Cognitive Science最新文献_第7页

Flexible Conceptual Representations 灵活的概念表述。

IF 2.3 2区心理学

Cognitive Science Pub Date : 2024-06-24 DOI: 10.1111/cogs.13475

Alyssa Truman, Marta Kutas

{"title":"Flexible Conceptual Representations","authors":"Alyssa Truman, Marta Kutas","doi":"10.1111/cogs.13475","DOIUrl":"10.1111/cogs.13475","url":null,"abstract":"A view that has been gaining prevalence over the past decade is that the human conceptual system is malleable, dynamic, context-dependent, and task-dependent, that is, flexible. Within the flexible conceptual representation framework, conceptual representations are constructed ad hoc, forming a different, idiosyncratic instantiation upon each occurrence. In this review, we scrutinize the neurocognitive literature to better understand the nature of this flexibility. First, we identify some key characteristics of these representations. Next, we consider how these flexible representations are constructed by addressing some of the open questions in this framework: We review the age-old question of how to reconcile flexibility with the apparent need for shareable stable definitions to anchor meaning and come to mutual understanding, as well as some newer questions we find critical, namely, the nature of relations among flexible representations, the role of feature saliency in activation, and the viability of all-or-none feature activations. We suggest replacing the debate about the existence of a definitional stable core that is obligatorily activated with a question of the degree and probability of activation of the information constituting a conceptual representation. We rely on published works to suggest that (1) prior featural salience matters, (2) feature activation may be graded, and (3) Bayesian updating of prior information according to current demands offers a viable account of how flexible representations are constructed. This proposal provides a theoretical mechanism for incorporating a changing momentary context into a constructed representation, while still preserving some of the concept's constituent meaning.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 6","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13475","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459936","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

Role of Metacognitive Confidence Judgments in Curiosity: Different Effects of Confidence on Curiosity Across Epistemic and Perceptual Domains 元认知信心判断在好奇心中的作用：不同认识域和感知域的信心对好奇心的不同影响

IF 2.3 2区心理学

Cognitive Science Pub Date : 2024-06-24 DOI: 10.1111/cogs.13474

Michiko Sakaki, Alexandr Ten, Hannah Stone, Kou Murayama

{"title":"Role of Metacognitive Confidence Judgments in Curiosity: Different Effects of Confidence on Curiosity Across Epistemic and Perceptual Domains","authors":"Michiko Sakaki, Alexandr Ten, Hannah Stone, Kou Murayama","doi":"10.1111/cogs.13474","DOIUrl":"10.1111/cogs.13474","url":null,"abstract":"Previous research suggests that curiosity is sometimes induced by novel information one has no relevant knowledge about, but it is sometimes induced by new information about something that one is familiar with and has prior knowledge about. However, the conditions under which novelty or familiarity triggers curiosity remain unclear. Using metacognitive confidence judgments as a proxy to quantify the amount of knowledge, this study evaluates the relationship between the amount of relevant knowledge and curiosity. We reviewed previous studies on the relationship between subjective curiosity and confidence and reanalyzed existing large-sample data. The findings indicate that the relationship between curiosity and confidence differs depending on the nature of the stimuli: epistemic versus perceptual. Regarding perceptual stimuli, curiosity is stronger when individuals have lower confidence levels. By contrast, for epistemic stimuli, curiosity is stronger when individuals have higher confidence levels. These results suggest that curiosity triggered by perceptual stimuli is based on perceived novelty, whereas that triggered by epistemic stimuli is based on familiarity with prior knowledge.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 6","pages":""},"PeriodicalIF":2.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459938","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

Numbers in Context: Cardinals, Ordinals, and Nominals in American English 语境中的数字：美国英语中的枢数、序数和名词。

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-06-19 DOI: 10.1111/cogs.13471

Greg Woodin, Bodo Winter

{"title":"Numbers in Context: Cardinals, Ordinals, and Nominals in American English","authors":"Greg Woodin, Bodo Winter","doi":"10.1111/cogs.13471","DOIUrl":"10.1111/cogs.13471","url":null,"abstract":"There are three main types of number used in modern, industrialized societies. Cardinals count sets (e.g., people, objects) and quantify elements of conventional scales (e.g., money, distance), ordinals index positions in ordered sequences (e.g., years, pages), and nominals serve as unique identifiers (e.g., telephone numbers, player numbers). Many studies that have cited number frequencies in support of claims about numerical cognition and mathematical cognition hinge on the assumption that most numbers analyzed are cardinal. This paper is the first to investigate the relative frequencies of different number types, presenting a corpus analysis of morphologically unmarked numbers (not, e.g., “eighth” or “21st”) in which we manually annotated 3,600 concordances in the Corpus of Contemporary American English. Overall, cardinals are dominant—both pure cardinals (sets) and measurements (scales)—except in the range 1,000–10,000, which is dominated by ordinal years, like 1996 and 2004. Ordinals occur less often overall, and nominals even less so. Only for cardinals do round numbers, associated with approximation, dominate overall and increase with magnitude. In comparison with other registers, academic writing contains a lower proportion of measurements as well as a higher proportion of ordinals and, to some extent, nominals. In writing, pure cardinals and measurements are usually represented as number words, but measurements—especially larger, unround ones—are more likely to be numerals. Ordinals and nominals are mostly represented as numerals. Altogether, this paper reveals how numbers are used in American English, establishing an initial baseline for any analyses of number frequencies and shedding new light on the cognitive and psychological study of number.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 6","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13471","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421469","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

Teaching Without Thinking: Negative Evaluations of Rote Pedagogy 不假思索的教学：对照本宣科教学法的负面评价。

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-06-11 DOI: 10.1111/cogs.13470

Ilona Bass, Cristian Espinoza, Elizabeth Bonawitz, Tomer D. Ullman

{"title":"Teaching Without Thinking: Negative Evaluations of Rote Pedagogy","authors":"Ilona Bass, Cristian Espinoza, Elizabeth Bonawitz, Tomer D. Ullman","doi":"10.1111/cogs.13470","DOIUrl":"10.1111/cogs.13470","url":null,"abstract":"When people make decisions, they act in a way that is either automatic (“rote”), or more thoughtful (“reflective”). But do people notice when others are behaving in a rote way, and do they care? We examine the detection of rote behavior and its consequences in U.S. adults, focusing specifically on pedagogy and learning. We establish repetitiveness as a cue for rote behavior (Experiment 1), and find that rote people are seen as worse teachers (Experiment 2). We also find that the more a person's feedback seems similar across groups (indicating greater rote-ness), the more negatively their teaching is evaluated (Experiment 3). A word-embedding analysis of an open-response task shows people naturally cluster rote and reflective teachers into different semantic categories (Experiment 4). We also show that repetitiveness can be decoupled from perceptions of rote-ness given contextual explanation (Experiment 5). Finally, we establish two additional cues to rote behavior that can be tied to quality of teaching (Experiment 6). These results empirically show that people detect and care about scripted behaviors in pedagogy, and suggest an important extension to formal frameworks of social reasoning.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 6","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141307176","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

Bridging the Chasm Between Cognitive Representations and Formal Structures of Linguistic Meanings 弥合语言意义的认知表征与形式结构之间的鸿沟。

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-28 DOI: 10.1111/cogs.13456

Prakash Mondal

{"title":"Bridging the Chasm Between Cognitive Representations and Formal Structures of Linguistic Meanings","authors":"Prakash Mondal","doi":"10.1111/cogs.13456","DOIUrl":"10.1111/cogs.13456","url":null,"abstract":"This paper aims to show that properties of cognitive/conceptual representations and formal-logical structures of linguistic meaning can be inter-translated, recast, transformed into one another, and so united together, even though cognitive/conceptual representations and formal-logical structures of linguistic meaning are apparently distinct in ontology and divergent in their form or character. While cognitive/conceptual representations are ultimately rooted in sensory-motor systems, formal-logical structures of linguistic meaning are abstractions detached from and independent of the actualized world. This paper sketches out the foundations of how representations of linguistic meaning in terms of cognitive/conceptual structures in Cognitive/Conceptual Semantics can be unified with those in terms of formal-logical structures in Formal Semantics. This is done by recasting cognitive/conceptual representations in terms of formal-logical structures of linguistic meaning and re-encoding formal-logical structures of linguistic meaning in terms of cognitive/conceptual representations. Then, these two types of semantic representations, thus shown representationally equivalent, will be related to a series of derivations across levels in neuronal networks and dynamics. The general discussion on unifying cognitive/conceptual representations of linguistic meaning with formal-logical structures is contextualized within the broader context of theorizing in cognitive science.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141159082","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 Effects of Linear Order in Category Learning: Some Replications of Ramscar et al. (2010) and Their Implications for Replicating Training Studies 类别学习中线性顺序的影响：拉姆斯卡尔等人（2010）的一些研究成果及其对重复训练研究的启示。

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-22 DOI: 10.1111/cogs.13445

Eva Viviani, Michael Ramscar, Elizabeth Wonnacott

{"title":"The Effects of Linear Order in Category Learning: Some Replications of Ramscar et al. (2010) and Their Implications for Replicating Training Studies","authors":"Eva Viviani, Michael Ramscar, Elizabeth Wonnacott","doi":"10.1111/cogs.13445","DOIUrl":"10.1111/cogs.13445","url":null,"abstract":"Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) showed how, consistent with the predictions of error-driven learning models, the order in which stimuli are presented in training can affect category learning. Specifically, learners exposed to artificial language input where objects preceded their labels learned the discriminating features of categories better than learners exposed to input where labels preceded objects. We sought to replicate this finding in two online experiments employing the same tests used originally: A four pictures test (match a label to one of four pictures) and a four labels test (match a picture to one of four labels). In our study, only findings from the four pictures test were consistent with the original result. Additionally, the effect sizes observed were smaller, and participants over-generalized high-frequency category labels more than in the original study. We suggest that although Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) feature-label order predictions were derived from error-driven learning, they failed to consider that this mechanism also predicts that performance in any training paradigm must inevitably be influenced by participant prior experience. We consider our findings in light of these factors, and discuss implications for the generalizability and replication of training studies.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082740","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

Do They Know It's Christmash? Lexical Knowledge Directly Impacts Speech Perception 他们知道这是圣诞节吗？词汇知识直接影响语音感知

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-21 DOI: 10.1111/cogs.13449

Sahil Luthra, Anne Marie Crinnion, David Saltzman, James S. Magnuson

引用次数: 0

Tracking the Cognitive Band in an Open-Ended Task 追踪开放式任务中的认知带

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-21 DOI: 10.1111/cogs.13454

John R. Anderson, Shawn Betts, Daniel Bothell, Cvetomir M. Dimov, Jon M. Fincham

{"title":"Tracking the Cognitive Band in an Open-Ended Task","authors":"John R. Anderson, Shawn Betts, Daniel Bothell, Cvetomir M. Dimov, Jon M. Fincham","doi":"10.1111/cogs.13454","DOIUrl":"10.1111/cogs.13454","url":null,"abstract":"Open-ended tasks can be decomposed into the three levels of Newell's Cognitive Band: the Unit-Task level, the Operation level, and the Deliberate-Act level. We analyzed the video game Co-op Space Fortress at these levels, reporting both the match of a cognitive model to subject behavior and the use of electroencephalogram (EEG) to track subject cognition. The Unit Task level in this game involves coordinating with a partner to kill a fortress. At this highest level of the Cognitive Band, there is a good match between subject behavior and the model. The EEG signals were also strong enough to track when Unit Tasks succeeded or failed. The intermediate Operation level in this task involves legs of flight to achieve a kill. The EEG signals associated with these operations are much weaker than the signals associated with the Unit Tasks. Still, it was possible to reconstruct subject play with much better than chance success. There were significant differences in the leg behavior of subjects and models. Model behavior did not provide a good basis for interpreting a subject's behavior at this level. At the lowest Deliberate-Act level, we observed overlapping key actions, which the model did not display. Such overlapping key actions also frustrated efforts to identify EEG signals of motor actions. We conclude that the Unit-task level is the appropriate level both for understanding open-ended tasks and for using EEG to track the performance of open-ended tasks.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13454","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141077181","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

One Cue's Loss Is Another Cue's Gain—Learning Morphophonology Through Unlearning 一个线索的损失是另一个线索的收获--通过不学习来学习语音学

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-15 DOI: 10.1111/cogs.13450

Erdin Mujezinović, Vsevolod Kapatsinski, Ruben van de Vijver

{"title":"One Cue's Loss Is Another Cue's Gain—Learning Morphophonology Through Unlearning","authors":"Erdin Mujezinović, Vsevolod Kapatsinski, Ruben van de Vijver","doi":"10.1111/cogs.13450","DOIUrl":"10.1111/cogs.13450","url":null,"abstract":"A word often expresses many different morphological functions. Which part of a word contributes to which part of the overall meaning is not always clear, which raises the question as to how such functions are learned. While linguistic studies tacitly assume the co-occurrence of cues and outcomes to suffice in learning these functions (Baer-Henney, Kügler, & van de Vijver, 2015; Baer-Henney & van de Vijver, 2012), error-driven learning suggests that contingency rather than contiguity is crucial (Nixon, 2020; Ramscar, Yarlett, Dye, Denny, & Thorpe, 2010). In error-driven learning, cues gain association strength if they predict a certain outcome, and they lose strength if the outcome is absent. This reduction of association strength is called unlearning. So far, it is unclear if such unlearning has consequences for cue–outcome associations beyond the ones that get reduced. To test for such consequences of unlearning, we taught participants morphophonological patterns in an artificial language learning experiment. In one block, the cues to two morphological outcomes—plural and diminutive—co-occurred within the same word forms. In another block, a single cue to only one of these two outcomes was presented in a different set of word forms. We wanted to find out, if participants unlearn this cue's association with the outcome that is not predicted by the cue alone, and if this allows the absent cue to be associated with the absent outcome. Our results show that if unlearning was possible, participants learned that the absent cue predicts the absent outcome better than if no unlearning was possible. This effect was stronger if the unlearned cue was more salient. This shows that unlearning takes place even if no alternative cues to an absent outcome are provided, which highlights that learners take both positive and negative evidence into account—as predicted by domain general error-driven learning.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140923539","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

Improved Perception of Aggression Under (un)Related Threat of Shock 在（不）相关的冲击威胁下提高对攻击行为的感知。

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-14 DOI: 10.1111/cogs.13451

Fábio Silva, Marta I. Garrido, Sandra C. Soares

{"title":"Improved Perception of Aggression Under (un)Related Threat of Shock","authors":"Fábio Silva, Marta I. Garrido, Sandra C. Soares","doi":"10.1111/cogs.13451","DOIUrl":"10.1111/cogs.13451","url":null,"abstract":"Anxiety shifts visual attention and perceptual mechanisms, preparing oneself to detect potentially threatening information more rapidly. Despite being demonstrated for threat-related social stimuli, such as fearful expressions, it remains unexplored if these effects encompass other social cues of danger, such as aggressive gestures/actions. To this end, we recruited a total of 65 participants and asked them to identify, as quickly and accurately as possible, potentially aggressive actions depicted by an agent. By introducing and manipulating the occurrence of electric shocks, we induced safe and threatening conditions. In addition, the association between electric shocks and aggression was also manipulated. Our result showed that participants have improved sensitivity, with no changes to criterion, when detecting aggressive gestures during threat compared to safe conditions. Furthermore, drift diffusion model analysis showed that under threat participants exhibited faster evidence accumulation toward the correct perceptual decision. Lastly, the relationship between threat source and aggression appeared to not impact any of the effects described above. Overall, our results indicate that the benefits gained from states of anxiety, such as increased sensitivity toward threat and greater evidence accumulation, are transposable to social stimuli capable of signaling danger other than facial expressions.","PeriodicalId":48349,"journal":{"name":"Cognitive Science","volume":"48 5","pages":""},"PeriodicalIF":2.5,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cogs.13451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140915751","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