Cognitive Psychology最新文献_第10页

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

Developmental differences in reactivation underlying self-derivation of new knowledge through memory integration 通过记忆整合的新知识自我衍生的再激活的发展差异

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-09-01 DOI: 10.1016/j.cogpsych.2021.101413

Hilary E. Miller-Goldwater, Lucy M. Cronin-Golomb, Blaire M. Porter, Patricia J. Bauer

{"title":"Developmental differences in reactivation underlying self-derivation of new knowledge through memory integration","authors":"Hilary E. Miller-Goldwater, Lucy M. Cronin-Golomb, Blaire M. Porter, Patricia J. Bauer","doi":"10.1016/j.cogpsych.2021.101413","DOIUrl":"10.1016/j.cogpsych.2021.101413","url":null,"abstract":"<div><p>Self-derivation of novel facts through integration of memory content is fundamental to acquiring new knowledge and a means of building a semantic knowledge base. It involves combining memory content acquired across separate episodes of learning to generate new knowledge that was not explicitly taught in either episode. To self-derive, one needs to reactivate earlier learned memory content upon exposure to related content and then integrate the learning episodes. Previous research found developmental differences in the conditions under which integration occurs. Adults spontaneously integrate whereas 7- to 9-year-old children seemingly integrate only upon direct tests that verbally prompt for integration. Yet it is unclear whether children engage in the preliminary process of reactivation prior to the direct tests. To address this gap in the current research, we developed an eye-tracking paradigm and tested whether adults and 7- to 9-year-old children engage in the process of reactivation prior to direct tests. The direct tests verbally prompted for integration of memory content requiring self-derivation through both open-ended and forced-choice formats. Both adults and children engaged in reactivation prior to the direct tests. The extent of their reactivation predicted their performance on the direct tests. However, adults showed stronger evidence of reactivation and performed better than children on the direct tests. This work contributes to understandings of developmental differences in the underlying processes involved in the development of new knowledge.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"129 ","pages":"Article 101413"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101413","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39217868","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: 10

Filling the gap in gap-filling: Long-distance dependency formation in sentence production 填空中的填空:句子生成中的远距离依存关系形成

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-09-01 DOI: 10.1016/j.cogpsych.2021.101411

Shota Momma

{"title":"Filling the gap in gap-filling: Long-distance dependency formation in sentence production","authors":"Shota Momma","doi":"10.1016/j.cogpsych.2021.101411","DOIUrl":"10.1016/j.cogpsych.2021.101411","url":null,"abstract":"<div><p>In a sentence like <em>Who does the artist think chased the chef?</em>, the <em>who</em> at the beginning depends on the last bit of the sentence, <em>chased the chef</em>. This is an instance of a <em>long</em>-<em>distance dependency.</em><span> What is the nature of the cognitive process that allows speakers to produce sentences that include distant elements that form dependencies? In four experiments, speakers described drawings that elicited long-distance dependencies. Critically, speakers were sometimes primed to produce a </span><em>that</em> in sentences where <em>that</em> was ungrammatical due to a grammatical constraint known as the <em>that</em>-trace constraint (e.g.,*<em>Who does the artist think that chased the chef</em>). Results showed that, when primed to say an ungrammatical <em>that</em>, speakers were slower to <em>start</em> to speak. Because the <em>that</em>-trace constraint applies selectively to certain configurations of long-distance dependencies, this suggests that the grammatical details of the long-distance dependency are already planned before speakers start to speak the sentences involving long-distance dependencies. I propose a formal model that explains how speakers plan long-distance dependencies in advance of speaking them while also managing the cognitive pressure to speak sentences incrementally.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"129 ","pages":"Article 101411"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101411","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39227383","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: 7

Dichotomous thinking about social groups: Learning about one group can activate opposite beliefs about another group 对社会群体的两分法思考:了解一个群体可以激活对另一个群体的相反信念

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-09-01 DOI: 10.1016/j.cogpsych.2021.101408

Hannah J. Kramer , Deborah Goldfarb , Sarah M. Tashjian , Kristin Hansen Lagattuta

{"title":"Dichotomous thinking about social groups: Learning about one group can activate opposite beliefs about another group","authors":"Hannah J. Kramer , Deborah Goldfarb , Sarah M. Tashjian , Kristin Hansen Lagattuta","doi":"10.1016/j.cogpsych.2021.101408","DOIUrl":"10.1016/j.cogpsych.2021.101408","url":null,"abstract":"<div><p>Across three studies (<em>N</em> = 607), we examined people’s use of a <em>dichotomizing heuristic</em>—the inference that characteristics belonging to one group do not apply to another group—when making judgments about novel social groups. Participants learned information about one group (e.g., “Zuttles like apples”), and then made inferences about another group (e.g., “Do Twiggums like apples or hate apples?”). Study 1 acted as a proof of concept: Eight-year-olds and adults (but not 5-year-olds) assumed that the two groups would have opposite characteristics. Learning about the group as a generic whole versus as specific individuals boosted the use of the heuristic. Study 2 and Study 3 (sample sizes, methods, and analyses pre-registered), examined whether the presence or absence of several factors affected the activation and scope of the dichotomizing heuristic in adults. Whereas learning about or treating the groups as separate was necessary for activating dichotomous thinking, intergroup conflict and featuring only two (versus many) groups was not required. Moreover, the heuristic occurred when participants made both binary and scaled decisions. Once triggered, adults applied this cognitive shortcut widely—not only to benign (e.g., liking apples) and novel characteristics (e.g., liking modies), but also to evaluative traits signaling the morals or virtues of a social group (e.g., meanness or intelligence). Adults did not, however, extend the heuristic to the edges of improbability: They failed to dichotomize when doing so would attribute highly unusual preferences (e.g., disliking having fun). Taken together, these studies indicate the presence of a dichotomizing heuristic with broad implications for how people make social group inferences.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"129 ","pages":"Article 101408"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39260853","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

Predicting responsibility judgments from dispositional inferences and causal attributions 从性格推断和因果归因预测责任判断

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-09-01 DOI: 10.1016/j.cogpsych.2021.101412

Antonia F. Langenhoff , Alex Wiegmann , Joseph Y. Halpern , Joshua B. Tenenbaum , Tobias Gerstenberg

{"title":"Predicting responsibility judgments from dispositional inferences and causal attributions","authors":"Antonia F. Langenhoff , Alex Wiegmann , Joseph Y. Halpern , Joshua B. Tenenbaum , Tobias Gerstenberg","doi":"10.1016/j.cogpsych.2021.101412","DOIUrl":"10.1016/j.cogpsych.2021.101412","url":null,"abstract":"<div><p>The question of how people hold others responsible has motivated decades of theorizing and empirical work. In this paper, we develop and test a computational model that bridges the gap between broad but qualitative framework theories, and quantitative but narrow models. In our model, responsibility judgments are the result of two cognitive processes: a dispositional inference about a person’s character from their action, and a causal attribution about the person’s role in bringing about the outcome. We test the model in a group setting in which political committee members vote on whether or not a policy should be passed. We assessed participants’ dispositional inferences and causal attributions by asking how surprising and important a committee member’s vote was. Participants’ answers to these questions in Experiment 1 accurately predicted responsibility judgments in Experiment 2. In Experiments 3 and 4, we show that the model also predicts moral responsibility judgments, and that importance matters more for responsibility, while surprise matters more for judgments of wrongfulness.</p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"129 ","pages":"Article 101412"},"PeriodicalIF":2.6,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39221602","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 scaled target learning model: Revisiting learning in the balloon analogue risk task 缩放目标学习模型:气球模拟风险任务中的重访学习

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-08-01 DOI: 10.1016/j.cogpsych.2021.101407

Ran Zhou, Jay I. Myung, Mark A. Pitt

{"title":"The scaled target learning model: Revisiting learning in the balloon analogue risk task","authors":"Ran Zhou, Jay I. Myung, Mark A. Pitt","doi":"10.1016/j.cogpsych.2021.101407","DOIUrl":"10.1016/j.cogpsych.2021.101407","url":null,"abstract":"<div><p>The Balloon Analogue Risk Task (BART) is a sequential decision making<span> paradigm that assesses risk-taking behavior. Several computational models have been proposed for the BART that characterize risk-taking propensity. An aspect of task performance that has proven challenging to model is the learning that develops from experiencing wins and losses across trials, which has the potential to provide further insight into risky decision making. We developed the Scaled Target Learning (STL) model for this purpose. STL describes learning as adjustments to an individual’s strategy in reaction to outcomes in the task, with the size of adjustments reflecting an individual’s sensitivity to wins and losses. STL is shown to be sensitive to the learning elicited by experimental manipulations. In addition, the model matches or bests the performance of three competing models in traditional model comparison tests (e.g., parameter recovery performance, predictive accuracy, sensitivity to risk-taking propensity). Findings are discussed in the context of the learning process involved in the task. By characterizing the extent to which people are willing to adapt their strategies based on past experience, STL is a step toward a complete depiction of the psychological processes underlying sequential risk-taking behavior.</span></p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"128 ","pages":"Article 101407"},"PeriodicalIF":2.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39148089","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

Can humans perform mental regression on a graph? Accuracy and bias in the perception of scatterplots 人类能在图形上进行心理回归吗?散点图感知的准确性和偏差

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-08-01 DOI: 10.1016/j.cogpsych.2021.101406

Lorenzo Ciccione , Stanislas Dehaene

{"title":"Can humans perform mental regression on a graph? Accuracy and bias in the perception of scatterplots","authors":"Lorenzo Ciccione , Stanislas Dehaene","doi":"10.1016/j.cogpsych.2021.101406","DOIUrl":"10.1016/j.cogpsych.2021.101406","url":null,"abstract":"<div><p>Despite the widespread use of graphs, little is known about how fast and how accurately we can extract information from them. Through a series of four behavioral experiments, we characterized human performance in “mental regression”, i.e. the perception of statistical trends from scatterplots. When presented with a noisy scatterplot, even as briefly as 100 ms, human adults could accurately judge if it was increasing or decreasing, fit a regression line, and extrapolate outside the original data range, for both linear and non-linear functions. Performance was highly consistent across those three tasks of trend judgment, line fitting and extrapolation. Participants’ linear trend judgments took into account the slope, the noise, and the number of data points, and were tightly correlated with the <em>t</em><span>-test classically used to evaluate the significance of a linear regression. However, they overestimated the absolute value of the regression slope. This bias was inconsistent with ordinary least squares (OLS) regression, which minimizes the sum of square deviations, but consistent with the use of Deming regression, which treats the x and y axes symmetrically and minimizes the Euclidean distance to the fitting line. We speculate that this fast but biased perception of scatterplots may be based on a “neuronal recycling” of the human visual capacity to identify the medial axis of a shape.</span></p></div>","PeriodicalId":50669,"journal":{"name":"Cognitive Psychology","volume":"128 ","pages":"Article 101406"},"PeriodicalIF":2.6,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.cogpsych.2021.101406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39063771","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: 14

Beyond linear order: The role of argument structure in speaking 超越线性顺序:论点结构在讲话中的作用

IF 2.6 2区心理学

Cognitive Psychology Pub Date : 2021-08-01 DOI: 10.1016/j.cogpsych.2021.101397

Shota Momma , Victor S. Ferreira

引用次数: 14