{"count":38386,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=35900","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=35700","results":[{"pk":30909,"title":"Recognizing Novel Uses for Familiar Plans","subtitle":null,"abstract":"Analogical design and invention is a central task in human cognition. Often during the process the designer/inventor gets stuck; backs off from the problem; and only later, after having put the problem aside, discovers that some famihar plan can be used in a novel way to solve the problem. W e describe a system which uses a causal case memory to check the side effects, preconditions, etc. of incoming events in order to model this phenomenon. The method used makes this work relevant to case-based reasoning as well as design. It also forms a companion issue to execution-time planning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/66d0h6zf","frozenauthors":[{"first_name":"Beth","middle_name":"","last_name":"Adelson","name_suffix":"","institution":"Tufts University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30909/galley/20758/download/"}]},{"pk":30881,"title":"Representational Issues in Analogical Transfer","subtitle":null,"abstract":"Lack of transfer may result in part from a critical, though often ignored factor: the form of the initial representation of information during the process of analogical transfer. Using a Gick and Holyoak (1980, 1983) replication, in which subjects read a story in the guise of a memory experiment, subjects were later required to solve a problem which could be solved using an analogous strategy suggested by the story. Transfer performance was measured by the presence or absence of this target solution in subjects' protocols. The text of the original General story (from Gick & Holyoak) was modified slightly in one condition, where one role in the story was replaced by another type of actor. The changes were minor, as shown by the fact that the story modification did not affect similarity ratings between the story and problem. However the changes did appear to affect subjects' initial representation of the story and, as a result. Improve subsequent transfer to the problem. The results indicate that forming an initial representation of the story that is congruent with important features of the problem is critical for analogical transfer. Subjects' abstraction of a general problem solving schema is an inadequate explanation of these results.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3xr0d696","frozenauthors":[{"first_name":"Colleen","middle_name":"M.","last_name":"Seifert","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Kenneth","middle_name":"C.","last_name":"Gray","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30881/galley/20730/download/"}]},{"pk":30912,"title":"Representing abstract plan failures","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7k58n91h","frozenauthors":[{"first_name":"Christopher","middle_name":"","last_name":"Owens","name_suffix":"","institution":"The University of Chicago","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30912/galley/20761/download/"}]},{"pk":30947,"title":"Resolution of Structural Ambiguities in Sentence Comprehension: On-Line Analysis of Syntactic, Lexical, and Semantic Effects","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/86m220dq","frozenauthors":[{"first_name":"Gerhard","middle_name":"","last_name":"Strube","name_suffix":"","institution":"Ruhr University","department":""},{"first_name":"Barbara","middle_name":"","last_name":"Hemforth","name_suffix":"","institution":"Ruhr University","department":""},{"first_name":"Heike","middle_name":"","last_name":"Wrobel","name_suffix":"","institution":"Ruhr University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30947/galley/20796/download/"}]},{"pk":36664,"title":"Roles of Teachers and Learners by Tony Wright","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/09t2v4n7","frozenauthors":[{"first_name":"Denise","middle_name":"E.","last_name":"Murray","name_suffix":"","institution":"San Jose State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36664/galley/27514/download/"}]},{"pk":30964,"title":"Routine Evolution as the Microgenetic basis of Skill Acquisition","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 4: Learning and Memory","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3rs7b040","frozenauthors":[{"first_name":"Philip","middle_name":"E.","last_name":"Agre","name_suffix":"","institution":"University of Chicago","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":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30964/galley/20813/download/"}]},{"pk":30985,"title":"Scenes from Exclusive-Or: Back Propagation is Sensitive to Initial Conditions","subtitle":null,"abstract":"This paper explores the effect of initial weight selection on feed-forward networks learning simple functions with the badt-propagation technique. W e first demonstrate, through the use of Monte Carlo techniques, that the magnitude of the initial condition vector (in weight space) is a very significant parameter in convergence time variability. In order to further understand this result, additional deterministic experiments were performed. The results of these experiments demonstrate the extreme sensitivity of bade propagation to initial weight configuration.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3hh3q45v","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":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30985/galley/20834/download/"}]},{"pk":31009,"title":"Self-Organizing Cognitive and Neural Systems","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Invited Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8kh679rr","frozenauthors":[{"first_name":"Stephen","middle_name":"","last_name":"Grossberg","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Ennio","middle_name":"","last_name":"Mingolla","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Michael","middle_name":"","last_name":"Rudd","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Bullock","name_suffix":"","institution":"Boston University","department":""},{"first_name":"Gail","middle_name":"A.","last_name":"Carpenter","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[]},{"pk":30931,"title":"Semantic Classifcation of verbs from their Syntactic Contexts: Automated Lexicography with Implications for Child Language Acquisition","subtitle":null,"abstract":"Young children and natural language processing programs share an insufficient knowledge of word meanings. Children catch up by learning, using innate predisposition and observation of language use. However, no one hafi demonstrated artificial devices that robustly learn lexical semantic classifications from example sentences. This paper describes the ongoing development of such a device. A n early version discovers verbs with a non-stative sense by searching in unrestricted text for verbs in syntactic constructions forbidden to statives. Our program parses unrestricted text to the extent necessary for classification. Once the parsing is done recognizing the telltale constructions is so easy even a two-year-old child could do it. In fact, Landau and Gleitman (1985) and especially Gleitman (1989) argue that children must, can, and do use the syntactic constructions in which verbs appear to support meaning acquisition. In this paper we use our program to examine the difficulty of exploiting two particular syntactic constructions to discover the availability of non-stative senses, concluding that only very little sophistication is needed. This conclusion bolsters the general position of Gleitman (1989) that children can exploit syntactic context to aid in semantic classification of verbs.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2qf1f0v3","frozenauthors":[{"first_name":"Michael","middle_name":"R.","last_name":"Brent","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30931/galley/20780/download/"}]},{"pk":30932,"title":"Sense Generation or How to Make the Mental Lexicon Flexible","subtitle":null,"abstract":"In this paper we address some key issues in the psychology of word meaning, and thereby motivate a Sense Generation approach to the diversity of senses that a word may have. We note that an adequate account must allow for the flexibility and specificity of senses, and must also make appropriate distinctions between default and non-default senses of a word, and between different senses for vague and ambiguous words. W e then discuss two central components of a theory of sense. Firstly, lexons, the stable representations, in a \"mental lexicon\", of word meanings; secondly, senses, the mentally represented descriptions associated with particular uses of words. W e argue that the crucial issues in accounting for the diversity of sense, are: the number of lexons we need to postulate, and the relationship between the contents of those lexons and their associated senses. Sense Selection accounts, of which we distinguish Strong and Weak versions, both of which find considerable support in the cognitive science Literature, fail to Account for the flexibility and specificity of senses in a way that is consonant with linguistic evidence regarding the ambiguity of words, and psychological evidence regarding the coherence which underlies their use. W e will show how the Sense Generation approach, by positing a nonmonotonic relationship between lexons and their senses, respects these considerations. W e sketch this approach, and finally note some of its promising implications for other aspects of word meaning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bb6c52j","frozenauthors":[{"first_name":"Bradley","middle_name":"","last_name":"Franks","name_suffix":"","institution":"University of Edinburgh","department":""},{"first_name":"Nick","middle_name":"","last_name":"Braisby","name_suffix":"","institution":"University of Edinburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30932/galley/20781/download/"}]},{"pk":31010,"title":"Soar as a Unified Theory of Cognition: Spring 1990","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Invited Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3f84q3p1","frozenauthors":[{"first_name":"Richard","middle_name":"L.","last_name":"Lewis","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Scott","middle_name":"B.","last_name":"Huffman","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Bonnie","middle_name":"E.","last_name":"John","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"E.","last_name":"Laird","name_suffix":"","institution":"University of Michigan","department":""},{"first_name":"Jill","middle_name":"Fain","last_name":"Lehman","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Allen","middle_name":"","last_name":"Newell","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Paul","middle_name":"S.","last_name":"Rosenbloom","name_suffix":"","institution":"University of Southern California","department":""},{"first_name":"Tony","middle_name":"","last_name":"Simon","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Shirley","middle_name":"G.","last_name":"Tessler","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31010/galley/20855/download/"}]},{"pk":30989,"title":"Some Criteria for Evaluating Designs","subtitle":null,"abstract":"Most non-trivial design tasks are under-specified, which makes evaluating designs subjective and problematic. In this paper, we address the evaluation criteria that are left implicit in problem specifications. W e propose that these criteria evaluate designs in terms of specific types of consistency and completeness. In particular, we divide consistency into constraint, representational, and goal consistency, and we decompose completeness into the specificity, depth, and breadth of a solution. These distinctions are useful because they organize criteria for evaluating designs. This model of evaluation is largely implemented in a program called JULIA that plans the presentation and menu of meals to satisfy multiple, interacting constraints.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0n85v5md","frozenauthors":[{"first_name":"Thomas","middle_name":"R.","last_name":"Hinrichs","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30989/galley/20838/download/"}]},{"pk":30930,"title":"Some Principles of the Organization of Verbs in the Mental Lexicon","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0sr644sg","frozenauthors":[{"first_name":"Christiane","middle_name":"","last_name":"Fellbaum","name_suffix":"","institution":"Princeton University","department":""},{"first_name":"Roger","middle_name":"","last_name":"Chaffin","name_suffix":"","institution":"Trenton State College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30930/galley/20779/download/"}]},{"pk":30946,"title":"Spreading Activation in PDP Networks","subtitle":null,"abstract":"One argument in favor of current PDP models has been that the availability of \"hidden units\" allows the system to create an internal representation of the input domain, and to use this representation in producing output weights. The \"microfeatures\" learned by sets of hidden units, it has been argued, provide an alternative to symbols for certain reasoning tasks. In this paper we try to further this argument by demonstrating several results that indicate that such representations are formed. We show that by using a spreading activation model over the weights learned by networks trained via backpropagation, we can model certain cognitive effects. In particular, we show some results in the areas of modeling phoneme confusions and handling word-sense disambiguation, and some preliminary results demonstrating that priming effects can be modeled by this activation spreading approach.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5g51n1hh","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Hendler","name_suffix":"","institution":"University of Maryland","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30946/galley/20795/download/"}]},{"pk":30897,"title":"Superordinate and Basic Level Categories in Discourse: Memory and Context","subtitle":null,"abstract":"Representations for natural category systems and a retrieval-based framework are presented that provide the means for applying generic knowledge about the semantic relationships between entities in discourse and the relative salience of these entities imposed by the current context. An analysis of the use of basic and superordinate level categories in discourse is presented, and the use of our representations and processing in the task of discourse comprehension is demonstrated.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9vn7j0mr","frozenauthors":[{"first_name":"Sandra","middle_name":"L.","last_name":"Peters","name_suffix":"","institution":"State University of New York at Buffalo","department":""},{"first_name":"William","middle_name":"J.","last_name":"Rapaport","name_suffix":"","institution":"State University of New York at Buffalo","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30897/galley/20746/download/"}]},{"pk":30977,"title":"Supporting Linguistic Consistency and Idiosyncracy with an Adaptive Interface Design","subtitle":null,"abstract":"Despite the goal to permit freedom of expression, natural language interfaces remain imable to recognize the full\nrange of language that occurs in spontaneously generated user input Simply increasing the linguistic coverage\nof a large, static interface is a poor solution; as coverage increases, response time decreases, regardless of\nwhether the extensions benefit any particular user. Instead, we propose that an adaptive interface be dedicated to\neach user. By automatically acquiring the idiosyncratic language of each individual, an adaptive interface\npermits greater freedom of expression while slowing system response only insofar as there is ambiguity in the\nindividual's language. The usefulness of adaptation relies on the presence of three regularities in users'\nlinguistic behaviors: within-user consistency, across-user variability, and limited user adaptability. W e show that\nthese behaviors are characteristic of users under conditions of frequent use.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 5: Cognition in Context","is_remote":true,"remote_url":"https://escholarship.org/uc/item/075214rb","frozenauthors":[{"first_name":"Jill","middle_name":"Fain","last_name":"Lehman","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30977/galley/20826/download/"}]},{"pk":31011,"title":"Symposium: What is Cognitive Neuroscience?","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Invited Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2114k9rv","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Caplan","name_suffix":"","institution":"Harvard Medical School","department":""},{"first_name":"Michael","middle_name":"S.","last_name":"Gazzaniga","name_suffix":"","institution":"Dartmouth Medical School","department":""},{"first_name":"Stephen","middle_name":"M.","last_name":"Kosslyn","name_suffix":"","institution":"Harvard University","department":""},{"first_name":"Michael","middle_name":"I.","last_name":"Posner","name_suffix":"","institution":"University of Oregon","department":""},{"first_name":"Larry","middle_name":"","last_name":"Squire","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31011/galley/20856/download/"}]},{"pk":30918,"title":"Task-Based Criteria for Judging Explanations","subtitle":null,"abstract":"AI research on explanation has not seriously addressed the influence of explainer goals on explanation construction. Likewise, psychological research has tended to assume that people's choice between explanations can be understood without considering the explainer's task. W e take the opposite view: that the influence of task is central to judging explanations. Explanations serve a wide range of tasks, each placing distinct requirements on what is needed in an explanation. W e identify eight main classes of reasons for explaining novel events, and show how each one imposes requirements on the information needed from an explanation. These requirements form the basis of dynamic, goal-based explanation evaluation implemented in the program ACCEPTER . We argue that goal-based evaluation of explanations offers three important advantages over static criteria: First, it gives a way for an explainer to know what to elaborate if an explanation is inadequate. Second, it allows cross-contextual use of explanations, by deciding when an explanation built in one context can be applied to another. Finally, it allows explainers to make a principled decision of when to accept incomplete explanations without further elaboration, allowing explainers to conserve processing resources, and also to deal with situations they can only partially explain.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vk1b4k4","frozenauthors":[{"first_name":"David","middle_name":"B.","last_name":"Leake","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30918/galley/20767/download/"}]},{"pk":30978,"title":"The Cognitive Space of Air Traffic Control: A Parametric Dynamic Topological Model","subtitle":null,"abstract":"Recent observational work of controller behavior in simulations of air traffic control sessions suggests that controllers formulate and modify their plans in terms of clusters of aircraft, rather than individual aircraft, and that they cluster aircraft based on their closeness in an abstract cognitive space, rather than simple separation in physical space. A mathematical model of that space is presented as a background for further work to determine the cognitive strategies that controllers use to navigate that space. The model is topologicals that neighborhood constraints play a central role; it is dynamic in that more than one topology interact to define its essential characteristics; and it is parametric in that an entire class of spaces can be obtained by varying the values of some parameters.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 5: Cognition in Context","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5vb011gn","frozenauthors":[{"first_name":"Stephen","middle_name":"","last_name":"Cushing","name_suffix":"","institution":"Boston University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30978/galley/20827/download/"}]},{"pk":36657,"title":"The Comparative Effectiveness of Word Lists and Video-Graphic Cues on University Level ESL Students’ Vocabulary in Context Learning","subtitle":null,"abstract":"Using a posttest-only control group design, this study evaluated the role of instruction and compared the effectiveness of two methods of presentation—word lists and video-graphic cues—on the university-level second language students’ (N = 64) ability to guess the meaning of unfamiliar lexical items contained in a videotape of an academic lecture. Subjects were randomly assigned to four treatment groups and told they would be tested after viewing the lecture on vocabulary items only. The first experimental group (VIDEO-GRAPHIC) saw a version of the tape on which computer-generated textual cues appeared. These video-graphic cues resembled closed captioning. Vocabulary items appeared on the videotape as the lecturer said the word and remained visible while the speaker gave the contextual clue to the word’s meaning. The second experimental group (WORD LIST) saw the same lecture without the visual cues. Both experimental groups received a list of the vocabulary items on which they would be tested after viewing the lecture. These words were listed in the order they would come up during the lecture. The subjects in both experimental groups also received instruction in guessing word meanings from context. The third treatment group (INSTRUCTION) received only this instruction in guessing; they did not see the video-graphic cues nor receive a word list of vocabulary items. The last group (CONTROL) saw the videotape without text and received neither a word list nor instruction in guessing. After viewing the lecture, the subjects were tested on the vocabulary in context items contained in the academic lecture. A one way analysis of variance (ANOVA) and Tukey’s Honestly Significant Difference Test (HSD) indicated that the subjects in the video-graphic group scored significantly higher (p<.05) on the vocabulary test than the students in the word list group and that both groups scored significantly higher than the instruction-only and control groups (p<.05).","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/628231rg","frozenauthors":[{"first_name":"Raymond","middle_name":"","last_name":"Devenney","name_suffix":"","institution":"Bell Multicultural High School, Washington, DC","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36657/galley/27507/download/"}]},{"pk":30957,"title":"The Computation of Emotion in Facial Expression Using the Jepson & Richards Perception Theory","subtitle":null,"abstract":"Facial expressions are vital communicators of emotions, and it is in partial response to these expressions that we innately and accurately discern the emotional states of those around us. This paper identifies the activatable facial features that form the language of emotional expression in the face, and the set of emotions that each such feature tends to express. Finally, it is shown how the fault lattice perception theory [6] can be used to compute the emotion being registered on a face, given the configuration of the salient features. It is posited that the ability of a computer to make such interpretations would significantly enhance human-computer interaction.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 3: Vision","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7dm2s06j","frozenauthors":[{"first_name":"Brent","middle_name":"C.J.","last_name":"Britton","name_suffix":"","institution":"Massachusetts Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30957/galley/20806/download/"}]},{"pk":30904,"title":"The Dempster-Shafer Theory of Evidence as a Model of Human Decision Making","subtitle":null,"abstract":"Many psychology researchers have shown that humans do not process probabilistic information in a manner consistent with Bayes' theory [9, 10, 16, 24, 23, 27]. Robinson and Hastie [24, 23] showed that humans made non-compensatory probability updates, produced super-additive distributions, and resuscitated zero probability possibilities. While most researchers have classified these behaviors as nonnormative, we found that the Dempster-Shafer theory could model each of these behaviors in a normative and theoretically sound fashion. While not claiming that the theory modeb human processes, we claim that the similarities should aid user acceptance of Dempster-Shafer based decision systems.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6m73b1hr","frozenauthors":[{"first_name":"Donald","middle_name":"H.","last_name":"Mitchell","name_suffix":"","institution":"Tulsa Research Center","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30904/galley/20753/download/"}]},{"pk":30965,"title":"The Disruptive Potential of Immediate Feedback","subtitle":null,"abstract":"Three experiments investigate the influence of feedback timing on skill acquisition in the context of learning LISP. In experiment 1 subjects receiving immediate feedback went through the training material in 4 0 % less time than did those receiving delayed feedback, but learning was not impaired. A second experiment involved the use of an improved editor and less supportive testing conditions. Though subjects in the immediate condition went through the training problems 1 8% faster (han did those in the delay condition, they were slower on the test problems and made twice as many errors. The results of experiment 3, a partial replication of the first two experiments, indicated a general advantage for delayed feedback in terms of errors, time on task, and the jjercentage of errors that Subjects self-corrected. A protocol analysis suggests that immediate feedback competes for wodcing memory resources, forcing out information necessary for operator compilation. In addition, more delayed feedback appears to foster the development of secondary skills such as error detection and self-correction, skills necessary for successful performance once feedback has been withdrawn (Schmidt, Young, Swinnen, & Shapiro, 1989).","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 4: Learning and Memory","is_remote":true,"remote_url":"https://escholarship.org/uc/item/49m8k0x9","frozenauthors":[{"first_name":"Lael","middle_name":"J.","last_name":"Schooler","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30965/galley/20814/download/"}]},{"pk":30997,"title":"The Effect of Alternative Representations of Relational Structure on Analogical Access","subtitle":null,"abstract":"Retrieval of an appropriate analogy ftora memory is often difficult because the structure common to two analogous domains is embedded in specific contexts that differ at the surface level. The present study examines an aspect of domain representations that may affect the access of analogs in memory. Subjects were asked to identify analogies between new and previously learned passages. Passages varied in the manner in which analogous relations were described. In all passages the relations were embedded in a particular context that was dissimilar at the surface level between analogs. However, the expression of relations within a passage varied in level of abstraction. In \"abstract\" passages relations were lexicalized with relatively abstract terms and were described with litde domain specific detail. In \"specific\" passages more specific terms were used and extensive domain specific detail was given about how relations were instantiated within the domain. In \"mixed\" passages both abstract and specific descriptions of relations were given. Subjects reading abstract passages were best at identifying analogies. The present results suggest that even though analogous relations are embedded in dissimilar contexts, the way in which those relations themselves are represented can affect analogical access. Subjeas are relatively successfiil at analogical access when the relations are represented in a relatively general and sparse form.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/27c0k56r","frozenauthors":[{"first_name":"Catherine","middle_name":"A.","last_name":"Clement","name_suffix":"","institution":"Eastern Kentucky University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30997/galley/20843/download/"}]},{"pk":30976,"title":"The Effect of Feedback Control on Learning to Program with the Lisp Tutor","subtitle":null,"abstract":"Control and content of feedback was manipulated as students practiced coding functions with the Lisp Four feedback conditions were employed: (1) immediate error feedback and correction, (2) immediate error flagging but immediate correction not required (3) feedback on demand aixl (4) no tutorial assistance. The wide range in feedback conditions did not affect mean learning rate as measured by individual production firing, time to complete the exercises or post-test performance. However, post-test results were more highly correlated with student ability as tutorial assistance decreased across conditions. Feedback conditions also affected students' monitoring of the learning process. Across groups, students found the material was easier and bcUeved they had learned it better as assistance decreased across conditions. However, students w h o received more assistance estimated their mastery of the material more accurately. Finally, students reported relatively little preference for one tutoring condition over the others. Students w h o could exercise the most control over feedback reacted fairly passively to the tutoring conditions; students in condition 3 tended not to ask for much help and students in condition 2 tended to correct error immediately although it was not required.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 5: Cognition in Context","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vt1j669","frozenauthors":[{"first_name":"Albert","middle_name":"T.","last_name":"Corbett","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"John","middle_name":"R.","last_name":"Anderson","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30976/galley/20825/download/"}]},{"pk":30880,"title":"The Effects of Familiar Labels on Young Children's Performance in an Analogical Mapping Task","subtitle":null,"abstract":"This research investigates the role of language in children's ability to perform an analogical mapping task. We first describe the results of a simple mapping task in which preschool children performed poorly. In the current study, we taught the children to apply relational labels to the stimuli and their performance improved markedly. It appears that relational language can call attention to domain relations and hence improve children's performance in an analogical mapping task. A computer simulation of this mapping task was performed using domain representations that differed in their degree of elaboration of the relational structure. The results of the simulation paralleled the experimental results: that is, given deeply elaborated representations, SME's preferred interpretation produced the correct mapping response, while when given shallow representations its preferred interpretation produced an object similarity response. Taken together, the empirical and computational findings suggest that development of analogy and similarity may be explainable in large measure by changes in domain representation, as opposed to maturational changes in processing. They further suggest that relational","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0607r5vx","frozenauthors":[{"first_name":"Mary","middle_name":"Jo","last_name":"Rattermann","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"Dedre","middle_name":"","last_name":"Gentner","name_suffix":"","institution":"University of Illinois","department":""},{"first_name":"Judy","middle_name":"","last_name":"DeLoache","name_suffix":"","institution":"University of Illinois","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30880/galley/20729/download/"}]},{"pk":36654,"title":"The Effects of Peer and Self-Feedback","subtitle":null,"abstract":"Recent studies of the writing process have confirmed the pervasiveness of revision and the complexity of skills required to revise successfully. Teachers and researchers, looking for ways to improve revisions, have examined the effects of feedback from teachers, peers, or self on this process, but studies juxtaposing these feedback sources have not determined conclusively which is the most effective. This study, conducted by a community college classroom teacher, was implemented to examine the effects of peer versus self-feedback on (a) the number and kind of revisions ESL students make and (b) their attitudes toward feedback and revision processes. The subjects of this study were 54 multilingual ESL students at Grossmont College, San Diego. Data for the research were collected from drafts of two student essays, writing questionnaires, and feedback evaluation forms. The results suggest that peer feedback is more effective than self-feedback in number and types of revisions students make and that more students prefer peer feedback.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7rd1q0j3","frozenauthors":[{"first_name":"Virginia","middle_name":"","last_name":"Berger","name_suffix":"","institution":"Grossmont College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36654/galley/27504/download/"}]},{"pk":30944,"title":"Thematic Roles and Pronoun Comprehension","subtitle":null,"abstract":"Two experiments tested the view that thematic roie information triggers the rapid retrieval of general knowledge in pronoun comprehension. Pairs of thematic roles were contrasted as antecedents of a subsequent pronoun. The results showed that intepretation of the pronoun depended on the thematic role of the antecedent. Experiment one measured reading rates for the clause which contained the pronoun. Rates were faster when the antecedent was an Agent subject, a Patient object, a Goal, or an Experiencer. Rates were slower when the antecedent was an Agent object, a Patient subject, a Source, or a Stimulus. Experiment two required subjects to write completions to sentence fragments such as Jill like Sue and she and the number of references to each antecedent was recorded. The results confirmed the findings from Experiment one, although there was also an antecedent position effect (first vs. second mention) in some of the sentences. We suggest that these results are consistent with the view that thematic role information triggers the retrieval of canonical events in the real world, and may thus be responsible for the rapid retrieval of general knowledge in language comprehension.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0th248b3","frozenauthors":[{"first_name":"Rosemary","middle_name":"J.","last_name":"Stevenson","name_suffix":"","institution":"University of Durham","department":""},{"first_name":"Rosalind","middle_name":"A.","last_name":"Crawley","name_suffix":"","institution":"University of Durham","department":""},{"first_name":"Garry","middle_name":"","last_name":"Wilson","name_suffix":"","institution":"University of Durham","department":""},{"first_name":"David","middle_name":"","last_name":"Kleinman","name_suffix":"","institution":"University of Durham","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30944/galley/20793/download/"}]},{"pk":30907,"title":"The Mechanism of Restructuring in Geometry","subtitle":null,"abstract":"Restructuring consists of a change in the representation of the current search state, a process which breaks an impasse during problem solving by opening up new search paths. A corpus of 52 think-aloud protocols from the domain of geometry was scanned for evidence of restructuring. The data suggest that restructuring is accomplished by re-parsing the geometric diagram.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36w804m5","frozenauthors":[{"first_name":"Stellan","middle_name":"","last_name":"Ohlsson","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30907/galley/20756/download/"}]},{"pk":30935,"title":"The Representation fo Word Meaning","subtitle":null,"abstract":"This article shows that a substantial portion of the empirical evidence regarding the representation of word meaning can be explained by the definitional semantic theory of Jerrold J. Katz (henceforth ST) . First, we look at the relative complexities of four types of negatives which, according to Fodor, Fodor, and Garrett (1975; henceforth FFG) , show that definitions are not psychologically real. The ST definitional structures explain the FFG results in terms of the number of disjuncts generated by the negative elements in their ST representations. Next we look at the arguments of Centner for componential structure from evidence from a recall experiment that considers connectedness relationships between the noun phrases of sentences with three types of verbs. Centner's results can be explained in terms of the number of argument places in the ST representations, and the same explanation can be used with respect to evidence from studies by","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4cw0n24b","frozenauthors":[{"first_name":"Renison","middle_name":"J.","last_name":"Gonsalves","name_suffix":"","institution":"Brooklyn College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30935/galley/20784/download/"}]},{"pk":30899,"title":"The Right Concept at the Right Time How Concepts Emerge as Relevant in Response to Context-Dependent Pressures","subtitle":null,"abstract":"A central question about cognition is how, faced with a situation, one explores possible ways of understanding and responding lo it In particular, how do concepts initially considered irrelevant, or not even considered at all, become relevant in response to pressures evoked by the understanding process itself We describe a model of concepts and high-level perception in which concepts consist of a central region surrounded by a dynamic nondeterministic \"halo of potential associations, in which relevance and degree of association change as processing proceeds. As the representation of a situation is built, associations arise and are considered in a probabilistic fashion according to a parallel terraced scan, in which many routes toward understanding the situation are tested in parallel, each at a rate and to a depth reflecting ongoing evaluations of its promise. We describe a computer program that implements this model in the context of analogy-making, and illustrate, using screen dumps from a run, how the program's ability to flexibly bring in appropriate concepts for a given situation emerges from the mechanisms we are proposing.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8t04d6g3","frozenauthors":[{"first_name":"Melanie","middle_name":"","last_name":"Mitchell","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":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30899/galley/20748/download/"}]},{"pk":36661,"title":"The Spoken English Proficiency of International Graduates from California MATESL Programs","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6sq6t83r","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Master","name_suffix":"","institution":"California State University, Fresno","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36661/galley/27511/download/"}]},{"pk":31016,"title":"The Study of Expertise: Prospects and Limits","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Submitted Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/330956gc","frozenauthors":[{"first_name":"Anders","middle_name":"","last_name":"Ericsson","name_suffix":"","institution":"University of Colorado at Boulder","department":""},{"first_name":"Neil","middle_name":"","last_name":"Charness","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Yucho","middle_name":"","last_name":"Anzai","name_suffix":"","institution":"Keio University","department":""},{"first_name":"Vimla","middle_name":"","last_name":"Patel","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Fran","middle_name":"","last_name":"Allard","name_suffix":"","institution":"University of Waterloo","department":""},{"first_name":"Keith","middle_name":"","last_name":"Holyoak","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31016/galley/20861/download/"}]},{"pk":30889,"title":"The Temportal Nature of Scientific Discovery: The Roles of Priming and Analogy","subtitle":null,"abstract":"One of the most frequently mentioned sources of scientific hypotheses is analogy. Despite attractiveness of this mechanism of discovery, there has been but a small success in demonstrating that people actually use analogies while solving problems. The study reported below attempted to foster analogical U-ansfer in a scientific discovery task. Subjects worked on two problems that had the same type of underlying mechanism. On day 1, subjects discovered the mechanism that controls virus reproduction. On day 2, subjects returned to work on a problem in molecular genetics that had a similar underlying mechanism. The results showed that experience at discovering the virus mechanism did facilitate performance on the molecular genetics task. However, the verbal protocols do not indicate that subjects analogically mapped knowledge from the virus to the genetics domain. Rather, experience with the virus problem appeared to prime memory. It is argued that analogical mapping can be used flexibly in scientific discovery contexts and that primed knowledge structures can also provide access to relevant information when analogical mapping fails.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/57c1f8xx","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"Dunbar","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Christian","middle_name":"D.","last_name":"Schunn","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30889/galley/20738/download/"}]},{"pk":30939,"title":"Towards a Failure-driven Mechanism for Discourse Planning: a Characterization for Learning Impairments","subtitle":null,"abstract":"In the process of generating discourse, speakers generate utterances which directly achieve the communicative goal of conveying an information item to a hearer, and they also generate utterances which prevent the disruption of correct beliefs maintained by a hearer or the inception of incorrect beliefs. In this paper, we propose a representation scheme which supports a discourse planning mechanism that exhibits both behaviors. Our representation is based on a characterization of commonly occurring impairments to the knowledge acquisition process in terms of a model of a hearer's beliefs. As a testbed of these ideas, a discourse planner called WISHFUL is being implemented in the domain of high-school algebra.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 2: Language","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5f50m6gb","frozenauthors":[{"first_name":"Ingrid","middle_name":"","last_name":"Zukerman","name_suffix":"","institution":"Monash University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30939/galley/20788/download/"}]},{"pk":30970,"title":"Uniformity of Associative Impairment in Amnesia","subtitle":null,"abstract":"The fragmentation model of associative memory has the attraction of specifying neither a spatial metaphor nor a symbolic representation for remembering. It was used in order to compare the recall of groups of unrelated words by amnesic and normal people. Similarly, a schema model was used in order to compare their recall of groups of related words. It was found that the impairment in remembering with amnesia revealed by these models was remarkably uniform rather than selective. This suggests that the level at which the memory storage system is damaged in amnesia is a relatively low one. In a connectionist formulation, this would presumably correspond to widespread random damage to units and the connections between them.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 4: Learning and Memory","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2f23z5gb","frozenauthors":[{"first_name":"Gregory","middle_name":"V.","last_name":"Jones","name_suffix":"","institution":"University of Warwick","department":""},{"first_name":"Siobhan","middle_name":"B. G.","last_name":"MacAndrew","name_suffix":"","institution":"University of Warwick","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30970/galley/20819/download/"}]},{"pk":30975,"title":"Using Knowledge Representation to Study Conceptual Change in Students for Teaching Physics","subtitle":null,"abstract":"Our goal is to understand the development of physics concepts in students. We take the perspective that individuals construct their o w n understanding so as to 'fit' their experiences. This constructive activity results in conceptions about the physical world. The major challenges in physics instruction then are the tasks of identifying and inducing change in students' conceptions about the physical world. Our efforts to understand the nature of conceptual change are aided by knowledge representation techniques. W e present examples in which some of the finer structure of conceptual change is represented which illustrate the potential of knowledge representation for studying conceptual change.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 5: Cognition in Context","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0hr1s338","frozenauthors":[{"first_name":"C.","middle_name":"Franklin","last_name":"Boyle","name_suffix":"","institution":"Carnegie Mellon University","department":""},{"first_name":"Dewey","middle_name":"I.","last_name":"Dykstra","name_suffix":"","institution":"Boise State University","department":""},{"first_name":"Ira","middle_name":"A.","last_name":"Monarch","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30975/galley/20824/download/"}]},{"pk":30888,"title":"Viewing Design as a Cooperative Task","subtitle":null,"abstract":"Design can be modeled as a multi-agent planning task where several agents that possess different expertise and evaluation criteria cooperate to produce a design. The differences m a y result in conflicts that have to be resolved during design. The process by which conflict resolution is achieved is negotiation. In this paper, w e propose a model of group problem solving among cooperating experts that supports negotiation. The model incorporates accessing information from a case memory of existing designs, communication of design rationale, evaluation and critiquing of design decisions. Incremental design modifications are performed based on constraint relaxation and comparison of utilities.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1hp1f6wr","frozenauthors":[{"first_name":"Katia","middle_name":"P.","last_name":"Sycara","name_suffix":"","institution":"Carnegie Mellon University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30888/galley/20737/download/"}]},{"pk":30949,"title":"Visual Search as Constraint Propagation","subtitle":null,"abstract":"handful of prominent theories have been proposed to explain a large quantity of experimental data on visual attention. We are developing a connectionist network model of visual attention which provides an alternative theory of attention based on computational principles. In this paper, we describe aspects of the model relevant to the dependence of visual search times on display size (number of objects in the stimulus image). Duncan's stimulus similarity theory provides the characterization of the experimental data which we use in simulating and evaluating our model. The characteristics of the network model that support the continuously varying dependence of search time on display size are the constraint propagation search implemented by a winner-take-all mechanism in the attention layer, and the lateral inhibition network within each primitive feature map, which provides the feature contrast needed to filter out background textures. W e report the results of simulations of the model, which agree with experimental data on visual attention in human subjects.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 3: Vision","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2pq60311","frozenauthors":[{"first_name":"Peter","middle_name":"A.","last_name":"Sandon","name_suffix":"","institution":"Dartmouth College","department":""},{"first_name":"Berrin","middle_name":"A.","last_name":"Yanikoglu","name_suffix":"","institution":"Dartmouth College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30949/galley/20798/download/"}]},{"pk":30982,"title":"Volition and Advice: Suggesting Strategies for Fixing Problems In Social Situations","subtitle":null,"abstract":"Just as an abstract causal analysis of a plaui's faults can suggest repair strategies that will eliminate those faults [6], so too, an abstract causEil account of how a problem arises in a social situation can suggest relevant advice to correct the problem. In the social world, most problems arise as results of agents' actions; the best way to fix such problems is to modify the behavior that produces the problem. The vocabulary of volition developed in this paper is proposed as an abstract level of motivational analysis useful for discriminating among strategies for changing behavior. Volitional analysis focuses on the agents involved in an action. In addition to the actor, there is often a motivator agent w h o influences the actor and sometimes a third-party agent used as a tool by the motivator. If any of these agents can be swayed, the problematic action m a y be avoided. By identifying these agents and classifying the influences working on them, volitional analysis can suggest relevant modifications. The influences most often depend on the social context that links agents and estabhshes goal-generating themes. Behavior, however, is not always directly goal-governed, and volitional analysis recognizes these exceptional cases as well.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 5: Cognition in Context","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zv5t2tx","frozenauthors":[{"first_name":"Eric","middle_name":"A.","last_name":"Domeshek","name_suffix":"","institution":"Northwestern University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30982/galley/20831/download/"}]},{"pk":30998,"title":"What Should I Do Now? Using Goal Sequitur Knowledge to Choose the Next Problem Solving Step","subtitle":null,"abstract":"Many problems require multi-step solutions. This is true of both planning and diagnosis. How can a problem solver best generate an ordered sequence of actions to resolve a problem? In many domains, complete pre-planning is not an option because the results of steps can vary, thus a large tree of possible sequences would have to be generated. W e propose a method that integrates the use of previous plans or cases with use of knowledge of relationships between goals, and the use of reasoning using domain knowledge to incrementally suggest the actions to take. The suggestion process is constrained by heuristics that specify the circumstances under which an instance of a particular reasoning goal can follow from an instance of other reasoning goals. W e discuss the general approach, then present the suggestion methods and the constraints.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Poster Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6z83v131","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Redmond","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30998/galley/20844/download/"}]},{"pk":31012,"title":"What's New in Language Acquisition?","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Submitted Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v0156bm","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Pinker","name_suffix":"","institution":"Massachussets Institute of Technology","department":""},{"first_name":"Kenneth","middle_name":"","last_name":"Wexler","name_suffix":"","institution":"Massachussets Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31012/galley/20857/download/"}]},{"pk":30920,"title":"Why Fodor and Pylyshyn Were Wrong: The Simplest Refutation","subtitle":null,"abstract":"This paper offers both a theoretical and an expcrimcnial perspective on the relationship between connectionist and Classical (symbol-processing) models. Firstly, a serious flaw in Fodor and Pylyshyn's argument against connectionism is pointed out: if, in fact, a part of their argument is valid, then it establishes a conclusion quite different from that which they intend, a conclusion which is demonstrably false. The source of this flaw is traced to an underestimation of the differences between localist and distributed representation. It has been claimed that distributed representations cannot support systematic operations, or that if they can, then they will be mere implementations of traditional ideas. This paper presents experimental evidence against this conclusion: distributed representations can be used to support direct structure-sensitive operations, in a manner quite unlike the Classical approach. Finally, it is argued that even if Fodor and Pylyshyn's argument that connectionist models of compositionality must be mere implementations were correct, then this would still not be a serious argument against connectionism as a theory of mind.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Paper Presentations -- Group 1: Reasoning","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7bb745cf","frozenauthors":[{"first_name":"David","middle_name":"J.","last_name":"Chalmers","name_suffix":"","institution":"Indiana University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/30920/galley/20769/download/"}]},{"pk":31008,"title":"Workshop on Recent Results in Formal Learning Theory","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Invited Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7tt6r8fm","frozenauthors":[{"first_name":"Kevin","middle_name":"T.","last_name":"Kelly","name_suffix":"","institution":"","department":""},{"first_name":"Clark","middle_name":"","last_name":"Glymour","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31008/galley/20854/download/"}]},{"pk":36659,"title":"Writing Performance: A Class Act","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchange","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2xc825mw","frozenauthors":[{"first_name":"Claudine","middle_name":"","last_name":"Poggi","name_suffix":"","institution":"De Anza College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1990-01-01T22:00:00+04:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36659/galley/27509/download/"}]},{"pk":60402,"title":"A Congressional Choice: The Question of Environmental Priority in Bankrupt Estates","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/0p6168df","frozenauthors":[{"first_name":"Lynn","middle_name":"Tadlock","last_name":"Manolopoulos","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-06-28T00:51:32+04:00","date_accepted":"2013-06-28T00:51:32+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_jelp/article/60402/galley/46367/download/"}]},{"pk":60403,"title":"A Consideration of Federal Preemption in the Context of State and Local Environmental Regulation","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/3dw3z61t","frozenauthors":[{"first_name":"Joan","middle_name":"","last_name":"Newman","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-06-28T00:52:39+04:00","date_accepted":"2013-06-28T00:52:39+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_jelp/article/60403/galley/46368/download/"}]},{"pk":60953,"title":"A Critical Analysis of the Law of the People's Republic of China on Industrial Enterprises Owned by the Whole People","subtitle":null,"abstract":"[No 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abstract","language":"en","license":null,"keywords":[],"section":"Poetry","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0341p193","frozenauthors":[{"first_name":"A-Razaque","middle_name":"","last_name":"Ahmed","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T15:06:47+04:00","date_accepted":"2013-03-18T15:06:47+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55690/galley/42077/download/"}]},{"pk":60962,"title":"An Exclusionary Labor Regime under Pressure: The Changes in Labor Relations in the Republic of Korea Since Mid-1987","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/2n0192nc","frozenauthors":[{"first_name":"Ronald","middle_name":"A.","last_name":"Rogers","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T03:19:47+04:00","date_accepted":"2014-03-28T03:19:47+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60962/galley/46925/download/"}]},{"pk":60961,"title":"Application of a Cultural Defense in Criminal Proceedings","subtitle":null,"abstract":"[No abstract]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Special Section: The Cultural and Legal Dimensions of Infanticide","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wq9n7zs","frozenauthors":[{"first_name":"Carolyn","middle_name":"","last_name":"Choi","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-28T03:18:27+04:00","date_accepted":"2014-03-28T03:18:27+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/60961/galley/46924/download/"}]},{"pk":55694,"title":"Background to the Crisis in Ethiopia (Part Two: The Post-Monarchy Predicament)","subtitle":null,"abstract":"No 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Matter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4j40b6z9","frozenauthors":[{"first_name":"n/a","middle_name":"","last_name":"n/a","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T15:24:35+04:00","date_accepted":"2013-03-18T15:24:35+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55722/galley/42109/download/"}]},{"pk":55692,"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/3dw619g1","frozenauthors":[{"first_name":"n/a","middle_name":"","last_name":"n/a","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T15:07:13+04:00","date_accepted":"2013-03-18T15:07:13+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55692/galley/42079/download/"}]},{"pk":55709,"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/5mz7357h","frozenauthors":[{"first_name":"n/a","middle_name":"","last_name":"n/a","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T15:16:31+04:00","date_accepted":"2013-03-18T15:16:31+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55709/galley/42096/download/"}]},{"pk":55686,"title":"Before the New Earth: African Short Stories, by Tijan M. Sallah","subtitle":null,"abstract":"No abstract","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5kx0j9mz","frozenauthors":[{"first_name":"Samuel","middle_name":"B.","last_name":"Garren","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T15:03:55+04:00","date_accepted":"2013-03-18T15:03:55+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55686/galley/42073/download/"}]},{"pk":57842,"title":"Best Intentions: The Education and Killing of Edmund Perry\n by Robert Sam Anson","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3066x0kh","frozenauthors":[{"first_name":"Katrina","middle_name":"","last_name":"West","name_suffix":"","institution":"","department":""}],"date_submitted":"2015-07-21T08:00:31+04:00","date_accepted":"2015-07-21T08:00:31+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_nblj/article/57842/galley/44019/download/"}]},{"pk":55702,"title":"Beyond the Barricades: Popular Resistance in South Africa in the 1980s","subtitle":null,"abstract":"No abstract","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/349331n6","frozenauthors":[{"first_name":"Mary","middle_name":"S.","last_name":"Lederer","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-03-18T15:13:39+04:00","date_accepted":"2013-03-18T15:13:39+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/55702/galley/42089/download/"}]},{"pk":4994,"title":"Book Review- Cognitive Ethology: The Minds of Other Animals","subtitle":null,"abstract":"Cognitive ethology: The  minds of other animals, edited by Carolyn A. Ristau. Lawrence Erlbaum Associates, Hillsdale, NJ, U.S.A., 1991, XX + 332 pp.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"Cognitive Ethology"},{"word":"book review"},{"word":"Mind"},{"word":"International Journal of Comparative Psychology"},{"word":"Behavior"},{"word":"Behaviour"},{"word":"learning"},{"word":"Behavioral Taxonomy"},{"word":"cognition"},{"word":"Cognitive Processes"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vg0d902","frozenauthors":[{"first_name":"Carolyn","middle_name":"A","last_name":"Ristau","name_suffix":"","institution":"","department":"None"},{"first_name":"Emanuela","middle_name":"Prato","last_name":"Previde","name_suffix":"","institution":"Reviewed by","department":"None"}],"date_submitted":"2012-10-05T03:20:48+04:00","date_accepted":"2012-10-05T03:20:48+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/4994/galley/2875/download/"}]},{"pk":4993,"title":"Book Review -- Spontaneous Alternation Behavior","subtitle":null,"abstract":"Book Review\nSpontaneous alternation behavior edited by W. N.  Dember & C. L. Richman. Springer-Verlag, New York, 1990, XII + 211 pp.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"International Journal of Comparative Psychology"},{"word":"Behavior"},{"word":"Behaviour"},{"word":"learning"},{"word":"Behavioral Taxonomy"},{"word":"cognition"},{"word":"Cognitive Processes"},{"word":"Spontaneous"},{"word":"Alternation"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3x63b39j","frozenauthors":[{"first_name":"W","middle_name":"N","last_name":"Dember","name_suffix":"","institution":"Edited by","department":"None"},{"first_name":"C","middle_name":"L","last_name":"Richman","name_suffix":"","institution":"Edited by","department":"None"},{"first_name":"Mauricio","middle_name":"R","last_name":"Papini","name_suffix":"","institution":"Reviewed by","department":"None"}],"date_submitted":"2012-10-05T03:18:46+04:00","date_accepted":"2012-10-05T03:18:46+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/4993/galley/2874/download/"}]},{"pk":57612,"title":"Charles Houston and Black Leadership of the 1930's and 1940's","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2v26c42b","frozenauthors":[{"first_name":"Vibert","middle_name":"L.","last_name":"White","name_suffix":"","institution":"","department":""}],"date_submitted":"2015-04-21T09:30:32+04:00","date_accepted":"2015-04-21T09:30:32+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_nblj/article/57612/galley/43789/download/"}]},{"pk":57591,"title":"Contents","subtitle":null,"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/7k7873w5","frozenauthors":[{"first_name":"[No author]","middle_name":"","last_name":"NBLJ","name_suffix":"","institution":"","department":""}],"date_submitted":"2015-04-21T09:02:12+04:00","date_accepted":"2015-04-21T09:02:12+04:00","date_published":"1990-01-01T04:00:00+04:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_nblj/article/57591/galley/43768/download/"}]},{"pk":57617,"title":"Contents","subtitle":null,"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/4hn3f6pr","frozenauthors":[{"first_name":"[No 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