Netherlands

The current research investigates if causal events such as collisions will attract our attention and make us notice other changes that might occur to these colliding objects. Participants were asked to report colour changes in two objects, one involved in a causal event (a collision) and the other independent of any collision. We observed a significant preference towards reporting the colliding colour changing object when colour changes happened during and before the collision, but the preference was less significant when the colour changes happened after the collision. We suggest that the preference stems from participants anticipating causal events and pay extra attention to objects that might involve in a collision. This focused attention makes participants more likely to notice color changes during the anticipation period, which means people are actively devoting more cognitive resources anticipating and confirming causal interactions. This finding suggests that people prioritise causal observations in visual tasks.

**Authors:**

Tianshu Chen: University College London; Christos Bechlivanidis: University College London; Henrik Singmann: UCL; David Lagnado: University College London

CogSci 2024

The Attraction of Anticipation: How Causal Interactions Draw People’s Attention in Visual Tasks

### Welcome to CogSci Conference 2025!

The 47th Annual Meeting of the Cognitive Science Society was a hybrid meeting held in San Francisco. 

<div style="position:relative;padding-top:0;width:900px;height:500px;"><iframe style="position:absolute;border:none;width:100%;height:100%;left:0;top:0;" src="https://online.fliphtml5.com/ebtyf/amvr/"  seamless="seamless" scrolling="no" frameborder="0" allowtransparency="true" allowfullscreen="true" ></iframe></div>

#### About

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.

#### Our History 

* **Society Creation**<br>
The Society was incorporated as a 501(c)(3) non-profit professional organization in Massachusetts in 1979. The organizing committee included Roger Schank, Allan Collins, Donald Norman, and a number of other scholars from psychology, linguistics, computer science, and philosophy. 
<br><br>
* **Conference Creation**<br>
The first conference on cognitive science was held at La Jolla, California in August, 1979, and has occurred annually since then. The proceedings of each conference are published, and those from most years are available through Lawrence Erlbaum Associates, Inc. The annual proceedings of the Cognitive Science Conference represent a major source of information on new work and new ideas in the scientific study of thinking. In 1990, the Society, with help from an anonymous donor, established the David Marr Prize for the best student paper at each annual meeting.
<br><br>
* **Journal Creation**<br>
The Journal, Cognitive Science, began publication in 1976, and is now published by Wiley-Blackwell. The Executive Editor is currently Richard P. Cooper of Birkbeck, University of London, and there are 18 Associate Editors and a 30-member editorial board. It serves as the premier outlet for research reports that intersect two or more disciplines. Copyrights for articles published in the journal are held by the Society. The Governing Board of the Cognitive Science Society voted in late 2006 to found a new journal, Topics in Cognitive Science (topiCS). The Editor in Chief is Wayne Gray, Cognitive Science Department, Rensselaer Polytechnic Institute. The journal seeks to fill a niche not occupied by Cognitive Science Journal or other cognitive science journals. Membership in the Society includes a subscription to Cognitive Science and TopiCS. Copyrights for articles published in the journal are held by the Society.
<br><br>

#### Code of Conduct

By attending the CogSci 2025 Conference, you are required to adhere to the society’s **[Code of Conduct](https://drive.google.com/file/d/1ChPuihLy6jE_BWqfO7J2KKgX35JW2zsM/view?usp=sharing)**.
<br><br>


You need to log in with the email address you registered with. 

Login credentials were sent to you from Underline -  subject line "Welcome to the CogSci 2025 Conference". Please be sure to check your spam/promotional inbox  if you do not see an email confirmation right away.





Please log in to join this event.

To access the site, please register [**here**](https://cognitivesciencesociety.org/registration/).

If you are registered and feel like you are seeing this message by mistake, please make sure you are logged in with the same email that you registered with. 

Please register!

CogSci 2025

The 47th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

poster

The 46th Annual Meeting of the Cognitive Science Society was an in-person meeting held in Rotterdam, The Netherlands at the Postillion Hotel & Conference Centre.

**ON-DEMAND PROGRAM ACCESS AFTER THE CONFERENCE**<br>
Recordings of the invited program are now available. You can access them by clicking on the 'Schedule' icon on the left. Select view by week and navigate to the day and time slot of the recording you wish to view. Click on the time slot to access the recording.

Recordings available (click on each recording to view):

**Thursday, July 25**<br>
0900: [Keynote Speaker Morgan Barense on Enhancing real-world event memory](https://underline.io/events/465/sessions/17997/lecture/99084-dynamics-between-minds-and-the-environment)<br>
1000: [Gleitman Award Winner Isabelle Dautriche on Language Foundations: Insights from acquisition, communication, cognition, and more](https://underline.io/events/465/sessions/18000/lecture/99085-gleitman-talk)<br>
1415: [Invited Symposium: Dynamics between minds and the environment](https://underline.io/events/465/sessions?eventSessionId=18016&searchGroup=lecture)<br>
1700: [Rumelhart Prize Presentation Speaker Alison Gopnik on Exploit, explore, empower: Three ages and three intelligences](https://underline.io/events/465/sessions/18028/lecture/99161-rp1-rumelhart-prize-presentation)<br>

**Friday, July 26**<br>
0900: [C.L. de Carvalho-Heineken Prize Keynote Speaker Kia Nobre on Focusing in memory](https://underline.io/events/465/sessions/18035/lecture/99162-hp1-c-l-de-carvalho-heineken-prize-keynote-address)<br>
1030: [Rumelhart Symposium: Childhood as exploration](https://underline.io/events/465/sessions/18038/lecture/100346-childhood-as-exploration)<br>
1415: [Elman Prize Symposium](https://underline.io/events/465/sessions?eventSessionId=18053&searchGroup=lecture)<br>
1600: [Invited Symposium: Dynamics between minds](https://underline.io/events/465/sessions?eventSessionId=18065&searchGroup=lecture)<br>
1745: [Keynote Speaker Andrea E. Martin on Neural dynamics encode the structure and statistics of language](https://underline.io/events/465/sessions/18077/lecture/99271-neural-dynamics-encode-the-structure-and-statistics-of-language)<br>

**Saturday, July 27**<br>
0900: [Keynote Speaker Gregor Schöner on How higher cognition emerges from the dynamics of strongly interacting neural populations](https://underline.io/events/465/sessions/18083/lecture/99273-dynamics-within-the-mind)<br>
1000: [Glushko Talks](https://underline.io/events/465/sessions?eventSessionId=18086&searchGroup=lecture)<br>
1500: [Invited Symposium: Dynamics within minds](https://underline.io/events/465/sessions?eventSessionId=18100&searchGroup=lecture)<br>


#### **CogSci 2024 Program Book**
<div style="position:relative;padding-top:0;width:900px;height:500px;"><iframe style="position:absolute;border:none;width:100%;height:100%;left:0;top:0;" src="https://online.fliphtml5.com/ebtyf/cble/"  seamless="seamless" scrolling="no" frameborder="0" allowtransparency="true" allowfullscreen="true" ></iframe></div>


**The Program Book can be downloaded [here](https://drive.google.com/file/d/1yRVp1cBqRnAbdYi4GXWV_pZeyWNsRquv/view?usp=sharing).**

#### **Letter from the President**

Welcome to the 2024 Meeting of the Cognitive Science Society in Rotterdam! CogSci 2024 brings together a large community of cognitive scientists who have traveled here from around the world, as well as a smaller group of remote presenters. I would like to extend an especially warm welcome to our first-time CogSci meeting attendees, and hope that 
their experience inspires them to join our future meetings for many years to come.

I want to thank this year’s conference co-chairs, Larissa K Samuelson, Stefan Frank, Mariya Toneva, Allyson Mackey, and Eliot Hazeltine, for putting together an amazing series of invited talks and symposia around the theme of Dynamics of Cognition. The co-chairs also deserve credit for handling a record-breaking number of submissions and producing a truly exciting conference program 

Beyond the invited talks and symposia dedicated to this year’s conference theme, I would like to highlight the presentations and events honoring the 
Rumelhart, Elman, Gleitman and C .L . de Carvalho Heineken prize winners, including the Rumelhart reception on Thursday. As you may know, we are recording all of the invited talks and symposia, and all prize-winners’ talks, and will be making this content available after the conference. 

The Cognitive Science Society relies on the volunteer efforts of our Governing Board members who work on matters related to our membership; conference policies; diversity and inclusion, international, and outreach initiatives; prizes and much more. We welcome interest from Society members who would like to become more involved in what we do. The 
Society is deeply grateful to Rick Dale and Andrea Bender, who serve as editors of the two Society journals, Cognitive Science and Topics in Cognitive Science respectively. We especially acknowledge our editors’ generosity in donating their stipends each year to D&I and outreach efforts. 

This year’s Annual Meeting depends critically on the support of Marischal De Armond and his team at Podium Conference Specialists: Sharon Zwack, Cendrine De Vis, Sarah-Kate Burke, and Rachel Waller worked tirelessly to secure the venue and handled a multitude of logistical and organizational issues, from arranging coffee breaks and receptions to making sure that a huge number of posters fits comfortably into the available space. Finally, and importantly, I would like to acknowledge the Cognitive Science Society Executive Officer, Erica Wojcik, for managing the complex and ever expanding sphere of our Society’s activities.

I hope you enjoy this year’s meeting and the many different opportunities to engage with the vibrant community of cognitive scientists gathered here. I also hope you get a chance to explore the great city of Rotterdam with its many attractions, museums, restaurants and scenic views. If you’d like to talk more about our Society, or simply want to say hello, please stop by!

![](https://assets.underline.io/markdown_image/1/image/3c66d0e21fff30e204df1138ffd15173.jpeg)

**Anna Papafragou**  
President, Cognitive Science 
Society 2023-2024

**CODE OF CONDUCT**<br>
By attending the CogSci 2024 Conference, you are required to adhere to the society’s [Code of Conduct](https://drive.google.com/file/d/16-6KkptF0Gn3ZYGJDlpqpwTdImw45Ng0/view?usp=drive_link).

**ABOUT THE COGNITIVE SCIENCE SOCIETY**<br>
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.
<br><br>

You need to log in with the email address you registered with. Access credentials have been sent to your email. 

Please be sure to check your spam and other email folders if you do not see an email confirmation right away.

Please log in to explore this event.

It looks like you are not registered for this event. 

To access the site please register [**here**](https://cognitivesciencesociety.org/registration/). 

The 46th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

While narratives have shaped cognition and cultures for centuries, digital media and online social networks have introduced new narrative phenomena. With increased narrative agency, networked groups of individuals can directly contribute and steer narratives that center our collective discussions on politics, science and morality. We report the results of a social network experiment (N = 340; interactions = 6,800) on narrative processing and hashtag production, in which networked groups of participants interpreted a text-based narrative of a disaster event, and were incentivized to produce matching hashtags with their network neighbors. We found that a network's neighborhood structure influences the emergence of dominant beliefs through coordination with network neighbors. Using natural language processing, we showed that networked interaction shifts participants' representations of the narrative's causal information.

**Authors:**

Hunter Priniski: UCLA; Bryce Linford: UCLA; Sai Krishna: University of Southern California; Fred Morstatter: USC Information Sciences Institute; Jeff Brantingham: UCLA; Hongjing Lu: UCLA

Social network topology shapes narrative processing and hashtag production

How do people’s causal knowledge influence how they seek information? The current work tasks participants with choosing to observe disease symptoms in a setting where they know a disease’s etiology and related symptoms. We use causal graphical models (CGMs) to formalize their causal knowledge of the disease, and find that people tend to use their expected information gain, computed over their CGM-generated probability beliefs, to search for information in causal settings.

**Authors:**

Brian N Yin: New York University; Bob Rehder: New York University

Causal Information Seeking

Although space helps children to grasp time, comprehending temporal metaphors remains challenging. Particularly, Mandarin has different degree of ambiguity in sagittal time-space metaphors, where ‘qian’ (front/past) expresses both future-in-front and past-in-front mappings but ‘hou’ (back/future) predominately expresses future-at-back mappings. Temporal metaphors with a longer duration unit (e.g., year vs. hour) also increase this challenge. We investigated: 1) when children understand sagittal time-space metaphors; 2) whether different degree of ambiguity leads children to having an asymmetric understanding of the past and future; 3) how the unit of temporal duration affects time understanding. 138 Mandarin-speaking children (3-6 years) undertook an 8-item sagittal time-space metaphors test. The results showed that age 5 is a milestone to understand sagittal time-space metaphors, and a longer unit of time duration and more ambiguous space-time metaphors hinder children’s time comprehension. This study reveals the development of time cognition in non-western children and demonstrates how language impacts cognition.

**Authors:**

Jiayu Jiang: Syracuse University; Yan Gu: UCL

Asymmetry in Language, Asymmetry in Mind: The Effect of Sagittal Time-space Metaphors on Children’s Understanding of Time

Current literature suggests young children are poor innovators. However, this research has only assessed children’s capacity to create a novel solution, rather than to recognise when an existing solution has ongoing utility. We examined children’s capacity to retain and share a solution that would be useful again in the future. Across two rooms, 4- to 9-year-olds (N=83) were given a series of time-based tasks which could be solved by building and using a tool. When given the opportunity to transport a tool between the first and second rooms, only the 6- to 7-year-olds and 8- to 9-year-olds retained the tool that would be useful again above chance levels. When subsequently asked to secure a solution for another child, only 8- to 9-year-olds chose this tool above chance. Positive age-partialled correlations between children’s retaining and sharing behaviours suggest that these behaviours may reflect a common underlying capacity for recognising future utility.

**Authors:**

Zoe Ockerby: The University of Queensland; Thomas Suddendorf: University of Queensland; Jonathan Redshaw: University of Queensland

Recognising the future utility of a solution: When do children choose to retain and share an object to solve a future problem?

Very few if any studies address concept combination from a developmental perspective. Here we report a study of how concepts of integer number combine with those of mindreading. We used tasks that require explicit thought and verbal responses, and examined children between 6-10 years of age. We designed four experiments to look at the intersection of quantification and mindreading in development using two combination tasks: (i) visual perspective taking and number; (ii) false belief and number. In both, children needed to coordinate between simple mathematical operations (counting and addition), and reconstructing an agent's visual or mental perspective. Although all senior kindergarteners were proficient in counting, and the majority of them passed the false-belief task, the false belief and number task has proven surprisingly difficult, and was not mastered before age 8. We offer a performance-based explanation of this difficulty.

**Authors:**

Zoltan Jakab: Eötvös Loránd University; Szabolcs Kiss: University of Pécs

Number In Perspective: Why is it Hard for Preschoolers to Attribute False Belief About Numerosity?

Podcasts are unique unimodal modality because they include features like conversation, description, and sound effects to encourage audio engagement. Research shows that learners benefit from learning in two modalities (audio + visual) when information is complementary, not redundant. However, these studies use audio narration of text as auditory stimuli which differs from a podcast format. Do children learn from podcasts, and does providing supporting visual information affect their learning? Children listened (or listened and viewed related images) to an 11-minute science podcast and answered recall and transfer questions. There is no effect of modality on children’s learning, and children in both conditions perform above chance on transfer questions. Using a semantic textual similarity analysis, we show that children in the audiovisual condition do not incorporate visual information in their description of concepts. These results highlight the uniqueness of podcasts as a unimodal context that could benefit higher-order concept learning.

**Authors:**

Emily M Neer: University of California, Los Angeles; Raymond Shao: University of California, Los Angeles; Catherine Sandhofer: University of California, Los Angeles

The Effect of Modality on Children’s Higher-Order Concept Learning

The emergence of deliberate ignorance, i.e. what influences children’s deliberate decisions not to seek information, is a phenomenon so far notably overlooked. This project addresses this gap by investigating various factors that systematically modulate such decisions in children and adults. Across five studies, we presented participants with short stories illustrating social situations where a misdeed occurs, and measured participants’ preference for knowing the identity of the wrongdoer.
Studies 1-3 (N = 549) shows that both children and adults systematically manifest a preference for ignorance when the information value is low, and when the potential wrongdoer is suspected to be a friend. Studies 4-5 (N = 300, data collection in March) further investigate the role of information probability in this phenomenon.
This first contribution shows that children’s preference for deliberate ignorance is modulated by information value and the relationship frame proposed, suggesting a rational approach to ignorance.

**Authors:**

Francesca Bonalumi: Central European University; Ralph Hertwig: Max Planck Institute for Human Development; Azzurra Ruggeri: Technical University Munich

Investigating deliberate ignorance in children and adults

Attachment is crucial for infants' cognitive development and social relationships. Traditional attachment research has been qualitative, lacking a model to explain how infants' attachment styles develop from experience and how these are influenced by personal traits and environmental factors. We propose such a model, predicting how infants balance interaction with caregivers against exploring their surroundings. Our study is based in a grid-world environment containing an infant and caregiver agent. We vary the infant’s preferences and likelihood of moving between emotional states, environmental features such hazards and rewards, and caregiver behavior, making positive or negative interactions more likely. We find that similar types of behavior can arise from a wide range of simulation settings, and that both infant and environmental factors play a role. Our findings suggest that the characteristic exploratory behavior of each attachment style in real infants may arise from a diverse range of conditions.

**Authors:**

Xi Jia Zhou: Stanford Graduate School of Education; Chris Doyle: Stanford University; Michael C. Frank: Stanford University; Nick Haber: Stanford

Simulating Infants’ Attachment: Behavioral Patterns of Caregiver Proximity Seeking and Environment Exploration Using Reinforcement Learning Models.

To behave efficiently, individuals must decide when to exert cognitive effort by weighing its benefits and costs. While adults often make such economical choices, less is known about how these decisions develop. Here, we examined how children and adolescents (N=150, 10-20 years) learn about the value of cognitive effort during a task-switching experiment manipulating the reward benefits (higher vs. lower incentives) and difficulty costs (easy vs. hard conditions) of engaging cognitive effort. Mixed-effects modeling analyses probing the influences of age, learning over time, and the reward and difficulty manipulations on task-switching performance revealed that accuracy improved significantly more rapidly for higher than lower incentives with increasing age, especially during the beginning and middle of learning. Meanwhile, accuracy improved marginally more rapidly for the easy than hard condition with increasing age. Together, these results suggest that reward and difficulty information distinctly guide cognitive effort across time and age.

**Authors:**

Camille V Phaneuf: Harvard University; Isabelle M Jacques: Harvard University; Catherine Insel: Columbia University; Catherine Insel: Northwestern University; A. Ross Otto: McGill University; Leah Somerville PhD: Harvard University; Leah Somerville PhD: Harvard University

Characterizing Age-Related Change in Learning the Value of Cognitive Effort

Young children, like adults, conform to group consensus. However, it is unclear when children develop more sophisticated intuitions about how the composition of groups, the way in which they acquire and aggregate information, impacts advice quality. This experiment assessed children’s developing sensitivity to source independence - that is, do they understand that statistically independent sources of information are more valuable than correlated ones? Children (5-to-11-year-olds, N=106) and teenagers and adults (N=99) played a space exploration game in which they made multiple 2AFC decisions based on the advice of 8 friendly aliens. Across trials and participants, we manipulated consensus (the relative number of advisers endorsing each option) and source diversity (the relative number of independent advisers endorsing each option). 
Results indicated that children were able to detect the correlations between sources, but their ability to exploit this knowledge was late emerging, likely in the early adolescence years.

**Authors:**

Oana Stanciu: Central European University; Azzurra Ruggeri: Technical University Munich

Premium content

Downloads

Next from CogSci 2024

Social network topology shapes narrative processing and hashtag production

Similar lecture

Unifying inference and selection in singular causal explanation