Open Mind最新文献_第7页

On the Mathematical Relationship Between Contextual Probability and N400 Amplitude. 语境概率与 N400 振幅之间的数学关系。

Open Mind Pub Date : 2024-06-28 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00150

James A Michaelov, Benjamin K Bergen

{"title":"On the Mathematical Relationship Between Contextual Probability and N400 Amplitude.","authors":"James A Michaelov, Benjamin K Bergen","doi":"10.1162/opmi_a_00150","DOIUrl":"10.1162/opmi_a_00150","url":null,"abstract":"Accounts of human language comprehension propose different mathematical relationships between the contextual probability of a word and how difficult it is to process, including linear, logarithmic, and super-logarithmic ones. However, the empirical evidence favoring any of these over the others is mixed, appearing to vary depending on the index of processing difficulty used and the approach taken to calculate contextual probability. To help disentangle these results, we focus on the mathematical relationship between corpus-derived contextual probability and the N400, a neural index of processing difficulty. Specifically, we use 37 contemporary transformer language models to calculate the contextual probability of stimuli from 6 experimental studies of the N400, and test whether N400 amplitude is best predicted by a linear, logarithmic, super-logarithmic, or sub-logarithmic transformation of the probabilities calculated using these language models, as well as combinations of these transformed metrics. We replicate the finding that on some datasets, a combination of linearly and logarithmically-transformed probability can predict N400 amplitude better than either metric alone. In addition, we find that overall, the best single predictor of N400 amplitude is sub-logarithmically-transformed probability, which for almost all language models and datasets explains all the variance in N400 amplitude otherwise explained by the linear and logarithmic transformations. This is a novel finding that is not predicted by any current theoretical accounts, and thus one that we argue is likely to play an important role in increasing our understanding of how the statistical regularities of language impact language comprehension.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"8 ","pages":"859-897"},"PeriodicalIF":0.0,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11285424/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141793703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Continuity in Logical Development: Domain-General Disjunctive Inference by Toddlers. 逻辑发展的连续性：学步儿童的领域性断章取义推理

Open Mind Pub Date : 2024-06-28 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00148

Nicolò Cesana-Arlotti, Justin Halberda

引用次数: 0

Conducting Developmental Research Online vs. In-Person: A Meta-Analysis. 在线与亲自开展发展研究：元分析。

Open Mind Pub Date : 2024-06-12 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00147

Aaron Chuey, Veronica Boyce, Anjie Cao, Michael C Frank

{"title":"Conducting Developmental Research Online vs. In-Person: A Meta-Analysis.","authors":"Aaron Chuey, Veronica Boyce, Anjie Cao, Michael C Frank","doi":"10.1162/opmi_a_00147","DOIUrl":"10.1162/opmi_a_00147","url":null,"abstract":"An increasing number of psychological experiments with children are being conducted using online platforms, in part due to the COVID-19 pandemic. Individual replications have compared the findings of particular experiments online and in-person, but the general effect of data collection method on data collected from children is still unknown. Therefore, the goal of the current meta-analysis is to estimate the average difference in effect size for developmental studies conducted online compared to the same studies conducted in-person. Our pre-registered analysis includes 211 effect sizes calculated from 30 papers with 3282 children, ranging in age from four months to six years. The estimated effect size for studies conducted online was slightly smaller than for their counterparts conducted in-person, a difference of d = -.05, but this difference was not significant, 95% CI = [-.17, .07]. We examined several potential moderators of the effect of online testing, including the role of dependent measure (looking vs verbal), online study method (moderated vs unmoderated), and age, but none of these were significant. The literature to date thus suggests-on average-small differences in results between in-person and online experimentation.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"8 ","pages":"795-808"},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11219065/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141493713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Phone in a Basket Looks Like a Knife in a Cup: Role-Filler Independence in Visual Processing. 篮中的手机就像杯中的刀：视觉处理中的角色填充独立性

Open Mind Pub Date : 2024-06-12 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00146

Alon Hafri, Michael F Bonner, Barbara Landau, Chaz Firestone

{"title":"A Phone in a Basket Looks Like a Knife in a Cup: Role-Filler Independence in Visual Processing.","authors":"Alon Hafri, Michael F Bonner, Barbara Landau, Chaz Firestone","doi":"10.1162/opmi_a_00146","DOIUrl":"10.1162/opmi_a_00146","url":null,"abstract":"When a piece of fruit is in a bowl, and the bowl is on a table, we appreciate not only the individual objects and their features, but also the relations containment and support, which abstract away from the particular objects involved. Independent representation of roles (e.g., containers vs. supporters) and \"fillers\" of those roles (e.g., bowls vs. cups, tables vs. chairs) is a core principle of language and higher-level reasoning. But does such role-filler independence also arise in automatic visual processing? Here, we show that it does, by exploring a surprising error that such independence can produce. In four experiments, participants saw a stream of images containing different objects arranged in force-dynamic relations-e.g., a phone contained in a basket, a marker resting on a garbage can, or a knife sitting in a cup. Participants had to respond to a single target image (e.g., a phone in a basket) within a stream of distractors presented under time constraints. Surprisingly, even though participants completed this task quickly and accurately, they false-alarmed more often to images matching the target's relational category than to those that did not-even when those images involved completely different objects. In other words, participants searching for a phone in a basket were more likely to mistakenly respond to a knife in a cup than to a marker on a garbage can. Follow-up experiments ruled out strategic responses and also controlled for various confounding image features. We suggest that visual processing represents relations abstractly, in ways that separate roles from fillers.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"8 ","pages":"766-794"},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11219067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141493712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unconscious Perception of Vernier Offsets. 对游标偏移的无意识感知。

Open Mind Pub Date : 2024-06-04 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00145

Pietro Amerio, Matthias Michel, Stephan Goerttler, Megan A K Peters, Axel Cleeremans

引用次数: 0

Large Language Models and the Wisdom of Small Crowds. 大型语言模型与小众智慧。

Open Mind Pub Date : 2024-05-20 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00144

Sean Trott

引用次数: 0

How Do You Know If You Were Mind Wandering? Dissociating Explicit Memories of Off Task Thought From Subjective Feelings of Inattention. 如何知道自己是否在胡思乱想？从注意力不集中的主观感觉中分离出任务外思维的显性记忆。

Open Mind Pub Date : 2024-05-10 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00142

Nathan K Mathews, Umer Bin Faiz, Nicholaus P Brosowsky

{"title":"How Do You Know If You Were Mind Wandering? Dissociating Explicit Memories of Off Task Thought From Subjective Feelings of Inattention.","authors":"Nathan K Mathews, Umer Bin Faiz, Nicholaus P Brosowsky","doi":"10.1162/opmi_a_00142","DOIUrl":"10.1162/opmi_a_00142","url":null,"abstract":"Mind wandering is a common experience in which your attention drifts away from the task at hand and toward task-unrelated thoughts. To measure mind wandering we typically use experience sampling and retrospective self-reports, which require participants to make metacognitive judgments about their immediately preceding attentional states. In the current study, we aimed to better understand how people come to make such judgments by introducing a novel distinction between explicit memories of off task thought and subjective feelings of inattention. Across two preregistered experiments, we found that participants often indicated they were \"off task\" and yet had no memory of the content of their thoughts-though, they were less common than remembered experiences. Critically, remembered experiences of mind wandering and subjective feelings of inattention differed in their behavioral correlates. In Experiment 1, we found that only the frequency of remembered mind wandering varied with task demands. In contrast, only subjective feelings of inattention were associated with poor performance (Experiments 1 and 2) and individual differences in executive functioning (Experiment 2). These results suggest that the phenomenology of mind wandering may differ depending on how the experiences are brought about (e.g., executive functioning errors versus excess attentional resources), and provide preliminary evidence of the importance of measuring subjective feelings of inattention when assessing mind wandering.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"8 ","pages":"666-687"},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11142633/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141200924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Instruction on the Scientific Method Provides (Some) Protection Against Illusions of Causality. 关于科学方法的教学可（在一定程度上）防止因果关系的错觉。

Open Mind Pub Date : 2024-05-10 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00141

Julie Y L Chow, Micah B Goldwater, Ben Colagiuri, Evan J Livesey

{"title":"Instruction on the Scientific Method Provides (Some) Protection Against Illusions of Causality.","authors":"Julie Y L Chow, Micah B Goldwater, Ben Colagiuri, Evan J Livesey","doi":"10.1162/opmi_a_00141","DOIUrl":"10.1162/opmi_a_00141","url":null,"abstract":"People tend to overestimate the efficacy of an ineffective treatment when they experience the treatment and its supposed outcome co-occurring frequently. This is referred to as the outcome density effect. Here, we attempted to improve the accuracy of participants' assessments of an ineffective treatment by instructing them about the scientific practice of comparing treatment effects against a relevant base-rate, i.e., when no treatment is delivered. The effect of these instructions was assessed in both a trial-by-trial contingency learning task, where cue administration was either decided by the participant (Experiments 1 & 2) or pre-determined by the experimenter (Experiment 3), as well as in summary format where all information was presented on a single screen (Experiment 4). Overall, we found two means by which base-rate instructions influence efficacy ratings for the ineffective treatment: 1) When information was presented sequentially, the benefit of base-rate instructions on illusory belief was mediated by reduced sampling of cue-present trials, and 2) When information was presented in summary format, we found a direct effect of base-rate instruction on reducing causal illusion. Together, these findings suggest that simple instructions on the scientific method were able to decrease participants' (over-)weighting of cue-outcome coincidences when making causal judgements, as well as decrease their tendency to over-sample cue-present events. However, the effect of base-rate instructions on correcting illusory beliefs was incomplete, and participants still showed illusory causal judgements when the probability of the outcome occurring was high. Thus, simple textual information about assessing causal relationships is partially effective in influencing people's judgements of treatment efficacy, suggesting an important role of scientific instruction in debiasing cognitive errors.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"8 ","pages":"639-665"},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11142631/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141200925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward the Emergence of Intelligent Control: Episodic Generalization and Optimization. 迈向智能控制的兴起：偶发泛化与优化。

Open Mind Pub Date : 2024-05-10 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00143

Tyler Giallanza, Declan Campbell, Jonathan D Cohen

{"title":"Toward the Emergence of Intelligent Control: Episodic Generalization and Optimization.","authors":"Tyler Giallanza, Declan Campbell, Jonathan D Cohen","doi":"10.1162/opmi_a_00143","DOIUrl":"10.1162/opmi_a_00143","url":null,"abstract":"Human cognition is unique in its ability to perform a wide range of tasks and to learn new tasks quickly. Both abilities have long been associated with the acquisition of knowledge that can generalize across tasks and the flexible use of that knowledge to execute goal-directed behavior. We investigate how this emerges in a neural network by describing and testing the Episodic Generalization and Optimization (EGO) framework. The framework consists of an episodic memory module, which rapidly learns relationships between stimuli; a semantic pathway, which more slowly learns how stimuli map to responses; and a recurrent context module, which maintains a representation of task-relevant context information, integrates this over time, and uses it both to recall context-relevant memories (in episodic memory) and to bias processing in favor of context-relevant features and responses (in the semantic pathway). We use the framework to address empirical phenomena across reinforcement learning, event segmentation, and category learning, showing in simulations that the same set of underlying mechanisms accounts for human performance in all three domains. The results demonstrate how the components of the EGO framework can efficiently learn knowledge that can be flexibly generalized across tasks, furthering our understanding of how humans can quickly learn how to perform a wide range of tasks-a capability that is fundamental to human intelligence.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"8 ","pages":"688-722"},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11142636/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141200926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Two Determinants of Dynamic Adaptive Learning for Magnitudes and Probabilities. 幅度和概率动态自适应学习的两个决定因素。

Open Mind Pub Date : 2024-05-06 eCollection Date: 2024-01-01 DOI: 10.1162/opmi_a_00139

Cedric Foucault, Florent Meyniel

{"title":"Two Determinants of Dynamic Adaptive Learning for Magnitudes and Probabilities.","authors":"Cedric Foucault, Florent Meyniel","doi":"10.1162/opmi_a_00139","DOIUrl":"10.1162/opmi_a_00139","url":null,"abstract":"Humans face a dynamic world that requires them to constantly update their knowledge. Each observation should influence their knowledge to a varying degree depending on whether it arises from a stochastic fluctuation or an environmental change. Thus, humans should dynamically adapt their learning rate based on each observation. Although crucial for characterizing the learning process, these dynamic adjustments have only been investigated empirically in magnitude learning. Another important type of learning is probability learning. The latter differs from the former in that individual observations are much less informative and a single one is insufficient to distinguish environmental changes from stochasticity. Do humans dynamically adapt their learning rate for probabilities? What determinants drive their dynamic adjustments in magnitude and probability learning? To answer these questions, we measured the subjects' learning rate dynamics directly through real-time continuous reports during magnitude and probability learning. We found that subjects dynamically adapt their learning rate in both types of learning. After a change point, they increase their learning rate suddenly for magnitudes and prolongedly for probabilities. Their dynamics are driven differentially by two determinants: change-point probability, the main determinant for magnitudes, and prior uncertainty, the main determinant for probabilities. These results are fully in line with normative theory, both qualitatively and quantitatively. Overall, our findings demonstrate a remarkable human ability for dynamic adaptive learning under uncertainty, and guide studies of the neural mechanisms of learning, highlighting different determinants for magnitudes and probabilities.","PeriodicalId":32558,"journal":{"name":"Open Mind","volume":"8 ","pages":"615-638"},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11093407/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140921748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0