{"count":38386,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=35600","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=35400","results":[{"pk":32846,"title":"Learning Words: Computers and Kids","subtitle":null,"abstract":"We present a computer-based model of acquisition of word meaning from context. The model uses semantic role assignments to search through a hierarchy of conceptual information for an appropriate meaning for an unknown word. The implementation of this approach has led to many surprising similarities with work in modeling human language acquisition. W e describe the learning task and the model, then present an empirical test and discuss the relationships between this approach and the work in psycholinguistics.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Word and Concept Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0rd052n7","frozenauthors":[{"first_name":"Peter","middle_name":"M.","last_name":"Hastings","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Stephen","middle_name":"L.","last_name":"Lytinen","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Robert","middle_name":"K.","last_name":"Lindsay","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32846/galley/23906/download/"}]},{"pk":32888,"title":"MAC/FAC: A Model of Similarity-based Retrieval","subtitle":null,"abstract":"We present a model of similarity-based retrieval which attempts to capture three psychological phenomena: (1) people are extremely good at judging similarity and analogy when given items to compare. (2) Superficial remindings are much more frequent than structural remindings. (3) People sometimes experience and use purely structural analogical remindings. Our model, called MAC/FAC (for \"many are called but few are chosen\") consists of two stages. The first stage (MAC) uses a computationally cheap, non-structural matcher to filter candidates from a pool of memory items. That is, we redundantly encode structured representations as content vectors, whose dot product yields an estimate of how well the corresponding structural representations will match. The second stage (FAC) uses SME to compute a true structural match between the probe and output from the first stage. MAC/FAC has been fully implemented, and we show that it is capable of modeling patterns of access found in psychological data.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Reminding and Case Retrieval","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1gb7n02g","frozenauthors":[{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"Northwestern University","department":""},{"first_name":"Kenneth","middle_name":"D.","last_name":"Forbus","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32888/galley/23948/download/"}]},{"pk":32912,"title":"Mechanisms of Temporal Integration and Knowledge Representation with Simple Recurrent Networks","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5s5061r8","frozenauthors":[{"first_name":"Robert","middle_name":"B.","last_name":"Allen","name_suffix":"","institution":"Bellcore","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32912/galley/23972/download/"}]},{"pk":32823,"title":"Memory for Incomplete Tasks: A Re-examination of the Zeigarnik Effect","subtitle":null,"abstract":"An important feature of human memory is the ability to retrieve previously unsolved problems, particularly when circumstances are more favorable to their solution. Zeiganiik (1927) has been widely cited for the finding that interrupted tasks are better remembered than completed ones; however, frequent replications and non-replications have been explained in terms of social psychological variables (Prentice, 1944). The present study examines differences in memory for tasks based on completion status by appealing to cognitive variables such as the nature of interruption, time spent during processing, and set size. In one experiment using word problems, subjects were interrupted on half of the problems after a short interval of active problem solving, and completed tasks were in fact better remembered than interrupted ones. However, less processing time was necessarily spent on problems that were interrupted. A second experiment held time constant, allowing subjects to abandon tasks they could not con^lete. In this experiment, the opposite result occurred, replicating Zeigarnik and showing better access to unsolved problems in free recall. However, enhanced memorability in this study may have resulted from a subject-generated impasse in problem solving rather than \"interruption\" per se. This successful replication also included set size differences in favor of incomplete problems. Under these conditions, the status of completion can serve as a useful index to past problem situations. These experiments are successful in identifying cognitive variables that explain when one can suspend effort on a failed problem, and recall it at a later time.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Planning and Action","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qb9x9wd","frozenauthors":[{"first_name":"Colleen","middle_name":"M.","last_name":"Seifert","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Andrea","middle_name":"L.","last_name":"Patalano","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32823/galley/23883/download/"}]},{"pk":32866,"title":"Memory for Problem Solving Steps","subtitle":null,"abstract":"A widely adopted theory of procedural learning claims that people construct new problem solving rules through induction over past problem solving steps. The underlying assumption that people store information about problem solving steps in memory was tested by measuring subjects' memory of their own problem solving steps in four different ways. The results support the assumption that people store enough information in memory to enable induction of new problem solving rules.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Problem Solving and Transfer","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1f27z62v","frozenauthors":[{"first_name":"Stellan","middle_name":"","last_name":"Ohlsson","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32866/galley/23926/download/"}]},{"pk":36641,"title":"Mexican Immigrants Can Achieve in U.S. Schools","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3fh8g51j","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Miller","name_suffix":"","institution":"Yerba Buena High School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36641/galley/27491/download/"}]},{"pk":32960,"title":"Modeling an Experimental Study of Explanatory Coherence","subtitle":null,"abstract":"The problem of evaluating explanatory hypotheses is to choose the hypothesis or theory that best accounts for, or explains, the given evidence. Thagard (e.g.. 1989) and Ranney (in press; Ranney & Thagard, 1988) describe a theory of explanatory coherence intended to account for a variety of explanatory evaluations; this theory has been implemented in a coimectionist computer model, ECHO. In this study, we examine three questions regarding the relationship between human explanatory reasoning and echo's explanatory evaluations: Does E C H O predict subjects' evaluations of interrelated propositions? Are local temporal order differences (not explicitly modeled by ECHO) important to the subjects? Does E C H O predict subjects' inflectional reasoning? W e found that subjects often entertain competing hypodieses as nonexclusive and presume an implied backing for certain (superordinate) hypotheses. These tendencies were modeled in E C H O by assigning a fraction of data priority (usually reserved for evidence) to the superordinate hypotheses. In simi, the E C HO model helps to interpret subjects' reasoning patterns, and shows continued potential for simulating explanatory coherence processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/72t7v1zs","frozenauthors":[{"first_name":"Patricia","middle_name":"","last_name":"Schank","name_suffix":"","institution":"University of California, Berkeley","department":""},{"first_name":"Michael","middle_name":"","last_name":"Ranney","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32960/galley/24021/download/"}]},{"pk":32923,"title":"Modeling Human Memory Retrieval and Computer Informatino Retrieval: What Can the Two Fields Learn from each other","subtitle":null,"abstract":"Models of human memory and computer information retrieval have many similarities in the methods they use for representing and accessing information. This article examines the methods and representations used in both human memory modeling and computer information retrieval and discusses similarities and differences From these similarities and differences, the features that lead to successful retrieval in both human memory and computer information retrieval domains can be determined. An analysis of these features can then help in the future design of both human and computer retrieval models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1fc4h7gq","frozenauthors":[{"first_name":"Peter","middle_name":"W.","last_name":"Foltz","name_suffix":"","institution":"University of Colorado, Boulder","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32923/galley/23983/download/"}]},{"pk":32827,"title":"Modeling the Self-explanation Effect with Cascade 3","subtitle":null,"abstract":"Several investigations have found that students learn more when they explain examples to themselves while studying them. Moreover, they refer less often to the examples while solving problems, and they read less of the example each time they refer to it. These findings, collectively called the self-explanation effect, have been reproduced by our cognitive simulation program. Cascade. Cascade has two kinds of learning. It learns new rules of physics (the task domain used in the human data modeled) by resolving impasses with reasoning based on overly-general, non-domain knowledge. It acquires procedural competence by storing its derivations of problem solutions and using them as analogs to guide its search for solutions to novel problems. This paper discusses several runs of Cascade wherein the strategies for explaining examples is varied and the initial domain knowledge b held constant. These computational experiments demonstrate the computational sufficiency of a strategy-based account for the self-explanation effect.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Reasoning and Mental Models","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2h27b2ds","frozenauthors":[{"first_name":"Kurt","middle_name":"","last_name":"VanLehn","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Randolph","middle_name":"M.","last_name":"Jones","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"M.","middle_name":"T. H.","last_name":"Chi","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32827/galley/23887/download/"}]},{"pk":32939,"title":"Multiassociative Memory","subtitle":null,"abstract":"This paper discusses the problem of how to implement many-to-many, or multi-associative, mappings within connectionist models. Traditional symbolic approaches wield explicit representation of all alternatives via stored links, or implicitly through enumerative algorithms. Classical pattern association models ignore the issue of generating multiple outputs for a single input pattern, and while recent research on recurrent networks is promising, the field has not clearly focused upon multi-associativity as a goal. In this paper, we define multiassociative memory M M , and several possible variants, and discuss its utility in general cognitive modeling. W e extend sequential cascaded networks (Pollack 1987, 1990a) to fit the task, and perform several initial experiments which demonstrate the feasibility of the concept.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9894f57v","frozenauthors":[{"first_name":"John","middle_name":"F.","last_name":"Kolen","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":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32939/galley/23999/download/"}]},{"pk":32917,"title":"Neuro-Soar: A Neural-Network Architecture for Goal-Oriented Behavior","subtitle":null,"abstract":"The ability to set and achieve a wide range of goals is one of the principal hallmarks of intelligence. The issue of goals, and of how they can be achieved, has been one of the major foci of Artificial Intelligence (AI), and the understanding of how to construct systems that can accomplish a wide range of goals has been one of the major breakthroughs provided by the study of symbolic processing systems in AI. Neural networks, however, have not shared this focus on the issue of goals to any significant extent. This article provides a progress report on an effort to incorporate such an ability into neural networks. The approach we have taken here is to implement a symbolic problem solver within a neural network; specifically we are creating Neuro-Soar, a neural-network reimplementation of the Soar architecture. Soar is particularly appropriate for this purpose because of its well-established goal-oriented abilities, and its mapping onto levels of human cognition — in particular, the ways in which it already either shares, or is compatible with, a number of key characteristics of neural networks.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/86v5c3q1","frozenauthors":[{"first_name":"Bonghan","middle_name":"","last_name":"Cho","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Paul","middle_name":"S.","last_name":"Rosenbloom","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Charles","middle_name":"P.","last_name":"Dolan","name_suffix":"","institution":"Hughes Research Labs","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32917/galley/23977/download/"}]},{"pk":32928,"title":"On the Problems with Lexical Rule Accounts of Argument Structure","subtitle":null,"abstract":"It has recently been suggested that the different valence possibilities of a single verb stem can be accounted for by postulating lexical rules that operate on the semantic structure of verbs, producing different verb senses. Syntactic expression is then taken to be predicted by general linking rules that m a p semantic structure onto syntactic form (Alsina and M c h o m b o 1990, Bresnan and Moshi 1989, Levin 1985, Pinker 1989, Rappaport, Laughren, and Levin 1987). In this pauper, general problems with such approaches are discussed, including the following: a) such theories require a large number of both distinct verb senses and lexical rules, b) ad hoc and often implausible verb senses are required, c) an unwarranted asymmetry between different argument structures is posited, and d) many generalizations are obscured. An alternative is suggested that involves considering the various valences as templates or constructions that are paired with semantics independently of the verbs that may occur with them. For example, abstract semantics such as \"X causes Y to receive Z,\" \"X causes Y to become Z\" etc. are associated directly with the skeletal syntactic ditransitive and resultative constructions, respectively, allowing the verbal predicates to be associated with richer frame-semantic representations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5mj1m6xh","frozenauthors":[{"first_name":"Adele","middle_name":"E.","last_name":"Goldberg","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32928/galley/23988/download/"}]},{"pk":32820,"title":"Opportunistic Memory and Visual Search","subtitle":null,"abstract":"In earlier work, we proposed a memory model that would facilitate the detection of opportunities to satisfy suspended goals. In this opportunistic memory model, suspended goals are indexed under feature sets that are predictive of the presence of the opportunity, and which are likely to be encountered in the normal course of future activity. The functional benefit of such encoding depends crucially on the particular vocabulary of features used, the costs of their detection, and the overlap of features relevant to the pursuit of different goals. In this paper we investigate the feature vocabulary implied by recent work on visual search [Treisman, 1985, Tsotsos, 1990], and its use in indexing goals suspended due to the lack of a particular object.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Planning and Action","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4dt7x0nx","frozenauthors":[{"first_name":"Timothy","middle_name":"M.","last_name":"Converse","name_suffix":"","institution":"The University of Chicago","department":""},{"first_name":"Kristian","middle_name":"J.","last_name":"Hammond","name_suffix":"","institution":"The University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32820/galley/23880/download/"}]},{"pk":32931,"title":"Partial Match and Search Control via Internal Analogy","subtitle":null,"abstract":"In a previous study (Hickman & Laikin, 1990), we introduced a within-trial analogy mechanism called internal analogy that transfers both success and failure experiences between corresponding parts of the search tree for a single problem. In this paper, we describe powerful extensions to the learning procedure and their consequences on problem solving behavior First, we explain how our similarity metric can be naturally augmented to provide a more flexible partial match. To overcome the need for a static measure, however, we propose a mechanism that learns the appropriate level of partial match through feedback from previous analogical reasoning. Second, we show how this partial match mechanism controls the problem solver's search. Protocol dau from a subject working in a geometry theorem-proving domain provide support for the psychological fidelity of the extended internal analogy model.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jv8j4gg","frozenauthors":[{"first_name":"Angela","middle_name":"Kennedy","last_name":"Hickman","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Marsha","middle_name":"C.","last_name":"Lovett","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32931/galley/23991/download/"}]},{"pk":32943,"title":"Perception-mediated Learning and Reasoning in the CHILDLIKE System","subtitle":null,"abstract":"Intelligent agents interacting with their environments combine information from several sense modalities and indulge in tasks that have components of perception, reasoning, learning and planning. Traditional AI systems focus on a single component. This paper highlights the importance of the integrated perceive-reason-act-learn loop, and describes a system designed to capture this loop. As a first step, it learns about simple objects, their qualities, and the words that name and describe them. The visual-linguistic associations formed serve as a bias in acquiring further knowledge about actions, which in turn aids the system in satisfying its internal needs (e.g., hunger, thirst, sleep, curiosity). Learning mechanisms that extract, aggregate, generate, de-generate and generalize build a hierarchical network (that serves as internal models of the environment) with which the system perceives and reasons.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20f5r9f5","frozenauthors":[{"first_name":"Ganesh","middle_name":"","last_name":"Mani","name_suffix":"","institution":"Universtiy of Wisconsin, Madison","department":""},{"first_name":"Leonard","middle_name":"","last_name":"Uhr","name_suffix":"","institution":"Universtiy of Wisconsin, Madison","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32943/galley/24003/download/"}]},{"pk":32854,"title":"Perceptual Simplicity and Modes of Structural Generation","subtitle":null,"abstract":"This paper describes a formal framework for perceptual categorization that can account for the salient qualitative predicates human observers are willing to ascribe to a closed class of objects, and consequently the simple groupings they can induce from small sets of examples. The framework hinges on the idea of a generative process that produces a given set of objects, expressed as a sequence of group-theoretic operations on a primitive element, thus ascribing algebraic structure to perceptual organization in a manner similar to Leyton (1984). Putatively, perceivers always seek to interpret any stimulus as a formally generic result of some sequence of operations; that is, they interpret each object as a typical product of some generative process. The principle formal structure is a \"mode lattice,\" which a) exhaustively lists the qualitative shape predicates for the class of shapes, and b) defines the inferential preference hierarchy among them. The mechanics are worked out in detail for the class of triangles, for which the predicted qualitative features include such familiar geometric categories as \"scalene,\" \"isosceles,\" and \"right,\" as well as more \"perceptual\" ones like \"tall\" and \"short.\" Within the theory it is possible as well to define \"legal\" vs. \"illegal\" category contrasts; a number of examples suggest that our perceptual interpretations tend to regularize the latter to the former.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Perception and Visual Search","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gb9j4jq","frozenauthors":[{"first_name":"Jacob","middle_name":"","last_name":"Feldman","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32854/galley/23914/download/"}]},{"pk":32904,"title":"Prescoolers' Understanding of Gravity","subtitle":null,"abstract":"Previous research suggests that preschoolers have logical or cognitive deficits that limit their understanding of gravity as an explanatory concept. Four experiments were designed to test whether, in contrast to the results from previous research, preschoolers have a coherent, consistent and theoretical understanding of gravity. In each study, preschoolers made judgments regarding objects' behavior in at least one gravity-related event (e.g., speed of falling objects, trajectory of thrown objects, the behavior of balance scales). Predictions were made about children's performance based on the hypothesis that preschoolers understand gravity to be a property of objects. Predicted age-related changes in causal judgments were found on each task, as were positive correlations in performances across the tasks. The results support the claim that preschoolers understand gravity as a property of objects, an understanding that undergoes conceptual change.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Discovery Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5qc9c2j0","frozenauthors":[{"first_name":"Eric","middle_name":"","last_name":"Amsel","name_suffix":"","institution":"Vassar College","department":""},{"first_name":"Dallas","middle_name":"","last_name":"Savoie","name_suffix":"","institution":"University of Saskatchewan","department":""},{"first_name":"Gedeon","middle_name":"","last_name":"Deak","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Megan","middle_name":"","last_name":"Clark","name_suffix":"","institution":"University of Saskatchewan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32904/galley/23964/download/"}]},{"pk":32940,"title":"Processing Constraints and Problem Difficulty: A Model","subtitle":null,"abstract":"In this paper we examine the role played by working memory demands in determining problem difficulty during the solution of Tower of Hanoi Problem isomorphs. W e do so by describing a production system model that accounts for subjects' performance on these problems via a dynamic analysis of the memory k>ad imposed by the problem and of changes in that load during the problem solving episode. W e also present the results of detailed testing of the model against human subject data. The model uses a highly constrained working memory to account for a number of features of the problem solving behavior, including the dichotomous (exploratory and final path) nature of the problem solving, the relative difficulty of the problems, the particular moves made in each state of the problem space, and the temporal patterning of the final path moves.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8kv198d5","frozenauthors":[{"first_name":"Kenneth","middle_name":"","last_name":"Kotovsky","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Nicholas","middle_name":"","last_name":"Kushmerick","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32940/galley/24000/download/"}]},{"pk":32966,"title":"Providing Natural Representations To Facilitate Novices' Understanding in a New Domain: Forward and Backward Reasoning in Programming","subtitle":null,"abstract":"In many domains, novices exhibit a bias in the direction in which they reason about problems. Earlier studies of LISP programmers using a graphical representation suggested that novice LISP programmers tend to reason forward, working from initial input data toward the goal. W e examined novice programmers learning LISP using the GIL programming tutor and manipulated the direction subjects were allowed to reason (forward, backward, or free). Subjects who were required to work backwards (from goal toward givens) exhibited more difficulty solving the problems than subjects working forward or subjects left free to chose their direction. Backward subjects required more time to solve problems, made more errors, and required more time to plan each solution. W e suggest that these effects and preferences occur because forward reasoning is more congruent with the way novices reason about computer programs, resulting in an increased working memory load for subjects required to work backward.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1419z9qd","frozenauthors":[{"first_name":"J.","middle_name":"Gregory","last_name":"Trafton","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Brian","middle_name":"J.","last_name":"Reiser","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32966/galley/24027/download/"}]},{"pk":32913,"title":"Reading Instructions","subtitle":null,"abstract":"This paper describes a model for reading instructions. The basic framework is that an agent engages in an activity and resorts to using instructions only when \"all else fails\". That is, by reading the instructions during the period of engagement, the meaning of the instructions can be clarified by feedback from the world. This model has been implemented in a computer program, IIMP. IIMP is the instruction reading component of FLOABN (Alterman et al., 1991), an integrated architecture whose domain is reasoning about the usage of mechanical and electronic devices.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0g0227w6","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Alterman","name_suffix":"","institution":"Brandeis University","department":""},{"first_name":"Tamitha","middle_name":"","last_name":"Carpenter","name_suffix":"","institution":"Brandeis University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32913/galley/23973/download/"}]},{"pk":32920,"title":"Recovering Structure from Expression in Music Performance","subtitle":null,"abstract":"Mental representations of structural content in music can be communicated to listeners by expressive variations in performance. W e attempt to recover structural content from patterns of expression in skilled music performance, and we contrast possible mappings between structure and expression that allow communication of musical ideas. Three types of musical structure are investigated: metric, rhythmic grouping, and melodic accent structures. Skilled pianists performed musical sequences which were examined for expressive variations that coincide with each accent structure. The mapping of structure to expression is compared for music in which the accent structures are presented singly, are combined to coincide or conflict, or naturally co-occur. The findings suggest that associated sets of expressive variations in performance provide an unambiguous and flexible system for communicating musical structure.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9w78p6xj","frozenauthors":[{"first_name":"Carolyn","middle_name":"","last_name":"Drake","name_suffix":"","institution":"Ohio State University","department":""},{"first_name":"Caroline","middle_name":"","last_name":"Palmer","name_suffix":"","institution":"Ohio State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32920/galley/23980/download/"}]},{"pk":32885,"title":"Representing Aspects of Language","subtitle":null,"abstract":"We provide a conceptual framework for understanding similarities and differences among various schemes of compositional representation, emphasizing problems that arise in modelling aspects of human language. W e propose six abstract dimensions that suggest a space of possible compositional schemes. Temporality turns out to play a key role in defining several of these dimensions. From studying how schemes fall into this space, it is apparent that there is no single crucial difference between AI and connectionist approaches to representation. Large regions of the space of composition^ schemes remain unexplored, such as the entire class of active, dynamic models that do composition in time. These models offer the possibility of parsing real-time input into useful segments, and thus potentially into linguistic units like words and phrases.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0pq027kz","frozenauthors":[{"first_name":"Robert","middle_name":"F.","last_name":"Port","name_suffix":"","institution":"Indiana University at Bloomington","department":""},{"first_name":"Timothy","middle_name":"","last_name":"van Gelder","name_suffix":"","institution":"Indiana University at Bloomington","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32885/galley/23945/download/"}]},{"pk":32892,"title":"Retrieval Competition in Memory for Analogies","subtitle":null,"abstract":"An important question for cognitive models of human memory is the question of how analogical similarity affects memory retrieval. While the importance of surface lexical and semantic similarities between reminding cues and memory targets has been well-documented, clear empirical evidence that human memory retrieval is influenced by analogy has proven difficult to demonstrate. W e report two experiments in which subjects used a series of single sentences as reminding cues for previously-seen mini-texts. Some cue sentences contained noims and verbs that were hyponyms (i.e., words subordinate to the same category) of those in corresponding target sentences presented in one or two earlier passages. The role of analogical similarity in reminding was examined by varying the correspondence of noun case-role assignments of cue/target homonyms. Results indicate that retrieval competition and analogical similarity influence reminding. Recall of semanticallyrelated passages was significantly greater for structurally consistent (i.e., analogical) cues. Retrieval access was impaired when two semantically related passages were present in memory. Access to the passage with analogical resemblance to the cue was decreased by retrieval competition to an extent consistent with a ratio rule.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Reminding and Case Retrieval","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5h3765rq","frozenauthors":[{"first_name":"Charles","middle_name":"M.","last_name":"Wharton","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":""},{"first_name":"Paul","middle_name":"E.","last_name":"Downing","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Trent","middle_name":"E.","last_name":"Lange","name_suffix":"","institution":"University of California, Los Angeles","department":""},{"first_name":"Thomas","middle_name":"D.","last_name":"Wickens","name_suffix":"","institution":"University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32892/galley/23952/download/"}]},{"pk":32863,"title":"Richard Catrambor","subtitle":null,"abstract":"A proposal is made for representing the knowledge learners acquire from examples in terms of subgoals and methods. Furthermore, it is suggested that test problems can also be represented in terms of the subgoals and methods needed to solve them. Manipulations of examples can influence the particular subgoals and methods learned. Thus, transfer can be predicted by the overlap in the learned subgoals and methods and those required to solve a novel problem. A subgoal is an unknown entity, numerical or conceptual, that needs to be found in order to achieve a higher-level goal of a problem. A method is a series of steps for achieving a particular subgoal. The experiment presented here suggests that elaborations in example solutions that emphasize subgoals may be an efficient way of helping a learner to recognize and achieve those subgoals in a novel problem, that is, to improve transfer. It is argued that conceptualizing problem-solving knowledge in terms of subgoals and methods is a psychologically plausible approach for predicting transfer and has implications for teaching and design of examples.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Problem Solving and Transfer","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1s5184r2","frozenauthors":[{"first_name":"Richard","middle_name":"","last_name":"Catrambor","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32863/galley/23923/download/"}]},{"pk":32950,"title":"Searching an Hypothesis Space When Reasoning About Buoyant Forces: The Effect of Feedback","subtitle":null,"abstract":"This study addressed the following three questions: (1) To what extent can people's naive, complex, and idiosyncratic knowledge about a real physical domain be captured in a formal representation of an hypothesis space? (2) How does exposure to increasingly complex instances affect subjects' search through the hypothesis space? (3) What is the effect of feedback on hypothesis revision? Six adult subjects solved a series of physics problems involving buoyant forces and liquid displacement. An analysis of subjects' verbal protocols suggests: (1) Naive, complex and idiosyncratic knowledge can characterized by an hypothesis space and changes in that knowledge can then be described as a search through the hypothesis space; (2) People who receive feedback from experimental outcomes change their hypotheses and reach a higher level in the hypothesis space. Mere problem exposure, without feedback, did not lead to hypothesis revision.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/95t9d729","frozenauthors":[{"first_name":"Takeshi","middle_name":"","last_name":"Okada","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"David","middle_name":"","last_name":"Klahr","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32950/galley/24011/download/"}]},{"pk":32843,"title":"Shifting Novices' Mental Representations of Texts Toward Experts': Disagnosis and Repair of Novices' Mis- and Missing Conceptions","subtitle":null,"abstract":"The shape of the memory representation for a 1000 word text was measured for the text's author, 7 independent subject matter experts and 2 groups of novices (N = 83 Air Force recruits). To measure the shapes, w e chose the 12 most important concepts from the text, and then collected proximity data on all possible pairs of them. Then w e made maps of the mental representations from the proximities. In Experiment 1, results of empirical tests of text learning showed that the novices' mental representations after reading the Original Version of the text were correlated only +.1 with the author's or experts' representations. But for a Principled Revision the correlations were above +.5. In Experiment 2, the proximity data from Experiment 1 were used to diagnose specific misconceptions and missing conceptions in both the Original text and the Principled Revision. This revealed unsuspected cognitive misconceptions, as well as intrusions of affective and attitudinal factors into the novices' mental representations. These diagnoses were then used to revise both texts to repair the misconceptions and insert the missing conceptions. Results of empirical tests of these revisions (N = 160 Air Force Recruits) showed that novices' correlations with the author's and experts' representations were shifted close to ceiling (r = + .8 - + .9). These results show that novices' mental representations can be shifted to correspond with experts by using our methods to diagnose and repair misand missing conceptions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Word and Concept Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6099h1nz","frozenauthors":[{"first_name":"Bruce","middle_name":"K.","last_name":"Britton","name_suffix":"","institution":"University of Georgia","department":""},{"first_name":"Pamela","middle_name":"","last_name":"Tidwell","name_suffix":"","institution":"University of Georgia","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32843/galley/23903/download/"}]},{"pk":32932,"title":"Some Principles for Route Descriptions Derived from Human Advisers","subtitle":null,"abstract":"Through a study with experienced driver-navigators, we have deduced some principles as to how route descriptions are constructed and expressed by humans. Some of these principles are implementable, and a rough outline of a program is presented. Given a plan of how to go from A to B in a city, the program produces a non-linguistic object that represents all the route information needed to present the route to a specific driver. A verbal description of that object is then producedl. The goal is to incorporate verbal descriptions in route guidance systems, primarily aimed at driver navigators with some knowledge of the city. Furthermore, we speculate into what kind of cognitive processes are involved when humans choose and describe routes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/56w8s6nf","frozenauthors":[{"first_name":"Kristina","middle_name":"","last_name":"Hook","name_suffix":"","institution":"SICS","department":""},{"first_name":"Jussi","middle_name":"","last_name":"Karlgren","name_suffix":"","institution":"SICS","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32932/galley/23992/download/"}]},{"pk":32864,"title":"Strategy Shifts Without Impasses: A Computational Model of the Sum-to-Min Transition","subtitle":null,"abstract":"The SuM-to-MiN transition that children exhibit when learning to add provides an ideal domain for studying naturally occurring discovery processes. We discuss a computational model that accounts for this transition, including the appropriate intermediate strategies. In order to account for all of these shifts, the model must sometimes learn without the benefit of impasses. Our model smoothly integrates impasse-driven and impasse free learning in a single, simple learning mechanism.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Problem Solving and Transfer","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4x84k5c7","frozenauthors":[{"first_name":"Randolph","middle_name":"M.","last_name":"Jones","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Kurt","middle_name":"","last_name":"VanLehn","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32864/galley/23924/download/"}]},{"pk":32922,"title":"Symbolic Action, Behavioral Control and Active Vision","subtitle":null,"abstract":"This paper is about the interface between continuous and discrete robot control. W e advocate encapsulating continuous actions and their related sensing strategies into structures called situation specific activities, which can be manipulated by a symbolic reactive planner. The approach addresses the problem of turning symbolic actions into continuous activities, and the problem of mapping continuous input into discrete symbols for use in planning and modeling.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/10n404ws","frozenauthors":[{"first_name":"R.","middle_name":"James","last_name":"Firby","name_suffix":"","institution":"University of Chicago","department":""},{"first_name":"Michael","middle_name":"J.","last_name":"Swain","name_suffix":"","institution":"University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32922/galley/23982/download/"}]},{"pk":32963,"title":"Syntactic Category Formation with Vector Space Grammars","subtitle":null,"abstract":"A method for deriving phrase structure categories from structured samples of a context-free language is presented. The learning algorithm is based on adaptation and competition, as well as error backpropagation in a continuous vector space. These connectionist-style techniques become applicable to grammars as the traditional grammar formalism is generalized to use vectors instead of symbols as category labels. More generally, it is argued that the conversion of symbolic formalisms to continuous representations is a promising way of combining the connectionist learning techniques with the structures and theoretical insights embodied in classical models.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9kw5w7dp","frozenauthors":[{"first_name":"Andreas","middle_name":"","last_name":"Stolcke","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32963/galley/24024/download/"}]},{"pk":32924,"title":"Tabletop: An Emergent, Stochastic Model of Analogy-Making","subtitle":null,"abstract":"This paper describes Tabletop, a computer progam that models human analogy-making in a micro-world consisting of a small table covered with ordinary table objects. We argue for the necessity, even in this simple domain, of an architecture that builds its own representations by means of a continual interaction between an associative network of fixed concepts (the Slipnet) and simple low-level perceptual agents (codelets), that relies on local processing and (simulated) parallelism, and that is fundamentally stochastic. Several problems solved by the Tabletop program are used to illustrate these principles.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gb425gz","frozenauthors":[{"first_name":"Robert","middle_name":"M.","last_name":"French","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Douglas","middle_name":"R.","last_name":"Hofstadter","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32924/galley/23984/download/"}]},{"pk":36640,"title":"Teaching Culture in Language Classes: One Approach","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7b39z6rt","frozenauthors":[{"first_name":"Raymond","middle_name":"","last_name":"Devenney","name_suffix":"","institution":"Bell Multicultural High School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36640/galley/27490/download/"}]},{"pk":32811,"title":"Telling Where One is Heading and Where Things Move Independently","subtitle":null,"abstract":"W e summarize our recent novel approach to computing the Focus of Expansion for an observer moving with unrestricted motion in a scene with objects of unrestricted shape. This method also detects points not moving rigidly with the scene. The approach, using collinear image points, is based on an exact method for cancelling effects of the observer's rotation from optic flow. The computational results are being presented elsewhere (da Vitoria Lobo & Tsotsos 1991). Here, we argue that this algorithm is biologically plausible.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Imagery","is_remote":true,"remote_url":"https://escholarship.org/uc/item/38n8w7j9","frozenauthors":[{"first_name":"Niels","middle_name":"da Vitoria","last_name":"Lobo","name_suffix":"","institution":"University of Toronto","department":""},{"first_name":"John","middle_name":"K.","last_name":"Tsotsos","name_suffix":"","institution":"University of Toronto","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32811/galley/23871/download/"}]},{"pk":32806,"title":"Tests of Some Mechanisms That Trigger Questions","subtitle":null,"abstract":"We have identified mechanisms that generate questions when individuals solve problems, comprehend text, and engage in conversations. Some of these mechanisms have been discussed in previous research in cognitive science and discourse processing, whereas other mechanisms were discovered when we analyzed videotapes of student-tutor interactions. The present study tested whether anomalous information causes an increase in questions when individuals solve mathematics problems and comprehend stories. College students were instructed to generate questions while they were solving problems (i.e., algebra and statistics) or while they were comprehending stories (e.g., fables and parables). There were several different versions of each problem or story: (1) complete original, (2) deletion of critical information, (3) addition of contradictory information, and (4) addition of irrelevant information. The deletion versions elicited the most questions whereas the original versions elicited the fewest questions; the addition versions were in-between. The validity of some of the question generation mechanisms is supported by the fact that these transformations of content caused an increase in questions.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Discourse and Text","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rx2642g","frozenauthors":[{"first_name":"Arthur","middle_name":"C.","last_name":"Graesser","name_suffix":"","institution":"Memphis State University","department":""},{"first_name":"Cathy","middle_name":"L.","last_name":"McMahen","name_suffix":"","institution":"Memphis State University","department":""},{"first_name":"Brenda","middle_name":"K.","last_name":"Johnson","name_suffix":"","institution":"Memphis State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32806/galley/23866/download/"}]},{"pk":32856,"title":"The Analysis of Resource-limited Vision Systems","subtitle":null,"abstract":"This paper explores the ways in which resource limitations influence the nature of perceptual and cognitive processes. A framework is developed that allows early visual processing to be analyzed in terms of these limitations. In this approach, there is no one \"best\" system for any visual process. Rather, a spectrum of systems exists, differing in the particular trade-offs made between performance and resource requirements.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Perception and Visual Search","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5b92s8nh","frozenauthors":[{"first_name":"Ronald","middle_name":"A.","last_name":"Resink","name_suffix":"","institution":"University of British Columbia","department":""},{"first_name":"Gregory","middle_name":"","last_name":"Provan","name_suffix":"","institution":"University of Pennsylvania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32856/galley/23916/download/"}]},{"pk":36637,"title":"The Communicative Writing Framework: Examining Bilingual Children’s Writing","subtitle":null,"abstract":"This paper examines the potential for teachers to act as researchers within their own classrooms. It utilizes a four-step process for such classroombased research: observation, reflection, planning, and action. The focus of the research described is the creation of a Communicative Writing Framework (CWF) to aid in the examination and evaluation of linguistically diverse children’s writing. Research by James Cummins, Katherine Perera, and Linda Flower provide the theoretical basis for such a framework. Application of the CWF is made to (a) data from the Language Assessment Scales-Writing, a national assessment tool, and (b) writing activities of students in a first-grade Spanish-English bilingual classroom. Suggestions are provided for teachers interested in implementing and adapting the CWF model to their own writing classes.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/55p4q0h4","frozenauthors":[{"first_name":"Natalie","middle_name":"A.","last_name":"Kuhlman","name_suffix":"","institution":"San Diego State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36637/galley/27487/download/"}]},{"pk":32875,"title":"The Connectionist Scientist Game: Rule Extraction and Refinement in a Neural Network","subtitle":null,"abstract":"Scientific induction involves an iterative process of hypothesis formulation, testing, and refinement. People in ordinary life appear to undertake a similar process in explaining their world. W e believe that it is instructive to study rule induction in connectionist systems from a similar perspective. W e propose an approach, called the Connectionist Scientist Game, in which symbolic condition-action rules are extracted from the learned connection strengths in a network, thereby forming explicit hypotheses about a domain. The hypotheses are tested by injecting the rules back into the network and continuing the training process. This extraction-injection process continues until the resulting rule base adequately characterizes the domain. By exploiting constraints inherent in the domain of symbolic string-to-string mappings, w e show how a connectionist architecture called RuleNet can induce explicit, symbolic condition-action rules from examples. RuleNet's performance is far superior to that of a variety of alternative architectures we've examined. RuleNet is capable of handling domains having both symbolic and subsymbolic components, and thus shows greater potential than purely symbolic learning algorithms. The formal string manipulation task performed by RuleNet can be viewed as an abstraction of several interesting cognitive models in the connectionist literature, including case role assignment and the mapping of orthography to phonology-","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Hybrid Representational Systems","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9c71j83m","frozenauthors":[{"first_name":"Clayton","middle_name":"","last_name":"McMillan","name_suffix":"","institution":"University of Colorado, Boulder","department":""},{"first_name":"Micahel","middle_name":"C.","last_name":"Mozer","name_suffix":"","institution":"University of Colorado, Boulder","department":""},{"first_name":"Paul","middle_name":"","last_name":"Smolensky","name_suffix":"","institution":"University of Colorado, Boulder","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32875/galley/23935/download/"}]},{"pk":32926,"title":"The Development of the Notion of Sameness: A Connectionist Model","subtitle":null,"abstract":"Comparison is of two types, the implicit sort that is behind all categorization and the explicit sort by which two object representations are compared in short-term memory. Children learn early on both to categorize and to compare explicitly, but they only learn to use dimensions in these processes considerably later. In this paper we present a connectionist model which brings together categorization and comparison, focusing on the development of the use of dimensions. The model posits (1) a general comparison mechanism which is blind to the nature of its inputs and (2) the sharing of internal object and dimension representations by categorization and comparison processes. Trained on the two processes, the system learns to use dimension inputs as filters on its representations for objects; it is these filtered representations which are matched in comparison. The model provides an account of the tendency for early comparison along one dimension to be disrupted by similarities along other dimensions and of the process by which the child might overcome this deficiency.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1gb1b71k","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Gasser","name_suffix":"","institution":"Indiana University","department":""},{"first_name":"Linda","middle_name":"B.","last_name":"Smith","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32926/galley/23986/download/"}]},{"pk":32915,"title":"The Effects of Feature Necessity and Extrinsicity on Category Contrast in Natural Language Categories","subtitle":null,"abstract":"This experiment tested two hypotheses: 1) that categories represented by features that many people believe to be necessary will demonstrate stronger category contrast than those represented by features that few people believe to be necessary, and 2) that categories that people believe are represented primarily by intrinsic features (i.e., features true of an entity in isolation) will have stronger category contrast than those that people believe are represented primarily by extrinsic features (i.e., features that represent relations between an entity and other entities). The findings support only the second hypothesis.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wc082xp","frozenauthors":[{"first_name":"Leslie","middle_name":"J.","last_name":"Caplan","name_suffix":"","institution":"National Institutes of Health","department":""},{"first_name":"Robin","middle_name":"A.","last_name":"Barr","name_suffix":"","institution":"National Institutes of Health","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32915/galley/23975/download/"}]},{"pk":32909,"title":"The Heuristics of Spatial Cognition","subtitle":null,"abstract":"Distance estimation has been used extensively in the investigation of cognitive maps, yet it is not well understood as a cognitive process in its own right and, as a result, has been viewed as a simple read-out from a spatial representation. In contrast, this paper considers distance estimation to be a complex mental process in which heuristics guide the choice of strategies. Specifically, verbal protocols were collected on a distance estimation task for 20 undergraduates using a variety of city pairs in U.S. and Canada. On the basis of these data, distance estimation is shown to be a constructive process, using a relatively limited number of heuristics, such as addition, hedges and ratios. The choice of heuristics and the time to make a judgment are shown to be related to variables such as the familiarity of locations and the distance to be judged. The advantage of viewing distance estimation as a constructive process rather than a passive readout off an intemal map is argued.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Heuristics in Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0113r9s0","frozenauthors":[{"first_name":"Stephen","middle_name":"C.","last_name":"Hirtle","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Michael","middle_name":"F.","last_name":"Mascolo","name_suffix":"","institution":"Merrimack College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32909/galley/23969/download/"}]},{"pk":32972,"title":"The Interaction of Internal and External Representations in a Problem Solving Task","subtitle":null,"abstract":"In these studies I examine the role of distributed cognition in problem solving. The major hypothesis explored is that intelligent behavior results from the interaction of internal cognition, external objects, and other people, where a cognitive task can be distributed among a set of representations, some internal and some external. The Tower of Hanoi problem is used as a concrete example for these studies. In Experiment 1 I examine the effects of the distribution of internal and external representations on problem solving behavior. Experiments 2 and 3 focus on the effects of the structural change of a problem on problem solving behavior and how these effects depend on the nature of the representations. The results of all studies show that distributed cognitive activities are produced by the interaction among the internal and external representations. External representations are not simply peripheral aids. They are an indispensable part of cognition. Two of the factors determining the performance of a distributed cognitive system are the structure of the abstract problem space and the distribution of representations across an intemal mind and the external world.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2702q5df","frozenauthors":[{"first_name":"Jiajie","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32972/galley/24033/download/"}]},{"pk":32905,"title":"The Invention of the Airplane","subtitle":null,"abstract":"The invention of the airplane spans a period of 110 years from 1799 when Cayley first described the design of fixed-wing aircraft to 1909 when practical craft were flown at the Reims Air Show. At least 100 different designs were built and tested during this period, often at great expense, and occasionally at the cost of the pilot's life. With the exception of the Wright Brothers, progress was slow and sporadic. The Wrights needed only four years to develop their first airplane. Their efficiency is unique: N o other inventor was able to duplicate the steady rapid progress of the Wright Brothers or duplicate their results until details of the Wright craft became available in 1906.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Discovery Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1sj056sb","frozenauthors":[{"first_name":"Gary","middle_name":"","last_name":"Bradshaw","name_suffix":"","institution":"University of Colorado, Boulder","department":""},{"first_name":"Marsha","middle_name":"","last_name":"Lienert","name_suffix":"","institution":"University of Colorado, Boulder","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32905/galley/23965/download/"}]},{"pk":32930,"title":"The Microgenetic Analysis of an Origami Task","subtitle":null,"abstract":"An experiment was conducted in which subjects repeatedly constructed Origami boxes, following example models displayed by the experimenters. A microgenetic analysis was performed on videotapes of the experiment. Results show an increase in speed generally following the power law of practice, and the rearrangement and combination of operations into larger units. They give evidence for the importance of external information in the tasks people perform, and contain a possible example an occasion of insight prompted by earlier breakdowns. Most importantly, the experiment shows how an apparently straightforward improvement in performance can be dissected to uncover the myriad factors and effects that underlie it.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xr9r4fn","frozenauthors":[{"first_name":"Daniel","middle_name":"M.","last_name":"Gruen","name_suffix":"","institution":"University of California at San Diego","department":""},{"first_name":"Giorgio","middle_name":"","last_name":"Ganis","name_suffix":"","institution":"University of California at San Diego","department":""},{"first_name":"Randy","middle_name":"","last_name":"Gobbel","name_suffix":"","institution":"University of California at San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32930/galley/23990/download/"}]},{"pk":32837,"title":"The Ontogeny of Units in Object Categories","subtitle":null,"abstract":"Theories of object recognition and categorization rely on a set of primitives to represent objects. The nature and the development of these primitives have been neglected in computational vision and in concept learning theories. W e present a theory of part ontogeny in which not only perceptual, but also categorical constraints play a role. A two-phase experiment using categories of synthesized 3 D objects (Martian rocks) was conducted to test the theory. The first phase tested the hypothesis that part identification is dependent on categorical context. The second phase tested whether the units extracted in the first phase played a conceptual role in learning a new category. In both phases, subjects interactively delineated the parts of the stimuli while learning the categories. The units subjects identified in the first phase were those that were predictive of the object's category. These units then influenced the perception of parts in the new categories of the second phase.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Memory for Objects","is_remote":true,"remote_url":"https://escholarship.org/uc/item/466528b1","frozenauthors":[{"first_name":"Philippe","middle_name":"G.","last_name":"Schyns","name_suffix":"","institution":"Brown University","department":""},{"first_name":"Gregory","middle_name":"L.","last_name":"Murphy","name_suffix":"","institution":"Brown University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32837/galley/23897/download/"}]},{"pk":32942,"title":"The Role of Conventionality in the Real-time Processing of Metaphor","subtitle":null,"abstract":"This project is intended to ascertain the role of conventionality in the use of metaphors in natural language processing. It examines the relationship between the degree of conventionality of a metaphor and the degree of difficulty in processing metaphorical meanings. The overall purpose is to obtain evidence regarding the metaphoric knowledge approach (Martin 1990) which asserts that the interpretation of novel metaphors can be accomplished through systematic extension, elaboration, and combination of knowledge about already well-understood metaphors. Subjects were tested on parsing sentences with different degrees of metaphorical novelty. Reaction times along with their responses were analyzed. The results suggest that a) degrees of conventionality in metaphorical use have a significant effect on the processing of the metaphor, b) degrees of novelty are proportionally related to the degrees of difficulty in processing, and c) conventional metaphors are as privileged in sentence processing as the \"literal meaning\" uses.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5dk5v95w","frozenauthors":[{"first_name":"Zhihua","middle_name":"","last_name":"Long","name_suffix":"","institution":"University of Colorado, Boulder","department":""},{"first_name":"James","middle_name":"H.","last_name":"Martin","name_suffix":"","institution":"University of Colorado, Boulder","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32942/galley/24002/download/"}]},{"pk":32858,"title":"The Role of Input and Target Similarity in Assimilation","subtitle":null,"abstract":"We investigate the situation in which some target values in the training set for a neural network are left unspecified. After training, unspecified outputs tend to assimilate to certain values as a function of features of the training environment. The roles of the following features in assimilation are analyzed: similarity between input vectors in the training set, similarity between target vectors, linearity versus non-linearity of the mapping, training set size, and error criterion. All are found to have significant effects on the assimilation value of an unspecified output node.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Phonology and Word Recognition","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6bx9k4dj","frozenauthors":[{"first_name":"Brian","middle_name":"T.","last_name":"Bartell","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Garrison","middle_name":"W.","last_name":"Cottrell","name_suffix":"","institution":"University of California, San Diego","department":""},{"first_name":"Jeffrey","middle_name":"L.","last_name":"Elman","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32858/galley/23918/download/"}]},{"pk":32834,"title":"The Role of Physical Properties in Understanding the Functionality of Objects","subtitle":null,"abstract":"We investigate the role of physical properties in determining how people select objects for use in physical activities. W e propose a geometric model in which dimensions represent properties relevant to the goals of the activity and objects occur as points in this property space. A n object's proximity to an ideal value on each property is additively combined across properties to produce a measure of the usefulness of the object for that activity. W e report an experiment that shows that this ideal-point model successfully describes how people select an object for use in a physical activity by using physical properties as an intermediary factor. This model is derived from models of preference choice in which an individual selects objects that he or she prefers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Memory for Objects","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9169x8s7","frozenauthors":[{"first_name":"Daniel","middle_name":"S.","last_name":"Jordan","name_suffix":"","institution":"Stanford University","department":""},{"first_name":"Jeff","middle_name":"","last_name":"Shrager","name_suffix":"","institution":"Xerox Palo Alto Research Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32834/galley/23894/download/"}]},{"pk":32808,"title":"The Story Gestalt A Model of Knowledge Intensive Processes in Text Comprehension","subtitle":null,"abstract":"How are knowledge intensive text comprehension processes computed? Specifically, how are 1) explicit propositions remembered correctly, 2) pronouns resolved, 3) coherence and prediction inferences drawn, 4) on-going interpretations revised as more information becomes available, and 5) how is information learned in specific contexts generalized to novel texts? The Story Gestalt model, which uses a constraint satisfaction process to compute these processes, is successful because each of the above processes can be seen as examples of the same process of constraint satisfaction, constraints can have strengths to represent the degrees of correlation among information, and the independence of constraints provides insight into generalization. In the model, propositions describing a simple event, such as going to the beach or a restaurant, are sequentially presented to a recurrent P DP network. The model is trained to process the texts by requiring it to answer questions about the texts. Each question is the bare predicate from a proposition in the text or a proposition that is inferrable from the text. The model answers the question by completing the proposition to which the predicate belongs. The model accomplishes the five processing tasks listed above and provides insight into how a constraint satisfaction model can compute knowledge intensive processes in text comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Discourse and Text","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0r60r2pr","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":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32808/galley/23868/download/"}]},{"pk":32869,"title":"The Structure of Reasoning in Converstation","subtitle":null,"abstract":"The findings of philosophers, linguists, and psychologists are conjoined here in an effort to develop a descriptive/analytic account of reasoning as it actually occurs in social settings. The primary focus of this paper is the reasoning that occurs in discussions of controversial social issues by groups of peers. Preliminary analysis indicates that rather sophisticated argument structures emerge from these informal settings, and that conversational interaction stimulates the development of arguments. Although participants did not always fully state their arguments, the investigators felt justified in attributing implicit premises because these were referred to later in the conversation as if they had been stated. In this respect at least, instead of merely assuming that subjects are good at reasoning, this study provides evidence for the claim. In this paper, a system for coding elements of reasoning and a method for displaying the interactive structure of reasoning in conversations are developed. A long-term goal is to use the information gained from this study to help understand and correct two problems that arise in the teaching of reasoning: the difficulty many students have with acquiring the principles of reasoning in standard logic courses and the difficulty of transferring whatever reasoning skills are acquired in the classroom to new situations.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Distributed Cognition","is_remote":true,"remote_url":"https://escholarship.org/uc/item/70n4f8mb","frozenauthors":[{"first_name":"Lauren","middle_name":"B.","last_name":"Resnick","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Marrilee","middle_name":"H.","last_name":"Salmon","name_suffix":"","institution":"University of Pittsburgh","department":""},{"first_name":"Colleen","middle_name":"M.","last_name":"Zeitz","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32869/galley/23929/download/"}]},{"pk":32914,"title":"The Time Course of Metaphor Processing: Effects of Subjective Familiarity and Aptness","subtitle":null,"abstract":"A cross-tncxlal priming paradigm was used to investigate the time course of figurative activation for metaphors which varied in famiharity. In Experiment 1 the target was presented immediately at the offset of the vehicle. For high familiar metaphors, both literal and figurative interpretations showed evidence of immediate availability. For low familiar metaphors, the Uteral interpretation was available but the figurative target showed inhibition. Experiment 2 delayed presentation of the target 300 ms. and similar results were found, aldiough inhibition of the figurative target decreased. Together, Experiments 1 and 2 showed the figurative meaning is more readily available in highly famiUar metaphors. The results of Experiment 3 suggest metaphor aptness is especially important for low familiar metaphors. The implications of these findings for models of non-literal language are discussed.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1qr2x0n4","frozenauthors":[{"first_name":"Dawn","middle_name":"G.","last_name":"Blasko","name_suffix":"","institution":"State University of New York at Binghampton","department":""},{"first_name":"Cynthia","middle_name":"M.","last_name":"Connie","name_suffix":"","institution":"State University of New York at Binghampton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32914/galley/23974/download/"}]},{"pk":32898,"title":"The VCR Tutor: Evaluating Instructional Effectiveness","subtitle":null,"abstract":"People use a wide variety of devices. Operation of a device can usually be described in terms of knowledge of specific procedural sequences. However, execution of procedures may also depend upon knowledge of the device, its behaviour, and the relationships between device features and device actions. A video cassette recorder (VCR) is one commonly used device. Programming a VCR to automatically record a chosen television program is an example of a device manipulation task. In designing a device tutor, it is relevant to ask how instruction about device operation should be designed, and to ask whether knowledge engineering for a device tutor should focus on procedural knowledge or involve factual and referential knowledge as well. Four versions of a tutoring system for the VCR device and programming task have been implemented, incorporating different tutorial approaches using different types of knowledge. The effectiveness of these versions has been examined experimentally. Subjects who used the knowledgeable tutoring version learned to program a VCR simulation using fewer steps and with fewer errors and error types than subjects who used a prompting version of the tutor.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Computer Interfaces","is_remote":true,"remote_url":"https://escholarship.org/uc/item/84f0w6fh","frozenauthors":[{"first_name":"Mary","middle_name":"A.","last_name":"Mark","name_suffix":"","institution":"University of Saskatchewan","department":""},{"first_name":"Jim","middle_name":"E.","last_name":"Greer","name_suffix":"","institution":"University of Saskatchewan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32898/galley/23958/download/"}]},{"pk":32844,"title":"Toward a Unified Theory of Lexical Error Recovery","subtitle":null,"abstract":"The ambiguity inherent in natural language requires us to make many decisions about the meaning of what we hear or read. Yet most studies of natural language understanding have assumed that although language may be ambiguous, we always make the right choice when faced with a decision about ambiguity. Consequently, very little is said about how to recover from incorrect decisions. In this paper we look at two rare examples of investigations into recovering from erroneous decisions in resolving lexical ambiguity. After examining the corresponding theories, we find that what at first appear to be competing theories can in fact be resolved into a unified theory of lexical error recovery based upon a highly parallel architecture for language understanding.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Word and Concept Learning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4xn4m26c","frozenauthors":[{"first_name":"Kurt","middle_name":"P.","last_name":"Eiselt","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Jennifer","middle_name":"K.","last_name":"Holbrook","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32844/galley/23904/download/"}]},{"pk":32829,"title":"Towards a Content Model of Strategic Explanation","subtitle":null,"abstract":"Over the past few years there has been a growing interest in the notion of using causal explanations in both learning ([Dejong and Mooney, 1986] [Mitchell et a/., 1986]) and planning ([Hammond, 1989], [Hammond, 1987] and [Simmonsand Davis, 1987]). The study of how complex causal explanations can be used in learning has turned into something of a cottage industry in AI; however, little attention has paid to how explanations may be constructed. In this paper, we will examine some of the current proposals concerning the process of explanation, augment them with a few ideas of our own, and suggest a new, more strategic level of knowledge about explanations that can be used to guide the explanation process. In particular, we are interested in the problems involved with integrating rule-based methods of explanation construction with memory-based approaches.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Case Representation and Adoptation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gn9666v","frozenauthors":[{"first_name":"Kristian","middle_name":"J.","last_name":"Hammond","name_suffix":"","institution":"The University of Chicago","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":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32829/galley/23889/download/"}]},{"pk":32957,"title":"Towards Fair Comparisons of Connectionist Algorithms through Automatically Optimized Parameter Sets","subtitle":null,"abstract":"The learning rate and convergence of connectionist learning algorithms are often dependent on their parameters. Most algorithms, if their parameters have been optimized at all, have been optimized by hand. This leads to absolute and relative performance problems. In absolute terms, researchers may not be getting optima] performance from their networks. In relative terms, comparisons of unoptimized or hand optimized algorithms may not be fair. (Sometimes even one is optimized and the other not.) This paper reports data suggesting that comparisons done in this manner are suspect. An example algorithm is presented that finds better parameter sets more quickly and fairly. Use of this algorithm (or similar techniques) would improve performance in absolute terms, provide fair comparisons between algorithms, and encourage the inclusion of parameter set behavior in algorithmic comparisons.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6jr135k4","frozenauthors":[{"first_name":"Frank","middle_name":"E.","last_name":"Ritter","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32957/galley/24018/download/"}]},{"pk":32839,"title":"Understanding and Improving Real-world Quantitative Estimation","subtitle":null,"abstract":"One possible method for improving real-world quantitative estimation is to \"seed the knowledgebase\" with explicit quantitative facts. This method was employed in two population estimation experiments. In Experiment 1, subjects estimated the populations of 99 countries. They then studied the populations of 24 of these countries. Finally, they estimated the populations of all 99 countries a second time. A s predicted, the post-learning estimates for the 75 \"transfer\" countries were much more accurate (48%) than the pre-leaming estimates. However, the rank-order correlations between estimated population and true populations showed almost no improvement. These results suggested that there m a y be two analytically distinct components to estimation, a range component and a ranking component, and that an arbitrary set of quantitative facts is likely to affect the former but not the latter. The aim of Experiment 2 was to demonstrate that one can affect the ranking component by presenting subjects with a consistent set of population facts. In this experiment, one group of subjects was presented with facts that consistently confirmed their prior beUef that European countries are quite large and Asian countries are quite small. Another group was presented with a set that consistently disconfirmed this view. As predicted, rank-order correlations between estimated and true populations were negatively affected by the biasconfirming facts and positively affected by the bias disconfirming facts.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Regularities and Estimation","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75r905th","frozenauthors":[{"first_name":"Norman","middle_name":"R.","last_name":"Brown","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Robert","middle_name":"S.","last_name":"Siegler","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32839/galley/23899/download/"}]},{"pk":36646,"title":"Using English, Your Second Language, 2nd ed. by Dorothy Danielson, Patricia Porter, and Rebecca Hayden","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2b34t542","frozenauthors":[{"first_name":"May","middle_name":"","last_name":"Shih","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36646/galley/27496/download/"}]},{"pk":32833,"title":"Using Semi-Distributed Representations to Overcome Catastrophic Forgetting in Connectionist Networks","subtitle":null,"abstract":"In connectionist networks, newly-learned information can completely destroy previouslylearned information unless the network is continually retrained on the old information. This behavior, known as catastrophic forgetting, is unacceptable both for practical purposes and as a model of mind. This paper advances the claim that catastrophic forgetting is a direct consequence of the overlap of the system's distributed representations and can be reduced by reducing this overlap. A simple algorithm is presented that allows a standard feedforward backpropagation network to develop semidistributed representations, thereby significantly reducing the problem of catastrophic forgetting.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Memory for Objects","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7xt8t468","frozenauthors":[{"first_name":"Robert","middle_name":"M.","last_name":"French","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32833/galley/23893/download/"}]},{"pk":32860,"title":"What a Perceptron Reveals about Metrical Phonology","subtitle":null,"abstract":"Metrical phonology is a relatively successful theory that attempts to explain stress systems in language. This paper discusses a perceptron model of stress, pointing out interesting parallels between certain aspects of the model and the constructs and predictions of metrical theory. The distribution of learning times obtained from perceptron experiments corresponds with theoretical predictions of \"markedness.\" In addition, the weight patterns developed by perceptron learning bear a suggestive relationship to features of the linguistic analysis, particularly with regard to iteration and metrical feet. Our results suggest that simple statistical learning techniques have the potential to complement, and provide computational validation","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Phonology and Word Recognition","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3p64z5hf","frozenauthors":[{"first_name":"Prahlad","middle_name":"","last_name":"Gupta","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"David","middle_name":"S.","last_name":"Touretzky","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32860/galley/23920/download/"}]},{"pk":32857,"title":"What Do Feature Detectors Detect? Features That Encode Context and the Binding Problem","subtitle":null,"abstract":"The representation of visual features is investigated by examining the types of information that are encoded at the feature level which are used for feature binding. Features are often assumed to be bound together by virtue of their common location, but the current study shows that shared context, as well as location, acts to constrain the feature binding process and the formation of illusory conjunctions. T w o different sorts of context manipulations are reported In one manipulation, the context of each item in the display is established by flanking bars, and binding errors are examined as a function of this shared context Also examined is a more global context manipulation in which the items presented form either a word or nonword Both sorts of contexts affect feature binding, although in different ways. Finally, some of the computational difficulties in implementing a feature representation that encodes context are considered.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Perception and Visual Search","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7cx2k7j3","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Ward","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32857/galley/23917/download/"}]},{"pk":32962,"title":"Where am I? Similarity Judgement and Expert Localization","subtitle":null,"abstract":"How do skilled map-readers use topographic maps to figure out where in the world they are? Our research addresses this question by studying the problem solving of experienced map-readers as they solve localization Where am I? - problems. Localization relies upon judgments of similarity and difference between the contour information of the map and the topographic information in the terrain. In this paper we discuss experiments that focus on how map-readers use attributes and structural relations to support judgments of similarity and difference. In our field and laboratory experiments, experienced map-readers implicitly define attributes to be detailed descriptors of individual topographic features. They use structural relations that link two or more topographic features as predicates. The time-course of their problem solving suggests that attributes and relations are psychologically distinct. Attributes like slope, e.g., \"steep (hill)\", support only initial judgments of difference. Relations like \"(this hill) falls steeply down into (a valley)\" are more powerful, supporting both judgments of difference and judgments of similarity. Judgments based on relations are used to test hypotheses about location. Experienced map readers exploit the distinction between attributes and relations as they solve localization problems efficiently.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8dd6p53g","frozenauthors":[{"first_name":"Kip","middle_name":"","last_name":"Smith","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Marian","middle_name":"","last_name":"Heinrichs","name_suffix":"","institution":"University of Minnesota","department":""},{"first_name":"Herbert","middle_name":"","last_name":"Pick","name_suffix":"","institution":"University of Minnesota","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32962/galley/24023/download/"}]},{"pk":32880,"title":"Why Do Children Say \"Me do it\"","subtitle":null,"abstract":"A common feature of early speech is that children use case marking incorrectly. Several researchers have proposed that the child's mistakes are limited to the misuse of nominative case, and are corrected once the child acquires verbal morphology. In this paper I will show that this characterization of the problem is incorrect: children misuse all case forms, not just nominative case. In addition, I will show that the child's use of case is related to the acquisition of nominal morphology, not verbal. Case marking can be better understood as a result of the child learning the productive agreement processes of his language. This characterization accounts for the acquisition of case and the \"waffling\" which children exhibit, and does so within a unified theory of lexical and syntactic acquisition.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Language Understanding","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3t3012k7","frozenauthors":[{"first_name":"Rick","middle_name":"","last_name":"Kazman","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32880/galley/23940/download/"}]},{"pk":32884,"title":"Why Do Thought Experiments Work?","subtitle":null,"abstract":"Thought experiments have played a central role in historical cases of major conceptual change in science. They are important in both constructing new representations of nature and in conveying those representations to others. It is proposed that research into the role of mental modelling in narrative comprehension can illuminate how and why thought experiments work. In constructing and \"running\" the thought experiment, we make use of inferencing mechanisms, existing representations, and general world knowledge to make realistic transformations from one possible physical state to the next and this process reveals impossibility of applying existing concepts to the world and pinpoints the locus of needed conceptual reform.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Philosophical Perspectives","is_remote":true,"remote_url":"https://escholarship.org/uc/item/75940182","frozenauthors":[{"first_name":"Nancy","middle_name":"J.","last_name":"Nersessian","name_suffix":"","institution":"Princeton University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1991-01-01T19:00:00+01:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/32884/galley/23944/download/"}]},{"pk":34525,"title":"Acknowledgment","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Acknowledgments","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7m35n9ks","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"CLLR","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-08T08:07:25+01:00","date_accepted":"2014-01-08T08:07:25+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_cllr/article/34525/galley/25618/download/"}]},{"pk":60971,"title":"A Comparison of International Intellectual Property Licensing Guidelines in the United States and Japan","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9pt988zv","frozenauthors":[{"first_name":"Roger","middle_name":"D.","last_name":"Taylor","name_suffix":"","institution":"","department":""},{"first_name":"C.","middle_name":"Larry","last_name":"O'Rourke","name_suffix":"","institution":"","department":""},{"first_name":"Chris","middle_name":"","last_name":"Marchese","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T00:33:30+01:00","date_accepted":"2014-03-28T00:33:30+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60971/galley/46934/download/"}]},{"pk":60973,"title":"A Comparison of Responses to the Record Rental Industry under Japanese and U.S. Copyright Law","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Comments","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2mp4t4h9","frozenauthors":[{"first_name":"Robert","middle_name":"","last_name":"Adachi","name_suffix":"","institution":"","department":""},{"first_name":"Michael","middle_name":"","last_name":"Fedrick","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T00:35:45+01:00","date_accepted":"2014-03-28T00:35:45+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60973/galley/46936/download/"}]},{"pk":55671,"title":"Adjustment, Political Transition, and the Organization of Military Power in Nigeria","subtitle":null,"abstract":"No abstract","language":"en","license":null,"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/586678h6","frozenauthors":[{"first_name":"Julius","middle_name":"O.","last_name":"Ihonvbere","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T11:56:27+01:00","date_accepted":"2013-03-18T11:56:27+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55671/galley/42058/download/"}]},{"pk":60976,"title":"AGENTS OF INFLUENCE by Pat Choate","subtitle":null,"abstract":"[no abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/29m5v59r","frozenauthors":[{"first_name":"Scott","middle_name":"M.","last_name":"Flicker","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T00:38:46+01:00","date_accepted":"2014-03-28T00:38:46+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60976/galley/46939/download/"},{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60976/galley/46940/download/"}]},{"pk":55677,"title":"A Somali Song","subtitle":null,"abstract":"No abstract","language":"en","license":null,"keywords":[],"section":"Poetry","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8rx484m4","frozenauthors":[{"first_name":"Christine","middle_name":"Choi","last_name":"Ahmed","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T11:59:16+01:00","date_accepted":"2013-03-18T11:59:16+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55677/galley/42064/download/"}]},{"pk":60418,"title":"Attitudes, Ideals, and the Practice of Environmental Law","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Comments","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9h69r72p","frozenauthors":[{"first_name":"James","middle_name":"W.","last_name":"Wakefield","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-06-29T07:15:52+02:00","date_accepted":"2013-06-29T07:15:52+02:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_jelp/article/60418/galley/46383/download/"}]},{"pk":55678,"title":"Back Matter","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Back Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4x65b424","frozenauthors":[{"first_name":"n/a","middle_name":"","last_name":"n/a","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T11:59:21+01:00","date_accepted":"2013-03-18T11:59:21+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55678/galley/42065/download/"}]},{"pk":55668,"title":"Back Matter","subtitle":null,"abstract":"n/a","language":"en","license":null,"keywords":[],"section":"Back Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0397b80k","frozenauthors":[{"first_name":"n/a","middle_name":"","last_name":"n/a","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T11:54:50+01:00","date_accepted":"2013-03-18T11:54:50+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55668/galley/42055/download/"}]},{"pk":53333,"title":"Beastly Men and Humane Dogs in El coloquio de los perros","subtitle":null,"abstract":"n/a","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Spanish Literature","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2sx7014v","frozenauthors":[{"first_name":"Gabriela","middle_name":"","last_name":"Gabriela Carrión","name_suffix":"","institution":"University of California at Berkeley","department":""}],"date_submitted":"2018-05-22T03:38:47+02:00","date_accepted":"2018-05-22T03:38:47+02:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/lucero/article/53333/galley/40245/download/"}]},{"pk":55659,"title":"Character Names and Types in Ngugi's Devil on the Cross","subtitle":null,"abstract":"No abstract","language":"en","license":null,"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1739d7wj","frozenauthors":[{"first_name":"Gichingiri","middle_name":"","last_name":"Ndigirigi","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T11:47:35+01:00","date_accepted":"2013-03-18T11:47:35+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55659/galley/42047/download/"}]},{"pk":60975,"title":"China's Patent Law and the Economic Reform Today","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Comments","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tr0h291","frozenauthors":[{"first_name":"Liwei","middle_name":"","last_name":"Wang","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T00:37:49+01:00","date_accepted":"2014-03-28T00:37:49+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60975/galley/46938/download/"}]},{"pk":55654,"title":"Colonialism and African Political Thought","subtitle":null,"abstract":"No abstract","language":"en","license":null,"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1p16k36g","frozenauthors":[{"first_name":"Eghosa","middle_name":"E.","last_name":"Osaghae","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T11:42:02+01:00","date_accepted":"2013-03-18T11:42:02+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55654/galley/42042/download/"}]},{"pk":60965,"title":"Contents","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Front Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3w52j7c9","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"PBLJ","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T00:23:36+01:00","date_accepted":"2014-03-28T00:23:36+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60965/galley/46928/download/"}]},{"pk":60978,"title":"Contents","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Front Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9w64w57m","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"PBLJ","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T04:17:26+01:00","date_accepted":"2014-03-28T04:17:26+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60978/galley/46942/download/"}]},{"pk":34524,"title":"Contents","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Table of Contents","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jw2j4gp","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"CLLR","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-08T08:06:49+01:00","date_accepted":"2014-01-08T08:06:49+01:00","date_published":"1991-01-01T01:00:00+01:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_cllr/article/34524/galley/25617/download/"}]},{"pk":53432,"title":"Contents","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Front 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