Cognitive Psychology最新文献_第10页

Causal invariance as a tacit aspiration: Analytic knowledge of invariance functions 作为一种隐性愿望的因果不变性:不变性功能的分析知识

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2022-02-01 DOI: 10.1016/j.cogpsych.2021.101432

Jooyong Park , Shannon McGillivray , Jeffrey K. Bye , Patricia W. Cheng

{"title":"Causal invariance as a tacit aspiration: Analytic knowledge of invariance functions","authors":"Jooyong Park , Shannon McGillivray , Jeffrey K. Bye , Patricia W. Cheng","doi":"10.1016/j.cogpsych.2021.101432","DOIUrl":"10.1016/j.cogpsych.2021.101432","url":null,"abstract":"<div><p>For causal knowledge to be worth learning, it must remain valid when that knowledge is applied. Because unknown background causes are potentially present, and may vary across the learning and application contexts, extricating the strength of a candidate cause requires an assumption regarding the decomposition of the observed outcome into the unobservable influences from the candidate and from background causes. Acquiring stable, useable causal knowledge is challenging when the search space of candidate causes is large, such that the reasoner’s current set of candidates may fail to include a cause that generalizes well to an application context. We have hypothesized that an indispensable navigation device that shapes our causal representations toward useable knowledge involves the concept of <em>causal invariance</em> – the sameness of how a cause operates to produce an effect across contexts. Here, we tested our <em>causal invariance hypothesis</em> by making use of the distinct mathematical functions expressing causal invariance for two outcome-variable types: continuous and binary. Our hypothesis predicts that, given identical prior domain knowledge, intuitive causal judgments should vary in accord with the causal-invariance function for a reasoner’s perceived outcome-variable type. The judgments are made as if the reasoner aspires to formulate causally invariant knowledge. Our experiments involved two cue-competition paradigms: blocking and overexpectation. Results show that adult humans tacitly use the appropriate causal-invariance functions for decomposition. Our analysis offers an explanation for the apparent elusiveness of the blocking effect and the adaptiveness of intuitive causal inference to the representation-dependent reality in the mind.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"132 ","pages":"Article 101432"},"PeriodicalIF":2.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0010028521000554/pdfft?md5=d1a550afba8d852dccc4cf55be71eb54&pid=1-s2.0-S0010028521000554-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39942582","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: 5

Motivated to learn: An account of explanatory satisfaction 学习动机:解释性满意的一种解释

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2022-02-01 DOI: 10.1016/j.cogpsych.2021.101453

Emily G. Liquin, Tania Lombrozo

{"title":"Motivated to learn: An account of explanatory satisfaction","authors":"Emily G. Liquin, Tania Lombrozo","doi":"10.1016/j.cogpsych.2021.101453","DOIUrl":"10.1016/j.cogpsych.2021.101453","url":null,"abstract":"<div><p>Many explanations have a distinctive, positive phenomenology: receiving or generating these explanations feels <em>satisfying</em>. Accordingly, we might expect this feeling of explanatory satisfaction to reinforce and motivate inquiry. Across five studies, we investigate how explanatory satisfaction plays this role: by motivating and reinforcing inquiry quite generally (“brute motivation” account), or by selectively guiding inquiry to support useful learning about the target of explanation (“aligned motivation” account). In Studies 1–2, we find that satisfaction with an explanation is related to several measures of perceived useful learning, and that greater satisfaction in turn predicts stronger curiosity about questions related to the explanation. However, in Studies 2–4, we find only tenuous evidence that satisfaction is related to actual learning, measured objectively through multiple-choice or free recall tests. In Study 4, we additionally show that perceptions of learning fully explain one seemingly specious feature of explanatory preferences studied in prior research: the preference for uninformative “reductive” explanations. Finally, in Study 5, we find that perceived learning is (at least in part) causally responsible for feelings of satisfaction. Together, these results point to what we call the “imperfectly aligned motivation” account: explanatory satisfaction selectively motivates inquiry towards learning explanatory information, but primarily through fallible perceptions of learning. Thus, satisfaction is likely to guide individuals towards lines of inquiry that support perceptions of learning, whether or not individuals actually are learning.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"132 ","pages":"Article 101453"},"PeriodicalIF":2.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0010028521000761/pdfft?md5=5aebb88d43bfa490e7cbcb9741c65ea9&pid=1-s2.0-S0010028521000761-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39699858","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: 9

Robust priors for regularized regression 正则化回归的鲁棒先验

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2022-02-01 DOI: 10.1016/j.cogpsych.2021.101444

Sebastian Bobadilla-Suarez , Matt Jones , Bradley C. Love

引用次数: 1

Repeated letters increase the ambiguity of strings: Evidence from identification, priming and same-different tasks 重复字母增加了字符串的模糊性:来自识别、启动和相同-不同任务的证据

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2022-02-01 DOI: 10.1016/j.cogpsych.2021.101445

Iliyana V. Trifonova , James S. Adelman

{"title":"Repeated letters increase the ambiguity of strings: Evidence from identification, priming and same-different tasks","authors":"Iliyana V. Trifonova , James S. Adelman","doi":"10.1016/j.cogpsych.2021.101445","DOIUrl":"10.1016/j.cogpsych.2021.101445","url":null,"abstract":"<div><p>Letters are often repeated in words in many languages. The present work explored the mechanisms underlying processing of repeated and unique letters in strings across three experimental paradigms. In a 2AFC perceptual identification task, the insertion but not the deletion of a letter was harder to detect when it was repeated than when it was unique (Exp. 1). In a masked primed same-different task, deletion primes produced the same priming effect regardless of deletion type (repeated, unique; Exp. 2), but insertion primes were more effective when the additional inserted letter created a repetition than when it did not (Exp. 3). In a same-different perceptual identification task, foils created by modifying a repetition, by either repeating the wrong letter or substituting a repeated letter, were harder to reject than foils created by modifying unique letters (Exp. 4). Thus, repetition effects were task-dependent. Since considering representations alone would suggest repetition effects would always occur or never occur, this indicates the importance of modelling task-specific processes. The similarity calculations embedded in the Overlap Model (Gomez et al., 2008) appeared to always predict a repetition effect, but its decision rule for the task of Experiment 1 allowed it to predict the asymmetry between insertions and deletions. In the Letters in Time and Retinotopic Space (LTRS; Adelman, 2011) model, repetition effects arise only from briefly presented stimuli as their perception is incomplete. It was therefore consistent with Experiments 2–4 but required a task-specific response bias to account for the insertion-deletion asymmetry of Experiment 1.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"132 ","pages":"Article 101445"},"PeriodicalIF":2.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39672421","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: 2

Distributional social semantics: Inferring word meanings from communication patterns 分布社会语义学:从交际模式推断词义

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-12-01 DOI: 10.1016/j.cogpsych.2021.101441

Brendan T. Johns

{"title":"Distributional social semantics: Inferring word meanings from communication patterns","authors":"Brendan T. Johns","doi":"10.1016/j.cogpsych.2021.101441","DOIUrl":"10.1016/j.cogpsych.2021.101441","url":null,"abstract":"<div><p><span>Distributional models of lexical semantics have proven to be powerful accounts of how word meanings are acquired from the natural language environment (Günther, Rinaldi, & Marelli, 2019; Kumar, 2020). Standard models of this type acquire the meaning of words through the learning of word co-occurrence statistics across large corpora. However, these models ignore social and communicative aspects of language processing, which is considered central to usage-based and adaptive theories of language (Tomasello, 2003; Beckner et al., 2009). </span><span>Johns (2021)</span> recently demonstrated that integrating social and communicative information into a lexical strength measure allowed for benchmark fits to be attained for lexical organization data, indicating that the social world contains important statistical information for language learning and processing. Through the analysis of the communication patterns of over 330,000 individuals on the online forum Reddit, totaling approximately 55 billion words of text, the findings of the current article demonstrates that social information about word usage allows for unique aspects of a word’s meaning to be acquired, providing a new pathway for distributional model development.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"131 ","pages":"Article 101441"},"PeriodicalIF":2.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39534014","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: 8

Word vs. World Knowledge: A developmental shift from bottom-up lexical cues to top-down plausibility 词汇vs.世界知识:从自下而上的词汇线索到自上而下的合理性的发展转变

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-12-01 DOI: 10.1016/j.cogpsych.2021.101442

Anthony Yacovone, Carissa L. Shafto, Amanda Worek, Jesse Snedeker

{"title":"Word vs. World Knowledge: A developmental shift from bottom-up lexical cues to top-down plausibility","authors":"Anthony Yacovone, Carissa L. Shafto, Amanda Worek, Jesse Snedeker","doi":"10.1016/j.cogpsych.2021.101442","DOIUrl":"10.1016/j.cogpsych.2021.101442","url":null,"abstract":"<div><p>Both 5-year-old children and adults infer the structure of a sentence as they are hearing it. Prior work, however, has found that children do not always make use of the same information that adults do to guide these inferences. Specifically, when hearing ambiguous sentences like “You can tickle the frog with the feather,” children seem to ignore the aspects of the referential context that adults rely on to resolve the ambiguity—e.g., are there two frogs in the scene, one with a feather and one without? Or is there only one frog to be tickled by using a feather? The present study explored two hypotheses about children’s failure to use high-level, top-down context cues to infer the structure of these ambiguous sentences: First, children may be less likely to use <em>any</em> top-down cue during comprehension. Second, children may only have difficulties with top-down cues that are unreliable predictors of which syntactic structure is being used. Thus, to disentangle these hypotheses, we conducted a visual world study of adults’ and children’s ambiguity resolution, manipulating a more reliable top-down cue (the plausibility of the interpretation) and pitting it against a robust bottom-up cue (lexical biases). We find that adults’ and children’s final interpretations are influenced by both sources of information: adults, however, give greater weight to the top-down cue, whereas children primarily rely on the bottom-up cue. Thus, children’s tendency to make minimal use of top-down information persists even when this information is highly valid and dominates adult comprehension. We propose that children have a systematic propensity to rely on bottom-up processing to a greater degree than adults, which could reflect differences in the architecture of the adult and child language comprehension systems or differences in processing speed.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"131 ","pages":"Article 101442"},"PeriodicalIF":2.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39783913","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

How “is” shapes “ought” for folk-biological concepts 形状在民间生物学概念中的“应该”是怎样的

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-11-24 DOI: 10.31234/osf.io/k2sfm

Emily Foster-Hanson, T. Lombrozo

{"title":"How “is” shapes “ought” for folk-biological concepts","authors":"Emily Foster-Hanson, T. Lombrozo","doi":"10.31234/osf.io/k2sfm","DOIUrl":"https://doi.org/10.31234/osf.io/k2sfm","url":null,"abstract":"Knowing which features are frequent among a biological kind (e.g., that most zebras have stripes) shapes people's representations of what category members are like (e.g., that typical zebras have stripes) and normative judgments about what they ought to be like (e.g., that zebras should have stripes). In the current work, we ask if people's inclination to explain why features are frequent is a key mechanism through which what \"is\" shapes beliefs about what \"ought\" to be. Across four studies (N = 591), we find that frequent features are often explained by appeal to feature function (e.g., that stripes are for camouflage), that functional explanations in turn shape judgments of typicality, and that functional explanations and typicality both predict normative judgments that category members ought to have functional features. We also identify the causal assumptions that license inferences from feature frequency and function, as well as the nature of the normative inferences that are drawn: by specifying an instrumental goal (e.g., camouflage), functional explanations establish a basis for normative evaluation. These findings shed light on how and why our representations of how the natural world is shape our judgments of how it ought to be.","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"139 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69647707","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: 6

Evidence for multiple sources of inductive potential: Occupations and their relations to social institutions 诱导潜能的多重来源的证据:职业及其与社会制度的关系

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-11-01 DOI: 10.1016/j.cogpsych.2021.101422

Alexander Noyes , Yarrow Dunham , Frank C. Keil , Katherine Ritchie

{"title":"Evidence for multiple sources of inductive potential: Occupations and their relations to social institutions","authors":"Alexander Noyes , Yarrow Dunham , Frank C. Keil , Katherine Ritchie","doi":"10.1016/j.cogpsych.2021.101422","DOIUrl":"10.1016/j.cogpsych.2021.101422","url":null,"abstract":"<div><p><span>Several current theories have essences as primary drivers of inductive potential: e.g., people infer dogs share properties because they share essences. We investigated the possibility that people take occupational roles as having robust inductive potential because of a different source: their position in stable social institutions. In Studies 1–4, participants learned a novel property about a target, and then decided whether two new individuals had the property (one with the same occupation, one without). Participants used occupational roles to robustly generalize rights and obligations, functional behaviors, </span>personality traits, and skills. In Studies 5–6, we contrasted occupational roles (via label) with race/gender (via visual face cues). Participants reliably favored occupational roles over race/gender for generalizing rights and obligations, functional behaviors, personality traits, and skills (they favored race/gender for inferring leisure behaviors and physiological properties). Occupational roles supported inferences to the same extent as animal categories (Studies 4 and 6). In Study 7, we examined why members of occupational roles share properties. Participants did not attribute the inductive potential of occupational roles to essences, they attributed it to social institutions. In combination, these seven studies demonstrate that any theory of inductive potential must pluralistically allow for both essences and social institutions to form the basis of inductive potential.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"130 ","pages":"Article 101422"},"PeriodicalIF":2.6,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101422","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39392825","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: 2

Mind the gap: How incomplete explanations influence children’s interest and learning behaviors 注意差距:不完整的解释如何影响孩子的兴趣和学习行为

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-11-01 DOI: 10.1016/j.cogpsych.2021.101421

Judith H. Danovitch , Candice M. Mills , Kaitlin R. Sands , Allison J. Williams

{"title":"Mind the gap: How incomplete explanations influence children’s interest and learning behaviors","authors":"Judith H. Danovitch , Candice M. Mills , Kaitlin R. Sands , Allison J. Williams","doi":"10.1016/j.cogpsych.2021.101421","DOIUrl":"10.1016/j.cogpsych.2021.101421","url":null,"abstract":"<div><p>Children rely on others’ explanations to learn scientific concepts, yet sometimes the explanations they receive are incomplete. Three studies explore how receiving incomplete or complete explanations influences children’s subsequent interest and engagement in learning behaviors to obtain additional information about a topic. Children ages 7–10 (<em>N</em> = 275; 49% female, 51% male; 55% white) viewed question-and-answer exchanges about animal behaviors that included either a complete causal explanation of the behavior or an explanation that was missing a key step. Children rated how knowledgeable they felt after hearing the explanation (Study 1) or how much information was missing from the explanation (Studies 2 and 3) and reported how interested they were in learning more about the topic. They also completed two measures of learning behaviors: a book choice task (all studies) and a card choice task (Studies 1 and 2). In the book choice task, children opted to learn about the topics of the incomplete explanations more frequently than the topics of the complete explanations. However, there was no evidence of selective learning behaviors in the card choice task and children’s self-reported interest in learning more about each animal behavior was not directly related to the type of explanation they had received. Individual differences in children’s interest and learning behaviors were linked to verbal intelligence and domain-specific biological knowledge. Implications for the information-gap theory of learning and children’s learning in multiple contexts are discussed.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"130 ","pages":"Article 101421"},"PeriodicalIF":2.6,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39337515","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: 8

Discovering skill 发现技能

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-09-01 DOI: 10.1016/j.cogpsych.2021.101410

John R. Anderson, Shawn Betts, Daniel Bothell, Christian Lebiere

{"title":"Discovering skill","authors":"John R. Anderson, Shawn Betts, Daniel Bothell, Christian Lebiere","doi":"10.1016/j.cogpsych.2021.101410","DOIUrl":"10.1016/j.cogpsych.2021.101410","url":null,"abstract":"<div><p>This paper shows how identical skills can emerge either from instruction or discovery when both result in an understanding of the causal structure of the task domain. The paper focuses on the discovery process, extending the skill acquisition model of Anderson et al. (2019) to address learning by discovery. The discovery process involves exploring the environment and developing associations between discontinuities in the task and events that precede them. The growth of associative strength in ACT-R serves to identify potential causal connections. The model can derive operators from these discovered causal relations<span> just as does with the instructed causal information. Subjects were given a task of learning to play a video game either with a description of the game’s causal structure (Instruction) or not (Discovery). The Instruction subjects learned faster, but successful Discovery subjects caught up. After 20 3-minute games the behavior of the successful subjects in the two groups was largely indistinguishable. The play of these Discovery subjects jumped in the same discrete way as did the behavior of simulated subjects in the model. These results show how implicit processes (associative learning, control tuning) and explicit processes (causal inference, planning) can combine to produce human learning in complex environments.</span></p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"129 ","pages":"Article 101410"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101410","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39171947","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: 3