Cognitive Science最新文献

{"title":"Emerging Roots: Investigating Early Access to Meaning in Maltese Auditory Word Recognition","authors":"Jessica Nieder,&nbsp;Ruben van de Vijver,&nbsp;Adam Ussishkin","doi":"10.1111/cogs.70004","DOIUrl":"10.1111/cogs.70004","url":null,"abstract":"<p>In Semitic languages, the consonantal root is central to morphology, linking form and meaning. While psycholinguistic studies highlight its importance in language processing, the role of meaning in early lexical access and its representation remain unclear. This study investigates when meaning becomes accessible during the processing of Maltese verb forms, using a computational model based on the Discriminative Lexicon framework. Our model effectively comprehends and produces Maltese verbs, while also predicting response times in a masked auditory priming experiment. Results show that meaning is accessible early in lexical access and becomes more prominent after the target word is fully processed. This suggests that semantic information plays a critical role from the initial stages of lexical access, refining our understanding of real-time language comprehension. Our findings contribute to theories of lexical access and offer valuable insights for designing priming studies in psycholinguistics. Additionally, this study demonstrates the potential of computational models in investigating the relationship between form and meaning in language processing.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.70004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523384","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}

{"title":"A Rose by Another Name? Odor Misnaming is Associated with Linguistic Properties","authors":"Thomas Hörberg,&nbsp;Murathan Kurfalı,&nbsp;Maria Larsson,&nbsp;Erika Jonsson Laukka,&nbsp;Pawel Herman,&nbsp;Jonas K. Olofsson","doi":"10.1111/cogs.70003","DOIUrl":"10.1111/cogs.70003","url":null,"abstract":"<p>Naming common odors is a surprisingly difficult task: Odors are frequently misnamed. Little is known about the linguistic properties of odor misnamings. We test whether odor misnamings of old adults carry information about olfactory perception and its connection to lexical-semantic processing. We analyze the olfactory–semantic content of odor source naming failures in a large sample of older adults in Sweden (<i>n</i> = 2479; age 58–100 years). We investigate whether linguistic factors and semantic proximity to the target odor name predict how odors are misnamed, and how these factors relate to overall odor identification performance. We also explore the primary semantic dimensions along which misnamings are distributed. We find that odor misnamings consist of surprisingly many vague and unspecific terms, such as category names (e.g., <i>fruit</i>) or abstract or evaluative terms (e.g., <i>sweet</i>). Odor misnamings are often strongly associated with the correct name, capturing properties such as its category or other abstract features. People are also biased toward misnaming odors with high-frequency terms that are associated with olfaction or gustation. Linguistic properties of odor misnamings and their semantic proximity to the target odor name predict odor identification performance, suggesting that linguistic processing facilitates odor identification. Further, odor misnamings constitute an olfactory–semantic space that is similar to the olfactory vocabulary of English. This space is primarily differentiated along pleasantness, edibility, and concreteness dimensions. Odor naming failures thus contain plenty of information about semantic odor knowledge.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.70003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510504","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}

{"title":"Apply the Laws, if They are Good: Moral Evaluations Linearly Predict Whether Judges Should Enforce the Law","authors":"Neele Engelmann,&nbsp;Guilherme da Franca Couto Fernandes de Almeida,&nbsp;Felipe Oliveira de Sousa,&nbsp;Karolina Prochownik,&nbsp;Ivar R. Hannikainen,&nbsp;Noel Struchiner,&nbsp;Stefan Magen","doi":"10.1111/cogs.70001","DOIUrl":"10.1111/cogs.70001","url":null,"abstract":"<p>What should judges do when faced with immoral laws? Should they apply them without exception, since “the law is the law?” Or can exceptions be made for grossly immoral laws, such as historically, Nazi law? Surveying laypeople (<i>N</i> = 167) and people with some legal training (<i>N</i> = 141) on these matters, we find a surprisingly strong, monotonic relationship between people's subjective moral evaluation of laws and their judgments that these laws should be applied in concrete cases. This tendency is most pronounced among individuals who endorse natural law (i.e., the legal-philosophical view that immoral laws are not valid laws at all), and is attenuated when disagreement about the moral status of a law is considered reasonable. The relationship is equally strong for laypeople and for those with legal training. We situate our findings within the broader context of morality's influence on legal reasoning that experimental jurisprudence has uncovered in recent years, and consider normative implications.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.70001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510505","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}

{"title":"Grasping the Concept of an Object at a Glance: Category Information Accessed by Brief Dichoptic Presentation","authors":"Caitlyn Antal,&nbsp;Roberto G. de Almeida","doi":"10.1111/cogs.70002","DOIUrl":"10.1111/cogs.70002","url":null,"abstract":"<p>What type of conceptual information about an object do we get at a brief glance? In two experiments, we investigated the nature of conceptual tokening—the moment at which conceptual information about an object is accessed. Using a masked picture-word congruency task with dichoptic presentations at “brief” (50−60 ms) and “long” (190−200 ms) durations, participants judged the relation between a picture (e.g., a banana) and a word representing one of four property types about the object: superordinate (<i>fruit</i>), basic level (<i>banana</i>), a high-salient (<i>yellow</i>), or low-salient feature (<i>peel</i>). In Experiment 1, stimuli were presented in black-and-white; in Experiment 2, they were presented in red and blue, with participants wearing red-blue anaglyph glasses. This manipulation allowed for the independent projection of stimuli to the left- and right-hemisphere visual areas, aiming to probe the early effects of these projections in conceptual tokening. Results showed that superordinate and basic-level properties elicited faster and more accurate responses than high- and low-salient features at both presentation times. This advantage persisted even when the objects were divided into categories (e.g., <i>animals</i>, <i>vegetables, vehicles, tools</i>), and when objects contained high-salient visual features. However, contrasts between categories show that <i>animals</i>, <i>fruits</i>, and <i>vegetables</i> tend to be categorized at the superordinate level, while <i>vehicles</i> tend to be categorized at the basic level. Also, for a restricted class of objects, high-salient features representing diagnostic color information (<i>yellow</i> for the picture of a banana) facilitated congruency judgments to the same extent as that of superordinate and basic-level labels. We suggest that early access to object concepts yields superordinate and basic-level information, with features only yielding effects at a later stage of processing, unless they represent diagnostic color information. We discuss these results advancing a unified theory of conceptual representation, integrating key postulates of atomism and feature-based theories.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477997","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}

{"title":"Developing Concepts of Authenticity: Insights From Parents’ and Children's Conversations About Historical Significance","authors":"Shaylene E. Nancekivell,&nbsp;Sarah Stilwell,&nbsp;Susan A. Gelman","doi":"10.1111/cogs.70000","DOIUrl":"10.1111/cogs.70000","url":null,"abstract":"<p>The present study investigated children's understanding that an object's history may increase its significance, an appreciation that underpins the concept of <i>historical authenticity</i> (i.e., the idea that an item's history determines its true identity, beyond its functional or material qualities, leading people to value real items over copies or fakes). We examined the development of historical significance through the lens of parent–child conversations, and children's performance on an authenticity assessment. The final sample was American, 79.2% monoracial White, and mid-high socio-economic status (SES) and included 48 parent–child pairs: 24 with younger children (<i>R</i> = 3.5 to 4.5 years) and 24 with older children (<i>R</i> = 5.5 to 6.5 years). Parent–child pairs discussed three books we created, with three storylines: a museum (culturally authentic) storyline, a clean-up (personally authentic) storyline, and a control storyline. Across measures, conversations suggested that authenticity may begin as a “placeholder concept” that is initially rooted in a broad appreciation for the significance of old objects and only later filled in with specifics. This placeholder initially directs children's learning about authenticity by linking, in an unspecified way, the value and significance of objects to their past. For example, we found that young children appropriately appealed to history (vs. perceptual or functional features of objects) in contexts regarding authentic objects but struggled in determining which objects were more significant on the post-test assessment, suggesting that they attend to object history but are not yet sure how histories matter for making authenticity judgments. We also found some evidence that directing children's attention toward conceptual information related to object history may in turn direct them away from material or perceptual considerations, as seen in trade-offs in parents’ and children's conversations. Together, this exploratory report offers many new avenues for work on the development of authenticity concepts in childhood.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.70000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477996","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}

{"title":"A Simple Computational Model of Semantic Priming in 18-Month-Olds","authors":"Valentina Gliozzi","doi":"10.1111/cogs.13499","DOIUrl":"https://doi.org/10.1111/cogs.13499","url":null,"abstract":"<p>We propose a simple computational model that describes potential mechanisms underlying the organization and development of the lexical-semantic system in 18-month-old infants. We focus on two independent aspects: (i) on potential mechanisms underlying the development of taxonomic and associative priming, and (ii) on potential mechanisms underlying the effect of Inter Stimulus Interval on these priming effects. Our model explains taxonomic priming between words by <i>semantic feature overlap</i>, whereas associative priming between words is explained by Hebbian links between semantic representations derived from <i>co-occurrence relations</i> between words (or their referents). From a developmental perspective, any delay in the emergence of taxonomic priming compared to associative priming during infancy seems paradoxical since feature overlap <i>per se</i> need not be learned. We address this paradox in the model by showing that <i>feature overlap</i> itself is an emergent process. The model successfully replicates infant data related to Inter Stimulus Interval effects in priming experiments and makes testable predictions.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142435431","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}

{"title":"Grammar and Expectation in Active Dependency Resolution: Experimental and Modeling Evidence From Norwegian","authors":"Anastasia Kobzeva,&nbsp;Dave Kush","doi":"10.1111/cogs.13501","DOIUrl":"https://doi.org/10.1111/cogs.13501","url":null,"abstract":"<p>Filler-gap dependency resolution is often characterized as an active process. We probed the mechanisms that determine where and why comprehenders posit gaps during incremental processing using Norwegian as our test language. First, we investigated why active filler-gap dependency resolution is suspended inside <i>island</i> domains like embedded questions in some languages. Processing-based accounts hold that resource limitations prevent gap-filling in embedded questions across languages, while grammar-based accounts predict that active gap-filling is only blocked in languages where embedded questions are grammatical islands. In a self-paced reading study, we find that Norwegian participants exhibit filled-gap effects inside embedded questions, which are not islands in the language. The findings are consistent with grammar-based, but not processing, accounts. Second, we asked if active filler-gap processing can be understood as a special case of probabilistic ambiguity resolution within an <i>expectation-based</i> framework. To do so, we tested whether word-by-word surprisal values from a neural language model could predict the location and magnitude of filled-gap effects in our behavioral data. We find that surprisal accurately tracks the location of filled-gap effects but severely underestimates their magnitude. This suggests either that mechanisms above and beyond probabilistic ambiguity resolution are required to fully explain active gap-filling behavior or that surprisal values derived from long-short term memory are not good proxies for humans' incremental expectations during filler-gap resolution.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13501","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142435429","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}

{"title":"Evaluation of an Algorithmic-Level Left-Corner Parsing Account of Surprisal Effects","authors":"William Schuler,&nbsp;Shizen Yue","doi":"10.1111/cogs.13500","DOIUrl":"https://doi.org/10.1111/cogs.13500","url":null,"abstract":"<p>This article evaluates the predictions of an algorithmic-level distributed associative memory model as it introduces, propagates, and resolves ambiguity, and compares it to the predictions of computational-level parallel parsing models in which ambiguous analyses are accounted separately in discrete distributions. By superposing activation patterns that serve as cues to other activation patterns, the model is able to maintain multiple syntactically complex analyses superposed in a finite working memory, propagate this ambiguity through multiple intervening words, then resolve this ambiguity in a way that produces a measurable predictor that is proportional to the log conditional probability of the disambiguating word given its context, marginalizing over all remaining analyses. The results are indeed consistent in cases of complex structural ambiguity with computational-level parallel parsing models producing this same probability as a predictor, which have been shown reliably to predict human reading times.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142435430","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}

{"title":"Allow Me to Explain: Benefits of Explaining Extend to Distal Academic Performance","authors":"Anahid S. Modrek,&nbsp;Tania Lombrozo","doi":"10.1111/cogs.13496","DOIUrl":"https://doi.org/10.1111/cogs.13496","url":null,"abstract":"<p>How does the act of explaining influence learning? Prior work has studied effects of explaining through a predominantly proximal lens, measuring short-term outcomes or manipulations within lab settings. Here, we ask whether the benefits of explaining extend to academic performance over time. Specifically, does the quality and frequency of student explanations predict students’ later performance on standardized tests of math and English? In Study 1 (<i>N</i> = 127 5th−6th graders), participants completed a causal learning activity during which their explanation quality was evaluated. Controlling for prior test scores, explanation quality directly predicted both math and English standardized test scores the following year. In Study 2 (<i>N</i> = 20,384 10th graders), participants reported aspects of teachers’ explanations and their own. Controlling for prior test scores, students’ own explanations predicted both math and English state standardized test scores, and teacher explanations were linked to test performance <i>through</i> students’ own explanations. Taken together, these findings suggest that benefits of explaining may result in part from the development of a metacognitive explanatory skill that transfers across domains and over time. Implications for cognitive science, pedagogy, and education are discussed.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244758","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}

{"title":"Adults Adapt to Child Speech in Causative Semantics","authors":"Guanghao You,&nbsp;Moritz M. Daum,&nbsp;Sabine Stoll","doi":"10.1111/cogs.13495","DOIUrl":"https://doi.org/10.1111/cogs.13495","url":null,"abstract":"<p>Causation is a core feature of human cognition and language. How children learn about intricate causal meanings is yet unresolved. Here, we focus on how children learn verbs that express causation. Such verbs, known as lexical causatives (e.g., <i>break</i> and <i>raise</i>), lack explicit morphosyntactic markers indicating causation, thus requiring that the child generalizes the causal meaning from the context. The language addressed to children presumably plays a crucial role in this learning process. Hence, we tested whether adults adapt their use of lexical causatives to children when talking to them in day-to-day interactions. We analyzed naturalistic longitudinal data from 12 children in the Manchester corpus (spanning from 20 to 36 months of age). To detect semantic generalization, we employed a network approach with semantics learned from cross-situational contexts. Our results show an increasing trend in the expansion of causative semantics, observable in both child speech and child-directed speech. Adults consistently maintain somewhat more intricate causative semantic networks compared to children. However, both groups display evolving patterns. Around 28–30 months of age, children undergo a reduction in the degree of causative generalization, followed by a slightly time-lagged adjustment by adults in their speech directed to children. These findings substantiate adults' adaptation in child-directed speech, extending to semantics. They highlight child-directed speech as a highly adaptive and subconscious teaching tool that facilitates the dynamic processes of language acquisition.</p>","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13495","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142234957","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}