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In 1998/1999 three participants trained for up to 74 hour long sessions to find a target in visual displays of 1, 2, or 4 objects. There were four targets and four foils that never changed. Displays occurred simultaneously, or the objects occurred successively, or the features of each object occurred successively. When successive, the SOAs were short (17, 33, or 50 ms) so the displays appeared simultaneous, making it likely that the search strategy was the same in all conditions. A 2004 publication examined only the simultaneous condition and found evidence for serial search as well as some small amount of automatic attention to targets, and occasional early or late search termination. A 2021 publication examined only the displays with single objects, obtaining evidence for dynamic perception of features. Building on these results we present a simple dynamic model that explains the main processes operating in all the experimental conditions.

CogSci 2023

Dynamic Modeling of Visual Search

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**Dear Colleagues,**

Welcome to the 43rd Annual Conference of the Cognitive Science Society! 

This year’s conference brings together the latest research from all Cognitive Science and also highlights this year’s theme **Comparative Cognition: Animal Minds.** 

The program features four plenary speakers: Friederike Range (University of Veterinary Medicine, Vienna), Onur Güntürkün (Ruhr University Bochum), Julia Fischer (University of Göttingen), and Erich Jarvis (The Rockefeller University). The keynotes and invited symposia showcase the broad spectrum of ideas that encompass the conference theme of comparative cognition. 

Further, the program includes the Rumelhart Prize keynote presentation by Susan Goldin-Meadow (University of Chicago), and symposia to celebrate the winner of the Elman Prize: Wei Ji Ma (New York University), the Heineken Award winner Robert Zatorre (McGill University), and the Robert J. Glushko Dissertation Prizes session.

The program committee for CogSci 2021 received 1,025 submissions, including 710 full papers, 275 member abstracts, 8 publication-based talks, as well as 15 proposals for symposia, and 17 for workshops and tutorials. After a rigorous review process, the committee selected 152 papers for oral presentation and inclusion in the conference proceedings (14.8%), 332 papers for poster presentation and inclusion in the proceedings (32.4%), and 175 papers for poster presentation with inclusion of abstracts in the proceedings (17.1%) We also selected 275 submitted member abstracts. In addition, we accepted 6 publication-based talks, 12 symposia, and 9 workshops and tutorials to make for an exciting and inclusive program.

We hope that you enjoy the conference this year!<br><br>

**Your Program Chairs,**
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**Learn more about the Vienna Cognitive Science Hub at the University of Vienna, hosts of CogSci 2021**

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To review the proceedings for the conference or review the searchable program, please visit the [website](https://cognitivesciencesociety.org/program/).


CogSci 2021

The Cognitive Science Society brings together researchers from around the world who hold a common goal: understanding the nature of the human mind. The mission of the Society is to promote Cognitive Science as a discipline, and to foster scientific interchange among researchers in various areas of study, including Artificial Intelligence, Linguistics, Anthropology, Psychology, Neuroscience, Philosophy, and Education. The Society is a non-profit professional organization and its activities include sponsoring an annual conference and publishing the journals Cognitive Science and TopiCS.

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The 45th Annual Meeting of the Cognitive Science Society will take place in Sydney, Australia as a modified hybrid conference. Presentations from the main-session room will be live-streamed every day for all events. This will include all invited talks and award sessions. Recordings of all CogSci 2023 sessions will be made available for on-demand viewing after the conference.<br>
The in-person component will be held at the International Convention Centre Sydney at Darling Harbour. The Conference will take place Wednesday July 26th – Saturday July 29th, 2023 (Wednesday, July 26th is the Workshops Day).

Join us!

<br>[**The Program at a Glance can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2023/07/COgSci-PAAG-V2.pdf)
<br>[**The Detailed Program can be found here**](https://online.fliphtml5.com/ebtyf/mswz/)
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#### **CogSci 2023 Program Book**
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The 45th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

Psycholinguistic accounts of pronoun resolution have emphasized the influence of discourse-level and lexical cues (e.g., order-of-mention/coherence relations/implicit causality). Less work has considered situation-specific pragmatic reasoning effects, which we explore here using communicative perspective-taking. Expts1-2 used sentences like “Molly [asked Ana if]/[told Ana that] she remembers when lecture starts” to assess readers’ judgments for antecedents of ambiguous pronouns. We predicted that characters ASKING about the subordinate clause information should entail readers interpreting the pronoun as co-referring with the main-clause object, whereas TELLING should entail main-clause subject interpretations. This is because we do not tell people what they already know nor ask people something that we should know that they do not. The results corroborated our predictions: Participants picked the “perspectivally-congruent” antecedent 99.8% of the time, with no order-of-mention effect (which would predict stronger effects for TELL, where the antecedent is the first-mentioned character). Expts3-4 corroborated the results through self-paced reading tasks.

Drawing on Perspective Cues in Pronoun Resolution

Lab-based research on insight has typically explored solutions on specially designed puzzles, but there is growing interest in exploring insight in more naturalistic contexts. Anecdotally computer programmers report experiences that sound similar to common insight phenomena such as Aha! and restructuring . To better understand moments of insight in computer programming, we conducted a protocol study where we asked intermediate-level computer-programming students to think-aloud as they solved three problems that required non-obvious solutions. Participants began their solutions on a whiteboard and then implemented their solutions in C++. This yielded several data sources including the trace data and the quality of their programmed solutions. This data was used to test whether and when programmers experienced Aha! or restructuring while solving these problems. This data was also used to test whether common findings in insight problem solving research such as the Aha-Accuracy effect and the theorized impasse-insight sequence are present when computer programming.


Exploring Restructuring and Aha! in the Context of Computer Programming

The purpose of this study is to examine how young adults use their metacognitive abilities such as cognitive strategies and self-checking during the mathematics problem-solving process. The study group consisted of 12 young adults selected from three different faculties. A multimodal mixed-methods design was employed, where participants were asked to think out loud while solving ten mathematical problems. The experimental process was recorded with the use of eye-tracking, which was utilized to evaluate the active use of metacognitive sub-skills. The findings from the experimental process revealed that there is a significant difference between the amount of reflection of young adults’ and pupils' cognitive strategy and self-checking skill levels on their responses to mathematics problem solving process in favor of young students.

Differential Effect of Young Adults’ and Students’ MetaCognitive Skills in Mathematics Problem Solving Process

Collaborative problem solving capability (CPS) has become more important recently. Accurate measurement of CPS is necessary for developing training programs. However, most existing CPS measurement tools have two weaknesses. They do not account for individual contributions to the output. Also, it is hard to utilize new problems. Addressing these weaknesses, we modified the PISA 2015 framework to account for individual contributions to the output and introduced peer-assessment. To test the validity of our proposition, we had fifty participants perform two tasks in different groups, and analyzed the results. We found that the score from PISA 2015 and our modified score showed a high correlation. And, peer-assessed modified scores approximated expert-assessed modified scores. Furthermore, peer-assessed modified scores between the tasks showed a significant correlation, suggesting that it is consistent across different tasks and groups. These results suggest that the modified method and adopting peer-assessment can be used to measure CPS.

Measuring Collaborative Problem Solving Capability Using Peer Assessment

Recent work has suggested that caregivers adjust their speech to their child's individual lexical knowledge when playing a reference game. Whether caregivers display similar scaffolding during shared reading interactions remains unexplored. We hypothesized that similar adjustments may characterize caregivers’ communication during shared reading interactions and support children’s word learning. Caregivers and their 4- and 5-year-olds engaged in shared reading with two custom storybooks with embedded low-frequency words. Immediately before the session, caregivers were asked whether their child understood or produced those words via a vocabulary checklist. The shared reading interactions were video-recorded and transcribed. Caregivers’ communication was coded offline for repetitions, questions, comments, and gestures in relation to target words. Children’s word learning outcomes were measured after the shared reading episodes. Results will clarify whether and how caregivers adjust their communication to their perceived child's individual lexical knowledge, and whether this adjustment enhances word learning in naturalistic settings.

Do caregivers’ communicative adjustments enhance 4- and 5-year-olds' word learning? Testing the generalizability of the fine-tuning hypothesis to naturalistic shared reading interactions

This study investigated the effect of interleaving and epistemological beliefs on the reading comprehension of multiple conflicting documents. Especially, it is assumed that interleaving may highlight the differences through discrimination and contrast, thus improving the integration of source and content information. A one-factor experiment was conducted (n = 179) to examine the effect of interleaving and spacing on reading comprehension. In addition, a parallel chain mediation model was established based on the Documents Model Framework. Path analysis results indicated an interleaving effect which took place through germane cognitive load and viewpoint description, while spacing enhanced source memory and source-content links. Furthermore, justification for knowing moderated the effect of interleaving on germane cognitive load. Participants with high level of justification reported the lowest germane cognitive load in the interleaved condition. Potential mechanism of interleaving in multiple document reading was discussed.

Integrating in Interleaved Conflicting Documents: Content Preference and Epistemic Beliefs Matter

Popular culture consists of elements consumed by the general public, such as movies, television shows, and books, that reflect the attitudes, practices, beliefs, and cultural objects prevalent in society. Popular culture tends to influence numerous facets of one’s lifestyle, and both empirical and anecdotal evidence suggests that it plays a role in determining the career of nascent professionals. We conducted an anonymized survey to assess the effect of popular culture on pursuing a career in Science, Technology, Engineering, Mathematics, and Medicine (STEMM). Results from the path analysis identified the direct effect of different aspects of popular media on the perceptions of social standing in choosing a STEMM career.

Exploring the relationship between popular culture and perceptions of social standing in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) careers: a pilot study using path analysis

In 2021, charitable giving accounted for about 2.1% of the national gross domestic product in the U.S., with 67% of donations coming from individual donors. Despite the profound impact of this industry on the economy, with respect to its provision of services and goods as well as employment opportunities and wages, much is still unknown about the psychological processes supporting charitable giving. One major theoretical distinction emerging in the literature is that between acts of charity motivated by a consideration of the needs of recipients vs. those prompted by the needs of the giver. Here, we investigated how socio-affective constructs of “simulated vs. genuine compassion” impact the inclination to make public vs. anonymous charitable donations and assessed how information about social norms influences those differences.

Socio-Affective Traits Mediating Charitable Giving

Recent empirical work has shown that human children are adept at learning and reasoning with probabilities. Here, we model a series of recent experiments investigating the development of school-age children's non-symbolic probability reasoning ability using the Neural Probability Learner and Sampler (NPLS) system. We demonstrate that NPLS can accurately simulate the probability judgments and a temporary interference from incorrectly using pure numerical frequencies in probabilistic tasks in children. We discuss the roles of model parameters in simulating probability matching in children, and their occasional tendency to wrongly select less probable outcomes based on frequencies.

A Computational Model of Children's Learning and Use of Probabilities

Whether children revise their beliefs depends on the counter-evidence they are given. Research with German-speaking children showed that 5-year-olds but not 3-year-olds were more likely to revise their beliefs when presented with direct rather indirect evidence for a claim contradicting their beliefs (Köymen & Tomasello, 2018). Unlike German or English, in languages like Turkish, the obligatory use of evidential markers provides information about reliability, whether the speaker refers to direct or indirect observation. This online study investigated whether Turkish- and English-speaking 3- and 5-year-olds (N=146) revised their initial plausible beliefs in favor of implausible beliefs supported by various types of counter-evidence (direct, indirect, or inference). The results showed that 3-year-olds not only revised their beliefs more often than 5-year-olds, but they also did so more in the direct and inference conditions compared to the indirect condition. Thus, three-year-olds can consider the evidentiary strength of counterarguments when revising their beliefs.

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Drawing on Perspective Cues in Pronoun Resolution

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