Topics in Cognitive Science最新文献

{"title":"The Multiple Roles of Emotion in Interpretation and Memory of Sexual Consent.","authors":"Deborah Davis, Joseph Cano, Gage Miller, Elizabeth Loftus","doi":"10.1111/tops.12691","DOIUrl":"10.1111/tops.12691","url":null,"abstract":"<p><p>In this paper, we explore the role of emotion in the interpretation and memory of sexual encounters. We consider situations likely to generate negative emotions during sex, and the mechanisms through which the experience of negative emotions can lead to false memories of coercion and mislabeling of an encounter as sexual assault. Specifically, we consider the role of emotion in directing attention during a sexual encounter and the effects of emotion as context for interpretation at the time of the encounter, and for retrieval and interpretation when the encounter is later recalled and reported. Our intent is to provide a greater understanding of the processes of interpretation and memory through which false claims of sexual assault might arise, if and when they do arise.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41139760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction to topiCS Volume 16, Issue 4.","authors":"Andrea Bender","doi":"10.1111/tops.12760","DOIUrl":"10.1111/tops.12760","url":null,"abstract":"","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early Childhood Memories Are not Repressed: Either They Were Never Formed or Were Quickly Forgotten.","authors":"Mark L Howe","doi":"10.1111/tops.12636","DOIUrl":"10.1111/tops.12636","url":null,"abstract":"<p><p>Early childhood events are rarely remembered in adulthood. In fact, memory for these early experiences declines during childhood itself. This holds regardless of whether these memories of autobiographical experiences are traumatic or mundane, everyday experiences. Indeed, what people tend to remember from their childhoods involves relatively innocuous experiences, ones often devoid of emotion. In this article, I provide an overview of the types of memories adults recall from their childhoods and the ages at which these memories are believed to have been formed. Along the way, I provide a brief exegesis of the neurobiological and cognitive underpinnings of early memory development. I will show that changes and growth in neural interconnectivity as well as the development of various cognitive structures (e.g., the inception of the cognitive self) help propel the emergence of a mature autobiographical memory system, one that can and does serve as a reconstructive base for remembering events that occur in later childhood and adulthood. During the course of this review, I detail the nature of early memories, their fragility, and the adaptive consequences of forgetting and supplanting these memories with newer, more age-appropriate experiences throughout childhood.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40570518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Validating Silent Gesture Lab Studies in a Naturally Emerging Sign Language: How Order is Used to Describe Intensional Versus Extensional Events in Nicaraguan Sign Language.","authors":"Molly Flaherty, Marieke Schouwstra","doi":"10.1111/tops.12751","DOIUrl":"https://doi.org/10.1111/tops.12751","url":null,"abstract":"<p><p>Languages are neither designed in classrooms nor drawn from dictionaries-they are products of human minds and human interactions. However, it is challenging to understand how structure grows in these circumstances because generations of use and transmission shape and reshape the structure of the languages themselves. Laboratory studies on language emergence investigate the origins of language structure by requiring participants, prevented from using their own natural language(s), to create a novel communication system and then transmit it to others. Because the participants in these lab studies are already speakers of a language, it is easy to question the relevance of lab-based findings to the creation of natural language systems. Here, we take the findings from a lab-based language emergence paradigm and test whether the same pattern is also found in a new natural language: Nicaraguan Sign Language. We find evidence that signers of Nicaraguan Sign Language may show the same biases seen in lab-based language emergence studies: (1) they appear to condition word order based on the semantic dimension of intensionality and extensionality, and (2) they adjust this conditioning to satisfy language-internal order constraints. Our study adds to the small, but growing literature testing the relevance of lab-based studies to natural language birth, and provides convincing evidence that the biases seen in the lab play a role in shaping a brand new language.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Play in Cognitive Development: From Rational Constructivism to Predictive Processing.","authors":"Marc M Andersen, Julian Kiverstein","doi":"10.1111/tops.12752","DOIUrl":"https://doi.org/10.1111/tops.12752","url":null,"abstract":"<p><p>It is widely believed that play and curiosity are key ingredients as children develop models of the world. There is also an emerging consensus that children are Bayesian learners who combine their structured prior beliefs with estimations of the likelihood of new evidence to infer the most probable model of the world. An influential school of thought within developmental psychology, rational constructivism, combines these two ideas to propose that children learn intuitive theories of how the world works in part by engaging in play activities that allow them to gather new information for testing their theories. There are still, however, at least two pieces missing from rational constructivist theories of development. First, rational constructivism has so far devoted little attention to explaining why children's preferred form of learning, play, feels so fun, enjoyable, and rewarding. Rational constructivism may suggest that children are curious and like to play because reducing uncertainty and learning better theories of the causal workings of the world is enjoyable. What remains unclear, however, is why reducing uncertainty in play is interesting, fun, and joyful, while doing so in other forms of learning can be frustrating or boring. Second, rational constructivism may have overlooked how children, during play, will take control of and manipulate their environment, sometimes in an effort to create ideal niches for surprise-extraction, sometimes for developing strategies for making the world fit with their predictions. These missing elements from rational constructivism can be provided by understanding the contribution of play to development in terms of predictive processing, an influential framework in cognitive neuroscience that models many of the brain's cognitive functions as processes of model-based, probabilistic prediction.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Independent Effects of Age, Education, Verbal Working Memory, Motor Speed of Processing, Locality, and Morphosyntactic Category on Verb-Related Morphosyntactic Production: Evidence From Healthy Aging.","authors":"Marielena Soilemezidi, Maki Kubota, Marina Chrisikopoulou, Valantis Fyndanis","doi":"10.1111/tops.12750","DOIUrl":"https://doi.org/10.1111/tops.12750","url":null,"abstract":"<p><p>This study investigates the role of locality (a task/material-related variable), demographic factors (age, education, and sex), cognitive capacities (verbal working memory [WM], verbal short-term memory [STM], speed of processing [SOP], and inhibition), and morphosyntactic category (time reference and grammatical aspect) in verb-related morphosyntactic production (VRMP). A sentence completion task tapping production of time reference and grammatical aspect in local and nonlocal configurations, and cognitive tasks measuring verbal WM capacity, verbal STM capacity, motor SOP, perceptual SOP, and inhibition were administered to 200 neurotypical Greek-speaking participants, aged between 19 and 80 years. We fitted generalized linear mixed-effects models and performed path analyses. Significant main effects of locality, age, education, verbal WM capacity, motor SOP, and morphosyntactic category emerged. Production of time reference and aspect did not interact with any of the significant factors (i.e., age, education, verbal WM capacity, motor SOP, and locality), and locality did not interact with any memory system. Path analyses revealed that the relationships between age and VRMP, and between education and VRMP were partly mediated by verbal WM; and the relationship between verbal WM and VRMP was partly mediated by perceptual SOP. Results suggest that subject-, task/material- and morphosyntactic category-specific factors determine accuracy performance on VRMP; and the effects of age, education, and verbal WM on VRMP are partly indirect. The fact that there was a significant main effect of verbal WM but not of verbal STM on accuracy performance in the VRMP task suggests that it is predominantly the processing component (and not the storage component) of verbal WM that supports VRMP. Lastly, we interpret the results as suggesting that VRMP is also supported by a procedural memory system whose efficiency might be reflected in years of formal education.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predicting Learning: Understanding the Role of Executive Functions in Children's Belief Revision Using Bayesian Models.","authors":"Joseph A Colantonio, Igor Bascandziev, Maria Theobald, Garvin Brod, Elizabeth Bonawitz","doi":"10.1111/tops.12749","DOIUrl":"https://doi.org/10.1111/tops.12749","url":null,"abstract":"<p><p>Recent studies suggest that learners who are asked to predict the outcome of an event learn more than learners who are asked to evaluate it retrospectively or not at all. One possible explanation for this \"prediction boost\" is that it helps learners engage metacognitive reasoning skills that may not be spontaneously leveraged, especially for individuals with still-developing executive functions. In this paper, we combined multiple analytic approaches to investigate the potential role of executive functions in elementary school-aged children's science learning. We performed an experiment that investigates children's science learning during a water displacement task where a \"prediction boost\" had previously been observed-children either made an explicit prediction or evaluated an event post hoc (i.e., postdiction). We then considered the relation of executive function measures and learning, which were collected following the main experiment. Via mixed effects regression models, we found that stronger executive function skills (i.e., stronger inhibition and switching scores) were associated with higher accuracy in Postdiction but not in the Prediction Condition. Using a theory-based Bayesian model, we simulated children's individual performance on the learning task (capturing \"belief flexibility\"), and compared this \"flexibility\" to the other measures to understand the relationship between belief revision, executive function, and prediction. Children in the Prediction Condition showed near-ceiling \"belief flexibility\" scores, which were significantly higher than among children in the Postdiction Condition. We also found a significant correlation between children's executive function measures to our \"belief flexibility\" parameter, but only for children in the Postdiction Condition. These results indicate that when children provided responses post hoc, they may have required stronger executive function capacities to navigate the learning task. Additionally, these results suggest that the \"prediction boost\" in children's science learning could be explained by increased metacognitive flexibility in the belief revision process.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comprehension of English for-adverbials: The Nature of Lexical Meanings and the Neurocognitive Architecture of Language.","authors":"Maria M Piñango, Yao-Ying Lai, Ashwini Deo, Emily Foster-Hanson, Cheryl Lacadie, Todd Constable","doi":"10.1111/tops.12746","DOIUrl":"https://doi.org/10.1111/tops.12746","url":null,"abstract":"<p><p>What is the nature of lexical meanings such that they can both compose with others and also appear boundless? We investigate this question by examining the compositional properties of for-time adverbial as in \"Ana jumped for an hour.\" At issue is the source of the associated iterative reading which lacks overt morphophonological support, yet, the iteration is not disconnected from the lexical meanings in the sentence. This suggests an analysis whereby the iterative reading is the result of the interaction between lexical meanings under a specific compositional configuration. We test the predictions of two competing accounts: Mismatch-and-Repair and Partition-Measure. They differ in their assumptions about lexical meanings: assumptions that have implications for the possible compositional mechanisms that each can invoke. Mismatch-and-Repair assumes that lexical meaning representations are discrete, separate from the conceptual system from which they originally emerged and brought into sentence meaning through syntactic composition. Partition-Measure assumes that lexical meanings are contextually salient conceptual structures substantially indistinguishable from the conceptual system that they inhabit. During comprehension, lexical meanings construe a conceptual representation, in parallel, morphosyntactic and morphophonological composition as determined by the lexical items involved in the sentence. Whereas both hypotheses capture the observed cost in the punctual predicate plus for-time adverbial composition (e.g., jump (vs. swim) for an hour), their predictions differ regarding iteration with durative predicates; for example, swim for a year (vs. for an hour). Mismatch-and-Repair predicts contrasting processing profiles and nonoverlapping activation patterns along punctuality differences. Partition-Measure predicts overlapping processing and cortical distribution profiles, along the presence of iterativity. Results from a self-paced reading and an functional Magnetic Resonance Imaging (fMRI) studies bear out the predictions of the Partition-Measure account, supporting a view of linguistic meaning composition in line with an architecture of language whereby combinatoriality and generativity are distributed, carried out in parallel across linguistic and nonlinguistic subsystems.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Syntactic Variation in Reduced Registers Through the Lens of the Parallel Architecture.","authors":"Anastasia Smirnova","doi":"10.1111/tops.12747","DOIUrl":"https://doi.org/10.1111/tops.12747","url":null,"abstract":"<p><p>Diversion from the syntactic norm, as manifested in the absence of otherwise expected lexical and syntactic material, has been extensively studied in theoretical syntax. Such modifications are observed in headlines, telegrams, labels, and other specialized contexts, collectively referred to as \"reduced\" registers. Focusing on search queries, a type of reduced register, I propose that they are generated by a simpler grammar that lacks a full-fledged syntactic component. The analysis is couched in the Parallel Architecture framework, whose assumption of relative independence of linguistic components-their parallelism-and the rejection of syntactocentrism are essential to explain properties of queries.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141535576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding Human Cognition Through Computational Modeling.","authors":"Janet Hui-Wen Hsiao","doi":"10.1111/tops.12737","DOIUrl":"10.1111/tops.12737","url":null,"abstract":"<p><p>One important goal of cognitive science is to understand the mind in terms of its representational and computational capacities, where computational modeling plays an essential role in providing theoretical explanations and predictions of human behavior and mental phenomena. In my research, I have been using computational modeling, together with behavioral experiments and cognitive neuroscience methods, to investigate the information processing mechanisms underlying learning and visual cognition in terms of perceptual representation and attention strategy. In perceptual representation, I have used neural network models to understand how the split architecture in the human visual system influences visual cognition, and to examine perceptual representation development as the results of expertise. In attention strategy, I have developed the Eye Movement analysis with Hidden Markov Models method for quantifying eye movement pattern and consistency using both spatial and temporal information, which has led to novel findings across disciplines not discoverable using traditional methods. By integrating it with deep neural networks (DNN), I have developed DNN+HMM to account for eye movement strategy learning in human visual cognition. The understanding of the human mind through computational modeling also facilitates research on artificial intelligence's (AI) comparability with human cognition, which can in turn help explainable AI systems infer humans' belief on AI's operations and provide human-centered explanations to enhance human-AI interaction and mutual understanding. Together, these demonstrate the essential role of computational modeling methods in providing theoretical accounts of the human mind as well as its interaction with its environment and AI systems.</p>","PeriodicalId":47822,"journal":{"name":"Topics in Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.9,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141088953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}