Cognitive Science最新文献_第8页

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

Learning the Meanings of Function Words From Grounded Language Using a Visual Question Answering Model 利用视觉问题解答模型从基础语言中学习功能词的含义

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-14 DOI: 10.1111/cogs.13448

Eva Portelance, Michael C. Frank, Dan Jurafsky

{"title":"Learning the Meanings of Function Words From Grounded Language Using a Visual Question Answering Model","authors":"Eva Portelance, Michael C. Frank, Dan Jurafsky","doi":"10.1111/cogs.13448","DOIUrl":"https://doi.org/10.1111/cogs.13448","url":null,"abstract":"Interpreting a seemingly simple function word like “or,” “behind,” or “more” can require logical, numerical, and relational reasoning. How are such words learned by children? Prior acquisition theories have often relied on positing a foundation of innate knowledge. Yet recent neural-network-based visual question answering models apparently can learn to use function words as part of answering questions about complex visual scenes. In this paper, we study what these models learn about function words, in the hope of better understanding how the meanings of these words can be learned by both models and children. We show that recurrent models trained on visually grounded language learn gradient semantics for function words requiring spatial and numerical reasoning. Furthermore, we find that these models can learn the meanings of logical connectives and and or without any prior knowledge of logical reasoning as well as early evidence that they are sensitive to alternative expressions when interpreting language. Finally, we show that word learning difficulty is dependent on the frequency of models' input. Our findings offer proof-of-concept evidence that it is possible to learn the nuanced interpretations of function words in a visually grounded context by using non-symbolic general statistical learning algorithms, without any prior knowledge of linguistic meaning.","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.13448","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140919246","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

Reviving Bistable Perception in Patients With Depression by Decreasing the Overestimation of Prior Precision 通过降低对先前精确度的高估，恢复抑郁症患者的双稳态感知。

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-14 DOI: 10.1111/cogs.13452

Wenbo Wang, Changbo Zhu, Ting Jia, Meidan Zu, Yandong Tang, Liqin Zhou, Yanghua Tian, Bailu Si, Ke Zhou

{"title":"Reviving Bistable Perception in Patients With Depression by Decreasing the Overestimation of Prior Precision","authors":"Wenbo Wang, Changbo Zhu, Ting Jia, Meidan Zu, Yandong Tang, Liqin Zhou, Yanghua Tian, Bailu Si, Ke Zhou","doi":"10.1111/cogs.13452","DOIUrl":"10.1111/cogs.13452","url":null,"abstract":"Slower perceptual alternations, a notable perceptual effect observed in psychiatric disorders, can be alleviated by antidepressant therapies that affect serotonin levels in the brain. While these phenomena have been well documented, the underlying neurocognitive mechanisms remain to be elucidated. Our study bridges this gap by employing a computational cognitive approach within a Bayesian predictive coding framework to explore these mechanisms in depression. We fitted a prediction error (PE) model to behavioral data from a binocular rivalry task, uncovering that significantly higher initial prior precision and lower PE led to a slower switch rate in patients with depression. Furthermore, serotonin-targeting antidepressant treatments significantly decreased the prior precision and increased PE, both of which were predictive of improvements in the perceptual alternation rate of depression patients. These findings indicated that the substantially slower perception switch rate in patients with depression was caused by the greater reliance on top-down priors and that serotonin treatment's efficacy was in its recalibration of these priors and enhancement of PE. Our study not only elucidates the cognitive underpinnings of depression, but also suggests computational modeling as a potent tool for integrating cognitive science with clinical psychology, advancing our understanding and treatment of cognitive impairments in depression.","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":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140915731","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

Autonomous Sensory Meridian Response (ASMR) and the Functions of Consciousness 自主感觉经络反应（ASMR）与意识的功能。

IF 2.5 2区心理学

Cognitive Science Pub Date : 2024-05-14 DOI: 10.1111/cogs.13453

Dylan Ludwig, Muhammad Ali Khalidi

{"title":"Autonomous Sensory Meridian Response (ASMR) and the Functions of Consciousness","authors":"Dylan Ludwig, Muhammad Ali Khalidi","doi":"10.1111/cogs.13453","DOIUrl":"10.1111/cogs.13453","url":null,"abstract":"“Autonomous Sensory Meridian Response” (ASMR) refers to a sensory-emotional experience that was first explicitly identified and named within the past two decades in online discussion boards. Since then, there has been mounting psychological and neural evidence of a clustering of properties common to the phenomenon of ASMR, including convergence on the set of stimuli that trigger the experience, the properties of the experience itself, and its downstream effects. Moreover, psychological instruments have begun to be developed and employed in an attempt to measure it. Based on this empirical work, we make the case that despite its nonscientific origins, ASMR is a good candidate for being a real kind in the cognitive sciences. The phenomenon appears to have a robust causal profile and may also have an adaptive evolutionary history. We also argue that a more thorough understanding of the distinctive type of phenomenal experience involved in an ASMR episode can shed light on the functions of consciousness, and ultimately undermine certain “cognitive” theories of consciousness. We conclude that ASMR should be the subject of more extensive scientific investigation, particularly since it may also have the potential for therapeutic applications.","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.13453","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140915723","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