Netherlands

It is uncontroversial that humans can represent possibilities, but it is debated what this claim amounts to. Under broad views of modal cognition, many representational and reasoning systems represent possibilities at multiple levels of cognitive architecture. Under narrow views of modal cognition, there exists a special kind of higher-level modal thought, that can be measured with purpose built non-verbal modal cognition tasks. Here we ask whether object tracking mechanisms that are assumed to lack the higher-level narrow modal capacity, show behavioral signatures that are assumed to require it. We find signature of modal representation in one task, but not another. The finding suggests that there is no clear difference between tasks that tap broad and narrow modal cognition, and invites a reassessment of the evidence for the latter.

**Authors:**

Gabor Brody: Brown University; Peter Mazalik: Johns Hopkins University; Roman Feiman: Brown

CogSci 2024

Object files encode possible object identities, but not possible locations

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CogSci 2022

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. 





technical paper

The 46th Annual Meeting of the Cognitive Science Society was an in-person meeting held in Rotterdam, The Netherlands at the Postillion Hotel & Conference Centre.

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**Thursday, July 25** 
0900: [Keynote Speaker Morgan Barense on Enhancing real-world event memory](https://underline.io/events/465/sessions/17997/lecture/99084-dynamics-between-minds-and-the-environment) 
1000: [Gleitman Award Winner Isabelle Dautriche on Language Foundations: Insights from acquisition, communication, cognition, and more](https://underline.io/events/465/sessions/18000/lecture/99085-gleitman-talk) 
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**Friday, July 26** 
0900: [C.L. de Carvalho-Heineken Prize Keynote Speaker Kia Nobre on Focusing in memory](https://underline.io/events/465/sessions/18035/lecture/99162-hp1-c-l-de-carvalho-heineken-prize-keynote-address) 
1030: [Rumelhart Symposium: Childhood as exploration](https://underline.io/events/465/sessions/18038/lecture/100346-childhood-as-exploration) 
1415: [Elman Prize Symposium](https://underline.io/events/465/sessions?eventSessionId=18053&searchGroup=lecture) 
1600: [Invited Symposium: Dynamics between minds](https://underline.io/events/465/sessions?eventSessionId=18065&searchGroup=lecture) 
1745: [Keynote Speaker Andrea E. Martin on Neural dynamics encode the structure and statistics of language](https://underline.io/events/465/sessions/18077/lecture/99271-neural-dynamics-encode-the-structure-and-statistics-of-language) 

**Saturday, July 27** 
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1000: [Glushko Talks](https://underline.io/events/465/sessions?eventSessionId=18086&searchGroup=lecture) 
1500: [Invited Symposium: Dynamics within minds](https://underline.io/events/465/sessions?eventSessionId=18100&searchGroup=lecture) 


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#### **Letter from the President**

Welcome to the 2024 Meeting of the Cognitive Science Society in Rotterdam! CogSci 2024 brings together a large community of cognitive scientists who have traveled here from around the world, as well as a smaller group of remote presenters. I would like to extend an especially warm welcome to our first-time CogSci meeting attendees, and hope that 
their experience inspires them to join our future meetings for many years to come.

I want to thank this year’s conference co-chairs, Larissa K Samuelson, Stefan Frank, Mariya Toneva, Allyson Mackey, and Eliot Hazeltine, for putting together an amazing series of invited talks and symposia around the theme of Dynamics of Cognition. The co-chairs also deserve credit for handling a record-breaking number of submissions and producing a truly exciting conference program 

Beyond the invited talks and symposia dedicated to this year’s conference theme, I would like to highlight the presentations and events honoring the 
Rumelhart, Elman, Gleitman and C .L . de Carvalho Heineken prize winners, including the Rumelhart reception on Thursday. As you may know, we are recording all of the invited talks and symposia, and all prize-winners’ talks, and will be making this content available after the conference. 

The Cognitive Science Society relies on the volunteer efforts of our Governing Board members who work on matters related to our membership; conference policies; diversity and inclusion, international, and outreach initiatives; prizes and much more. We welcome interest from Society members who would like to become more involved in what we do. The 
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This year’s Annual Meeting depends critically on the support of Marischal De Armond and his team at Podium Conference Specialists: Sharon Zwack, Cendrine De Vis, Sarah-Kate Burke, and Rachel Waller worked tirelessly to secure the venue and handled a multitude of logistical and organizational issues, from arranging coffee breaks and receptions to making sure that a huge number of posters fits comfortably into the available space. Finally, and importantly, I would like to acknowledge the Cognitive Science Society Executive Officer, Erica Wojcik, for managing the complex and ever expanding sphere of our Society’s activities.

I hope you enjoy this year’s meeting and the many different opportunities to engage with the vibrant community of cognitive scientists gathered here. I also hope you get a chance to explore the great city of Rotterdam with its many attractions, museums, restaurants and scenic views. If you’d like to talk more about our Society, or simply want to say hello, please stop by!

![](https://assets.underline.io/markdown_image/1/image/3c66d0e21fff30e204df1138ffd15173.jpeg)

**Anna Papafragou** 
President, Cognitive Science 
Society 2023-2024

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The 46th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

Allison describes three different kinds of cognitive capacities that trade-off against each other, and suggests that they have a distinctive developmental profile. Exploitation, the pursuit of goals, resources and utilities, is characteristic of adult cognition. She will argue however, that two very different kinds of cognition characterize childhood  and elderhood. Childhood is characterized by epistemically motivated exploration. In particular, children seek out information about the causal structure of the world. This exploration can be understood computationally as the pursuit of an intrinsic reward called “empowerment" in reinforcement learning. However, forgoing reward for exploration requires support and nurturance from others - it requires care and teaching. Care is particularly characteristic of elders. The intelligence of care has a distinctive structure. It can be best understood as helping currently less capable others to become empowered. The combination of these different kinds of intelligence explains human success.

Explore, exploit, empower: Three ages and three intelligences

Memories are about the past but serve the future by guiding adaptive behaviour based on current context and goals. In the last twenty years, researchers have turned the arrow of attention inside out to investigate how the brain selects and prioritizes relevant contents from within memory representations to prepare for upcoming events. The talk will highlight resulting discoveries revealing the highly proactive, flexible, dynamic, and future-facing mechanisms for focusing in memory.

Focusing in memory

The brain evolved as a sensory-motor machine that drives behavior while being linked to the world through sensors. Human cognition abstracts from these sensory-motor roots but retains intimate ties. The brain's structure reflects this history.  How do neural processes at different distances from the sensory and motor surfaces integrate to achieve meaningful and grounded cognition? This is a challenge given the time-continuous and graded nature of sensory-motor processing, which enables continuous online updating. It is also a major challenge to understanding development and autonomous learning, in which the coupling across functional boundaries evolves under the influence of online activation patterns.

**Authors:**

Gregor Schöner: Ruhr-Universität Bochum; Iliyana Trifonova: University of East Anglia; John Spencer: University of East Anglia; Maria M Piñango: Yale University; Jason A. Shaw: Yale University; Michael C. Stern: Yale University; Aaron Buss: University of Tennessee; Larissa K Samuelson: University of East Anglia; Jelmer Borst: University of Groningen

How does the sensory-motor brain integrate and give rise to cognition and learning?

Recent years have seen an explosion of theoretical interest, as well as increasingly fraught real-world debate, around issues to do with discourse participation. For example, marginalised groups may find themselves excluded or may exclude themselves from discourse contexts that are hostile. This not only has ethical implications, but likely impacts epistemic outcomes. The nature and scale of such outcomes remain difficult to estimate in practice. In this paper, we use agent-based modelling to explore the implications of a tendency toward `agreeableness' whereby agents might shape their communication so as to reduce direct conflict. Our simulations show that even mild tendencies to avoid disagreement can have significant consequences for information exchange and the resultant beliefs within a population.

**Authors:**

Klee Schöppl: University of Groningen; Ulrike Hahn: Birkbeck, University of London

Exploring Effects of Self-Censoring through Agent-Based Simulation

Adults often hold different goals for children's achievement: Sometimes adults want children to learn as much as possible, while at other times adults discount children's learning in favor of high performance. How do children reason about the achievement goals adults have for them? Across 3 preregistered studies (n = 120), we asked whether 5- and 6-year-old children understand the causal relationship between adults' achievement goals, their task choices, and children's competence. In Experiment 1, we found adults are more likely to give harder tasks to children when they hold learning versus performance goals and when the child is more competent. In Experiment 2, we found that children make similar inferences about adults' task selections given the adult's achievement goal and the receiving child's competence. Finally, in Experiment 3, children inferred that adults would pick harder tasks for them when they possessed a learning goal versus a performance goal, which matched their own task choice given the same achievement goals. Thus, young children can infer the relationship between adults' child-directed achievement goals and actions and may use this information to learn about what adults prioritize for children across contexts.

**Authors:**

Brandon Carrillo: Yale University; Mika Asaba: Yale University; Lizbeth Lozano: Yale University; Lauren Okine: Yale University; Julia Anne Leonard: Yale University

Young children reason about adults' achievement goals for them

Building on counterfactual theories of causal-selection, according to which humans intuitively evaluate the causal responsibility of events, we developed an experimental paradigm to examine the effect of causal-selection explanations on abductive causal inference. In our experiment, participants attempted to infer the rule responsible for winning outcomes of random draws from urns with varying sampling probabilities.
Participants who were provided with causal-selection judgments as explanations for the outcomes made significantly closer inferences to the rule than those relying on observations alone, or on other explanations of causal relevance.
We mirror these empirical results with a computational model of inference from explanation leveraging the theories of causal selection.

**Authors:**

Nicolas Navarre: University of Edinburgh; Can Konuk: Institut Jean Nicod; Neil R. Bramley: University of Edinburgh; Salvador Mascarenhas: Ecole Normale Supérieure

Functional Rule Inference from Causal Selection Explanations

Attribution theory aims to explain people’s judgments about the cause of some behavior or outcome, often involving other people. The theory has proven to be broadly applicable and points towards important aspects of human cognition. This relevance is perhaps unsurprising given that attribution theory is a type of causal inference. However, there has been relatively little work on attribution theory in relation to causal learning. More specifically, previous literature has mostly examined attributions and their behavioral and motivational outcomes following a single observation, rather than capturing the dynamics of causal attribution (i.e., how those judgments shift as people observe more vignettes and thereby learn about the situation). We thus ran an exploratory study using a vignette design to investigate whether attributions and their outcomes change across multiple instances of observation and behavior adaptation.

**Authors:**

Dana Kulzhabayeva: University of Toronto; Joseph Jay Williams: University of Toronto; David Danks: University of California, San Diego

Dynamics of Causal Attribution

When adults estimate meaningful numbers their distribution of first-digits is strongly biased towards Benford’s Law. Insight into why this bias emerges could be gained by examining when it emerges in children. Three hypotheses were formulated: the Representation Hypothesis predicted this distribution can be found in all grades; the Integration Hypothesis predicted a leap in Benford bias from Grade 3 to 4 due to increased mathematical knowledge; and the Distribution Hypothesis proposed a gradual increase across grades due to implicit learning. 151 children in Grades 2 to 4 were asked to estimate numbers based on images and questions. Results showed a strong Benford bias in all three grades but a significant leap from Grade 2 to 3. This was evidence for both the Representation and Integration Hypotheses. Therefore, Benford bias may develop in children due to how they represent numbers, or develop complex mathematical processes, or perhaps some combination of these.

**Authors:**

Sophia Wünsch: Goethe University; Regina Vollmeyer: Goethe University; Bruce Burns: The University of Sydney

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Explore, exploit, empower: Three ages and three intelligences

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