Canada

Children produce increasingly more recognizable drawings of object concepts throughout childhood. What drives this improvement? Here we explore the role of children&#39;s ability to include relevant parts of those objects in their drawings. We crowdsourced part tags for every pen stroke in 2,160 drawings of 16 common object categories that had been produced by children between 4 and 8 years old. These part decompositions revealed both substantial variation in the number and kind of parts that children emphasized, as well as a non-monotonic relationship between the number of parts that children drew and how recognizable their drawing was. We plan to publicly release these data to catalyze further investigation of how children&#39;s drawings change across development.

CogSci 2022

Developmental changes in the semantic part structure of drawn objects

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. 

[Register to Attend](https://cognitivesciencesociety.org/registration/)

Registration Is Required

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. 





Children produce increasingly more recognizable drawings of object concepts throughout childhood. What drives this improvement? Here we explore the role of children's ability to include relevant parts of those objects in their drawings. We crowdsourced part tags for every pen stroke in 2,160 drawings of 16 common object categories that had been produced by children between 4 and 8 years old. These part decompositions revealed both substantial variation in the number and kind of parts that children emphasized, as well as a non-monotonic relationship between the number of parts that children drew and how recognizable their drawing was. We plan to publicly release these data to catalyze further investigation of how children's drawings change across development.

poster

Evaluations of others’ generosity are critical for identifying quality social partners, yet the factors which systematically affect these evaluations and how they vary across development are still relatively unclear. In this work, we propose that two key evaluative dimensions are the cost associated with a giving action and the need of the recipient. In this way, we suggest that information about both the giver and the recipient influences generosity evaluations. Across two sets of studies, we establish that adults’ and children’s third-party evaluations of generosity indeed are sensitive both to the cost and need associated with the action. Variations in cost and need predicted responses across several, distinct manipulations. Further, these effects were observed both in comparative and standalone contexts, suggesting both dimensions are spontaneously invoked in third-party evaluations. Interestingly, children’s responses to cost manipulations were less consistent than to need manipulations, implying cognitive development could contribute to cost understanding.

Not just if, but how much: Children and adults use cost and need to make evaluations about generosity across contexts

This study explored white lie-telling behaviour in 3- to 6-year-old children from three cultural groups: Anglo Canadian (n = 49), Chinese Canadian (n = 45), and Eastern-European Canadian (n = 11). In a video-conferencing setup, a female researcher expressed a misconception about her artwork and asked participants for their opinion, in the presence versus absence of a stated social consequence (i.e., two conditions). Parental measures of collectivism and parenting styles were also collected. The results indicated that the likelihood of children telling a white lie (versus challenging the researcher’s misconception) did not differ significantly across cultural groups or conditions and was not predicted by parental collectivism, authoritativeness, or authoritarianism. However, the effect of authoritativeness on white lie telling did approach significance. These findings are discussed in relation to possible factors that might have accounted for the lack of cultural differences.

What to Do When Someone Expresses a Misconception? A Cross-Cultural Examination of Children’s White Lie-Telling Behaviour

Adults are far better at identifying adult talkers than child talkers (e.g., Cooper et al., 2020). Why is this the case? Are child talkers acoustically less distinguishable (e.g., Lee et al., 1999)? Or perhaps adults better identify adult talkers, while children better identify child talkers (e.g., see Anastasi & Rhodes, 2005, for evidence that an own-age advantage exists in face recognition). Here, we test adults (N=72) and 6.5-year-olds (N=71) on a voice identification task featuring single word recordings by 8 children and 8 adults. While all listeners successfully identified all talkers above chance (ps<.05), adults significantly outperformed children with both adult (Madult=0.66 vs. Mchild=0.54; p<.001) and child talkers (Madult=0.64 vs. Mchild=0.57; p<.05). Thus, we find no evidence of an own-age advantage in talker recognition. Rather, we find additional evidence that adults are more skilled than children in voice identification tasks, suggesting that talker recognitions skills take time to fully mature.

Is there an Own-Age Advantage in Talker Recognition?

Math talk has implications for the development of numerical concepts. Research suggests that when caregivers talk about natural numbers (1, 2, 3…), it may enhance children’s later math knowledge. Natural numbers have physical quantities that children can observe, yet abstract numerical concepts do not have such observable quantities. In this analysis, we examined how zero occurs in math talk. Using the CHILDES American English corpora (MacWhinney, 2000), we examined the frequency and nature of math talk about zero in naturalistic interactions between 2- to 6-year-olds and other speakers. Input from other speakers increased in frequency and complexity across development. Input with zero in symbolic sentential contexts (e.g., “one and zero make ten”) and cardinal sentential contexts (e.g., “zero means nothing”) increased with development. Children’s production of zero did not change in frequency or context. These results have implications for the concepts about zero children may bring to formal education.

Zero in on This: Children are Exposed to Various Concepts of “Zero” Prior to Age Six

Conditionals have multiple interpretations: the statement "If it rains, Abbie will buy an umbrella" is true when it rains and Abbie buys an umbrella (conjunction), when it doesn’t rain and Abbie doesn’t buy an umbrella (biconditional), and when it doesn’t rain and Abbie buys an umbrella (conditional). Prior research shows that children understand all three interpretations in adolescence, but the reasons for this delay remain unclear. For some researchers, children struggle to represent multiple possibilities due to limited resources. For others, task-related factors underlie children’s difficulties. In a truth-value judgement task, 3-10-year-olds matched a conditional statement with one of two pictures: 1 depicting a false interpretation of the conditional vs. one of the 3 true interpretations. Results showed that children understood conjunction since age 3 but comprehended all three conditional interpretations at age 9, earlier than previously thought. Findings point to a task-related explanation of children’s difficulties.

How do young children interpret conditionals?

Effective practice is key to learning. Yet, it is unclear whether
young children have the ability to make effective and adaptive
training choices. In this project, we investigated 4- to 7-year-old
children’s (n=146) ability to tailor their training strategies
to optimize performance outcomes. Children were presented
with one easy and one difficult guessing game and were asked
to choose which game they wanted to practice. Crucially, before
they chose, they were told that they would eventually be
tested either on the game of their choice (Choice condition) or
on the game the computer would randomly pick (Random condition).
Contrary to our hypotheses, we found that condition
per se did not predict children’s training choices. However, we
found that older children were more likely to make effective
and adaptive training choices than younger children. Overall,
our results indicate that children’s training choices improve
from ages 4 to 7 and inform the development of interventions
to support strategic learning.

Developmental changes in children's training strategies

Learning processes are impacted by individuals’ capabilities (e.g., working memory capacity). Nowadays, the technological improvements like those promised by deep learning methods open new opportunities to adapt learning environments. However, studies using the abilities of these models to individualize learning remain currently rare. The current research project aims to tackle one of the major constraints imposed by video learning related to the transitory aspect of delivered information. The purpose is to individualize the learning, based on learners working memory capacity (WMC).
To this end, several elements need to be taken into account: (1) How to automatically and efficiently evaluate WMC without impacting learning; (2) Analyze in details the actual effect of WMC on video learning; (3) Get the most efficient and acceptable solutions to reduce the effects of WMC.

Adaptive Learning Technology based on Working Memory Capacity

Digital adaptive fact learning systems tailor learning sessions to the individual learner. Most adaptive learning systems assume that the learner has no prior knowledge of the material and therefore use an initial ‘passive rehearsal’ trial for all facts. Here, we test a system that uses active retrieval trials instead of passive study trials when introducing items. This minimizes time loss associated with studying familiar materials and maximizes potential benefits of attempted retrieval before study. We test the system by having participants learn the association between the outlines and names of countries, a domain in which they are likely to have varying degrees of prior knowledge. We show that using attempted retrieval to identify known items is valuable in real-world applications, where partial knowledge of study materials before the start of a learning session is very common.

Test Before Study: Maximizing Adaptive Learning Gains using Prior Knowledge Assessment

Programming is a complex problem-solving domain, requiring the coordination of different types of knowledge and skills. The present study investigates expert and novice programming problem solving by analyzing talk-aloud transcripts and the code generated. Based on this analysis a set of basic goal and step components used by novice and expert programmers are identified, which will inform on the generation of cognitive models in the next phase of this research.

Investigating Expert and Novice Programming Problem Solving

Proficiency in math is critically important given its implications for education and daily life (e.g., finances, health). However, math is a challenging subject, and proficiency requires a complex interplay of content knowledge and general cognitive processes, including Executive Function (EF). In this exploratory study, we used heat maps to examine whether participants' self-reported attention to strategy-specific components of fraction arithmetic equations (i.e., operations, numerators, denominators) was related to their EF and task performance. Our results indicated that participants with stronger EF (indexed by a numerical stroop task) obtained higher fraction arithmetic scores and were also more likely to attend to strategy-specific components in the fraction problems. Additionally, a positive correlation was found between participants’ selection of strategy-specific components and their fraction arithmetic accuracy. 

Keywords: Fraction arithmetic; Strategy Reports; Executive Function; Inhibitory Control; Attention

Premium content

Downloads

Next from CogSci 2022

Not just if, but how much: Children and adults use cost and need to make evaluations about generosity across contexts

Similar lecture

Young children’s drawings and descriptions of layouts and objects