Cats could be dogs, but dogs could not be cats: what if they bark and mew? A Connectionist Account of Early Infant Memory and Categorization

Proceedings of the

Twenty-Third Annual Conference

of the

Cognitive Science Society

Johanna D. Moore and Keith Stenning

Editors

August 1-4, 2001

Human Communication Research Centre

University of Edinburgh

Edinburgh, Scotland

2001

LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS

Copyright c
2001 by the Cognitive Science Society

All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or by any other means, without the prior written permission of the publisher.

Distributed by

Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue

Mahwah, New Jersey 07430 ISBN 0-8058-4152-0 ISSN 1047-1316

How It All Got Put Together

Once upon a time when the world

was young,

Oh best beloved.

There came to the banks of the Monongogo River, All muddy and brown,

Oh best beloved,

A djinn who was one thing on the inside But many things on the outside.

And he camped by the banks of the Monongogo River, All muddy and brown,

Oh best beloved.

And he stayed and stayed and he never went away. And he did his magic there.

He had many hands, each hand with many fingers, Oh best beloved.

More hands and fingers than you and I More hands than you have fingers,

More fingers on each hand than you have toes. Each hand played a tune on a magic flute,

Oh best beloved.

And each fluted tune floated out on a separate flight. And each was a tune for a separate dance, And each was heard in a separate place, And each was heard in a separate way, And each was merged in the dance it swayed. But it was still all the same tune,

For that was the magic of the djinn. Now, best beloved, listen near—

Each separate place, when the world was young, Danced in a way that was all its own,

Different from all of the others. But the melody told of how it could be That creatures out of an ancient sea, By dancing one dance on the inside, Could dance their own dance on the outside,

Because of the place where they were in—

All of its ins and outs. For that was the magic of the djinn. And little by little, each swayed a new way, Taking the melody each its own way, But hearing the melodies far away

From other places with separate dances, But the very same melody

That told the dance to be done on the inside. So, each started to step in the very same way,

Putting together one dance on the inside For many dances on the outside. So the melody grew, and it drifted back

To the Monongogo River, all muddy and brown, And the river came clear and sweet. Ah, best beloved, I must tell the truth. The river is not yet clear and sweet,

Not really so.

Because putting together is a task forever.

And no one—not even a djinn with kilohands and megafingers,

All of which play a different-same tune— Can put all things together in a single breath,

Not even a breath of fifty years. It is not all put together yet,

And it never shall be,

For that is the way of the world. But even so, when the world was young,

Was the time of the need for the single tune To guide the dance that would move together All of the steps in all of the places.

And it happened by the banks of the Monongogo River, All muddy and brown,

Best beloved.

And the river will never be the same. Just so.

Foreword

This volume contains the papers and posters selected for presentation at the 23rd Annual Meeting of the Cognitive Science Society in Edinburgh, August 1–4th 2001. This meeting is the first in the history of the society to be held out-side North America, and reflects the increasing internationalisation of cognitive science. More than 500 submissions were received from all over the world. The breadth of topics treated, together with the evident themes that recur are testimony to the development of a distinctive field. We were reminded of the multidimensionality of the field when the several papers on topics related to categorisation proved to be the hardest of all to categorise.

It is our belief that the virtue of cognitive science comes from its deep engagement with the full range of disciplines that contribute to informational theories of mind. Cognitive science began with the realisation that several disciplines studied what is ultimately the same subject matter using different concepts and methods. Observation and experiment had become separated from simulation, engineering, formal analysis, historical, cultural and evolutionary study, and philsophical speculation. It is our hope that this conference will play its small part in substantiating the vision that it is important to put back together what the disciplines have cast asunder.

This multidimensionality of the field makes scheduling a major headache. It is impossible to ensure that clashes do not occur. At one point in scheduling we resorted to statistical corpus analysis on the presented papers to reveal implicit structure. (You will perhaps be relieved to hear that human analysis still appears to be ahead of LSA at this task). We hope that you enjoy the program that has resulted.

We would like to acknowledge help from the following sources, without whom this event would certainly not have been possible:

The Cognitive Science Society Board for inviting us to host the meeting and providing the framework, expertise and support.

The Program Committee assigned submissions to referees, read their resulting reviews and made judgments on the five hundred submissions.

The Reviewers (and there were more than 250 of them) reviewed the papers and gave feedback to committee and authors. Interdisciplinary reviewing is not an easy task. Submitting interdisciplinary papers sometimes feels like being tried by the legal systems of several cultures simultaneously. A necessarily imperfect process was carried out with good grace and some assurance of the quality of decisions. These tasks of assigning and performing reviews are second only to the quality of submissions in determining the calibre of the meeting.

The Tutorial Chair (Frank Ritter) who was responsible for the construction and organisation of the tutorial program. The many volunteers who helped with the myriad local arrangements for a meeting of this size, and especially Jean McKendree who chaired the local arrangements committee.

The meeting certainly would not have happened without Frances Swanwick who coordinated the submissions process and Jonathan Kilgour who kept the software working, or without Mary Ellen Foster’s tireless work on the Proceedings. Janet Forbes and her successor David Dougal, and their secretarial team: Margaret Prow, Eva Steel, and Yvonne Corrigan for providing administrative support.

Financial support: British Academy, NSF, Erlbaum, Elsevier, Wellcome, the Glushko Foundation, and the Human Communication Research Centre.

The plenary speakers Jon Elster, Wilfred Hodges and Dan Sperber.

And lastly, and most importantly, the authors and symposium participants who presented their work, and made the conference what it was.

Twenty-Third Annual Conference of the Cognitive Science Society

August 1-4 2001

Human Communication Research Centre University of Edinburgh

Scotland

Conference Co-Chairs

Johanna D. Moore, University of Edinburgh Keith Stenning, University of Edinburgh

Conference Program Committee

Susan Brennan, SUNY Stonybrook Gordon Brown, Warwick

Nick Chater, Warwick Peter Cheng, Nottingham Andy Clarke, Sussex Axel Cleeremans, Brussels Gary Cottrell, UCSD Matt Crocker, Saarbrucken Jean Decety, INSERM, Paris Rogers Hall, UC Berkeley

Dan Jurafsky, U. Colorado, Boulder Irvin Katz, ETS, Princeton

Ken Koedinger, CMU

Michiel van Lambalgen, Amsterdam Frank Ritter, Penn State

Mike Oaksford, Cardiff

Stellan Ohlsson, U. Illinois, Chicago Tom Ormerod, Lancaster

Michael Pazzani, UC Irvine Christian Schunn, George Mason Steven Sloman, Brown University Niels Taatgen, Groningen Andree Tiberghien, CNRS, Lyon Richard Young, Hertfordshire Jiajie Zhang, U. Texas at Houston

Local Arrangments Committee

Jean McKendree, Chair

David Dougal Janet Forbes Ian Hughson Padraic Monaghan Peter Wiemer-Hastings Daniel Yarlett

Submissions Coordinator Frances Swanwick Conference Software Maintainer Jonathan Kilgour Proceedings Mary Ellen Foster, Jonathan Kilgour Program Coordinator Michael Ramscar Registration Website Arthur Markman

Website John Mateer, Jonathan Kilgour, Frances Swanwick

Marr Prize 2001

Sam Scott, Department of Cognitive Science, Carleton University Metarepresentation in Philosophy and Psychology

The Cognitive Science Society

Governing Board

Lawrence W. Barsalou, Emory University

Jeffery Elman, University of California at San Diego

Susan L. Epstein, Hunter College and the City University of New York Martha Farah, University of Pennsylvania

Kenneth D. Forbus, Northwestern University Dedre Gentner, Northwestern University James G. Greeno, Stanford University Alan Lesgold, University of Pittsburgh Douglas L. Medin, Northwestern University Michael Mozer, University of Colorado Vimla Patel, McGill University Kim Plunkett, Oxford University Colleen Seifert, University of Michigan Keith Stenning, Edinburgh University Paul Thagard, University of Waterloo

Chair of the Governing Board

Lawrence W. Barsalou, Emory University

Chair Elect

Susan L. Epstein, Hunter College and the City University of New York

Journal Editor

Robert L. Goldstone, Indiana University

Executive Officer

Arthur B. Markman, University of Texas

The Cognitive Science Society, Inc., was founded in 1979 to promote interchange across traditional disciplinary lines among researchers investigating the human mind. The Society sponsors an annual meeting, and publishes the journal Cognitive Science. Membership in the Society requires a doctoral degree in a related discipline (or equivalent research experience); graduate and undergraduate students are eligible for a reduced rate membership; and all are welcome to join the society as affiliate members. For more information, please contact the society office or see their web page at http://www.cognitivesciencesociety.org/

Tutorial Program

August 1st, 2001

How to Deal with Modularity in Formal Language Theory: An Introduction to Grammar Systems,

Grammar Ecosystems and Colonies

Carlos Martin-Vide, Rovira i Virgili University

APEX: An Architecture for Modeling Human Performance in Applied HCI Domains

Michael Matessa, NASA Ames Research Center

Michael Freed - NASA Ames Research Center John Rehling - NASA Ames Research Center Roger Remington - NASA Ames Research Center Alonso Vera - NASA Ames Research Center

An Introduction to the COGENT Cognitive Modelling Environment (with special emphasis on

appli-cations in computational linguistics)

Dr. Richard Cooper, Birkbeck College Dr. Peter Yule, Birkbeck College

Eye Tracking

Roger P.G. van Gompel, University of Dundee Wayne S. Murray, University of Dundee

ACT-R 5.0

John R. Anderson, Carnegie Mellon University

Tutorial Co-Chairs

Frank Ritter, Penn State University

Richard Young, University of Hertfordshire

Tutorial Committee Members

Randy Jones, University of Michigan Todd Johnson, University of Texas, Houston Vasant Honavar Iowa State University Kevin Korb, Monash University Michail Lagoudakis, Duke University

Toby Mintz, University of Southern California

Josef Nerb, University of Freiberg and University of Waterloo Gary Jones, University of Derby

Speakers and Symposia

Invited Speakers

Jon Elster, Columbia University

Wilfred Hodges, Queen Mary and Westfield College, University of London Dan Sperber, CNRS, Paris

Invited Symposia

Emotion and Cognition

Chair: Keith Stenning, University of Edinburgh Speakers:

Ziva Kunda, Waterloo University Paul Seabright, Toulouse University Drew Westen, Boston University Representation and Modularity

Chair: Jon Oberlander, University of Edinburgh Speakers:

Lawrence Hirschfeld, University of Michigan

Annette Karmiloff-Smith, Institute of Child Health, London Dylan Evans, King’s College, London

Submitted Symposia

Computational Models of Historical Scientific Discoveries Chairs:

Pat Langley, ISLE, Stanford

Lorenzo Magnani, University of Pavia Presenters:

Peter Cheng, Adrian Gordon, Sakir Kocabas, Derek Sleeman When Learning Shapes its own Environment

Chair:

James Hurford, University of Edinburgh Presenters:

Gerd Gigerenzer, Simon Kirby, Peter Todd

The Interaction of Explicit and Implicit Learning Chairs:

Ron Sun, University of Missouri-Columbia Robert Matthews, Louisiana State University Presenters:

Axel Cleermans, Zoltan Dienes

The Cognitive Basis of Science: The View from Science Chair:

Nancy Nersessian, Georgia Institute of Technology Presenters:

Herb Simon Memorial Symposium

Chair: John Anderson

Presenters:

Pat Langley, ISLE, Stanford

“Computational Scientific Discovery and Human Problem Solving” Fernand Gobet, University of Nottingham

“Is Experts’ Knowledge Modular?”

Kevin Gluck, Air Force Research Laboratory

“The Right Tool for the Job: Information Processing Analysis in Categorisation”

“For us life is, as Shakespeare and many others have described it, a play—a very serious play whose meaning lies in living it. Like any play, in order to have meaning, it must have a beginning, a middle and an end. If an act spans about a decade, eight acts are already a very long play, making heavy demands on the dramatist (oneself) to give it shape. “Dot and I have had remarkably happy and lucky lives (the first requires the second), which continue to be interesting and challenging, and we have no urge to end them. On the other hand, the realization that these lives are likely, in fact, to end at almost any time now evokes no resentment of fate—at most, sometimes a gentle sadness. We are resigned, not in a sense of giving up or losing, but in a sense of wanting to end our years with dignity, good memories and a feeling that the play had a proper shape and ending, including a final curtain.”

Contents

Symposia

Computational Models of Historical Scientific Discoveries Pat Langley (Institute for the Study of Learning and Expertise), Lorenzo Magnani (Department of Philosophy, University of Pavia), Peter C.-H. Cheng (School of Psychology, University of Nottingham), Adrian Gordon (Department of Computing, University of Northumbria), Sakir Kocabas (Space Engineering Department, Istanbul Technical University) and

Derek H. Sleeman (Department of Computing Science, University of Aberdeen)

When Cognition Shapes its Own Environment

Peter Todd (Center for Adaptive Behavior and Cognition, Max Planck Institute for Human Development),

Simon Kirby and James Hurford (Language Evolution and Computation Research Unit, Department of Theoretical and Applied Linguistics, University of Edinburgh)

The Cognitive Basis of Science: The View from Science

Nancy J. Nersessian (College of Computing, Georgia Institute of Technology)

The Interaction of Explicit and Implicit Learning Ron Sun (University of Missouri-Columbia),

Robert Mathews (Louisiana State University, Baton Rouge)

Papers & Posters

The Role of Language on Thought in Spatio-temporal Metaphors Tracy Alloway, Michael Ramscar and Martin Corley (University of Edinburgh)

Coordinating Representations in Computer-Mediated Joint Activities Richard Alterman, Alex Feinman, Josh Introne and Seth Landsman (Brandeis University)

An Integrative Approach to Stroop: Combining a Language Model and a Unified Cognitive Theory Erik Altmann (Michigan State University) and

Douglas Davidson (University of Illinois at Urbana-Champaign) Age of Acquisition in Connectionist Networks

Karen Anderson and Garrison Cottrell (University of California, San Diego)

The Processing & Recognition of Symbol Sequences Mark Andrews (Cornell University)

Comprehension of Action Sequences: The Case of Paper, Scissors, Rock Patric Bach, G¨unther Knoblich (Max Planck Institute for Psychological Research),

Angela D. Friederici (Max Planck Institute for Cognitive Neuroscience) and

Wolfgang Prinz (Max Planck Institute for Psychological Research) Toward a Model of Learning Data Representations

Referential Form, Word Duration, and Modeling the Listener in Spoken Dialogue Ellen Bard and Matthew Aylett (University of Edinburgh)

The Utility of Reversed Transfers in Metaphor John Barnden (The University of Birmingham) A model theory of deontic reasoning about social norms

Sieghard Beller (Department of Psychology, University of Freiburg, Germany)

Cue Preference in a Multidimensional Categorization Task Patricia Berretty (Fordham University)

A Perceptually Driven Dynamical Model of Rhythmic Limb Movement and Bimanual Coordination Geoffrey Bingham (Psychology Department and Cognitive Science

Program, Indiana University) Inferences About Personal Identity

Sergey Blok, George Newman , Jennifer Behr and Lance Rips (Northwestern University)

Graded lexical activation by pseudowords in cross-modal semantic priming: Spreading of activation, backward priming, or repair?

Jens B¨olte (Psychologisches Institut II)

Understanding recognition from the use of visual information

Lizann Bonnar, Philippe Schyns and Fr´ed´eric Gosselin (University of Glasgow)

Taxonomic relations and cognitive economy in conceptual organization Anna Borghi (University of Bologna ) and

Nicoletta Caramelli (University of Bologna) The Roles of Body and Mind in Abstract Thought.

Lera Boroditsky (Stanford University), Michael Ramscar (Edinburgh University) and Michael Frank (Stanford University)

The time-course of morphological, phonological and semantic processes in reading Modern Standard Arabic Sami Boudelaa and William Marslen-Wilson (MRC-CBU)

Reference-point Reasoning and Comparison Asymmetries Brian Bowdle (Indiana University) and

Douglas Medin (Northwestern University)

Deference in Categorisation: Evidence for Essentialism? Nick Braisby (Open University)

Meaning, Communication and Theory of Mind.

Richard Breheny (RCEAL, University of Cambridge)

The Effects of Reducing Information on a Modified Prisoner’s Dilemma Game Jay Brown and Marsha Lovett (Carnegie Mellon University)

Mice Trap: A New Explanation for Irregular Plurals in Noun-Noun Compounds Carolyn Buck-Gengler, Lise Menn and Alice Healy (University of

Colorado, Boulder)

Bruce Burns (Michigan State University) Modelling Policies for Collaboration

Mark Burton (ARM) and

Paul Brna (Computer Based Learning Unit, Leeds University)

Evaluating the Effects of Natural Language Generation Techniques on Reader Satisfaction Charles Callaway and James Lester (North Carolina State University)

How Nouns and Verbs Differentially Affect the Behavior of Artificial Organisms Angelo Cangelosi (PION Plymouth Institute of Neuroscience, University of Plymouth) and

Domenico Parisi (Institute of Psychology, National Research Council) Learning Grammatical Constructions

Nancy C. Chang (International Computer Science Institute) and Tiago V. Maia (State University of New York at Buffalo)

A Model of Infant Causal Perception and its Development

Harold Chaput and Leslie Cohen (The University of Texas at Austin) The Effect of Practice on Strategy Change

Suzanne Charman and Andrew Howes (School of Psychology, Cardiff University)

A Potential Limitation of Embedded-Teaching for Formal Learning Mei Chen (Concordia University)

Drawing out the Temporal Signature of Induced Perceptual Chunks

Peter Cheng, Jeanette McFadzean and Lucy Copeland (ESRC Centre for Research in Development, Instruction and Training, Department of Psychology, University of Nottingham, U.K.)

Modeling Tonality: Applications to Music Cognition Elaine Chew (University of Southern California) Causal Information as a Constraint on Similarity

Jessica Choplin, Patricia Cheng and Keith Holyoak (University of California, Los Angeles)

Hemispheric Lateralisation of Length effect

Yu-Ju Chou and Richard Shillcock (Division of Informatics, University of Edinburgh)

Integrating Distributional, Prosodic and Phonological Information in a Connectionist Model of Language Aquisition Morten Christiansen and Rick Dale (Southern Illinois University,

Carbondale)

Using Distributional Measures to Model Typicality in Categorization Louise Connell (University College Dublin) and

Michael Ramscar (University of Edinburgh)

Young Children’s Construction of Operational Definitions in Magnetism:the role of cognitive readiness and scaffolding the learning environment

Constantinos Constantinou, Athanassios Raftopoulos and George Spanoudis (University of Cyprus)

Testing a computational model of categorisation and category combination: Identifying diseases and new disease combinations

Fintan Costello (Dublin City University)

Stella de Bode and Susan Curtiss (UCLA, Neurolinguistics Laboratory)

’Does pure water boil, when it’s heated to 100C?’: The Associative Strength of Disabling Conditions in Conditional Reasoning

Wim De Neys, Walter Schaeken and G´ery d’Ydewalle (KULeuven)

When Knowledge is Unconscious Because of Conscious Knowledge and Vice Versa Zoltan Dienes (Sussex University) and

Josef Perner (University of Salzburg)

What Can Homophone Effects Tell Us About the Nature of Orthographic Representation in Visual Word Recognition?

Jodi Edwards (Department of Linguistics, University of Calgary) and Penny Pexman (Department of Psychology, University of Calgary) Memory Representations of Source Information

Reza Farivar (McGill University),

Noah Silverberg and Helena Kadlec (University of Victoria) Testing Hypotheses About Mechanical Devices

Aidan Feeney (University of Durham) and Simon Handley (University of Plymouth)

An Influence of Spatial Language on Recognition Memory for Spatial Scenes Michele Feist and Dedre Gentner (Northwestern University)

The Origin of Somatic Markers: a Suggestion to Damasio’s Theory Inspired by Dewey’s Ethics Suzanne Filipic (Universit´e de Paris III-Sorbonne Nouvelle )

Investigating Dissociations Between Perceptual Categorization and Explicit Memory Marci Flanery, Thomas Palmeri and Brooke Schaper (Vanderbilt

University)

Development of Physics Text Corpora for Latent Semantic Analysis Donald Franceschetti , Ashish Karnavat , Johanna Marineau , Genna McCallie , Brent Olde, Blair Terry and Arthur Graesser (University of Memphis)

Modeling Cognition with Software Agents

Stan Franklin and Arthur Graesser (Institute for Intelligent Systems, The University of Memphis)

Reversing Category Exclusivities in Infant Perceptual Categorization: Simulations and Data Robert French, Martial Mermillod (University of Li`ege, Belgium),

Paul Quinn (Washington and Jefferson University, U.S.A.) and Denis Mareschal (Birkbeck College, U.K.)

Adaptive Selection of Problem Solving Strategies

Danilo Fum and Fabio Del Missier (Department of Psychology, University of Trieste)

Self-Organising Networks for Classification Learning from Normal and Aphasic Speech Sheila Garfield, Mark Elshaw and Stefan Wermter (University of

Sunderland)

Rational imitation of goal-directed actions in 14-month-olds

Gy¨orgy Gergely (Institute for Psychology, Hungarian Academy of Sciences),

Kevin Gluck (Air Force Research Laboratory),

James Staszewski, Howard Richman, Herb Simon and Polly Delahanty (Carnegie Mellon University)

Is Experts’ Knowledge Modular?

Fernand Gobet (School of Psychology, University of Nottingham) Strategies in Analogous Planning Cases

Andrew Gordon (IBM TJ Watson Research Center) Superstitious Perceptions

Fr´ed´eric Gosselin, Philippe Schyns, Lizann Bonnar and Liza Paul (University of Glasgow)

Words and Shape Similarity Guide 13-month-olds Inferences about Nonobvious Object Properties Susan Graham, Cari Kilbreath and Andrea Welder (University of Calgary)

The Emergence of Semantic Categories from Distributed Featural Representations Michael Greer (Centre for Speech and Language, Department of

Experimental Psychology, University of Cambridge),

Maarten van Casteren (MRC Cognition and Brain Sciences Unit, Cambridge, UK),

Stuart McLellan, Helen Moss, Jennifer Rodd (Centre for Speech and Language, Department of Experimental Psychology, University of Cambridge),

Timothy Rogers (MRC Cognition and Brain Sciences Unit, Cambridge, UK) and

Lorraine Tyler (Centre for Speech and Language, Department of Experimental Psychology, University of Cambridge)

Belief Versus Knowledge: A Necessary Distinction for Explaining, Predicting, and Assessing Conceptual Change Thomas Griffin and Stellan Ohlsson (University of Illinois at Chicago)

Randomness and coincidences: Reconciling intuition and probability theory Thomas Griffiths and Joshua Tenenbaum (Department of Psychology, Stanford University)

Judging the Probability of Representative and Unrepresentative Unpackings Constantinos Hadjichristidis (Department of Psychology, University of Durham),

Steven Sloman (Department of Cognitive & Linguistic Sciences, Brown University) and

Edward Wisniewski (Department of Psychology, University of North Carolina at Greensboro)

On the Evaluation of If p then q Conditionals

Constantinos Hadjichristidis, Rosemary Stevenson (Department of Psychology, University of Durham),

David Over (School of Social Sciences, University of Sunderland ), Steven Sloman (Department of Cognitive & Linguistic Sciences, Brown University),

Jonathan Evans (Centre for Thinking and Language, Department of Psychology, University of Plymouth) and

Aidan Feeney (Department of Psychology, University of Durham) Very Rapid Induction of General Patterns

Ulrike Hahn, Lucy Richardson (Cardiff University) and Nick Chater (University of Warwick)

A Parser for Harmonic Context-Free Grammars

John Hale and Paul Smolensky (Department of Cognitive Science, The Johns Hopkins University)

Models of Ontogenetic Development for Autonomous Adaptive Systems Derek Harter, Robert Kozma (University of Memphis, Institute for Intelligent Systems, Department of Mathematical Sciences) and

Arthur Graesser (University of Memphis, Institute for Intelligent Systems, Department of Psychology)

Representational form and communicative use

Patrick G.T. Healey (Department of Computer Science, Queen Mary, University of London.),

Nik Swoboda (Deprtment of Computer Science, Indiana University.), Ichiro Umata and Yasuhiro Katagiri (ATR Media Integration and Communications Laboratories.)

Pragmatics at work: Formulation and interpretation of conditional instructions Denis Hilton, Jean-Franc¸ois Bonnefon (Universit´e Toulouse 2) and Markus Kemmelmeier (University of Michigan)

The Influence of Recall Feedback in Information Retrieval on User Satisfaction and User Behavior Eduard Hoenkamp and Henriette van Vugt (Nijmegen Institute for

Cognition and Information)

Modelling Language Acquisition: Grammar from the Lexicon? Steve R. Howell and Suzanna Becker (McMaster University)

The strategic use of memory for frequency and recency in search control Andrew Howes and Stephen J. Payne (Cardiff University)

Conceptual Combination as Theory Formation

Dietmar Janetzko (Institute of Computer Science and Social Research Dep. of Cognitive Science, University of Freiburg)

Combining Integral and Separable Subspaces

Mikael Johannesson (Department of Computer Science, Univeristy of Sk¨ovde, Sweden, and Lund University Cognitive Science, Lund, Sweden) Distributed Cognition in Apes

Christine M. Johnson and Tasha M. Oswald (Department of Cognitive Science, UC San Diego)

Cascade explains and informs the utility of fading examples to problems Randolph Jones (Colby College and Soar Technology) and

Eric Fleischman (Colby College)

Modelling the Detailed Pattern of SRT Sequence Learning F.W. Jones and Ian McLaren (University of Cambridge)

Where Do Probability Judgments Come From? Evidence for Similarity-Graded Probability Peter Juslin, H˚akan Nilsson and Henrik Olsson (Department of

Psychology, Ume˚a University)

Similarity Processing Depends on the Similarities Present Mark Keane (University College Dublin),

Constraints on Linguistic Coreference: Structural vs. Pragmatic Factors Frank Keller (Computational Linguistics, Saarland University) and Ash Asudeh (Department of Linguistics, Stanford University) Training for Insight: The Case of the Nine-Dot Problem

Trina Kershaw and Stellan Ohlsson (University of Illinois at Chicago) Theory-based reasoning in clinical psychologists

Nancy Kim (Yale University) and Woo-kyoung Ahn (Vanderbilt University)

Effect of Exemplar Typicality on Naming Deficits in Aphasia

Swathi Kiran, Cynthia Thompson and Douglas Medin (Northwestern University)

Visual Statistical Learning in Infants

Natasha Kirkham, Jonathan Slemmer and Scott Johnson (Cornell University)

Episode Blending as Result of Analogical Problem Solving

Boicho Kokinov and Neda Zareva-Toncheva (New Bulgarian University) Dissecting Common Ground: Examining an Instance of Reference Repair

Timothy Koschmann (Southern Illinois University), Curtis LeBaron (University of Colorado at Boulder), Charles Goodwin (UCLA) and

Paul Feltovich (Southern Illinois University) Kinds of kinds: Sources of Category Coherence

Kenneth Kurtz and Dedre Gentner (Northwestern University) Learning Perceptual Chunks for Problem Decomposition

Peter Lane, Peter Cheng and Fernand Gobet (University of Nottingham) The Mechanics of Associative Change

Mike Le Pelley and Ian McLaren (Department of Experimental Psychology, Cambridge University)

Representation and Generalisation in Associative Systems Mike Le Pelley and Ian McLaren (Department of Experimental Psychology, Cambridge University)

Costs of Switching Perspectives in Route and Survey Descriptions Paul Lee and Barbara Tversky (Stanford University)

A Connectionist Investigation of Linguistic Arguments from the Poverty of the Stimulus: Learning the Unlearnable John Lewis (McGill University) and

Jeff Elman (University of California, San Diego)

Ties That Bind: Reconciling Discrepancies Between Categorization and Naming Kenneth Livingston, Janet Andrews and Patrick Dwyer (Vassar College) Effects of multiple sources of information on induction in young children

Yafen Lo (Rice University) and

Vladimir Sloutsky (Ohio State University)

Activating verb semantics from the regular and irregular past tense. Catherine Longworth, Billi Randall, Lorraine Tyler (Centre for Speech and Language, Dept. Exp. Psychology, Cambridge, UK.) and

Towards a Theory of Semantic Space

Will Lowe (Center for Cognitive Studies, Tufts University)

Individual Differences in Reasoning about Broken Devices: An Eye Tracking Shulan Lu, Brent Olde, Elisa Cooper and Arthur Graesser (The University of Memphis)

Modeling Forms of Surprise in an Artificial Agent

Luis Macedo (Instituto Superior de Engenharia de Coimbra) and Amilcar Cardoso (Departamento de Engenharia Informatica da Universidade de Coimbra)

Modeling the interplay of emotions and plans in multi-agent simulations Stacy Marsella (USC Information Sciences Institute) and

Jonathan Gratch (USC Institute for Creative Technologies) Elementary school children’s understanding of experimental error

Amy Masnick and David Klahr (Carnegie Mellon University) Interactive Models of Collaborative Communication

Michael Matessa (NASA Ames Research Center)

Testing the Distributional Hypothesis: The Influence of Context on Judgements of Semantic Similarity Scott McDonald and Michael Ramscar (Institute for Communicating and

Collaborative Systems, University of Edinburgh)

Activating Verbs from Typical Agents, Patients, Instruments, and Locations via Event Schemas Ken McRae (U. of Western Ontario),

Mary Hare (Bowling Green State University),

Todd Ferretti and Jeff Elman (U. California San Diego) Spatial Experience, Sensory Qualities, and the Visual Field

Douglas Meehan (CUNY Graduate Center)

How Primitive is Self-consciousness?: Autonomous Nonconceptual Content and Immunity to Error through Misidentification

Roblin Meeks (The Graduate School and University Center of The City University of New York)

Automated Proof Planning for Instructional Design Erica Melis (DFKI Saarbr¨ucken),

Christoph Glasmacher (Department of Psychology; Saarland University), Carsten Ullrich (DFKI Saarbr¨ucken) and

Peter Gerjets (Department of Psychology; Saarland University) Modeling an Opportunistic Strategy for Information Navigation

Craig Miller (DePaul University) and Roger Remington (NASA Ames)

Emergence of effects of collaboration in a simple discovery task Kazuhisa Miwa (Nagoya University)

Effects of Competing Speech on Sentence-Word Priming: Semantic, Perceptual, and Attentional Factors Katherine Moll, Eileen Cardillo and Jennifer Utman (University of

Oxford)

The consistency of children’s responses to logical statements: Coordinating components of formal reasoning Bradley J. Morris and David Klahr (Carnegie Mellon University)

Robert Morrison, Keith Holyoak and Bao Truong (University of California, Los Angeles)

Emotional Impact on Logic Deficits May Underlie Psychotic Delusions in Schizophrenia Lilianne Mujica-Parodi, Tsafrir Greenberg (New York State Psychiatric

Institute),

Robert Bilder (Nathan S. Kline Institute for Psychiatric Research) and Dolores Malaspina (New York State Psychiatric Institute)

Interactions between Frequency Effects and Age of Acquisition Effects in a Connectionist Network Paul Munro (University of Pittsburgh) and

Garrison Cottrell (University of California, San Diego) Modality preference and its change in the course of development

Amanda Napolitano, Vladimir Sloutsky and Sarah Boysen (Ohio State Univeristy)

Clustering Using the Contrast Model

Daniel Navarro and Michael Lee (Department of Psychology, University of Adelaide)

Active Inference in Concept Learning

Jonathan Nelson (Cognitive Science Department, U. of California, San Diego),

Joshua Tenenbaum (Psychology Department, Stanford University) and Javier Movellan (Cognitive Science Department, U of California, San Diego)

Addition as Interactive Problem Solving

Hansj¨org Neth and Stephen J. Payne (School of Psychology, Cardiff University)

On the Normativity of Failing to Recall Valid Advice David Noelle (Center for the Neural Basis of Cognition)

How is Abstract, Generative Knowledge Acquired? A Comparison of Three Learning Scenarios Timothy Nokes and Stellan Ohlsson (University of Illinois at Chicago)

The Age-Complicity Hypothesis: A Cognitive Account of Some Historical Linguistic Data Marcus O’Toole, Jon Oberlander and Richard Shillcock (University of

Edinburgh)

Singular and General Causal Arguments

Uwe Oestermeier and Friedrich Hesse (Knowledge Media Research Center)

Roles of Shared Relations in Induction

Hitoshi Ohnishi (National Institute of Multimedia Education)

A model of embodied communications with gestures between humans and robots Tetsuo Ono, Michita Imai (ATR Media Integration & Communications Research Laboratories) and

Hiroshi Ishiguro (Faculty of Systems Engineering, Wakayama University)

Remembering to Forget: Modeling Inhibitory and Competitive Mechanisms in Human Memory Mike Oram (University of St. Andrews) and

Malcolm MacLeod (University of St Andrews) The origins of syllable systems : an operational model.

Thomas Palmeri and Marci Flanery (Vanderbilt University) The role of velocity in affect discrimination

Helena M. Paterson, Frank E. Pollick and Anthony J. Sanford (Department of Psychology, University of Glasgow)

Graph-based Reasoning: From Task Analysis to Cognitive Explanation David Peebles and Peter Cheng (University of Nottingham)

The Impact of Feedback Semantics in Visual Word Recognition: Number of Features Effects in Lexical Decision and Naming Tasks

Penny Pexman (Department of Psychology, University of Calgary), Stephen Lupker (Department of Psychology, University of Western Ontario) and

Yasushi Hino (Department of Psychology, Chukyo University) Category learning without labels-A simplicity approach

Emmanuel Pothos (Depatment of Psychology, University of Edinburgh) and

Nick Chater (Department of Psychology, University of Warwick) Neural Synchrony Through Controlled Tracking

Dennis Pozega and Paul Thagard (University of Waterloo)

The Conscious-Subconscious Interface: An Emerging Metaphor in HCI Aryn Pyke and Robert West (Carleton University, Ottawa, Canada)

Cognitive Uncertainty in Syllogistic Reasoning: An Alternative Mental Models Theory Jeremy Quayle (University of Derby) and

Linden Ball (Lancaster University)

Using a Triad Judgment Task to Examine the Effect of Experience on Problem Representation in Statistics Mitchell Rabinowitz and Tracy Hogan (Fordham University)

Perceptual Learning Meets Philosophy: Cognitive Penetrability of Perception and its Philosophical Implicationseption

Athanassios Raftopoulos (Department of Educational Sciences, University of Cyprus)

The influence of semantics on past-tense inflection Michael Ramscar (University of Edinburgh) The Emergence of Words

Terry Regier, Bryce Corrigan, Rachael Cabasaan, Amanda Woodward (University of Chicago) and

Michael Gasser and Linda Smith (Indiana University) A Knowledge-Resonance (KRES) Model of Category Learning

Bob Rehder (New York University) and Gregory Murphy (University of Illinois)

Regularity and Irregularity in an Inflectionally Complex Language: Evidence from Polish Agnieszka Reid and William Marslen-Wilson (MRC Cognition and Brain

Sciences Unit)

Cats could be Dogs, but Dogs could not be Cats: What if they Bark and Mew? A Connectionist Account of Early Infant Memory and Categorization

Robert A.P. Reuter (Cognitive Science Research Unit, Free University of Brussels (ULB))

Daniel Richardson, Michael Spivey and Jamie Cheung (Cornell University)

Language is Spatial : Experimental Evidence for Image Schemas of Concrete and Abstract Verbs Daniel Richardson, Michael Spivey, Shimon Edelman and Adam Naples

(Cornell University)

Efficacious Logic Instruction: People Are Not Irremediably Poor Deductive Reasoners Kelsey Rinella, Selmer Bringsjord and Yingrui Yang (Rensselaer

Polytechnic Institute)

Using cognitive models to guide instructional design: The case of fraction division Bethany Rittle-Johnson and Kenneth Koedinger (Carnegie Mellon

University)

For Better or Worse: Modelling Effects of Semantic Ambiguity Jennifer Rodd (Centre for Speech and Language, Department of Experimental Psychology, Cambridge University ),

Gareth Gaskell (Department of Psychology, University of York) and William Marslen-Wilson (MRC Cognition and Brain Sciences Unit, Cambridge)

A Comparative Evaluation of Socratic Versus Didactic Tutoring

Carolyn Ros´e (Learning Research and Development Center, University of Pittsburgh),

Johanna Moore (HCRC, University of Edinburgh),

Kurt VanLehn (Learning Research and Development Center, University of Pittsburgh) and

David Allbritton (Deptartment of Psychology, DePaul University)

Mental Models and the Meaning of Connectives: A Study on Children, Adolescents and Adults Katiuscia Sacco, Monica Bucciarelli and Mauro Adenzato (Centro di

Scienza Cognitiva, Universita’ di Torino)

A Selective Attention Based Method for Visual Pattern Recognition

Albert Ali Salah, Ethem Alpaydın and Lale Akarun (Bogazici University -Computer Engineering Department)

Solving arithmetic operations: a semantic approach

Emmanuel Sander (University Paris 8 - ESA CNRS 7021)

Do Perceptual Complexity and Object Familiarity Matter for Novel Word Extension? Catherine Sandhofer and Linda Smith (Indiana University)

Decomposing interactive behavior

Michael Schoelles and Wayne Gray (George Mason University) The Influence of Causal Interpretation on Memory for System States

Wolfgang Schoppek (University of Bayreuth) Metarepresentation in Philosophy and Psychology

Sam Scott (Carleton University)

Connectionist modelling of surface dyslexia based on foveal splitting: Impaired pronunciation after only two half pints

Richard Shillcock and Padraic Monaghan (University of Edinburgh)

Assessing Generalization in Connectionist and Rule-based Models Under the Learning Constraint Thomas Shultz (McGill University)

Thomas Shultz (McGilll University),

Jacques Katz (Carnegie Mellon University) and Mark Lepper (Stanford University)

Semantic Effect on Episodic Associations

Yaron Silberman (Interdisciplinary Center for Neural Computation, The Hebrew University of Jerusalem),

Risto Miikkulainen (Department of Computer Science, The University of Texas at Austin) and

Shlomo Bentin (Department of Psychology, The Hebrew University of Jerusalem)

Representation: Where Philosophy Goes When It Dies Peter Slezak (University of New South Wales)

Effects of linguistic and perceptual information on categorization in young children Vladimir Sloutsky and Anna Fisher (Ohio State University)

The Interaction of Explicit and Implicit Learning: An Integrated Model Paul Slusarz and Ron Sun (University of Missouri-Columbia)

Preserved Implicit Learning on both the Serial Reaction Time Task and Artificial Grammar in Patients with Parkinson’s Disease

Jared Smith, Richard Siegert, John McDowall (Victoria University of Wellington, New Zealand) and

David Abernethy (Wellington School of Medicine, University of Otago, New Zealand)

On choosing the parse with the scene: The role of visual context and verb bias in ambiguity resolution Jesse Snedeker, Kirsten Thorpe and John Trueswell (Institute for Research

in Cognitive Science/University of Pennsylvania) Synfire chains and catastrophic interference

Jacques Sougn´e and Robert French (University of LIEGE) Human Sequence Learning: Can Associations Explain Everything?

Rainer Spiegel and Ian McLaren (University of Cambridge, Department of Experimental Psychology)

Effect of Choice Set on Valuation of Risky Prospects

Neil Stewart, Nick Chater and Henry Stott (University of Warwick) The Fate of Irrelevant Information in Analogical Mapping

Christiopher Stilwell and Arthur Markman (University of Texas, Austin) Visual Expertise is a General Skill

Maki Sugimoto (HNC Software, Inc.) and

Garrison Cottrell (University of California, San Diego, Department of Computer Science and Engineering)

The Role of Feedback in Categorisation

Mark Suret and Ian McLaren (Department of Experimental Psychology, University of Cambridge, UK)

An Analogue of The Phillips Effect

Mark Suret and Ian McLaren (Department of Experimental Psychology, University of Cambridge, UK)

Hiroaki Suzuki, Keiga Abe (Department of Education, Aoyama Gakuin University),

Kazuo Hiraki (Department of Systems Science, The University of Tokyo) and

Michiko Miyazaki (Department of Human System Science, Tokyo Institute of Technology)

Extending the Past-tense Debate: a Model of the German Plural Niels Taatgen (University of Groningen, department of artificial intelligence)

The Modality Effect in Multimedia Instructions

Huib Tabbers, Rob Martens and Jeroen van Merri¨enboer (Open

University of the Netherlands, Educational Technology Expertise Centre )

Real World Constraints on the Mental Lexicon: Assimilation, the Speech Lexicon and the Information Structure of Spanish Words

Monica Tamariz (Department of Linguistics, University of Edinburgh) and Richard Shillcock (Department of Cognitive Science, University of Edinburgh)

The rational basis of representativeness

Joshua Tenenbaum and Thomas Griffiths (Stanford University)

A connectionist account of the emergence of the literal-metaphorical-anomalous distinction in young children Michael Thomas (Neurocognitive Development Unit, Institute of Child

Health),

Denis Mareschal (Centre for Brain and Cognitive Development, Birkbeck College) and

Andrew Hinds (Department of Psychology, King Alfreds College, Winchester)

A new model of graph and visualization usage Greg Trafton (NRL) and

Susan Trickett (George Mason University) That’s odd! How scientists respond to anomalous data

Susan Trickett (George Mason University), Greg Trafton (Naval Research Lab),

Christian Schunn and Anthony Harrison (George Mason University) Spoken Language Comprehension Improves the Efficiency of Visual Search

Melinda Tyler and Michael Spivey (Cornell University) “Two” Many Optimalities

`

Oscar Vilarroya (Centre de Recerca en Cincia Cognitiva) Generalization in simple recurrent networks

Marius Vilcu and Robert Hadley (School of Computing Science, Simon Fraser University)

A Computational Model of Counterfactual Thinking: The Temporal Order Effect Clare R. Walsh and Ruth M.J. Byrne (University of Dublin, Trinity

College)

The Semantic Modulation of Deductive Premises

Clare R. Walsh (University of Dublin, Trinity College) and P.N. Johnson-Laird (Princeton University)

Josh Weisberg (CUNY Graduate Center)

How to Solve the Problem of Compositionality by Oscillatory Networks Markus Werning (Erfurt University)

A Model of Perceptual Change by Domain Integration Gert Westermann (Sony Computer Science Lab)

Imagery, Context Availability, Contextual Constraint and Abstractness Katja Wiemer-Hastings, Jan Krug and Xu Xu (Northern Illinois University)

Rules for Syntax, Vectors for Semantics

Peter Wiemer-Hastings and Iraide Zipitria (University of Edinburgh)

Did Language Give Us Numbers? Symbolic Thinking and the Emergence of Systematic Numerical Cognition. Heike Wiese (Humboldt University Berlin)

Selection Procedures for Module Discovery: Exploring Evolutionary Algorithms for Cognitive Science Janet Wiles, Ruth Schulz, Scott Bolland, Bradley Tonkes and Jennifer

Hallinan (University of Queensland)

How learning can guide evolution in hierarchical modular tasks

Janet Wiles, Bradley Tonkes and James Watson (University of Queensland) Supporting Understanding through Task and Browser Design

Jennifer Wiley (Department of Psychology, University of Illinois at Chicago)

Access to Relational Knowledge: a Comparison of Two Models

William Wilson, Nadine Marcus (University of New South Wales, Sydney, Australia) and

Graeme Halford (University of Queensland, Brisbane, Australia) What does he mean?

Maria Wolters (Rhetorical Systems Ltd. ) and

David Beaver (Department of Linguistics, Stanford University) Structural Determinants of Counterfactual Reasoning

Daniel Yarlett and Michael Ramscar (School of Cognitive Science, University of Edinburgh)

Competition between linguistic cues and perceptual cues in children’s categorization: English- and Japanese-speaking children

Hanako Yoshida, Linda Smith, Cindy Drake, Joy Swanson and Leanna Gudel (Indiana University)

Base-Rate Neglect in Pigeons: Implications for Memory Mechanisms Thomas Zentall and Tricia Clement (University of Kentucky)

Member Abstracts

Explanations of words and natural contexts: An experiment with childrens limericks Greg Aist (Carnegie Mellon University)

Understanding death as the cessation of intentional action: A cross-cultural developmental study H. Clark Barrett (Max Planck Institute for Human Development)

Working Memory Processes During Abductive Reasoning

Martin Baumann and Josef F. Krems (Department of Psychology, Chemnitz University of Technology)

Dorrit Billman, Carl Blunt and Jeff Lindsay (School of Psychology, Georgia Institute of Technology)

Attention Shift and Verb Labels in Event Memory

Dorrit Billman (School of Psychology, Georgia Institute of Technology) and

Michael Firment (Department of Psychology, Kennesaw State University) The semantics of temporal prepositions: the case of IN

David Br´ee (University of Manchester)

Thoughts on the Prospective MML-TP: A Mental MetaLogic-Based Theorem Prover Selmer Bringsjord and Yingrui Yang (RPI)

Hemispheric Effects of Concreteness in Pictures and Words Daniel Casasanto, John Kounios and John Detre (University of Pennsylvania)

Learning Statistics: The Use of Conceptual Equations and Overviews to Aid Transfer Richard Catrambone (Georgia Institute of Technology) and

Robert Atkinson (Mississippi State University)

Infants? Associations of Words and Sounds to Animals and Vehicles Eliana Colunga and Linda Smith (Indiana University)

A Connectionist Model of Semantic Memory: Superordinate structure without hierarchies George Cree and Ken McRae (University of Western Ontario)

Concept Generalization in Separable and Integral Stimulus Spaces Nicolas Davidenko and Joshua Tenenbaum (Stanford University)

Linguistic Resources and “Ontologies” across Sense Modalities: A Comparison between Color, Odor, and Noise and Sound

Daniele Dubois (LCPE/ CNRS) and

Caroline Cance (Universit´e de Paris 3 & LCPE)

What was the Cause? Children’s Ability to Catgeorize Inferences Michelle Ellefson (Southern Illinois University)

Structural Alignment in Similarity and Difference of Simple Visual Stimuli Zachary Estes and Uri Hasson (Princeton University)

Music Evolution: The Memory Modulation Theory Steven Flinn (ManyWorlds, Inc.)

Language affects memory, but does it affect perception? Michael Frank and Lera Boroditsky (Stanford University) Pragmatic Knowledge and Bridging Inferences

Raymond, W. Gibbs (University of California, Santa Cruz) and Tomoko Matsui (International Christian University)

The AMBR Model Comparison Project: Multi-tasking, the Icarus Federation, and Concept Learning Kevin Gluck and Michael Young (Air Force Research Laboratory)

Does Adult Category Verification Reflect Child-like Concepts? Robert Goldberg (University of Pittsburgh)

Imagining the Impossible

James Hampton, Alan Green (City University, London) and Zachary Estes (Princeton University)

Uri Hasson and Sam Glucksberg (Princeton University)

Neural Networks as Fitness Evaluators in Genetic Algorithms: Simulating Human Creativity Vera Kempe (University of Stirling),

Robert Levy and Craig Graci (State University of New York at Oswego) Modeling the Effect of Category Use on Learning and Representation

Kenneth Kurtz, John Cochener and Douglas Medin (Northwestern University)

Towards a Multiple Component Model of Human Memory:A Hippocampal-Cortical Memory Model of Encoding Specificity

Kenneth Kwok and James McClelland (Carnegie Mellon University and Center for the Neural Basis of Cognition)

Categorical Perception as Adaptive Processing of Complex Visuo-spatial Configurations in High-level Basket-ball Players

Eric Laurent (University of the Mediterranean), Thierry Ripoll (University of Provence) and Hubert Ripoll (University of the Mediterranean) Configural and Elemental Approaches to Causal Learning

Mike Le Pelley, S. E. Forwood and Ian McLaren (Department of Experimental Psychology, Cambridge University)

Levels of Processing and Picture Memory: An Eye movement Analysis Yuh-shiow Lee (Dept. of Psychology, National Chung-Cheng University) An Alternative Method of Problem Solving: The Goal-Induced Attractor

William Levy and Xiangbao Wu (University of Virginia) Sub Space: Describing Distant Psychological Space

Eliza Littleton (Aptima, Inc.),

Christian Schunn (George Mason University) and Susan Kirschenbaum (Naval Undersea Warfare Center) A Criticism of the Conception of Ecological Rationality

Daniel Hsi-wen Liu (Providence University) Thnking through Doing: Manipulative Abduction?

Lorenzo Magnani (University of Pavia, Pavia, Italy and Georgia Institute of Technology, Atlanta, USA)

Spatial priming of recognition in a virtual space

Gareth Miles and Andrew Howes (Cardiff University)

The frequency of connectives in preschool children’s language environment Bradley J. Morris (Carnegie Mellon University)

A Soar model of human video-game players

Hidemi Ogasawara (School of Computer and Cognitive Science, Chukyo University) and

Takehiko Ohno (Communication Science Laboratories, NTT) Practical Cognition in the Assessment of Goals

Luis Angel P´erez-Miranda (The University of the Basque Country (UPV-EHU))

Exceptional and temporal effects in counterfactual thinking Susana Segura (University of Malaga) and

Rachel McCloy (University of Dublin)

Hajime Shirouzu (School of Computer and Cognitive Sciences, Chukyo University)

Prosodic Guidance: Evidence for the Early Use of A Capricious Parsing Constraint Jesse Snedeker and John Trueswell(Institute for Research in Cognitive

Sciene/University of Pennsylvania)

Learning and Memory: A Cognitive Approach About The Role of Memory in Text Comprehension Adriana Soares and Carla Corrˆea (Universidade Estadual do Norte

Fluminense)

SARAH: Modeling the Results of Spiegel and McLaren (2001)

Rainer Spiegel and Ian McLaren (University of Cambridge, Department of Experimental Psychology)

The Relationship between Learned Categories and Structural Alignment Daisuke Tanaka (Department of Psychology, University of Tokyo)

Timing and Rhythm in Multimodal Communication for Conversational Agents Ipke Wachsmuth (University of Bielefeld)

Training Task-Switching Skill in Adults with Attention Deficit Hyperactivity Disorder Holly White (University of Memphis) and

Priti Shah (University of Michigan)

Advantages of a Visual Representation for Computer Programming Kirsten Whitley, Laura Novick and Doug Fisher (Vanderbilt University)

Mass and Count in Language and Cognition: Some Evidence from Language Comprehension Heike Wiese (Humboldt-University Berlin) and

Maria Pi˜nango (Yale University)

Inhibition mechanism of phonological short-term memory in foreign language processing Takashi Yagyu (Department of psychology, University of Tokyo)

Odd-Even effect in multiplication revisited: The role of equation presentation format Michael Yip (School of Arts & Social Sciences, The Open University of

Computational Models of Historical Scientific Discoveries

Pat Langley, Institute for the Study of Learning and Expertise

Lorenzo Magnani, Department of Philosophy, University of Pavia Peter C.-H. Cheng, School of Psychology, University of Nottingham Adrian Gordon, Department of Computing, University of Northumbria Sakir Kocabas, Space Engineering Department, Istanbul Technical University Derek H. Sleeman, Department of Computing Science, University of Aberdeen

The discovery of scientific knowledge is one of the most challenging tasks that confront humans, yet cogni-tive science has made considerable progress toward ex-plaining this activity in terms of familiar cognitive pro-cesses like heuristic search (e.g., Langley et al., 1987). A main research theme relies on selecting historical discov-eries from some discipline, identifying data and knowl-edge available at the time, and implementing a computer program that models the processes that led to the scien-tists’ insights. The literature on computational scientific discovery includes many examples of such studies, but initial work in this tradition had some significant draw-backs, which we address in this symposium.

One such limitation was that early research in law dis-covery ignored the influence of domain knowledge in guiding search. For example, Gordon et al. (1994) noted that attempts to fit data from solution chemistry in the late 1700s took into account informal qualitative models like polymerization and dissociation. They have devel-oped Hume, a discovery system that draws on such qual-itative knowledge to direct its search for numeric laws. Hume utilizes this knowledge not only to rediscover laws found early in the history of solution chemistry, but also to explain, at an abstract level, the origins of other rela-tions that scientists proposed and later rejected.

Early discovery research also downplayed the role of diagrams, which occupy a central place in many aspects of science. For example, Huygens’ and Wren’s first pre-sentations of momentum conservation took the form of diagrams, suggesting they may have been instrumental in the discovery process. In response, Cheng and Simon (1992) have developed Huygens, a computational model for inductive discovery of this law that uses a psycho-logically plausible diagrammatic approach. The system replicates the discovery by manipulating geometric dia-grams that encode particle collisions and searching for patterns common to those diagrams. The quantitative data given to the system are equivalent to those available at the time of the original discovery.

Another challenge concerns the computational model-ing of extended periods in the history of science, rather than isolated events. To this end, Kocabas and Langley (1995) have developed BR4, an account of theory revi-sion in particle physics that checks if the current theory is consistent (explains observed reactions) and complete (forbids unobserved reactions), revises quantum values

and posits new particles to maintain consistency, and in-troduces new properties to maintain completeness. BR-4 models, in abstract terms, major developments in par-ticle physics over two decades, including the proposal of baryon and lepton numbers, postulation of the neu-trino, and prediction of numerous reactions. Background knowledge about symmetry and conservation combine with data to constrain the search for an improved the-ory in a manner consistent with the incremental nature of historical discovery.

We hope this symposium will encourage additional re-search that extends our ability to model historical scien-tific discoveries in computational terms.

References

Cheng, P. C.-H. and Simon, H. A. (1992). The right rep-resentation for discovery: Finding the conservation of momentum. In Proceedings of the Ninth International Conference on Machine Learning, pages 62–71, San Mateo, CA. Morgan Kaufmann.

Gordon, A., Edwards, P., Sleeman, D., and Kodratoff, Y. (1994). Scientific discovery in a space of structural models. In Proceedings of the Sixteenth Annual Con-ference of the Cognitive Science Society, pages 381– 386, Atlanta. Lawrence Erlbaum.

Kocabas, S. and Langley, P. (1995). Integration of research tasks for modeling discoveries in particle physics. In Proceedings of the AAAI Spring Sympo-sium on Systematic Methods of Scientific Discovery, pages 87–92, Stanford, CA. AAAI Press.

Symposium: When Cognition Shapes its Own Environment

Peter Todd (ptodd@mpib-berlin.mpg.de)

Center for Adaptive Behavior and Cognition,

Max Planck Institute for Human Development, Berlin, Germany.

Simon Kirby (simon@ling.ed.ac.uk)

and

James R Hurford (jim@ling.ed.ac.uk)

Language Evolution and Computation Research Unit,

Department of Theoretical and Applied Linguistics, University of Edinburgh, 40 George Square, Edinburgh, EH8 9LL, UK.

Introduction

Cognitive mechanisms are shaped by their environments, both through evolutionary selection across generations and through learning and development within lifetimes. But by making decisions that guide actions which in turn alter the surrounding world, cognitive mechanisms can also shape their environments in turn. This mutual shap-ing interaction between cognitive structure and environ-ment structure can even result in coevolution between the two over extended periods of time. In this symposium, we explore how simple decision heuristics can exploit the information structure of the environment to make good decisions, how simple language-learning mecha-nisms can capitalize on the structure of the ”spoken” environment to develop useful grammars, and how both sorts of cognitive mechanisms can actually help build the very environment structure that they rely on to perform well.

Programme

There will be three talks, as follows:

1. Peter Todd, “Simple Heuristics that exploit environ-ment structure”,

Traditional views of rational decision making assume that individuals gather, evaluate, and combine all the available evidence to come up with the best choice possible. But given that human and animal minds are designed to work in environments where informa-tion is often costly and difficult to obtain, we should instead expect many decisions to be made with sim-ple ”fast and frugal” heuristics that limit information use. In our study of ecological rationality, we have been exploring just how well such simple decision-making heuristics can do when they are able to exploit the structure of information in specific environments. This talk will outline the research program pursued by the Center for Adaptive Behavior and Cognition as de-veloped in the book, Simple Heuristics That Make Us Smart (Oxford, 1999), and highlight how the match between cognitive mechanism structure and environ-ment structure allows the Recognition heuristic and Take The Best heuristic to perform on par with tra-ditionally rational decision mechanisms.

2. Simon Kirby, “The Iterated Learning Model of Language Evolution”,

The past decade has seen a shift in the focus of re-search on language evolution away from approaches that rely solely on natural selection as an explanatory mechanism. Instead, there has been a growing ap-preciation of languages (as opposed to the language acquisition device) as complex adaptive systems in their own right. In this talk we will present an ap-proach that explores the relationship between biolog-ically given language learning biases and the cultural evolution of language. We introduce a computation-ally implemented model of the transmission of linguis-tic behaviour over time: the Iterated Learning Model (ILM). In this model there is no biological evolution, natural selection, nor any measurement of the suc-cess of communication. Nonetheless, there is signifi-cant evolution. We show that fully syntactic languages emerge from primitive communication systems in the ILM under two conditions specific to Hominids: (i) a complex meaning space structure, and (ii) the poverty of the stimulus.

3. Peter Todd, Simon Kirby and Jim Hurford, “Putting the Models Together: how the environment is shaped by the action of the recognition heuristic”,

The Cognitive Basis of Science: The View from Science

Session Organizer: Nancy J. Nersessian (nancyn@cc.gatech.edu)

College of Computing, 801 Atlantic Drive Atlanta, GA 30332 USA

The issue of the nature of the processes or “mechanisms” that underlie scientific cognition is a fundamental problem for cognitive science. A rich and nuanced understanding of scientific knowledge and practice must take into account how human cognitive abilities and limitations afford and constrain the practices and products of the scientific enterprise. Reflexively, investigating scientific cognition opens the possibility that aspects of cognition previously not observed or considered will emerge and require enriching or even altering significantly current understandings of cognitive processes.

The Baby in the Lab Coat: Why child

development is an inadequate model for

understanding the development of science

Stephen P. Stich, Department of Philosophy, Rutgers University

In two recent books and a number of articles, Alison Gopnik and her collaborators have proposed a bold and intriguing hypothesis about the relationship between scientific cognition and cognitive development in childhood. According to this view, the processes underlying cognitive development infants and children and the processes underlying scientific cognition are identical. One of the attractions of the hypothesis is that, if it is correct, it will unify two fields of investigation – the study of early cognitive development and the study of scientific cognition – that have hitherto been thought quite distinct, with the result that advances in either domain will further our understanding of the other. In this talk we argue that Gopnik’s bold hypothesis is untenable. More specifically, we will argue that if Gopnik and her collaborators are right about cognitive development in early childhood then they are wrong about science. The minds of normal adults and of older children, we will argue, are more complex than the minds of young children, as Gopnik portrays them. And some of the mechanisms that play no role in Gopnik’s account of cognitive development in childhood play an essential role in scientific cognition.

Scientific Cognition as Distributed

Cognition

Ronald N. Giere, Center for Philosophy of Science, University of Minnesota

I argue that most important cases of cognition in contemporary science are best understood as examples of distributed cognition. Here I focus exclusively on the acquisition of new knowledge as the paradigm of scientific cognition. Scientific cognition, then, does not reduce to mere distributed computation. The simplest case is that in which

two people cooperate in acquiring some knowledge that is not directly acquired by either one alone. It is even possible that neither person could physically perform the task alone. This is an example of what has been called “socially shared cognition” (Resnick) or “collective cognition” (Knorr). The most elaborate example is the case of experimental high-energy physics at CERN, as described by the sociologist, Karin Knorr in her recent book, Epistemic Cultures. I go beyond Knorr’s analysis to include the particle accelerator and related equipment as part of a distributed cognitive system. So here the cognition is distributed both among both people and artifacts. Such artifacts as diagrams and graphics and even abstract mathematical constructions are also included as components of distributed cognitive systems. This makes it possible to understand the increasing power of science since the seventeenth century as in large measure due to the creation of increasing powerful cognitive systems, both instrumental and representational.

The Cognitive Basis of Model-based

Reasoning in Science

Nancy J. Nersessian, Program in Cognitive Science, Georgia Institute of Technology

Although scientific practice is inherently “socially shared cognition,” the nature of individual cognitive abilities and how these constrain and facilitate practices still needs to be figured into the account of scientific cognition. This presentation will focus on the issue of the cognitive basis of the model-based reasoning practices employed in creative reasoning leading to conceptual change across the sciences. I will first locate the analysis of model-based reasoning within the mental modeling framework in cognitive science and then discuss the roles of analogy, visual representation, and thought experimenting in constructing new conceptual structures. A brief indication of the lines along which a fuller account of how the cognitive, social, and material are fused in the scientist’s representations of the world will be developed. That the account needs to be rooted in the interplay between the individual and the communal in the model-based reasoning that takes place in concept formation and change. Modeling is a principal means through which a scientist transports conceptual resources drawn from her wider cultural milieu into science and transmits novel representations through her community. Scientific modeling always takes place in a material environment that includes the natural world, socio-cultural artifacts (stemming from both outside of science and within it), and instruments devised by scientists and communities to probe and represent that world.

Symposium Discussant: Dedre Gentner, Department of