"","institution":"Los Angeles City College","department":""},{"first_name":"Bernadette","middle_name":"","last_name":"Tchen","name_suffix":"","institution":"Los Angeles City College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36604/galley/27455/download/"}]},{"pk":31239,"title":"Reasoning about Performance Intentions","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/92141949","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Freed","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Bruce","middle_name":"","last_name":"Krulwich","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lawrence","middle_name":"","last_name":"Birnbaum","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Gregg","middle_name":"","last_name":"Collins","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31239/galley/22308/download/"}]},{"pk":31277,"title":"Reference Features as Guides to Reasoning About Opportunities","subtitle":null,"abstract":"An intelligent agent acting in a complex and unpredictable world must be able to both plan ahead and react quickly to changes in its surroundings. In particular, such an agent must be able to react quickly when faced with unexpected opportunities to fulfill its goals. W e consider the issue of h o w an agent should respond to perceived opportunities, and w e describe a method for determining quickly whether it is rational to seize an opportunity or whether a more detailed analysis is required. Our system uses a set of heuristics based on reference features to identify situations and objects that characteristically involve problematic patterns of interaction. W e discuss the recognition of reference features, and their use in focusing the system's reasoning onto potentially adverse interactions between its ongoing plans and Uie current opportunity.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qm964ns","frozenauthors":[{"first_name":"Louise","middle_name":"","last_name":"Pryor","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Gregg","middle_name":"","last_name":"Collins","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31277/galley/22346/download/"}]},{"pk":31301,"title":"Relearning after Damage in Connectionist Networks: Implications for Patient Rehabilitation","subtitle":null,"abstract":"Connectionist modeling is applied to issues in cognitive rehabilitation, concerning the degree and speed of recovery through retraining, the extent of generalization to untreated items, and how treated items are selected to maximize this generalization. A network previously used to model impairments in mapping orthography to semantics is retrained after damage. The degree of relearning and generalization varies considerably for different lesion locations, and has interesting implications for understanding the nature and variability of recovery in patients. In a second simulation, retraining on words whose semantics are atypical of their category yields more generalization than retraining on more prototypical words, suggesting a surprising strategy for selecting items in patient therapy to maximize recovery.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/88t148x6","frozenauthors":[{"first_name":"David","middle_name":"C.","last_name":"Plaut","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31301/galley/22370/download/"}]},{"pk":31335,"title":"REMIND: Integrating Language Understanding and Episodic Memory Retrieval in a Connectionist Network","subtitle":null,"abstract":"Most AI simulations have modeled memory retrieval separately from language understanding, even though both activities seem to use many of the same processes. This paper describes REMIND, a structured reading-activation model of integrated text comprehension and episodic reminding. In REMIND , activation is spread through a semantic network that performs dynamic inferencing and disambiguation to infer a conceptual representation of an input cue. Because stored episodes are associated with the concepts used to understand them. the spreading-activation process also activates any memory episodes that share features (X knowledge structures with the cue. After a conceptual representation is formed of the cue, the episode in the network with the highest activation is recalled from memory. Since the inferences made from a cue often include actors' plans and goals only implied in its text. REMIND is able to get abstract remindings that would not be possible without an integrated understanding and revival model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/401821ft","frozenauthors":[{"first_name":"Trent","middle_name":"E.","last_name":"Lange","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Charles","middle_name":"M.","last_name":"Wharton","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31335/galley/22404/download/"}]},{"pk":31293,"title":"Representing Cases as Knowledge Sources that Apply Local Similarity Metrics","subtitle":null,"abstract":"A model of case-based reasoning is presented that relies on a procedural representation for cases. In an implementation of this model, cases are represented as knowledge sources in a blackboard architecture. Case knowledge sources define local neighborhoods of similarity and are triggered if a problem case falls within a neighborhood. This form of \"local indexing\" is a viable alternative where global similarity metrics are unavailable. Other features of this approach include the potential for fine-grained scheduling of case retrieval, a uniform representation for cases and other knowledge sources in hybrid systems that incorporate case-based reasoning and other reasoning methods, and a straightforward way to represent the actions generated by cases. This model of case-based reasoning has been implemented in a prototype system (\"Broadway\") that selects from a case base automobiles that meet a car buyer's requirements most closely and explains its selections.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7mp069vf","frozenauthors":[{"first_name":"David","middle_name":"B.","last_name":"Skalak","name_suffix":"","institution":"University of Massachusetts","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31293/galley/22362/download/"}]},{"pk":31282,"title":"Rules or Connections? The Past Tense Revisited","subtitle":null,"abstract":"We describe a connectionist model of the past tense that generates both regular and irregular past tense forms with good generalization. The model also exhibits frequency effects that have been taken as evidence for a past tense rule (Pinker, 1991) and consistency effects that are not predicted by rule-based accounts. Although not a complete account of the past tense, this work suggests that connectionist models may Capture generalizations about linguistic phenomena that rule-based accounts miss.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gh81991","frozenauthors":[{"first_name":"Kim","middle_name":"","last_name":"Daugerty","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Mark","middle_name":"S.","last_name":"Seidenberg","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31282/galley/22351/download/"}]},{"pk":36620,"title":"Science for Language Learners by Ann K. Fathman and Mary Ellen Quinn","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6x26305w","frozenauthors":[{"first_name":"Lauren","middle_name":"","last_name":"Hartford-Brewer","name_suffix":"","institution":"San Fernando Elementary School, Los Angeles Unified School District","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36620/galley/27470/download/"}]},{"pk":31269,"title":"Scientific Induction: Individual versus Group Processes and Multiple Hypotheses","subtitle":null,"abstract":"It has been suggested that groups can evaluate multiple hypotheses better than individuals. The present study employed Wason's (1960) 2-4-6 task to examine the effects of multiple hypotheses in scientific induction. Subjects worked either individually or in four-member interacting groups. Subjects were also instructed to test either a single or a pair of hypotheses. The results indicate that groups perform significantly better than individuals. When testing multiple hypotheses, groups were more likely to determine the target hypothesis than individuals. Interacting groups generated more positive tests that received negative feedback and received more disconfirmation than individuals. When multiple hypotheses were tested, interacting groups used greater amounts of diagnostic tests than individuals. Interacting groups appear to search their experiment space and evaluate the evidence received better than individuals.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20x8g6fh","frozenauthors":[{"first_name":"Eric","middle_name":"G.","last_name":"Freedman","name_suffix":"","institution":"Michigan Technological University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31269/galley/22338/download/"}]},{"pk":31359,"title":"Seeing is Believing: Why Vision Needs Semantics","subtitle":null,"abstract":"Knowledge about the functional properties of the world constraints and informs perception. For example, looking at a table, chair, a building or a sculpture, we are able to resolve occluded attachments because we know that in order to stand, an object's center of gravity must lie within its footprint. W h e n when we see a floating wheel in the interior of a vehicle, we know that it is probably the mejuis by which the driver communicates steering information to the chassis. Movable handles imply input to machines; fixed handles imply an upside and a downside to any object they grace. We are constructing a machine-understanding machine with which to explore the usefulness of semantics in perception. This system will investigate simple mechanical devices such as geai trains, simultaneously building a representation of the structures and functions of parts, and using that representation to guide and disambiguate perception. In this paper we discuss how this work has led to an understanding of perception in which a semantics of structure and function play a central role in guiding even the lowest level perceptual actions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8tx3m14c","frozenauthors":[{"first_name":"Matthew","middle_name":"","last_name":"Brand","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Lawrence","middle_name":"","last_name":"Birnbaum","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Paul","middle_name":"","last_name":"Cooper","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31359/galley/22428/download/"}]},{"pk":31353,"title":"Self-Organization of Auditory Motion Detectors","subtitle":null,"abstract":"This work addresses the question of how neural networks self-organise to recognize familiar sequential patterns. A neural network model with mild constraints on its initial architecture learns to encode the direction of spectral motion as auditory stimuli excite the units in a tonotopically arranged input layer like that found after peripheral processing by the cochlea. The network consists of a series of inhibitory clusters with excitatory interconnections that self-organize as streams of stimuli excite the clusters over time. Self-organization is achieved by application of the learning heuristics developed by Marshall (1990^ for the self-organization of excitatory and inhibitory pathways in visual motion detection. These heuristics are implemented through linear thresholding equations for unit activation having faster-than-linear inhibitory response. Synaptic weights are learned throughout processing according to the competitive algorithm explored in Malsburg (1973).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1xg3m4s8","frozenauthors":[{"first_name":"Sven","middle_name":"E.","last_name":"Anderson","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31353/galley/22422/download/"}]},{"pk":31261,"title":"Sensory Discrimination in a Short-Term Trace Memory","subtitle":null,"abstract":"We propose a fully recurrent neural network to model low-level auditory memory in a task to discriminate intensities of sequentially presented tones across a range of varying interstimulus intervals. In this model, memory represents a sensory-trace of the stimulus and takes the form of slow relaxation of a number of units to a globally attractive equilibrium value near zero. The same-different judgment is based on a derivative of the output of the dynamic memory. Gaussian noise added to unit activations was found to improve the resilience of stored information although at the cost of decreased sensitivity. The model exhibits many qualitative properties of human performance on a roving-standard intensity discrimination task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/350101b8","frozenauthors":[{"first_name":"J.","middle_name":"Devin","last_name":"McAuley","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Sven","middle_name":"E.","last_name":"Anderson","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Robert","middle_name":"F.","last_name":"Port","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31261/galley/22330/download/"}]},{"pk":31354,"title":"Simple+Robust = Pragmatic: A Natural language Query Processing Model for Card-type Databases","subtitle":null,"abstract":"Read users' queries to databases written in their natural language tend to be extra-grammatical, erroneous and, sometimes just a sequence of keywords. Since most conventional natural language interfaces are seminatural, they cannot treat such real queries very well. This paper proposes a new natural language query interpretation model, named SIMPLA. Because the model has a keyword-based parsing mechanism, it is very robust to cope with extragrammatical sentences. The strong keyword-based parsing capability is very dependent upon its target database's being a \"card''-type. SIMPLA provides several operators to define peripheral knowledge, regarding the target database. Such peripheral knowledge is stored virtually in parts of the target ''card\"-type database. Since the target database with the peripheral knowledge remains •'card\"-type, S I M P L A does not decrease its robust natural language processing capability, while it embodies the ability to respond to questions concerning peripheral questions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1sz0784h","frozenauthors":[{"first_name":"Seigou","middle_name":"","last_name":"Arita","name_suffix":"","institution":"NEC Corporation","department":""},{"first_name":"Hideo","middle_name":"","last_name":"Shimazu","name_suffix":"","institution":"NEC Corporation","department":""},{"first_name":"Yosuke","middle_name":"","last_name":"Takashima","name_suffix":"","institution":"NEC Corporation","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31354/galley/22423/download/"}]},{"pk":31257,"title":"Simulating Theories of Mental Imagery","subtitle":null,"abstract":"A knowledge representation scheme for computationed imagery has previously been proposed. This scheme incorporates three interrelated representations: a long-term memory descriptive representation and two working memory representations, corresponding to the distinct visual and spatial components of mental imagery. It also includes a set of primitive functions for reconstructing and reasoning with image representations. In this paper we suggest that the representation scheme addresses the controversy involved in the imagery debate by providing the computational tools for specifying, implementing euid testing edternative theories of mental imagery. This capability is illustrated by considering the representation and processing issues involved in the mental rotation task.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mw66768","frozenauthors":[{"first_name":"Janice","middle_name":"","last_name":"Glasgow","name_suffix":"","institution":"Queen's University","department":""},{"first_name":"Darrell","middle_name":"","last_name":"Conklin","name_suffix":"","institution":"Queen's University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31257/galley/22326/download/"}]},{"pk":31318,"title":"Simultaneous Question Comprehension and Answer Retrieval","subtitle":null,"abstract":"A model is described for question comprehension in which parsing, memory activation, identification and application of retrieval heuristics, and answer formulation are highly interactive processes operating in parallel. The model contfasts significantly with serial models in the literature, although it is more in line with parallel models of sentence comprehension. T w o experiments are described in support of the parallel view of question answering. In one, differential reading times for different question types were shown to be present only when subjects intended to answer the questions they were reading. In another, reading times for words in questions increased and answering times decreased when a unique answer could be identified early in the questions. The results suggest that source node activation and answer retrieval begin during parsing. Both symbolic and connectionist approaches to modeling question answering are potentially influenced by this perspxxtive.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6wv4423q","frozenauthors":[{"first_name":"Scott","middle_name":"P.","last_name":"Robertson","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Jonathan","middle_name":"D.","last_name":"Ullman","name_suffix":"","institution":"Rutgers University","department":""},{"first_name":"Anmol","middle_name":"","last_name":"Mehta","name_suffix":"","institution":"Rutgers University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31318/galley/22387/download/"}]},{"pk":31313,"title":"Skill as the Fit Between Performer Resources and Task Demands: A Perspective from Software Use and Learning","subtitle":null,"abstract":"This paper goes beyond the routine vs. adaptive expertise distinction seen most recently in Holyoak (1991) by offering a framework which locates skill in the fit between performer resources and task demands. Empirical support for this framework is derived from a review of the literature about \"real world\" software learning and usage. ^","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7g319296","frozenauthors":[{"first_name":"Catherine","middle_name":"A.","last_name":"Ashworth","name_suffix":"","institution":"University of Colorado","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31313/galley/22382/download/"}]},{"pk":31276,"title":"Some Epistemic Benefits of Action: Tetris, a Case Study","subtitle":null,"abstract":"We present data and argument to show that in Tetris—a read-time interactive video game—certain cognitive and perceptual problems are more quickly, easily, auid reliably solved by performing actions in the world rather than by performing computational actions in the head alone. W e have found that some translations and rotations are best understood as using the world to improve cognition. They are not being used to implement a plan, or to implement a reaction. To substantiate our position we have implemented a computational laboratory that lets us record keystrokes and game situations, as well as alIows us to dynamically create situations. Using the data of over 30 subjects playing 6 games, tachistoscopic tests of some of these subjects, and results from our own successful efforts at building expert systems to play Tetris, we show why knowing how to use one's environment to enhance speed and robustness aie important components in skilled play.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6sh2w26v","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Kirsh","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Paul","middle_name":"","last_name":"Maglio","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31276/galley/22345/download/"}]},{"pk":31365,"title":"Strategies for Contributing to Collaborative Arguments","subtitle":null,"abstract":"The Argumentation Project at LRDC aims to support students in knowledge building by means of collaborative argumentation. A component of this project is a system for helping students generate arguments in a dicilogical situation. Empirical research suggests that students generally have difficulty generating arguments for different positions on an issue and may resort to giving arguments that are insincere or irrelevant. Our system will assist the arguer by constraining him to respond relevantly and consistently to the actions of other arguers, suggesting appropriate ways to respond. This assistance wUl be provided by strategies derived from conversational maxims and \"good conduct\" rules for collaborative argumentation. We describe a prototype system that uses these strategies to simulate both sides of a dialogical argument.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6xq7n2md","frozenauthors":[{"first_name":"Violetta","middle_name":"","last_name":"Cavalli-Sforza","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Alan","middle_name":"M.","last_name":"Lesgold","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Arlene","middle_name":"W.","last_name":"Weiner","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31365/galley/22434/download/"}]},{"pk":31369,"title":"Syllable Priming and Lexical Representations: Evidence from Experiments and Simulations","subtitle":null,"abstract":"This paper explores the composition of syllable structure in lexical representations. Data from auditory lexical decision experiments are presented which demonstrate that syllable structure is represented in the mental lexicon and that the effects of syllable suucture are separable from shared segmental overlap. The data also indicate that syllable representations correspond to a surface syllable rather than an abstract underlying syllable posited by some linguistic theories. These findings raise questions concerning the origin of syllable structure in lexical representations. A connectionist simulation utilizing the TIMIT data base shows that syllable-like structure may be induced from exposure to phonetic input. Taken together these results suggest that knowledge of surface syllable structure is actively used in understanding language and this knowledge may derive from a speaker's experience with language.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hq4q0gm","frozenauthors":[{"first_name":"David","middle_name":"P.","last_name":"Corina","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31369/galley/22438/download/"}]},{"pk":36601,"title":"Syllabus Design in Content-Based Instruction","subtitle":null,"abstract":"This paper explores the relationship between content-based second language instruction and so-called communicative language teaching and traces the development of syllabus design for second language courses from its emergence as an issue in the mid ’70s to the present day. The paper argues that content, when combined with a concern for communicative function and grammatical structure, provides the missing third dimension in syllabus design for second language courses and generates course designs superior to those based on structure alone or on some combination of structure and function. The paper concludes with a brief discussion of the problems in, and the prospects for, developing this kind of syllabus for such courses.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h49c4fd","frozenauthors":[{"first_name":"David","middle_name":"E.","last_name":"Eskey","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36601/galley/27452/download/"}]},{"pk":31348,"title":"Taking Connectionism Seriously:","subtitle":null,"abstract":"Connectionism is drawing much attention as a new paradigm for cognitive science. A n important objective of connectionism has become the definition of a subsymbolic bridge between the mind and the brain. By analyzing an important example of this subsymbolic approach, NETtalk, I will show that this type of connectionism does not fulfil its promises and is applying new techniques in a symbolic approach. It is shown that connectionist models can only become part of such a new approach when they are embedded in an alternative conceptual framework where the emphasis is not placed upon what knowledge a system must posses to be able to accomplish a task but on how a system can develop this knowledge through its interaction with the environment.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tn1h2mx","frozenauthors":[{"first_name":"Paul","middle_name":"F.M.J.","last_name":"Verschure","name_suffix":"","institution":"University of Zurich","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31348/galley/22417/download/"}]},{"pk":31373,"title":"Taxonomies and Part-Whole Hierarchies in the Acquisition of Word Meaning - A Connectionist Model","subtitle":null,"abstract":"The aim of this paper is to introduce a simple connectionist model for the acquisition of word meaning, and to demonstrate how this model can be enhanced based on empirical observations about language learning in children. The main sources are observations by Markman (1989, 1990) about constraints children place on word meaning, and Nelson (1988), as well as Benelli (1988), about the role of language in the acquisition of concept taxonomies. The model enhancements based on these observations, and those authors' conclusions, are mainly built on well-known neural mechanisms such as resonance, reset and recruitment, as first introduced in the adaptive resonance theory (ART) models by Grossberg (1976). This way the strength of connectionist models in plausibly modeling detailed aspects of natural language is underlined.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9tq692w4","frozenauthors":[{"first_name":"Georg","middle_name":"","last_name":"Dorffner","name_suffix":"","institution":"University of Vienna","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31373/galley/22442/download/"}]},{"pk":31270,"title":"Team Cognition in the Cockpit: Linguistic Control of Shared Problem Solving","subtitle":null,"abstract":"Communication of professional air transport crews (2- and 3-member crews) in simulated inflight emergencies was analyzed in order to determine (1) whether certain communication features distinguish high-performing from low-performing crews, and (2) whether crew size affects communication used for problem solving. Analyses focused on metacognitively explicit talk; i.e., language used to build a shared understanding of the problem, goals, plans and solution strategies. Normalized frequencies of utterances were compared during normal (low workload) and abnormal (high workload) phases of flight. Highperforming captains, regardless of crew size, were found to be more metacognitively explicit than low-performing captains, and effective captains in 3-member crews were found to be most explicit. First officers' talk complemented their captains' talk: First officers in lowperforming crews tended to be more explicit than first officers in high-performing crews.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9jq741xx","frozenauthors":[{"first_name":"Judih","middle_name":"","last_name":"Orasanu","name_suffix":"","institution":"NASA-Ames Research Center","department":""},{"first_name":"Ute","middle_name":"","last_name":"Fischer","name_suffix":"","institution":"NASA-Ames Research Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31270/galley/22339/download/"}]},{"pk":31247,"title":"The Effects of Pattern Presentation on Interference in Backpropagation Networks","subtitle":null,"abstract":"This paper reviews six approaches to solving the problem of 'catastrophic sequential interference\". It is concluded that all of these methods function by reducing (or circumventing) hidden-layer overlap. A new method is presented, called 'random rehearsal training', that further explores an approach introduced by Hetherington and Seidenberg (1989). A constant number of patterns, randomly selected from those learned earlier, is rehearsed with every newly learned pattern. This scheme of rehearsing patterns may, perhaps, be compared to the functioning of the 'aniculatory loop' (Baddeley, 1986). It is shown that this presentation method may virtually eliminate sequential interference.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9gb1c6pk","frozenauthors":[{"first_name":"Jacob","middle_name":"M.J.","last_name":"Murre","name_suffix":"","institution":"Leiden University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31247/galley/22316/download/"}]},{"pk":36623,"title":"The English Connection: A Content-Based Grammar and Discussion Text, 2nd ed. by Gail Fingado, Leslie J. Freeman, Mary Reinbold Jerome, and Catherine Vaden Summers","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1k02j8bf","frozenauthors":[{"first_name":"Sharon","middle_name":"","last_name":"Hilles","name_suffix":"","institution":"California State Polytechnic University, Pomona","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36623/galley/27473/download/"}]},{"pk":31278,"title":"The Evolutionary Induction of Subroutines","subtitle":null,"abstract":"In this paper' we describe a genetic algorithm capable of evolving large programs by exploiting two new genetic operators which construct and deconstruct parameterized subroutines. These subroutines protect useful partial solutions and help to solve the scaling problem for a class of genetic problem solving methods. W e demonstrate our algorithm acquires useful subroutines by evolving a modular program from \"scratch\" to play and win at Tic-Tac-Toe against a flawed \"expert\". This work also amplifies our previous note (Pollack, 1991) that a phase transition is the principle behind induction in dynamical cognitive models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01m2496j","frozenauthors":[{"first_name":"Peter","middle_name":"J.","last_name":"Angeline","name_suffix":"","institution":"The Ohio State University","department":""},{"first_name":"Jordan","middle_name":"B.","last_name":"Pollack","name_suffix":"","institution":"The Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31278/galley/22347/download/"}]},{"pk":31435,"title":"The Figural Effect and a Graphical Algorithm for Syllogistic Reasoning","subtitle":null,"abstract":"Theories of syllogistic reasoning based on Euler Circles have foundered on a combinatorial explosion caused by an inappropriate interpretation of the diagrams. A new interpretation is proposed, allowing single diagrams to abstract over multiple logical models of premises, permitting solution by a simple rule, which involves the identification of individuals whose existence is entailed by the premises. This solution method suggests a performance model. which predicts some of the phenomena of the Figural Effect, a tendency for subjects to prefer conclusions in which the terms preserve their grammatical status from the premises (Johnson-Laird k Steedman 1978). 21 students were asked to identify the necessary individuals for each of the 64 pairs of premis.'5e>. The order in which the three terms specifying the individuals were produced was shown to be as predicted by the performance model. but contrary to the presumed predictions of Mentad Models theory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0g107419","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Yule","name_suffix":"","institution":"Edinburgh University","department":""},{"first_name":"Keith","middle_name":"","last_name":"Stenning","name_suffix":"","institution":"Edinburgh University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31435/galley/22504/download/"}]},{"pk":31334,"title":"The Interaction of Memory and Explicit Concepts in Learning","subtitle":null,"abstract":"The extent to which concepts, memory, and planning are necessary to the simulation of intelligent behavior is a fundamental philosophical issue in AI. A n active and productive segment of the research community has taken the position that multiple low-level agents, properly organized, can account for high-level behavior. The empirical research relevant to this debate with fully operational systems has thus far been primarily on mobile robots that do simple tasks. This paper recounts experiments with Hoyle, a system in a cerebral, rather than a physical, domain. The program learns to perform well and quickly, often outpacing its human creators at two-person, perfect information board games. Hoyle demonstrates that a surprising amount of intelligent behavior can be treated as if it were situation-determined, that often planning is unnecessary, and that the memory required to support this learning is minimal. The contribution of this paper is its demonstration of h ow explicit, rather than implicit, concept representation strengthens a reactive system that learns, and reduces its reliance on memory.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6kw7z25x","frozenauthors":[{"first_name":"Susan","middle_name":"L.","last_name":"Epstein","name_suffix":"","institution":"The City University of New York","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31334/galley/22403/download/"}]},{"pk":31364,"title":"The Interaction of Principles and Examples in Instructions","subtitle":null,"abstract":"Learners often have difficulty following instructions written at a general enough level to apply to many different cases. Presence and type of example (example either matched the first task, did not match the first task, or was not present) and presence of a principle (that provided a rationale for part of a procedure) were manipulated in a set of instructions for computer text editing in order to examine whether initial performance and later transfer could be improved. The results suggest that a principle can aid initial learning from general instructions if no example is given or the example does not match the first task. The principle could help users disambiguate the instructions by providing a rationale for potentially misunderstood actions. However, if the example matches the first task, then the presence of a principle seems to slow initial performance, perhaps because the learner tries to compare and integrate the example and the principle. O n later training tasks, however, a principle improves performance. These results suggest that the features of instructions that aid initial performance and those that aid later performance are different and careful research on how to integrate these features is important.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Posters","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20j7k4rp","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Catrambone","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Ronald","middle_name":"M.","last_name":"Wachman","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31364/galley/22433/download/"}]},{"pk":31273,"title":"Theme Construction from Belief Conflict and Resolution","subtitle":null,"abstract":"Story themes are generalized advice that a story contains, and theme recognition provides a way for a system to show that it has understood the story. T H U N D E R is a story understanding system that implements a model of theme construction from belief conflicts and resolutions. A belief conflict is conflicting evaluative beliefs regarding a story character's plan. W h e n execution of the plan results in a realized success or failure for the character, a resolution to the conflict is recognized from the additional reasons that the realization provides for the evaluative beliefs in conflict. The theme of the story is generated by reasoning about how the resolution shows the beliefs in conflict to be correct or incorrect, and produces a statement of generalized advice about reasons for evaluation. T w o types of advice are generated by T H U N D E R : (1) reason advice about the reasons for evaluation that the story shows to be correct, and (2) avoidance advice about how failures that occur as the result of erroneous evaluations could be avoided. The algorithms for constructing both type of advice and examples of T H U N D E R constructing themes are presented.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7rb516c0","frozenauthors":[{"first_name":"John","middle_name":"F.","last_name":"Reeves","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31273/galley/22342/download/"}]},{"pk":31314,"title":"The Nature of Expertise in Anagram Solution","subtitle":null,"abstract":"Second-generation theories of expertise have stressed the knowledge differences between experts and novices and have used the serial architecture of the production system as a model for both expert and novice problem solving. Recently, Holyoak (1991) has proposed a third generation of theories based on the idea of expertise-related differences in the processing of solution constraints. According to this view, the problem solving of experts, in contrast to that of novices, often is better characterized as a process of satisfying multiple solution constraints in parallel than as a process of serially testing and rejecting hypotheses. W e provide data from three experiments that are consistent with this hypothesis for the domain of anagram solution.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/43r0t06d","frozenauthors":[{"first_name":"Laura","middle_name":"R.","last_name":"Novick","name_suffix":"","institution":"Vanderbilt University","department":""},{"first_name":"Nathalie","middle_name":"","last_name":"Cote","name_suffix":"","institution":"Vanderbilt University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1992-01-01T13:00:00-05:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31314/galley/22383/download/"}]}]}