Cognitive Science最新文献_第10页

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-04-26

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IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-04-21

引用次数: 0

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-04-21

引用次数: 0

A Computational Model of Basic Addition Solving 基本加法求解的计算模型。

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-04-21 DOI: 10.1111/cogs.70207

Stéphanie Chouteau, Karine Mazens, Catherine Thevenot, Benoît Lemaire

{"title":"A Computational Model of Basic Addition Solving","authors":"Stéphanie Chouteau, Karine Mazens, Catherine Thevenot, Benoît Lemaire","doi":"10.1111/cogs.70207","DOIUrl":"10.1111/cogs.70207","url":null,"abstract":"This article presents a computational learning model in which procedural execution and memory retrieval codevelop, using simple arithmetic, which provides a particularly well-controlled domain for investigating this issue. In single-digit addition learning, strategies employed initially rely on counting due to the lack of stored answers in memory. Over time, associations between problems and their solutions are strengthened. The model accounts for this learning process by dynamically selecting between counting and memory retrieval, based on their expected duration. It also introduces a mechanism for accelerating counting throuSUPPLEMgh repeated practice along the mental sequence. The model was first tested on data collected from adults learning to solve alphabet arithmetic problems over a 3-week experiment. It successfully replicated the empirical finding that larger problems are memorized earlier than smaller ones. A second simulation was conducted using data from an experiment manipulating problem structure: participants were trained on either contiguous (A+…, B+…, C+…) or noncontiguous (A+…, C+…, E+…) sequences. This variation affected the transition between strategies: participants in the noncontiguous condition showed a greater tendency to rely on retrieval, as the practice of moving from one letter to the next differed. The model also reproduced this pattern. Overall, the results suggest that no single strategy dominates at the end of learning; rather, counting and retrieval coexist, depending on problem size and structure. This model is, to our knowledge, the only one to incorporate a counting acceleration mechanism in line with the automated counting theory and memory retrieval.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"50 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785890","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}

引用次数: 0

Investigating the Bilingual Aging Lexicon: A Network Analysis of Word Associations in Chinese–English Bilinguals 双语老龄化词汇研究：汉英双语者词联想的网络分析。

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-04-06 DOI: 10.1111/cogs.70205

Ping Zhang, Xin Wang

{"title":"Investigating the Bilingual Aging Lexicon: A Network Analysis of Word Associations in Chinese–English Bilinguals","authors":"Ping Zhang, Xin Wang","doi":"10.1111/cogs.70205","DOIUrl":"10.1111/cogs.70205","url":null,"abstract":"<div>\u0000 \u0000 The present study examines the bilingual aging lexicon by comparing word association networks across four age groups of Chinese–English bilingual adults. Adopting network analysis with breadth-first search-based sampling, results showed that in L1 (Chinese) networks, global connectivity increases from early to mid-adulthood, accompanied by reduced local clustering and enhanced global efficiency; the network remains relatively stable through midlife, followed by declining efficiency and progressively pronounced modular structure in late adulthood. The L2 (English) networks mirror L1 developmental trends in early and mid-adulthood but with substantially larger shifts; throughout adulthood, L2 exhibits lower global and local connectivity and weaker modularity compared to L1. These findings reveal distinct developmental trajectories for L1 and L2 semantic networks in bilinguals, underscoring greater structural stability in the dominant language (L1) across adulthood relative to the nondominant language (L2). This L1–L2 asymmetry points to differential impacts of aging on bilingual lexical organization. Results are discussed in relation to compensatory mechanisms and enrichment accounts of cognitive aging.\u0000 </div>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"50 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147628838","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}

引用次数: 0

Artifacts, Analogy, and Metaphor: Toward an Interdisciplinary Framework for Studying the Evolution of Analogy 人工制品、类比与隐喻：迈向研究类比演化的跨学科框架。

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-04-03 DOI: 10.1111/cogs.70203

Svetlana Kuleshova, Elizabeth Qing Zhang, Louis De Weyer, Éric Boëda, Michael Pleyer

{"title":"Artifacts, Analogy, and Metaphor: Toward an Interdisciplinary Framework for Studying the Evolution of Analogy","authors":"Svetlana Kuleshova, Elizabeth Qing Zhang, Louis De Weyer, Éric Boëda, Michael Pleyer","doi":"10.1111/cogs.70203","DOIUrl":"10.1111/cogs.70203","url":null,"abstract":"Analogy is central to human language and cognition. It has also been proposed to play an important role in language evolution. For these reasons, the evolution of analogy and the cognitive processes supporting it are an important explanatory target for evolutionary accounts of human language. We integrate data from comparative psychology and cognitive archaeology to investigate the evolution of analogy as well as its evolutionary foundations. We present evidence supporting the view that a number of capacities underlying analogy display evolutionary continuity between humans and nonhuman animals. In addition, we propose that analogical capacities can also be inferred from the archaeological record by looking at productional diversity in tool-making. To gain further insight into the evolution of complex human analogical capacities, we investigate comparative and archaeological evidence for one cognitive process intricately linked to complex forms of analogy and the evolution of language, that of metaphor. Overall, we propose an interdisciplinary framework for understanding the evolution of analogy and argue that analogy has deep evolutionary roots, supporting cognitive capacities such as metaphor and language.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"50 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147616784","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}

引用次数: 0

The Effect of Initial Accuracy on the Learning and Retention of Novel Words 初始准确度对新单词学习和记忆的影响。

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-04-01 DOI: 10.1111/cogs.70201

Allyson Kuznia, Erin Conwell

{"title":"The Effect of Initial Accuracy on the Learning and Retention of Novel Words","authors":"Allyson Kuznia, Erin Conwell","doi":"10.1111/cogs.70201","DOIUrl":"10.1111/cogs.70201","url":null,"abstract":"During word learning, incorrect guesses about meaning are inevitable, particularly in difficult learning situations. Prior research has shown that optimally difficult tasks improve word learning and retention, but found no item-level effects of first-guess inaccuracy on learning, raising the question of how difficulty and guessing accuracy interact in this process. Effects of first-guess accuracy on retention are unknown. To unpack the effects of task difficulty and first-guess accuracy on word learning and retention, we conducted two cross-situational word-learning (CSWL) studies. In Study 1, 49 English-speaking adults completed a difficult CSWL task with four items presented on each trial. Their word learning was tested immediately following the learning phase and then again 48 h later. Data were analyzed with respect to the accuracy of the first guess of a word's meaning. Participants in this study learned and retained words best when their first guess had been correct. Study 2 simplified learning, presenting three items per trial. Fifty-two English-speaking participants showed high levels of learning and retention, with no significant differences based on first-guess accuracy. Comparing data across these studies revealed effects of both task difficulty and first-guess accuracy on learning, as well as an interaction of these factors, revealing a greater cost to inaccurate first guesses on the more difficult task. Retention of word meanings, however, was associated only with task difficulty. These results have implications for theories of error-driven versus difficulty-driven learning.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"50 4","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147595767","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}

引用次数: 0

It's Probably Mine: Self-Prioritization Can Be a Decisional Strategy 这可能是我的：自我优先排序可以是一种决策策略。

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-03-26 DOI: 10.1111/cogs.70190

Marius Golubickis, Esther S. Selvaraj, Siobhan Caughey, Parnian Jalalian, Yadvi Sharma, C. Neil Macrae

{"title":"It's Probably Mine: Self-Prioritization Can Be a Decisional Strategy","authors":"Marius Golubickis, Esther S. Selvaraj, Siobhan Caughey, Parnian Jalalian, Yadvi Sharma, C. Neil Macrae","doi":"10.1111/cogs.70190","DOIUrl":"10.1111/cogs.70190","url":null,"abstract":"Personal possession exerts a significant influence on decision-making, such that stimulus classification is speeded when objects belong to the self (vs. other persons). Exactly when and how this self-prioritization effect arises, however, remains a matter of speculation and debate. Accordingly, adopting a psychophysical approach in combination with computational modeling, here we hypothesized that self-prioritization could derive from the application of an egocentric strategy (i.e., default-to-self response) during decisional processing. Using a modified object-classification task in which participants judged blended images comprising varying amounts of self-owned and friend-owned objects (i.e., pencils and pens), the results of two experiments supported this viewpoint. Participants perceptually prioritized their possessions only when a self-centric decisional strategy was applicable (Experiment 1), an effect that was amplified when the demands of decision-making increased (Experiment 2). Additional computational analyses traced the origin of self-prioritization to a prestimulus preference for self-related responses, a strategic component of decision-making. Collectively, these findings inform understanding of how ownership influences decisional processing, with wider implications for theoretical accounts of self-bias.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"50 3","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13021247/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147522410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","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 Scale-Invariant Learning Model for Distributed Practice Effects 分布式练习效果的尺度不变学习模型。

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-03-25 DOI: 10.1111/cogs.70200

Martin Riopel, Patrice Potvin

{"title":"A Scale-Invariant Learning Model for Distributed Practice Effects","authors":"Martin Riopel, Patrice Potvin","doi":"10.1111/cogs.70200","DOIUrl":"10.1111/cogs.70200","url":null,"abstract":"Despite their potential to significantly improve the durability of learning and their proven predictive power on many occasions, theories of distributed practice have not yet been widely adopted by educators. The reluctance may be attributed to the enormous strain they impose on learners or the fragmented nature of the evidence, as well as the generality of available prescriptions. The aim of this study is twofold: (1) to propose a unified theoretical model for the effects of practice, forgetting and spacing, which to this day unfortunately still does not exist; and (2) to put this new model to the test in multiple realistic situations. To achieve the first objective, scale invariance was used as a unifying principle and applied to three distinct scales. This approach resulted in a parsimonious equation for the general case of scale-invariant learning (SIL). For the second objective, the model was tested on a large dataset obtained during a locally conducted experiment. In addition, it was applied to five other datasets extracted from reputable and well-known distributed practice experiments. Overall, the goodness of fit of the SIL was acceptable in all cases. It is argued that the SIL model, to the best of our knowledge, appears to be a very robust model. The model allows the same general function to be used for any sequence of tasks—be they simple, complex, short, long, unique, repeated or elaborate. Therefore, it enables strict and real-world application in authentic situations, while proposing an invariant unit of measurement for learning.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"50 3","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.70200","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147515851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chinese Readers Process Word Class of Parafoveal Words During Sentence Reading 汉语读者在句子阅读过程中对旁中央词的词类进行加工。

IF 2.4 2区心理学

Cognitive Science Pub Date : 2026-03-24 DOI: 10.1111/cogs.70197

Zijun Qi, Yue Xi, Jinger Pan

{"title":"Chinese Readers Process Word Class of Parafoveal Words During Sentence Reading","authors":"Zijun Qi, Yue Xi, Jinger Pan","doi":"10.1111/cogs.70197","DOIUrl":"10.1111/cogs.70197","url":null,"abstract":"The present study aimed to investigate the parafoveal processing of word class in Chinese reading, focusing on how grammatical category consistency affects word recognition. The gaze-contingent boundary paradigm was adopted in an eye-tracking study. In each sentence, a parafoveal target word was replaced with three types of previews: identical to the target word, consistent in word class, or inconsistent in word class. The nonidentical previews were designed to be neither semantically nor contextually related to the target words or the surrounding sentence context. The findings revealed that consistent word class previews significantly facilitated the processing of target words when they were subsequently fixated on, compared to inconsistent word class previews, resulting in a word class preview benefit. This effect was observed across both early and late eye movement indices, regardless of the target word's grammatical category. Our findings provide compelling evidence for the early processing of word class information in the parafovea, independently of semantics or word class predictability, highlighting a word class preview benefit. These findings emphasize the early integration of syntactic properties in Chinese, offering insights into character-based language reading.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"50 3","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13010129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147505216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0