United States

CogSci 2021

Linguistic Typology of Motion Events in Visual Narratives

### Welcome to the 17th Conference of the European Chapter of the Association for Computational Linguistics (EACL) <br><br>
Continuing its mission of expanding and involving the science community of all European countries, EACL had selected the Ukrainian community for the 16th EACL, which took place online due to the COVID pandemic. Unfortunately, the ongoing war made the organisation in Kyiv impossible. Considering the importance of physical interaction among researchers, especially after the restrictions imposed by the COVID pandemic, in addition to an online mode, the conference will be held in Dubrovnik, Croatia, from 2 to 6 of May, 2023. The original aim of strengthening the connection with the Ukrainian community will not change as our program will feature a dedicated session and a workshop to highlight work on Ukrainian language technologies. As the flagship European conference in the field of computational linguistics, EACL welcomes European and international researchers covering a broad spectrum of research areas that are concerned with computational approaches to natural language.<br><br><br><br>

You need to register for the conference in order to access this site. Please visit https://2023.eacl.org/registration for more information.

EACL 2023

As the flagship European conference in the field of computational linguistics, EACL welcomes European and international researchers covering a broad spectrum of research areas that are concerned with computational approaches to natural language.

symposium

### Looking for Cogsci 2023? Please [click here](https://underline.io/events/405/reception) to switch to 2023 edition.


**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,**
![](https://assets.underline.io/uploads/markdown_image/1/image/99984908caba5e6453e5fc5ba34f3507.jpg)

**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/).


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.

Conscious awareness to the events and stimuli around us is a central part of our everyday experience. Yet, are humans the only species that experiences conscious awareness? Since non-verbal species cannot report their internal states, philosophers and scientists have long debated whether the question of animal consciousness is empirically testable, and it still remains a topic of speculation (Dawkins, 2015; Gutfreund, 2017). In the large spectrum of views, some advocate that consciousness may require complex processes like language, a capacity that is unique to adult humans (Dennett, 1995) or a human-like theory of mind (Carruthers, 1998), which may extend to only a few selected species such as great apes (e.g., Krupenye, Kano, Hirata, Call, & Tomasello, 2016; but see Horschler, MacLean, & Santos, 2020). In contrast, others have used neuroanatomical similarities to argue that a number of species (including some birds and octopuses) are likely to be capable of generating conscious experience (see, for example, the Cambridge declaration on consciousness, 2012). Others argue that non-human animals are conscious on the basis of intelligent behaviors which, at least in humans, seem to coincide with conscious awareness as supporting evidence for animal consciousness. These include behaviors such as planning (Osvath & Osvath, 2008), or metacognition (Hampton, Engelberg, & Brady, 2020; Rosati & Santos, 2016), for review see Boly et al., 2013; Griffin & Speck, 2004. Yet, since many complex human behaviors and high-level functions can be performed outside of conscious awareness (i.e., Hassin, 2013), it is difficult to determine whether non-human animals that display intelligent behaviors are indeed conscious or not (Carruthers, 2018). Furthermore, given the ambiguity and difficulty in disentangling conscious from non-conscious processes in non-verbal species, many consider the question of animal consciousness as far from having been resolved (Dawkins, 2015; Gutfreund, 2017). For many, the gap in evidence needed to unambiguously infer animal consciousness is considered “as wide as ever” (Dawkins, 2012).

Unfolding Conscious Awareness from Non-Conscious Perception in Non-Human Animals

Although infants can frequently observe others gathering information, it is an open question whether and how they make sense of such activities since the mental causes and intended effects of these are hidden and underdetermined by the available evidence. We tested the hypothesis that infants possess a naive theory that leads them to grasp the purpose of information-gathering actions when they serve as sub-goals of higher-order instrumental goals. We presented 14-month-old infants with actions that were inefficient with respect to the agent’s instrumental goal but could or could not be justified as information-seeking behavior via this theory. We expected longer looks in the condition where the detour could not be justified and the results were in line with our predictions. While this evidence is compatible with our hypothesis, further studies are in progress to rule out alternative interpretations of our findings.

Infants’ interpretation of information-seeking actions

Normative learning theories dictate that we should preferentially attend to informative sources, but only up to the point that our limited learning systems can process their content. Humans, including infants, show this predicted strategic deployment of attention. Here we demonstrate that rhesus monkeys, much like humans, attend to events of moderate surprisingness over both more and less surprising events. They do this in the absence of any specific goal or contingent reward, indicating that the behavioral pattern is spontaneous. We suggest this U-shaped attentional preference represents an evolutionarily preserved strategy for guiding intelligent organisms toward material that is maximally useful for learning.


Macaques preferentially attend to intermediately surprising information

When people act on objects, their goals can depend on the objects’ intrinsic properties and conventional uses (e.g., using forks, not knives, to eat spaghetti), locations (e.g., clearing the table, regardless of what is on it), or both (eating with the fork next to your plate, not your dining partner’s). For adults, objects’ intrinsic properties matter more than their locations in most action contexts. Whereas 5-month-old infants privilege objects’ intrinsic properties in attributing goals to people reaching for objects, 3-month-old infants do not. Do younger infants fail to view reaching as goal-directed, or are they uncertain which properties of objects are relevant in different contexts? Here we show that 3-month-old infants attribute goals to others’ reaching actions when given information that their actions depend on what, not where, an object is. Our findings suggest that 3-month-old infants can learn about others’ object goals, before they reach for objects themselves.

Open-Minded, Not Naïve: Three-Month-Old Infants Encode Objects as the Goals of Other People’s Reaches

Models of pedagogy highlight the reciprocal reasoning underlying learner-teacher interactions, including that learners' inferences should be shaped by what they believe a teacher knows about them. Yet, little is known about how this influences learning, despite the fact that even young children make rapid inferences about teaching from sparse data. In the current work, six- to eight-year-olds' performance on a picture-matching game was either overestimated, underestimated, or accurately represented by a confederate (the "Teacher"), who then presented three new matching games of varying assessed difficulty (too easy, too hard, just right). A simple model of this problem predicts that while children should follow the recommendation of an accurate Teacher, learners should choose easier games when the Teacher overestimated their abilities, and harder games when she underestimated them. Results from our experiment support these predictions, providing insight into children’s ability to consider teachers’ knowledge when learning from pedagogy.

Do You Know What I Know? Children Use Informants’ Beliefs About Their Abilities to Calibrate Choices During Pedagogy

Most well-accepted models of cognitive evolution define the modern human mind in terms of an amalgamation of species-specific cognitive mechanisms, many of which are described as adaptive. Likewise, these models often use the rich archaeological record of Homo sapiens to illustrate how ‘uniquely human’ mental abilities gave our species an evolutionary advantage over extinct hominins. Recent evidence from various fields, however, indicates that closely related species, particularly Neanderthals and Denisovans, likely had cognitive capacities very similar to ours, and that several key aspects of ‘modern’ cognition are not exclusive to our lineage. The sum of these data therefore requires a timely revision of human cognitive evolution models. On the one hand, claims of species-specific cognitive mechanisms have been weakened. On the other hand, there are tangible differences among extinct and extant humans that call for an explanation. One way to accommodate these differences is to understand cognition as shaped by sociocultural and environmental factors, and to argue for culture-specific rather than species-specific cognition over the course of human evolution.

Cognitive and Cultural Diversity in Human Evolution

Individuals can learn differently, even in very simple tasks. In an association learning task, participants learned associations between correct keypresses and sets of categorically related images. Following a delay, participants were then tested on the associations in a surprise test. This task has been used to examine the relationship between reinforcement learning and working memory. However, the strategies that individuals use to explore the associations between keypresses and images as well as the opportunity to take advantage of a simple rule based on the structure of the task without having to retrieve the correct response may both impact test performance. Two experiments were conducted to test these hypotheses. Results showed that the performance difference from the end of the learning phase to the testing phase differed significantly between set size conditions in a way that is more consistent with strategic differences than an interaction between working memory and reinforcement learning.

Task strategies mediate the interaction between working memory and other cognitive systems

Artifacts – the objects we own, make, and choose – provide a source of rich social information. Adults use people’s artifacts to judge others’ traits, interests, and social affiliations. Here we show that 4-year-old children (N=32) infer others’ shared interests from their artifacts. When asked who had the same interests as a target character, children chose the character with a conceptually similar object to the target’s – an object used for the same activity – over a character with a perceptually similar object. When asked which person had the same arbitrary property (bedtime, birthday, or middle name), children did not systematically select either character, and most often reported that they did not know. Adults (N=32) made similar inferences, but differed in their tendency to use artifacts to infer friendships. Overall, by age 4, children show a sophisticated ability to make selective, warranted inferences about others’ interests based solely on their artifacts.

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Unfolding Conscious Awareness from Non-Conscious Perception in Non-Human Animals

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