Canada

A widely researched question in bilingualism asks whether bilinguals’ vocabulary growth is equal to or lower than that of monolinguals. Some studies have found smaller vocabularies in bilingual toddlers than monolingual toddlers when comparing in one language, but others have found no significant group differences. We compared 12 to 32-month-old bilingual toddlers growing up in the UK with English and one additional language (AL) to age-matched UK English monolinguals. We evaluated both vocabulary size in English and conceptual vocabulary. Bilinguals’ English vocabulary sizes in both comprehension and production were significantly smaller than monolinguals’ after controlling for age and socioeconomic status. This was seen across bilinguals of different levels of language dominance. The bilingual lag in vocabulary size was smaller when calculated using conceptual vocabulary but still significant for both comprehension and production. We discuss the implications for measurements of bilingual toddlers’ vocabulary size.

CogSci 2022

UK bilingual toddlers show a lag in vocabulary size relative to monolinguals in both comprehension and production

### Welcome to The 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025)

Message from the General Chair: 
*It is my great pleasure and honor to welcome you to the 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025), held in beautiful Vienna, Austria, from July 27 to August 1, 2025. ACL2025continues our field’s tradition of excellence in scholarship, innovation, and inclusivity, and I am deeply grateful to the many volunteers who have worked tirelessly to bring this event to life.* 
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ACL 2025

Welcome to The 63rd Annual Meeting of the Association for Computational Linguistics (ACL 2025)

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Join us for CogSci2022! Our 44th Annual Conference will be centered around the theme of diversity, with an accompanying range of keynotes and invited speakers who themselves highlight the diversity of our field. Our three symposia are Cognition across Diverse Populations, Cognition within Diverse Societies, and Global Challenges for Cognitive Science. The conference is being offered in a fully hybrid environment for onsite and online attendees.
 
 [**The Program at a Glance can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2022/07/Cogsci-2022-PAAG-Detailed-July-12final-1.pdf)
 [**The Detailed Program can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2022/08/DeArmond-CogSci2022-program-v113-final.pdf)

This conference requires a registration to attend. Please use the link below to secure your ticket. The website will be available to all registered attendees on July 25th. 

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The 44th Annual Meeting of the Cognitive Science Society highlighted research on the theme Cognitive Diversity in addition to the full breadth and diversity of research topics offered by the society’s membership. 





Orthographic depth, the consistency of grapheme-phoneme correspondence, influences brain activation in multilinguals’ first (L1) and second language (L2). The intrinsic functional connectivity of cross-language transfer was investigated between two groups of multilinguals, those whose L2 orthography is deeper than their L1 (S-to-D group) and those whose L2 orthography is shallower than their L1 (D-to-S group). We focused on two seed regions: the Visual Word Form Area (VWFA) and the left posterior supramarginal gyrus (pSMG). stronger connectivity was found between the left pSMG and the right precuneus in multilinguals who spoke at least three languages (trilinguals) compared to those who only spoke two languages (bilinguals). Follow-up analyses revealed that this difference was driven by stronger intrinsic connectivity in D-to-S trilinguals compared to the S-to-D trilinguals. Multilinguals’ intrinsic functional connectivity is shaped by the orthographic distance between L1 and L2, as well as differences between bilingualism and trilingualism.

Functional Connectivity Differences between Trilinguals and Bilinguals: The Role of Orthographic Depth

In polarized political climates, debate is ubiquitous but minds rarely change. This raises a question: what causes people to update their views? Recent work has shown that people are persuaded more by experienced-based explanations rather than factual ones. Yet, facts surely play (or ought to play) an important role in political discourse. Is it possible to leverage the persuasive power of personal experiences without sacrificing factual information? In Experiments 1 and 2, we replicate and build on previous findings showing that people who offer experienced-based (vs. fact-based) explanations are perceived as more rational and worthy of respect. In Experiment 3, we show that more complex explanations combining factual information with personal examples reveal more nuanced results. Collectively, this work sheds new light on how experienced-based and fact-based evidence can be used to persuade.

Willingness to Interact Increases When Opponents Offer Specific Evidence

High-level cognition relies on the ability to determine what the relevant possibilities are in the face of incomplete information. For example, causal judgments require reasoning about the relevant counterfactual possibilities in the context in which the actual events occurred. Similarly, to judge that someone is morally responsible for a given action requires assessing what other actions were available to the agent in the context they acted within. Defining the set of relevant possibilities in a context---what we call the contextual 'modal space'---is computationally intractable both because such contexts are not well defined and because there are indefinitely many possibilities that one could consider. Interestingly though, high-level judgments that require reasoning over such possibilities are often made quickly and effortlessly, suggesting that they may recruit a heuristic or implicit representation of the contextually relevant modal space. In this paper we (1) introduce a sampling approach for empirically describing contextual modal spaces, (2) find that modal spaces are shaped by statistical and prescriptive normality, (3) demonstrate that the contextual modal spaces play a domain general role in high-level cognition in the sense that the same modal space is recruited across different domains of reasoning, and finally (4) we provide evidence that such judgments are made on the basis of heuristic representations of the contextual modal space rather than on-line sampling of relevant alternatives.

Domain-general modal spaces play a foundational role throughout high-level cognition

Consider a causal claim like “Tom caused the train delay.” Previous research has shown that the extent to which Tom is seen to act intentionally (i.e., through his own agency) affects the extent to which people agree with this claim. But is this effect of perceived agency a unique phenomenon to causal judgments? Two experiments suggest this may not be the case. Study 1 finds that perceived agency affects people’s under- standing of both causal and non-causal events. Study 2 then finds that while perceptions of agency were similarly involved in people’s understanding of causal and non-causal events, they affected only cases where these events were brought about by animate agents (e.g., people). These results thus suggest that perceptions of agency may have a much more general influence in how people understand events involving agents, and therefore in how they understand the sentences that describe them. We discuss implications for causal cognition, broader research in agency, and the intersections between both and linguistics.

No privileged link between intentionality and causation: Generalizable effects of agency in language

The well-known CRT is a test designed to measure a person’s ‘cognitive reflection’ and used as a predictor of decision making ability. Within the literature, however there is a growing consensus that it shares the majority of its variance with numerical and other cognitive abilities and thus the question increasingly asked is whether it has predictive power beyond existing measures. That is, is there something unique captured by the CRT? This study examines the CRT in parallel with a wide range of individual differences measures reflecting aspects of intelligence (8 CHC broad ability factors), personality (the Big 5 and 30 facets), other decision styles (5 measures) and attention (12 measures covering six aspects of attention). Results indicate that the CRT is, primarily, a cognitive measure, strongly linked to fluid, crystallized and quantitative ability but may also be capturing some distinct aspects of attention relating to the ability to ignore distractors.

What is the CRT? Intelligence, Personality, Decision Style or Attention?

People generally prefer functional explanations over mechanistic ones. Why? One possibility is that people value functional information more. But another possibility is that people don't have an overall preference for functional explanations; Instead, people might just expect this information to precede mechanistic information. Here, we ask whether people have preferences for the order of functional and mechanistic information in explanations. In a first set of studies, we show that adults do in fact prefer that functional information precedes mechanistic. In a second set of studies, we show that people have a more general preference for explanations to address the whole before parts. Finally, we show that the preference for function to precede mechanism may be related to the broader whole-before-parts preference.

A Right Way to Explain? Function, Mechanism, and the Order of Explanations

What kinds of arguments do people make, and what effect do they have on others? Normative constraints on argument-making are as old as philosophy itself, but little is known about the diversity of arguments made in practice. We use NLP tools to extract patterns of argument-making from the Reddit site "Change My View'' (r/CMV). This reveals six distinct argument patterns: not just the familiar deductive and inductive forms, but also arguments about definitions, relevance, possibility and cause, and personal experience. Data from r/CMV also reveal differences in efficacy: personal experience and, to a lesser extent, arguments about causation and examples, are most likely to shift a person's view, while arguments about relevance and presumption are the least. Finally, our methods reveal a gradient of argument-making preferences among users: a two-axis model, of "personal—impersonal'' and "concrete—abstract'', can account for nearly 80% of the strategy variance between individuals.

The Diversity of Argument-Making in the Wild: from Assumptions and Definitions to Causation and Anecdote in Reddit's ``Change My View''

We introduce purely visual paradigms that convey the logical structure of illusory inferences from disjunction: (a AND b) OR c, a |- b. Although the logical information was conveyed entirely via non-linguistic means, we found that the visual paradigms induce reasoning fallacies, though less attractive than their linguistic counterparts. The visual paradigms highlight the role of alternative-based reasoning, or question-answer dynamics, as they control for narrowly interpretive processes that confound the study of their linguistic counterparts. To our knowledge, this is the first work to develop visual paradigms that represent reasoning fallacies committed by adults and involve multiple logical operators non-trivially embedded. Previous studies focused on pre-verbal children or non-human animals, and for this reason limited the scope of research to visually representing logically simple, valid inferences.

Question-answer dynamics in deductive fallacies without language

Investigation of the relationship between cognitive function and academic performance has recently pivoted from differences in intelligence to executive function. To date, these studies have focused disproportionately on samples recruited from Western countries, despite evidence in support of cultural differences in these putative relationships. To address this gap, the present study investigated whether differences in inhibitory and/or attentional control could predict academic performance in a sample of Chinese adolescents (n=42). Participants reported on demographic details and completed both the Simon task and Attention Network Test. Data were analyzed using multiple linear regression controlling for gender, age, SES, English language proficiency, processing speed, and fluid intelligence. Results showed that one index of inhibitory control derived from flanker task performance explained a significant amount of unique variance in academic performance. Our findings provide evidence that executive function, specifically inhibitory control, plays a significant role in academic performance.

Inhibitory Control Predicts Academic Performance Beyond Fluid Intelligence and Processing Speed in English-Immersed Chinese High Schoolers

Parents and teachers often encourage students (e.g., "You can do it!") when they encounter challenges, but these messages are not always effective. Whose encouragement motivates students the most, and why? Here we tested the hypothesis that others’ domain knowledge (e.g., knowledge about course materials) and ability knowledge (e.g., knowledge about students’ abilities in the course) each inform how students evaluate their encouragement. In a large-scale survey, we find that middle school students (n=288) and high school students (n=425) are most likely to seek out and be motivated by encouragement from someone with both domain and ability knowledge, rather than only one or the other. This effect emerged both when students reasoned about hypothetical classmates (Study 1a) and real people in their lives (Study 1b). Moreover, we find that confidence in others' performance estimates linearly increases when they have greater ability and domain knowledge (Study 1c). Collectively, this work suggests that students do not find all encouragement equally motivating. Rather, students find encouragement most motivating when the speaker has knowledge of their abilities and the domain.

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Functional Connectivity Differences between Trilinguals and Bilinguals: The Role of Orthographic Depth

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