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Recent work has suggested that caregivers adjust their speech to their child&#39;s individual lexical knowledge when playing a reference game. Whether caregivers display similar scaffolding during shared reading interactions remains unexplored. We hypothesized that similar adjustments may characterize caregivers’ communication during shared reading interactions and support children’s word learning. Caregivers and their 4- and 5-year-olds engaged in shared reading with two custom storybooks with embedded low-frequency words. Immediately before the session, caregivers were asked whether their child understood or produced those words via a vocabulary checklist. The shared reading interactions were video-recorded and transcribed. Caregivers’ communication was coded offline for repetitions, questions, comments, and gestures in relation to target words. Children’s word learning outcomes were measured after the shared reading episodes. Results will clarify whether and how caregivers adjust their communication to their perceived child&#39;s individual lexical knowledge, and whether this adjustment enhances word learning in naturalistic settings.

CogSci 2023

Do caregivers’ communicative adjustments enhance 4- and 5-year-olds&#39; word learning? Testing the generalizability of the fine-tuning hypothesis to naturalistic shared reading interactions

### 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/).


CogSci 2021

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.

Recent work has suggested that caregivers adjust their speech to their child's individual lexical knowledge when playing a reference game. Whether caregivers display similar scaffolding during shared reading interactions remains unexplored. We hypothesized that similar adjustments may characterize caregivers’ communication during shared reading interactions and support children’s word learning. Caregivers and their 4- and 5-year-olds engaged in shared reading with two custom storybooks with embedded low-frequency words. Immediately before the session, caregivers were asked whether their child understood or produced those words via a vocabulary checklist. The shared reading interactions were video-recorded and transcribed. Caregivers’ communication was coded offline for repetitions, questions, comments, and gestures in relation to target words. Children’s word learning outcomes were measured after the shared reading episodes. Results will clarify whether and how caregivers adjust their communication to their perceived child's individual lexical knowledge, and whether this adjustment enhances word learning in naturalistic settings.

Do caregivers’ communicative adjustments enhance 4- and 5-year-olds' word learning? Testing the generalizability of the fine-tuning hypothesis to naturalistic shared reading interactions

poster

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/)
<br><br>

#### **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.

This study investigated the effect of interleaving and epistemological beliefs on the reading comprehension of multiple conflicting documents. Especially, it is assumed that interleaving may highlight the differences through discrimination and contrast, thus improving the integration of source and content information. A one-factor experiment was conducted (n = 179) to examine the effect of interleaving and spacing on reading comprehension. In addition, a parallel chain mediation model was established based on the Documents Model Framework. Path analysis results indicated an interleaving effect which took place through germane cognitive load and viewpoint description, while spacing enhanced source memory and source-content links. Furthermore, justification for knowing moderated the effect of interleaving on germane cognitive load. Participants with high level of justification reported the lowest germane cognitive load in the interleaved condition. Potential mechanism of interleaving in multiple document reading was discussed.

Integrating in Interleaved Conflicting Documents: Content Preference and Epistemic Beliefs Matter

Popular culture consists of elements consumed by the general public, such as movies, television shows, and books, that reflect the attitudes, practices, beliefs, and cultural objects prevalent in society. Popular culture tends to influence numerous facets of one’s lifestyle, and both empirical and anecdotal evidence suggests that it plays a role in determining the career of nascent professionals. We conducted an anonymized survey to assess the effect of popular culture on pursuing a career in Science, Technology, Engineering, Mathematics, and Medicine (STEMM). Results from the path analysis identified the direct effect of different aspects of popular media on the perceptions of social standing in choosing a STEMM career.

Exploring the relationship between popular culture and perceptions of social standing in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) careers: a pilot study using path analysis

In 2021, charitable giving accounted for about 2.1% of the national gross domestic product in the U.S., with 67% of donations coming from individual donors. Despite the profound impact of this industry on the economy, with respect to its provision of services and goods as well as employment opportunities and wages, much is still unknown about the psychological processes supporting charitable giving. One major theoretical distinction emerging in the literature is that between acts of charity motivated by a consideration of the needs of recipients vs. those prompted by the needs of the giver. Here, we investigated how socio-affective constructs of “simulated vs. genuine compassion” impact the inclination to make public vs. anonymous charitable donations and assessed how information about social norms influences those differences.

Socio-Affective Traits Mediating Charitable Giving

Recent empirical work has shown that human children are adept at learning and reasoning with probabilities. Here, we model a series of recent experiments investigating the development of school-age children's non-symbolic probability reasoning ability using the Neural Probability Learner and Sampler (NPLS) system. We demonstrate that NPLS can accurately simulate the probability judgments and a temporary interference from incorrectly using pure numerical frequencies in probabilistic tasks in children. We discuss the roles of model parameters in simulating probability matching in children, and their occasional tendency to wrongly select less probable outcomes based on frequencies.

A Computational Model of Children's Learning and Use of Probabilities

Whether children revise their beliefs depends on the counter-evidence they are given. Research with German-speaking children showed that 5-year-olds but not 3-year-olds were more likely to revise their beliefs when presented with direct rather indirect evidence for a claim contradicting their beliefs (Köymen & Tomasello, 2018). Unlike German or English, in languages like Turkish, the obligatory use of evidential markers provides information about reliability, whether the speaker refers to direct or indirect observation. This online study investigated whether Turkish- and English-speaking 3- and 5-year-olds (N=146) revised their initial plausible beliefs in favor of implausible beliefs supported by various types of counter-evidence (direct, indirect, or inference). The results showed that 3-year-olds not only revised their beliefs more often than 5-year-olds, but they also did so more in the direct and inference conditions compared to the indirect condition. Thus, three-year-olds can consider the evidentiary strength of counterarguments when revising their beliefs.

Turkish- and English- speaking children's belief revision based on their evaluation of counterarguments

Most of what we know about the development of generalization comes from studies on children’s reasoning from positive evidence (e.g., evidence of other birds with hollow bones). The present study examined the significance of negative evidence (e.g., evidence of animals that do not have hollow bones). Three-, 4-, and 5-year-olds (N=98) were asked to generalize from samples with negative evidence and samples with positive evidence that were selected either deliberately or incidentally. All children made a higher rate of generalizations from samples that included negative evidence than samples that included positive evidence, but only when evidence was selected deliberately by the experimenter. Furthermore, 5-year-olds generalized from samples in which negative evidence presented either an explicit contrast with the category in question (e.g., sheep do not have hollow bones) or an implicit contrast with the category in question (e.g., sheep have dense bones). Three- and four-year-olds generalized only when samples presented explicit contrasts. These results are discussed in light of other work on inductive reasoning that emphasizes the role of dyadic factors on generalization, such as the expectation that informants intend to share relevant information.

Accentuate the negative: Expectations about sampling procedures determine the impact of negative evidence on children’s inductive judgments

We investigate the early emergence of children’s information-search competence using a simplified version of Lindow’s (2021) finding-presents game. Children (n = 86, 30- to 48-months old) had to find a present in one of three closed boxes. All boxes were identical but for one feature (e.g., all boxes were blue and had a flower icon, but one box was round, one heart-shaped, and one squared). Children received three information cards revealing one feature of the target box (i.e., its color, shape, or icon). As the boxes differed in only one feature, only one information card contained the relevant information to the decision. Children could flip one information card to learn about one particular feature before deciding which box to open. We find that children as young as 2.5 years can efficiently search for information to guide their decisions and underline the importance of using age-appropriate paradigms.


Preschoolers select the relevant information when looking for a hidden present

The current study investigates the effect of constraints in well-structured problem-solving on ill-structured problem-solving by asking people to solve variants of Raven’s advanced progressive matrices (APM) and to create an APM-like puzzle using the creative reasoning task (CRT). Using traditional APM, we created a novel version of APM with comparatively lesser constraints available to solve the puzzle, called creative APM (cAPM). The cAPM task was designed to induce divergent thinking along with convergent thinking by enabling our participants to create new rules, if possible, to complete the puzzle. It is assumed that the change in constraints or availability of rules to deduce reasoning changes the nature of the problem space in solving APM and cAPM and may differently affect the following creative reasoning task. We randomly assigned 50 participants to perform APM or the variant of the APM task, i.e. cAPM, followed by the CRT, in a fixed order. We observed a significant effect of constraints available to solve well-structured problems on ill-structured problem-solving. The current result shows higher CRT scores when CRT preceded cAPM (Median = 79.25) than APM (Median =53.00), suggesting that the lesser constraints could induce divergent thinking required for a better creative reasoning task performance.

Do constraints in APM solving affect APM-like puzzle creation?

Research on how individuals process
information in politics has provided evidence for the selective
processing of information. This has often been attributed to
“motivated reasoning” (MR) , which is targeted towards 
partisan goals as opposed to ‘rational’ reasoning, which tries 
to achieve accuracy goals. We propose that political reasoning is
asymmetrical and MR is only triggered when belief-challenging 
information is presented and not when the information is
belief-conforming (congruent).

To test these claims we performed an experiment and found
that for congruent information, the initial polarization
of the subject did not significantly influence the trust rating for
the information item. But the evaluation did affect the belief
update. In contrast, for incongruent information the polariza-
tion of the subject influenced the trust rating but there was no
significant effect of the evaluation on the belief update. The
finding is consistent with behavior that tries to reduce cogni-
tive dissonance.

Asymmetry in Political Information Processing: Congruency-based reasoning in belief revision and political decision making

The present paper reports an experiment (N = 348) with a two-year-delayed (M = 695 days) follow-up that tests an approach to raising willingness to take climate actions. Here we focus on the longitudinal results. Many Americans still do not view climate change as a threat requiring urgent action. Moreover, among U.S. conservatives, higher science literacy is paradoxically associated with higher anthropogenic climate-change skepticism. Our experimental materials were designed to harness the power of two cognitive constraints — coherence and causal invariance, which map onto two narrative proclivities that anthropologists have identified as universal — to promote climate action across the political spectrum. Towards that goal, the essential role of these constraints in belief formation predicts that climate-change information would be more persuasive when it is embedded in a personal climate-action narrative, the evocation of which can benefit from exposure to parsimonious scientific explanations of indisputable everyday observations, juxtaposed with reasoners’ own, typically less coherent explanations, occurring in a context that engages their moral stance. Our brief one-time intervention, conducted in U.S. states with the highest level of climate skepticism, showed that across the political spectrum, our materials raised willingness to take climate actions in the immediate assessment. It also raised the likelihood of reports two years later of having taken or would have taken those actions had the opportunity existed, suggesting that the effects are long-lasting. Our approach adopts the framework that conceptions of reality are representations, and adaptive solutions in that infinite space of representations require cognitive constraints to narrow the search.

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Integrating in Interleaved Conflicting Documents: Content Preference and Epistemic Beliefs Matter

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