Netherlands

Rhyme is widely considered to be a powerful mnemonic device that facilitates cognitive processing. Previous studies examined rhyme-perception development mainly in the case of children, while the analyses of information-recall processes in the adult population are scarce. It has been shown that rhyme and memory are closely connected in culture transmission procedures, which emphasises the demand for research on whether and how the adult population’s recall ability is enhanced by rhymes. The present study investigates whether rhyming words are more likely to be recalled than non-rhyming ones. Results suggest that rhymes affect the memory consolidation of both real-words and pseudowords in a group of adult subjects (N = 38). The research potentially elucidates the relation between both short- and long-term memory and rhyme. By gaining insight into the patterns of recalling and rhyme, into the processes of cognitive poetics, it may be possible to derive more general conclusions about cognition.

**Authors:**

Klára E. Finta: University of Vienna; Tecumseh Fitch: University of Vienna

CogSci 2024

Do Rhymes Enhance Memory Processes? Real word and pseudoword recall in rhyming conditions

### Welcome to the 17th Conference of the European Chapter of the Association for Computational Linguistics (EACL) 
Continuing its mission of expanding and involving the science community of all European countries, EACL had selected the Ukrainian community for the 16th EACL, which took place online due to the COVID pandemic. Unfortunately, the ongoing war made the organisation in Kyiv impossible. Considering the importance of physical interaction among researchers, especially after the restrictions imposed by the COVID pandemic, in addition to an online mode, the conference will be held in Dubrovnik, Croatia, from 2 to 6 of May, 2023. The original aim of strengthening the connection with the Ukrainian community will not change as our program will feature a dedicated session and a workshop to highlight work on Ukrainian language technologies. As the flagship European conference in the field of computational linguistics, EACL welcomes European and international researchers covering a broad spectrum of research areas that are concerned with computational approaches to natural language.

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EACL 2023

As the flagship European conference in the field of computational linguistics, EACL welcomes European and international researchers covering a broad spectrum of research areas that are concerned with computational approaches to natural language.

poster

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.

**ON-DEMAND PROGRAM ACCESS AFTER THE CONFERENCE** 
Recordings of the invited program are now available. You can access them by clicking on the 'Schedule' icon on the left. Select view by week and navigate to the day and time slot of the recording you wish to view. Click on the time slot to access the recording.

Recordings available (click on each recording to view):

**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) 
1415: [Invited Symposium: Dynamics between minds and the environment](https://underline.io/events/465/sessions?eventSessionId=18016&searchGroup=lecture) 
1700: [Rumelhart Prize Presentation Speaker Alison Gopnik on Exploit, explore, empower: Three ages and three intelligences](https://underline.io/events/465/sessions/18028/lecture/99161-rp1-rumelhart-prize-presentation) 

**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** 
0900: [Keynote Speaker Gregor Schöner on How higher cognition emerges from the dynamics of strongly interacting neural populations](https://underline.io/events/465/sessions/18083/lecture/99273-dynamics-within-the-mind) 
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) 


#### **CogSci 2024 Program Book**
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**The Program Book can be downloaded [here](https://drive.google.com/file/d/1yRVp1cBqRnAbdYi4GXWV_pZeyWNsRquv/view?usp=sharing).**

#### **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 
Society is deeply grateful to Rick Dale and Andrea Bender, who serve as editors of the two Society journals, Cognitive Science and Topics in Cognitive Science respectively. We especially acknowledge our editors’ generosity in donating their stipends each year to D&I and outreach efforts. 

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

**CODE OF CONDUCT** 
By attending the CogSci 2024 Conference, you are required to adhere to the society’s [Code of Conduct](https://drive.google.com/file/d/16-6KkptF0Gn3ZYGJDlpqpwTdImw45Ng0/view?usp=drive_link).

**ABOUT THE COGNITIVE SCIENCE SOCIETY** 
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.

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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.

This research investigates the advantages and roles of bilingualism in Indian school children with low vision impairment. Bilingualism, especially in a multilingual nation like India, may provide significant cognitive, social, and educational benefits. These advantages are considerably more apparent in children with modest visual impairments. The study focuses on a sample group of 100 school-aged children with varied degrees of low vision impairment and investigates how bilingual education influences their learning and social integration. The research uses both qualitative and quantitative approaches to evaluate cognitive development, language competency, and social interaction abilities in a bilingual setting. The findings show that bilingualism increases not just linguistic capabilities but also cognitive flexibility, problem-solving ability, and social empathy in young children. This study contends that bilingual education should be an essential component of the curriculum for visually impaired students in India, promoting their general development and integration into society. The results have major implications for educational policies and practices involving special needs children in multilingual settings.

**Authors:**

Male Shiva Ram M.S, PhD: University of Hyderabad; PHANI KRISHNA: University of Delhi; Baskar Theagarayan: University of Huddersfield

The Benefits and Role of Bilingualism in Indian Schoolchildren with Low Vision Impairment.

Generics have been presented as a window onto children’s concepts. Studies have documented the
facilitating effect of generics on inductive reasoning in children, particularly, that this effect is sensitive to
both age and domain of knowledge (natural kinds vs artifacts). The present study builds on Gelman (2002)
who compared how 3 to 5 years old children generalized novel properties about familiar categories,
contrasting the use of generics or specific quantifiers. We also expand Gelman’s work by measuring
interindividual variability and by disentangling the respective influence of conceptual development and
quantifiers understanding on induction performance. We enriched Gelman’s materials with food stimuli.
Crucially, we measured food neophobia disposition to determine if the later interferes with the facilitation
effect of generics on induction, as previous work has consistently shown that food neophobia interferes
with conceptual development in the food domain (Rioux et al., 2017). We also added a quantifier
understanding task adapted from (Gelman et al., 2016) to determine whether neophobic children’s
hypothesized poor performance in the task resulted from an immature conceptual system about food
and/or because they simply failed to understand the quantifiers. Results obtained shed light on the
psychological barriers to the development of food literacy in children which is of crucial importance for
dietary variety and children’s cognitive and physical development.

**Authors:**

Sabrina Boulkour: Université de Bourgogne; Jean-Pierre Thibaut: University of Bourgogne Franche-Comté; Lafraire Jérémie: Institut Paul Bocuse

The facilitating effect of generics on inductive reasoning in 3 to 5 years old children: interindividual variability and domain-specificity

Animacy is prevalent in as a semantic basis for noun classification systems (i.e., grammatical gender, noun classes and classifiers), but colour is completely absent, despite its visual salience. The absence of colour in such systems is sometimes argued to suggest domain-specific constraints on what is grammatically encodable. Here, we investigate whether this tendency could instead be explained by the superior predictive power of animacy (i.e., the degree to which it predicts other features) compared to colour. In a series of experiments, we find that animacy-based noun classes are learned better than colour-based ones. However, when participants are encouraged, by manipulating predictive power, to sort images based on colour, they are worse at learning animacy-based noun classes. The results suggest the animacy bias in grammar may have its roots in domain-general categorisation principles. They further serve as evidence for the role of cognitive biases in constraining cross-linguistic variation.

**Authors:**

Ponrawee Prasertsom: University of Edinburgh; Kenny Smith: University of Edinburgh; Jennifer Culbertson: University of Edinburgh

Domain-general categorisation principles explain the prevalence of animacy and absence of colour in noun classification systems

Abstract:
Language for communicating in a particular context is denoted as Pragmatics, in typical population pragmatics improve with age. A variety of measures have been developed in order to assess these skills however there is a need for a Hindi task to evaluate the progressing comprehension of pragmatics in north Indian children.
This study is an attempt to construct a Hindi pragmatics video-based task (HPVT). An experimental design was utilized in which impact of change in age is studied on pragmatics. The study encompasses creation of novel videos, standardization and administration of task and formulation of a comprehensive checklist for systematic evaluation. The study also explores the relationship between pragmatics and the theory of mind (ToM).
Method:
In order to construct the task scripts were shortlisted based on prior research and children were selected to act in videos. Each video was followed by two memory questions and one target question to map pragmatics development of 5- to 10-year-old children. The performance was scored using a checklist, ToM was assessed using first order false belief story narration with pictures. Parents rated these children on Pragmatic Abilities Questionnaire by Jafari et al. (2019) for establishing concurrent validity and content validity of HPVT. Face validity and inter-rater reliability was stablished using subject matter experts.
Result:
The performance of children in HPVT demonstrated an upward trajectory with age using linear regression b=.80, t (50) =11.11, p <.001. A significant equation was found F(1, 49) = 123.468, p< .000, with an R square of .636. Impactful result demonstrates positive relationship in measured Pragmatics and ToM. The standardization of the task was stablished. 
Conclusions:
The HPVT task has some great properties and is unique however it took lengthy amount of time to administer and the questions need to be edited for accurately measuring pragmatics. The task can be used in the educational practices and interventions aimed at enhancing pragmatic language skills in those with Social Pragmatic Disorder (SPD).
Keywords: Pragmatic Understanding, Child Development, Experimental Approach, Video-Based Tools, Standardization, Subject Matter Expert Ratings.

**Authors:**

Afreen Fatima: University of Delhi; Nandita Babu: University of Delhi

Development of Hindi Pragmatic Language Skills in Indian Children

A speaker’s use of language is one of the most important indicators in detecting deception. To date, however, little research has focused on grammatical cues used in deceitful statements. One such cue is evidentiality which is the grammatical encoding for the source of information; i.e., whether the speaker has direct or indirect access to what they assert. This study investigates whether and how evidentiality coding in Turkish, an evidential language, interacts with producing deceitful and truthful narratives. Deceptive retellings were notably longer and syntactically more complex compared to truthful counterparts. Our hypothesis of increased past forms in deception was confirmed, alongside a heightened use of direct evidential inflection (-dI) in deceptive conditions. This exploration sheds light on the nuanced relationship between grammatical evidentiality and deceptive language use.

**Authors:**

Cagla Aydin: Sabanci University; Dr Seçkin Arslan: Université Côte d'Azur; Selma Berfin Tanis: Sabanci University; Şeyma Kalender: Sabanci University; Ayberk Kaan Güneş: Sabancı University

“They Say” Makes Good Liars: An Investigation on Evidentiality in Language and Deception

Languages across the world organize semantic categories in many ways. Research in semantic typology and efficient communication has shown that languages tend to be shaped by pressures for communicative efficiency. It was recently proposed, in addition to this principle of efficiency, that the cross-linguistic prevalence of a system is explained by considering and formalizing the Typological Prevalence Hypothesis. This recent research found that the interaction between communicative and developmental pressures infers the prevalence of color-naming systems across the world better than phylogenetic relatedness alone. However, it is not yet clear whether the information-theoretic framework developed by the authors can explain the typological prevalence of non-perceptual categories. Therefore, we extend this model to kinship systems to test if this formalization of the Typological Prevalence Hypothesis can generalize to other semantic domains.

**Authors:**

Jules Torgue: The University of Edinburgh; Rosalind Owen: University of Edinburgh; Francis Mollica: University of Melbourne

Typological Prevalence Hypothesis: The Case of Kinship

Psycholinguistic dictionaries or lexicons have been used for text analysis in a variety of domains, from analyzing terrorist manifestos to congressional speeches. Methods for developing these dictionaries generally focus on identifying lexemes – single semantic units – that map to psychological categories such as health (containing words like yoga, disease, neurosis), positive sentiment (happy, joy), or interpersonal conflict (fight, kill). The focus on single lexemes neglects multiword expressions (such as kick the bucket, by and large, birds of a feather), which constitute a significant portion of any language and offer similar insight into human psychology and cognition. This paper proposes a methodology for developing lexicons of multiword expressions of psychological significance, and addresses the considerations specific to identifying and validating multiword expressions. Using this methodology, I developed two lexicons of multiword expressions that correspond to two cognitive processes and used them to analyze qualitative text data discussing belief in conspiracy theories.

**Authors:**

Emily Klein: University at Albany

Building and Validating Multiword Expression Lexicons with a Case Study on Language and Conspiracy Theories

Spatial demonstratives exist in all languages, but currently there is much debate regarding the parameters that affect their use both between and within languages. In this work, we explore ‘perspective taking’ as a means of accounting for variation in demonstrative use both between and within languages. Analysing primary and secondary data, we test the effects of egocentric distance and addressee position on demonstrative production in speakers of two languages with two purportedly different demonstrative systems: English and Japanese. Based on individual differences between speakers, we propose a framework unifying different theoretical accounts of demonstrative systems in which demonstratives require a spatial reference frame to be chosen prior to the application of a range of routines to select the appropriate term in a given context.

**Authors:**

Harmen Gudde: Utrecht University; Kenny R Coventry: University of East Anglia

Spatial Demonstratives and Perspective Taking in Japanese and English

This study investigated whether infants use iconicity in speech and gesture to interpret words. Thirty-six 14-17-month-old infants participated in a preferential looking task in which they heard a spoken non-word (e.g., “zudzud”) while observing a small and a large object (e.g., a small and a large square). All infants were presented with an iconic cue for object size (small or large) in 1) the pitch of the spoken non-word (high vs. low), 2) in gesture (small or large), or 3) congruently in both pitch and gesture (e.g., a high pitch and a small gesture indicating a small square). Infants did not show a preference for congruently sized objects in any iconic cue condition. Bayes Factor analyses supported the null hypotheses. In conclusion, we found no evidence that infants link the pitch of spoken non-words, or the iconic gestures accompanying those spoken non-words, to object size.

**Authors:**

Suzanne Aussems: University of Warwick; Lottie Devey Smith: University of Exeter; Sotaro Kita: University of Warwick

Do 14-17-Month-Old Infants Use Iconic Cues to Interpret Words?

All languages have demonstratives—grammatical words like
‘this’ and ‘that’ in English, which are a universal tool to establish
joint attention on a referent. Demonstratives are acquired
early, but their mature use has a protracted development, with
recent studies showing that 10- and 11-year-old children do not
yet use demonstratives like adults do. Here we investigated
demonstrative use by teenagers (ages 12-17) and adults with a
focus on two social parameters affecting demonstrative choice
in Spanish: Listener Position and Listener Attention. The results
of two experiments using an online demonstrative-choice
task revealed that teenagers use Spanish demonstratives comparably
to adults in most conditions. However, teenagers seem
to still be adjusting the relative weight of the social parameters
affecting demonstrative choice in Spanish, supporting the view
that acquiring and regularly using demonstratives trains social
cognition through communicative interaction.

**Authors:**

Camilo R. Ronderos: University of Oslo; Yayun Zhang: Max Planck Institute for Psycholinguistics; Paula Rubio-Fernández: Max Planck Institute for Psycholinguistics

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