United States

Many empirical domains center around acts of abstract perception. In this work, we are exploring the periphery of perceptual experiences, specifically the ways professional mathematicians develop their internal visualizations within domains of particular expertise. In their core domains, mathematicians report having highly vivid perceptual experiences of impossible objects such as infinite sets or multi-dimensional spaces. We apply an empirical lens which has formerly been used to understand deliberate visualization practices in Shamanic and Christian contexts to understand how mathematicians develop vividness in their visualizations, and how they exert control over them. 
We find that every mathematician in our sample engaged in these multimodal visualizations. We found that shape, movement, and color were much more common qualities than tactile and olfactory qualities. Many mathematicians reported their visualizations to be dynamic and at least partially under their control. Furthermore, visualizations tended to increase in vividness across experience within a domain.

CogSci 2023

Expert Mathematicians Experience Multi-Modal Visualizations that Develop Across Time

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The 45th Annual Meeting of the Cognitive Science Society will take place in Sydney, Australia as a modified hybrid conference. Presentations from the main-session room will be live-streamed every day for all events. This will include all invited talks and award sessions. Recordings of all CogSci 2023 sessions will be made available for on-demand viewing after the conference.<br>
The in-person component will be held at the International Convention Centre Sydney at Darling Harbour. The Conference will take place Wednesday July 26th – Saturday July 29th, 2023 (Wednesday, July 26th is the Workshops Day).

Join us!

<br>[**The Program at a Glance can be found here**](https://cognitivesciencesociety.org/wp-content/uploads/2023/07/COgSci-PAAG-V2.pdf)
<br>[**The Detailed Program can be found here**](https://online.fliphtml5.com/ebtyf/mswz/)
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#### **CogSci 2023 Program Book**
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The 45th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

The ‘Self’ has a prioritized cognitive status, attributed to an automatic bottom-up attentional enhancement for self-relevant stimuli. Two predictions follow if self-relevant information is automatically boosted. First, processing should be enhanced for self- comparative to other-relevant targets. Second, interference should be greater for self- compared to other-relevant distractors. To investigate these predictions, we adapted a motion discrimination task. Participants first learnt to associate a colour (pink, blue) with themselves and a stranger (other), then viewed a label (YOU or OTHER) and two different coloured superimposed random dot kinematograms (RDKs; blue, pink). A response dial recorded participants’ reproduced direction of motion for the coloured RDK associated with the presented label. Facilitation / interference for self- and other-labelled stimuli was assessed by the angular difference between the reported and true direction of motion (signed error magnitude). Further regression-based analyses quantified the weight self and other-related stimuli influenced responses (decision weights). Contrary to predictions, the mean signed error magnitude and distractor weights did not significantly differ between self and other-relevant stimuli, suggesting self-relevance did not modulate the degree of interference and self-relevant stimuli did not automatically capture attention. Nevertheless, decision weights for target stimuli showed a significant advantage for self- compared with other-relevant motions. This suggests attention enhances feature-based selective attention for self-relevant motion vectors when task relevant. Hence, the ‘Self’s prioritized status is potentially due to target facilitation.

Self-relevance Facilitates Attention to Self-associated Targets on Feature-based Selective Attention Tasks

A commonly held assumption is that demonstration and pantomime differ from
ordinary action in that the movements are slowed down and exaggerated to be better
understood by intended receivers. This claim has, however, been based on meager
empirical support. This article provides evidence that different
functional demands of demonstration and pantomime result in motion characteristics
that differ from those for praxic action. In the experiment, participants were dressed
in motion capture suits and asked to (1) perform an action, (2) demonstrate this
action so that somebody else could learn how to perform it, (3) pantomime this
action without using the object so that somebody else could learn how to perform it,
and (4) pantomime this action without using the object so that somebody else could
distinguish it from another action. The results confirm that actors exaggerate and
slow down their movements in demonstrations and pantomimes when compared to
ordinary actions.


Praxis, Demonstration and Pantomime: A Motion Capture Investigation of Differences in Action Performances

Stimuli that are physically salient—e.g., brighter or differently colored to others in the visual scene—capture eye gaze and attention. Many studies have shown that color-singleton distractors slow visual search for a target, even when color is irrelevant to the task at hand. In the current study we investigated whether participants could use pre-trial information about the color of an upcoming distractor to prevent themselves from getting distracted by it. To ensure that participants were motivated to try and use the pre-trial information, we also provided performance-contingent reward on some trials. Results showed that reward reduced distraction by physically salient stimuli relative to the baseline (distractor-absent condition). However, participants could not capitalize on information provided about the color of the upcoming distractor to further improve visual search performance. This study highlights the fast and reflexive nature of attentional capture by physically salient distractors, which is difficult to control strategically, even when motivated to do so.

Physically salient stimuli capture attention despite external motivation to ignore

Existing studies have suggested that there may be a link between perception and production of speech sounds. In this paper we examine this link using data collected on Singapore English-Mandarin bilingual adults. We used a 2AFC task to measure perception of the Singapore Mandarin [tsʰuə́n]-[ʈʂʰuə́n] alveolar-retroflex contrast, and measured production using centre of gravity (CoG) measurements on speech recordings of alveolar and retroflex words. We found that a perception-production link may exist in our participants, with participants who exhibit less retroflexion in speech showing less sensitivity to retroflexion in ambiguous speech sounds.

Do you say what you hear? Perception-production link of a phoneme contrast in Singapore Mandarin

We propose a novel approach that utilizes virtual reality (VR) and simulation environments to quantify the impact of visual impairments (VIs) on daily tasks, e.g., to what extent does glaucoma slow people down in wiping a table or chopping vegetables? We utilize clinical data from patients to develop visual field models, allowing VR to mimic the visual perception of VI patients as if it is seen through their eyes. Additionally, we leverage BEHAVIOR, the state-of-the-art simulation environment, to recreate a household environment for six daily activities. By measuring the disparity between the subjects' performance with and without VI, we can accurately quantify the impact of VIs. We further quantify the effects of VIs on body and eye movements, and model how movement strategies affect task performance under the influence of VIs. We hope our results can provide valuable insights into the challenges faced by individuals with VIs.

Quantifying the Effect of Visual Impairments on Daily Activities in Virtual, Interactive Environments

When reading a text, readers not only recognise words and retrieve their meanings as they construct a mental representation of the text, but they also process the physical location of the text, including the position of key information. This study investigates how different presentation formats (prints vs. digital) influence the ability to locate information in texts, and if this is influenced by different types of text, and age. Generalized Linear Mixed Models (GLMM; Baayen, 2008) starting with maximal random effects structure (Barr et al., 2013) are employed for analysis. Preliminary analyses (n=74 out of 120 pre-registered) indicate that participants in the print condition outperformed their peers in the digital condition on the measure of location of information, but no difference was found between different text types. Additionally, results suggest that spatial working memory is positively related to the ability to locate information in texts.

Reading Print vs. on Screen: How Do Format and Text Type Influence Our Ability To Locate Information in Text?

Previous eye-movement research on reading and comprehension typically reports better performance in L1 reading as compared to L2. However, the same may not be true in cases where knowing and reading a second language is necessary for acquiring education. To explore this issue, we asked 10 normal participants to read a text in Hindi (L1) and English (L2) in a naturalistic reading paradigm while their eye-movements were being recorded. The aim of the study was to test efficiency of reading in both the languages and compare them. Results revealed reading advantage for L2 for all eye-movement dependent variables (average and trial level fixation counts, gaze duration and run counts). The results were also correlated with independent variables like frequency (zipf) and word complexity score (length) in both languages.

Outcome of Globalization: Evidence for a Second Language Advantage in Reading and Comprehension from An Eye Tracking Study

Research in cognitive development suggests that very early in development children, even infants, may reason about social interactions between individuals that are likely to be relevant for representing leadership (e.g., Stavans & Baillargeon, 2019). In addition, some children develop as leaders (e.g., Kinkead-Clark, 2019; Li et al, 2007), and the specific behaviors they demonstrate are consistent with leadership theories (e.g., Direction, Alignment, and Commitment; Drath et al., 2008). The current study tests whether children represent leadership in terms of Direction, Alignment, and Commitment to shed light on leadership representations in cognitive development. When presented with a ‘sample’ event portraying leadership (or not) followed by another pair of events (only one portraying leadership), 10-13 year olds (N = 24) selected the correct match event significantly above chance; M= 68.50, SE = 4.88, t(23) = 13.91, p < .001. The findings have implications for cognitive theories by clarifying the nature of leadership representations.

Children’s Representations of Events: Categorizing Leadership

Research in cognition and social psychology of organizations have explored perception of leadership. Yet, these investigations remain unconnected. The current study puts forth an approach to studying leadership cognition by 1) using leadership theory to define leadership behavior in an experimental context (in terms of Direction, Alignment, Commitment), and 2) using the Match-to-Sample task to test leadership categorization in adults. When presented with a ‘sample’ event portraying servant leadership followed by another pair of events (only one portraying servant leadership and the other portraying either: task leadership, social interaction, and virtuous interactions), adults (N = 330) selected the correct match event significantly above chance; M=.57 (SE = .01), t(329) = 8.00, p < .001. The findings have implications for cognitive theories by clarifying the nature of leadership representations, as well as for social organizational psychology by introducing a cognitive, non self-report measure of leadership understanding.

Adults’ Event Representations: Categorizing Servant Leadership

How and why do people share opinions online? In research conducted offline, the social identity of the audience is a key factor: whether they are composed of one’s ingroup or outgroup affects what people share and why. Do people behave similarly and for similar reasons online? To test this, we put participants (N = 326) in imaginary forums belonging to their ingroup and outgroup. In each, people selected statements to share, along with reasons for doing so. The results showed a high degree of heterogeneity; people shared nearly all kinds of statements with both audiences, for a variety of reasons. However, there were also consistent patterns. Identity expression was the most common reason for sharing to both audiences, but this led to different things being shared to each. To the ingroup, people preferred to share statements expressing ingroup beliefs, while to the outgroup, they preferred statements expressing universal beliefs.

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Self-relevance Facilitates Attention to Self-associated Targets on Feature-based Selective Attention Tasks

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Self-relevance Facilitates Attention to Self-associated Targets on Feature-based Selective Attention Tasks

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