Partial color word comprehension precedes production. Montag, Jessica MacDonald, Maryellen et al. It's a Catastrophe! Testing dynamics between competing cognitive states using mixture and hidden Markov models. Visser, Ingmar Speekenbrink, Maarten et al. The role of modality congruence in the presentation and recognition of task-irrelevant stimuli in dual task paradigms. Raftopoulos, Athanassios et al. Experiential Origins of the Mental Number Line. Pitt, Benjamin Casasanto, Daniel et al. Symbolic Reasoning with Bounded Cognitive Resources.
Modeling Spatial Abstraction during Mental Rotation. Lovett, Andrew Schultheis, Holger et al. Causation, Force, and the Sense of Touch. Learning with a Purpose: The Influence of Goals.
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Franke, Michael et al. Skuballa, Irene T. Renkl, Alexander et al. Cross-linguistic Evidence for Cognitive Foundations of Polysemy. Zhu, Huichun Malt, Barbara C. Paxton, Alexanra Roche, Jennifer M. Ibarra, Alyssa Tanenhaus, Michael K. Facilitation in Dishonesty is Subject to Task Constraints. Margulieux, Lauren Catrambone, Richard et al. Kakouros, Sofoklis Rasanen, Okko Jihannes et al.
Individuation vs. Aggregation Strategies for Processing Number Sets. Violations of the Local Independence Assumption in Categorization. Multitasking in Working Memory. Testing the psychological validity of cluster construction biases. Austerweil, Joseph et al. Johnson, Samuel Rips, Lance et al. Wiese, Eliane Koedinger, Kenneth et al. Deconstructing Episodic Memory and Learning in Sigma. Rosenbloom, Paul et al. Does incidental training increase the prevalence of overall similarity classification? A re-examination of kemler Nelson Beliefs about Experiencing and Destroying Art.
Marsh, Jessecae Hick, Darren et al. Sim, Zi Xu, Fei et al. Gao, Jie Corter, James et al. Percentile analysis for goodness-of-fit comparisons of models to data. Khemlani, Sangeet Trafton, Greg et al. Context effects and risk amplification: Why more is risky. Noguchi, Takao Hills, Thomas et al. Isolating second language learning factors in a computational study of bilingual construction acquisition. Huang, Linus Ta-Lun et al. Numeral systems across languages support efficient communication: From approximate numerosity to recursion. Xu, Yang Regier, Terry et al. Children consider prior knowledge and the cost of information both in learning from and teaching others.
Discriminative dimensionality reduction for analyzing EEG data. Noh, Eunho de Sa, Virginia et al. Overreliance on conceptually far sources decreases the creativity of ideas. Does coffee make you reason smarter?
The effect of caffeine on executive functioning and dual-process reasoning. Neural efficiency in working memory tasks: The impact of task demand and training. Nussbaumer, Daniela Grabner, Roland H. Stern, Elsbeth et al. Causal Supersession. Recchia, Gabriel Louwerse, Max et al.
Wordlikeness and Novel Word Learning. Bartolotti, James Marian, Viorica et al. Discovering hidden causes using statistical evidence. Analysis of motor skill acquisition in novice jugglers by three-dimensional motion recording system. They know the words but not the music: Deficits in perceiving prosodic cues to emotion by individuals with psychopathic characteristics.
Mackenzie, Angel Logan, John et al. Interhemispheric integration of visual concepts in infancy. Scott, Kimberly Schulz, Laura et al. Cipollini, Ben Cottrell, Garrison et al. A neural model of hierarchical reinforcement learning. Rasmussen, Daniel Eliasmith, Chris et al. On the automaticity of reduction in dialogue: Cognitive load and repeated multimodal references.
Inferred Evidence in Latent Scope Explanations. Schlegel, Daniel Shapiro, Stuart et al. Chestnut, Eleanor Markman, Ellen et al. The order of things: Inferring causal structure from temporal patterns. Type of iconicity matters: Bias for action-based signs in sign language acquisition. Eye can't ignore what you're saying: Varying the reliability of gaze and language. MacDonald, Ross Tatler, Benjamin et al. Ruggeri, Azzurra Lombrozo, Tania et al. Amortized Inference in Probabilistic Reasoning. Gershman, Samuel Goodman, Noah et al.
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Schloss, Karen B. Goldberger, Carolyn S. Palmer, Stephen E. Levitan, Carmel A. Learning physical theories from dynamical scenes. Degenerative Techo-Cognitive Niches. Unforeseen Dangers of the Hyper-Technological Paradigm. Berolotti, Tommaso Magnani, Lorenzo et al. The influence of structural salience and verbalisation on finding the return path. Are Fractions Natural Numbers, Too? Achievement goals, observed behaviors, and performance: Testing a mediation model in a college classroom. Richey, J. Elizabeth Nokes-Malach, Timothy J.
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On the role of object knowledge in reference production: effects of color typicality on content determination. One-shot learning of generative speech concepts. A neural network model of learning mathematical equivalence. Mickey, Kevin W. McClelland, James L. Yurovsky, Daniel Frank, Michael et al. Barrett, Trevor Hegarty, Mary et al.
Sentence processing in spiking neurons: A biologically plausible left-corner parser. Chrusch, Courtney Gabora, LIane et al. Modeling word learning and its impact in reading comprehension. Vale-Lisboa, Juan et al. McCarthy, Molly Kershaw, Trina et al. Modeling probability knowledge and choice in decisions from experience. On the Nature of Moral Judgment. Ramlakhan, Nalini et al. Effects of Comparison and Explanation on Analogical Transfer. Decisions to intervene on causal systems are adaptively selected.
Vinson, David Dale, Rick et al. The value of approaching bad things. Rich, Alexander Gureckis, Todd et al. Meylan, Stephan Gahl, Susanne et al. Trueblood, Jennifer Pothos, Emmanuel et al. Joint inferences of belief and desire from facial expressions. Newton, Adam T. Caching Algorithms and Rational Models of Memory.
Shiffrin, Richard et al. Qing, Ciyang Franke, Michael et al. Representing Time in Scientific Diagrams. Rottman, Benjamin Margolin et al. Persaud, Kimele Hemmer, Pernille et al. Rapid adaptation in online pragmatic interpretation of contrastive prosody. Supra-individual consistencies in navigator-driven landmark placement for spatial learning.
Holscher, Christoph et al. McCauley, Stewart M. Christiansen, Morten H. Eliminating unpredictable linguistic variation through interaction. Working Memory and Causal Reasoning under Ambiguity. Shou, Yiyun Smithson, Michael et al. Liu, Allison Schunn, Christian et al. Keeping the eyes on a fixation point modulates how a symbolic cue orients covert attention. Burigo, Michele Knoeferle, Pia et al. Evolving useful delusions: Subjectively rational selfishness leads to objectively irrational cooperation.
Black boxes: Hypothesis testing via indirect perceptual evidence. Shifting ground: A definite deficit in adult article production. Hochstein, Lara Barner, David et al. Some arguments are probably valid: Syllogistic reasoning as communication. Tessler, Michael Goodman, Noah et al. Choice Deferral in Models of Preference Accumulation.
Bhatia, Sudeep et al. Uncertainty and exploration in a restless bandit task. Speekenbrink, Maarten Konstantinidis, Emmanouil et al. The Unintended Consequences of Checklists. Stave, Elise A. Muentener, Paul J. Schulz, Laura E. A Computational Analysis.
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Bertolero, Maxwell A. Griffiths, Tom L. Ahmad, Sheeraz Yu, Angela et al. Contribution of sublexical information to word meaning: An objective approach using latent semantic analysis and corpus analysis on predicates. Inohara, Keisuke Ueno, Taiji et al. Theory Comparison for Generalized Quantifiers. To give a fish or to teach how to fish? Children weigh costs and benefits in considering what information to transmit. How does Bayesian reverse-engineering work? Zednik, Carlos Jakel, Frank et al.
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Frequency effects in the processing of unbounded dependencies. How robust is the recent event preference? Learning and Variability in Spiking Neural Networks. Rodny, Jeffrey Kello, Chris et al. Preschoolers infer contrast from adjectives if they can access lexical alternatives. Horowtiz, Alexandra Frank, Michael et al. Information versus reward in a changing world. Navarro, Daniel Newell, Ben et al. Endowing a Cognitive Architecture with World Knowledge. Salvucci, Dario et al.
An Exploratory Investigation of Word Aversion. Running to do evil: Costs incurred by perpetrators affect moral judgment. The relation of space and musical pitch in the brain. Dolscheid, Sarah Willems, Roel M. Hagoort, Peter Casasanto, Daniel et al. Numerical Estimation Under Supervision. Opfer, John Thompson, Clarissa et al. Computational and algorithmic models of strategies in turn-based games. Samland, Jana Waldmann, Michael R. Order effects in learning relational structures. Eaves, Baxter Shafto, Patrick et al.
Liu, Tianyin Hsiao, Janet Hui-wen et al. Lamb, Maurice Chemero, Anthony et al. Dependencies and Hierarchical Structure in Sentence Processing. Baumann, Peter et al. Smith, Linsey Gentner, Dedre et al. Predictability and syntactic production: Evidence from subject omission in Russian. Kravtchenko, Ekaterina et al.
A comprehensive model of spoken word recognition must be multimodal: Evidence from studies of language mediated visual attention. Schultheis, Holger Naidu, Praneeth et al. Toward Boundedly Rational Analysis. Icard, Thomas et al. Problem Solving: What are the Important Questions? Funke, Joachim et al. Pierced by the number line: Integers are associated with back-to-front sagittal space. Marghetis, Tyler Youngstrom, Kendall et al. Reasoning about social choices and social relationships. Jern, Alan Kemp, Charles et al. Cox, Gregory Shiffrin, Richard et al.
Tupper, Paul et al. Walker, Jessica M. Cheng, Patricia W. Stigler, James W. Tokita, Midori Ishiguchi, Akira et al. Does maths anxiety make people bad decision-makers? The link between mathematical anxiety and cognitive reflection. Skillex, an action labelling efficiency score: the case for French and Mandarin. Modelling moral choice as a diffusion process dependent on visual fixations. From counterfactual simulation to causal judgment.
The task-oriented approach in psychology: a solution to Fodor's problem. Baggs, Ed et al. The structure of the lexicon reflects principles of communication. Dink, Jacob Rips, Lance et al. The strategic use of noise in pragmatic reasoning. Bergen, Leon Goodman, Noah et al. Making Sense out of Food. Gestalt Effects in Planning: Rush-Hour as an example. Knauff, Markus et al. Interactions between statistical aggregation and hypothesis testing mechanisms during word learning.
Romberg, Alexa Yu, Chen et al. Gittelson, Logan Taatgen, Niels et al. Reflective Intentions: Philosophical Concepts of Intentionality. What Color is that Smell? Cross-Cultural Color-Odor Associations. Preschoolers expect others to learn rationally from evidence. ACT-R models of a delayed match-to sample task. Cebulski, Sarah Somers, Sterling et al. Minda, John Paul et al. Fernandez, Raquel Grimm, Robert et al. Vertolli, Michael Davies, Jim et al. Beat gestures facilitate speech production.
Luhmann, Christian Bixter, Michael et al. Adaptive information source selection during hypothesis testing. Godwin, Karrie Fisher, Anna et al. Stanley, Susan Lawson, Chris et al. Kolne, Kendall Gonnerman, Laura et al. Kuhnmuench, Gregory Ragni, Marco et al. Elizabeth Bernacki, Matthew L. Belenky, Daniel M. On fallacies and normative reasoning: when people's judgements follow probability theory. Costello, Fintan Mathison, Travis et al. Lost your marbles? The puzzle of dependent measures in experimental pragmatics. Degen, Judith Goodman, Noah et al.
Frugal preference formation. Benefits of Variation Increase with Preparation. Braithwaite, David Goldstone, Robert et al. Bidimensional regression: Issues with Interpolation. Modeling the dynamics of classroom education using teaching games. Frank, Michael et al. Sequential effects: A Bayesian analysis of prior bias on reaction time and behavioral choice. Copying equations to assess mathematical competence: An evaluation of pause measures using graphical protocol analysis.
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Continuous Maps for Symbol Grounding. Perera, Ian Allen, James et al. Incremental and predictive discourse processing based on causal and concessive discourse markers: ERP studies on German and English. Observed motor actions affect valence judgments. Organizing the space and behavior of semantic models. Karuza, Elisabeth A. Farmer, Thomas A. Fine, Alex B. Smith, Francis X. Jaeger, T. Florian et al. Are you hiding something from me? Uncertainty and judgments about the intentions of others. Street, Chris N. Richardson, Daniel et al. Federal Shutdown of Sagi, Eyal Dehghani, Morteza et al.
Engelmann, Chrsitine Hahn, Udo et al. Von Sydow, Momme et al. Posters Two is Company, Three is a Crowd: Party labels and number of candidates as determinants of 'incorrect' vote choice. O'Brien, Keith Harris, Adam et al. The unbearable burden of executive load on cognitive reflection: A validation of dual process theory. Johnson, Eric D. Tubau, Elisabet De Neys, Wim et al. Sound-symbolic correspondences with figures of known entities. Frank, Stefan et al. Classifying movements using efficient kinematic codes.
Johnson, Leif Ballard, Dana et al. Using eye-tracking to predict children's success or failure on analogy tasks. French, Robert M. Thibaut, Jean-Pierre et al. Ghafurian, Moojan Reitter, David et al. A hierarchical Bayesian model for improving wisdom of the crowd aggregation of quantities with large between-informant variability.
Yeung, Saiwing et al. Representing spatial shifts in event processing. Gobel, Matthias S. Ong, Tiffanie Harris, Adam J. People are sensitive to hypothesis sparsity during category discrimination. Pesowski, Madison Friedman, Ori et al. Lawson, Chris et al.
Observed strategies in the freehand drawing of complex hierarchical diagrams. Roller, Ramona Cheng, Peter et al. Lubashevsky, Ihor Datsko, Bohdan et al. The Effects of Complexity on Relational Recognition. Livins, Katherine Doumas, Leonidas et al. Coherence and argument structure: An empirical comparison between plausible reasoning and the Bayesian approach to argumentation.
Gaviria, Christian Jimenez-Leal, William et al. Task relevance moderates saccade velocities to spatially separated cues. McColeman, Caitlyn Blair, Mark et al. TRACX 2. French, Bob Cottrell, Gary et al. Reading and writing direction causes spatial biases in mental model construction in language understanding. Wilson, Nicholas Sun, Ron et al. Effects of Moral Concerns on Negotiations. Naming and remembering atypically colored objects: support for the processing time account for a secondary distinctiveness effect.
Learning or Framing? Chen, Yu-Jia Corter, James et al. Automated scoring of originality using semantic representations. Harbinson, J. Isaiah Haarman, Henk et al. Is Consciousness Computable? The hands that guide the thinking: Interactivity in mental arithmetic. On what happens in speech and gesture when communication is unsuccessful. Contagion Effects in Intertemporal Decision Making.
Burns, Bruce Luo, Luming et al. Hills, Thomas Adelman, James et al. Cohn, Neil et al. Predict choice: A comparison of 21 mathematical models. Sunehag, Peter Hutter, Marcus et al. Tenison, Caitlin Anderson, John et al. Symbol Interpretation in Neural Networks: an investigation on representations in communication. Oliveira, Emerson Loula, Angelo et al. King, Sharese Sumner, Meghan et al. Spatial distance modulates reading times for sentences about social relations: evidence from eye tracking. Guerra, Ernesto Knoeferle, Pia et al.
Transfer of object shape knowledge across visual and haptic modalities. How perceived distractor distance influences reference production: Effects of perceptual grouping in 2D and 3D scenes. Effects of speaker gaze versus depicted actions on visual attention during sentence comprehension.
Dong, Daqi Franklin, Stan et al. Making sense of the abstract uses of the prepositions in and on. Modeling Simultanagnosia. Constable, Todd Pinango, Maria M. Smirnova, Anastasia Iliev, Rumen et al. Implications of Stimulus Sampling on the Attraction Effect. Nandy, Shaurabh et al. A model of object location memory. Peebles, David Jones, Corinna et al. Assessing Parsimony in Models of Aspect. Munch, Damien Dessalles, Jean-Louis et al. Does spatiotemporal integration occur with single empty time intervals instead of two neighboring intervals in the visual modality? The effect of syntax-semantics mismatch on referent predictability: Evidence from Chinese.
Mol, Lisette Althof, Milou et al. Calculation of object position in various reference frames with a robotic simulator. Svec, Marcel Farkas, Igor et al. Simulating Cognitive Complexity in Work Systems. Clancey, William et al. Vlach, Haley et al. Danovitch, Judith Noles, Nicholaus et al. Constraints on Abstraction: Generalization Across Languages. Finley, Sara et al. Asking for Help from a Gendered Robot. Three Senses of 'Explanation'.
The good ship Theseus: The effect of valence on object identity judgments. Knobe, Joshua et al. Modeling sentence processing difficulty with a conditional probability calculator. Minimality Criteria in Spatial Belief Revision. Bucher, Leandra Thorn, Paul et al. Phillips, Lawrence Pearl, Lisa et al.
Does beat perception rely on the covert use of the motor system? The effect of emotions and emotionally laden landmarks on wayfinding. Balaban, Ceylan Z. Roser, Florian Hamburger, Kai et al. Analogical transfer of intentions. Item Response Theory analysis of the Cognitive Reflection Test: Testing the psychometric properties of the original scale and a newly developed 8-item version. Cognitive Reflection Predicts Science Understanding. Shtulman, Andrew McCallum, Kate et al. Beaulac, Guillaume et al.
Are You Lying to Me? Harming is more intentional than helping because it is more probable:A hidden influence of probability on the Knobe effect. Nakamura, Kuninori et al. Rebitscheck, Felix G. Krems, Josef F. Jahn, Georg et al. The high availability of extreme events serves resource-rational decision-making. Pavlova, Margarita Kokinov, Boicho et al. Guath, Mona Juslin, Peter et al. An ERP study of Japanese cleft constructions in context. Differences between Observation and Intervention in Causal Learning. Saito, Motoyuki Shimazaki, Tsuneo et al.
Probabilistic semantic automata in the verification of quantified statements. Waring, Rylan J. Penner-Wilger, Marcie et al. Social Categorization and Cooperation between Humans and Computers. Cognitive Dynamics on the Balance-Scale Task. Zimmerman, Corinne Croker, Steve et al. Betting on Transitivity in an Economic Setting. Hebelmann, Dennis Von Sydow, Momme et al. Learning to Reason Pragmatically with Cognitive Limitations. Jurafsky, Dan Potts, Christopher et al.
Communicative signals promote abstract rule learning by 7-month-old infants. Ferguson, Brock Lew-Williams, Casey et al. Goal-Driven Autonomy for Cognitive Systems. Narrowing the Explanatory Gap with Bridge Metaphors. Yoshimi, Jeffrey et al. Building on the results of a prior study, the purpose of this qualitative study was to further explore where there is agreement on the effects of e-learning technologies in higher education learning experiences.
The results confirm that 1 there Technology, Pedagogy and Education Vol. The purpose of this study was to probe more deeply into the changes that are occurring in higher education as a result of the use of e-learning technology. An interpretive approach using unstructured interviews with leaders of e-learning programs at The growing demands and needs to assist teaching staff in institutions of higher education with the adoption of new and emerging technologies is being propelled from several directions. But innovative teaching initiatives, intended to help This qualitative case study illustrates barriers to informal argumentation and reasoned debate, i.
The case is the computer conference of a week, graduate-level humanities course offered entirely at a The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences.
Fourteen participants who are experts in e-learning in higher education agreed An evaluation of this course Internet and Higher Education Vol. The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and This article explores the meaning of the scholarship of teaching and learning and describes how the concept has evolved over time.
It then discusses how the scholarship of teaching and learning might contribute to developing effective online Open Learning Vol. Distance education programmes warrant the use of innovative intervention practices to enhance student learning experiences. Academic and social empathy by faculty has been shown to enhance student retention in programmes along with their critical Presents the results of an exploratory multi-method evaluation study and transcript analysis of an online forum. Highlights include use of a constructivist interaction analysis model to help understand and assess online learning; social interchange; The purpose of this study was to determine if artistic screen layouts computer screens that used the principles of art and design influence achievement, completion rates or time spent during the learning process.
Two versions of the same computer Journal of Educational Multimedia and Hypermedia Vol. The purpose of this experimental research study was to determine if artistic screens screens that employ accepted principles of visual design influence the learning process. The independent variable was screen design; the dependent variables were The purpose of this study was to investigate learning in communities of inquiry CoI as the terms are defined in Garrison, Anderson, and Archer's framework. We identified reports from that referenced the framework, and we World Conference on Educational Media and Technology pp.
In recent years, much has been written on the philosophy and theory of constructivism. Only recently, however, has it become feasible to consider constructivist principles within the context of adult distance education. The participant interaction Topics: Distance Education , Educational Technology. The provision of blended learning strategies designed to assist academics in the higher education sector with the knowledge, skills, and abilities required for effective teaching with technology has been, and continues to be, a challenge for The purpose of this study was to determine if there is a relationship between learner personality types and perceived satisfaction when using Web-based instruction for mandatory and self-regulated continuing professional development.
Two hundred and How can the teaching-learning process serve distance learners as well as possible? This paper presents a framework for accommodating learners' transitions through the developmental stages associated with the introduction of technologies in learning. The purpose of this study was to advance understanding of how to facilitate higher levels of learning when using asynchronous text-based Internet communication technology. The framework used to guide this study is based on the community of inquiry The purpose of this study is to review the literature on identity construction in doctoral students, with a particular focus on online nursing doctoral students.
Four topics are recurrent in the literature: the influence of faculty mentors, peers, American Journal of Distance Education Vol. Describes a study that was conducted to investigate instructor perceptions of the impact on instruction when asynchronous text-based Internet communication technology was integrated into distance courses at the University of Alberta. The purpose of this study is to gain a better understanding of teaching teacher perspectives and learning student perspectives across the disciplines in ways that can better prepare instructional designers to work with research-teachers in It has been suggested that when we know our philosophy of teaching and technology we then have the ability to articulate not only what we are doing as educational technologists, but what we want to achieve with the technologies, and why.
And while International Journal for Academic Development Vol. The purpose of this study was to better identify directions for addressing the needs of academics in institutions of higher education who teach technologically-mediated, distance-delivered courses.