Netherlands

Feedback is a necessary component of learning. Yet, variable effects of feedback remain unclear. We tested two features of feedback that may alter a learner’s attention to the self and performance: (1) the modality of feedback—whether feedback is provided by a computer alone, in a hybrid fashion (computer with virtual person), or by a live person, and (2) the personalization of feedback—whether feedback contains the self-cue “you” or not. 6- to 8-year-old children (N = 150) completed a math task online via Zoom or in-person in lab. During the activity, children were assigned to different feedback conditions which varied both feedback modality and feedback personalization. Feedback modality was the only feature found to affect performance. In terms of children’s accuracy, there was an advantage to having feedback from a live person. However, live in person feedback also reduced strategy variability, suggesting that it decreased children’s exploratory problem-solving behaviors.

**Authors:**

Megan V Merrick: Indiana University - Bloomington; Emily R. Fyfe: Indiana University

CogSci 2024

The benefits of live in person feedback on children’s mathematics performance

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

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. 





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**
<div style="position:relative;padding-top:0;width:900px;height:500px;"><iframe style="position:absolute;border:none;width:100%;height:100%;left:0;top:0;" src="https://online.fliphtml5.com/ebtyf/cble/" seamless="seamless" scrolling="no" frameborder="0" allowtransparency="true" allowfullscreen="true" ></iframe></div>


**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.

You need to log in with the email address you registered with. Access credentials have been sent to your email. 

Please be sure to check your spam and other email folders if you do not see an email confirmation right away.

Please log in to explore this event.

It looks like you are not registered for this event. 

To access the site please register [**here**](https://cognitivesciencesociety.org/registration/). 

Please register!

The 46th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

Prior research on the effects of acoustic music on stress reduction and cognitive performance has produced inconsistent results. This study investigated this relationship by conducting a within-subject experiment involving fifty five college students. The experiment involved playing acoustic music during assessment tasks and measuring changes in perceived stress levels and cognitive performance in music and non-music conditions. Results showed no significant one-way impacts of acoustic music on stress levels or cognitive performance. However, the effect of music on stress levels mediated the relationship between perceived pleasantness of the music and change in cognitive performance in response to music. Listening to liked music may reduce stress, improving performance, while disliked music may increase stress to an optimal level, facilitating performance. Thus, the effect of music on performance depends on individual perceived pleasantness of the music. This study has implications for selecting music for specific purposes, such as relaxation or cognitive enhancement.

**Authors:**

Tsz-chung Ronald Chan: The University of Hong Kong; Ricky Van-yip Tso: The University of Hong Kong

The Effect of Music on College Students’ Stress Level and Cognitive Performance – Perceived Pleasantness of Music Makes the Difference

Laptops and smartphones are now commonplace in university classrooms, whereas in the past, the use of technology was reserved in front of professors or in a classroom environment. This has changed with the COVID-19 pandemic. As education turns to online learning, students can now learn independently. However, this presents difficulties, as a lack of self-discipline in technology usage can lead to more distractions. The paper examines the effects of the influence of these distractions with the help of two concepts similar to assignments in students' lives: a text comprehension \& memorization task, as well as a systematic work approach in which the function of an apparatus was to be tested and described. The results show no effect on understanding a text, but there is a decrease in the information learned. Furthermore, when working systematically, participants needed more trials to understand the scheme, performed more repetitions, and needed more proceeding time.

**Authors:**

Jenny Rettstatt: Chemnitz University of Technology; Daniel Brand: Chemnitz University of Technology; Marco Ragni: TU Chemnitz

Breaking Focus: The impact of disruptive distractions on academic task performance

Following the increasing use of graphs to communicate statistical information in social media and news platforms, the occurrence of poorly designed misleading graphs has also risen. However, previous research has been limited to examining only a few common misleading visual features of such graphs. Our study extends this research by examining the impact of 14 distinct misleading visual features across various graph types. We compared the deceptive potential of these features to identify those with the biggest potential to mislead viewers. Our findings indicate that misleading visual features significantly decreases viewers’ accuracy in interpreting data. While certain misleading visual features (e.g., inverted y-axis or manipulated time intervals) significantly impeded viewers’ accurate graph comprehension, other features (e.g., the use of pictorial bars or compressed y-axis) had little misleading impact. By identifying visual features that strongly affect graph understanding, we suggest that these features should be the focus of educational interventions.

**Authors:**

Jihyun Rho: University of Wisconsin-Madison; Martina A. Rau: University of Wisconsin - Madison; Shubham Kumar Bharti: University of Wisconsin-Madison; Rosanne Luu: University of Wisconsin-Madison; Jeremy McMahan: University of Wisconsin-Madison; Andrew Wang: University of Wisconsin-Madison; Jerry Zhu: University of Wisconsin-Madison

Various Misleading Visual Features in Misleading Graphs: Do they truly deceive us?

In teleoperation, the spatiotemporal calibration of the system is likely to drive both performance and user experience, which may not necessarily be causally linked. This study asks if Sense of Embodiment (SoE) varies with spatiotemporal calibration of a teleoperated system, which in turn affects task performance. The concept of the embodiment illusion was originally defined in the well-known Rubber Hand Illusion (RHI), in which participants develop a sense of self-attribution over a surrogate. However, most SoE studies are passive and they do not represent a great paradigm to study the impact of calibration on SoE in active teleoperation. Therefore, we designed an active RHI in Mixed Reality where we manipulated both the spatial calibration (i.e., shifts) and visuo-proprioceptive synchronicity (i.e., temporal delay). We investigated 1) if this manipulation affected performance and proprioceptive mapping and 2) whether it affected a sense of embodiment and the perception of the setup as a mediator. We found a significant main effect of synchronicity, pointing to enhancement of the operator's calibration and encouraging sustained usage. Additionally, the definition of SoE is explored comprehensively, considering multiple tests to assay implicit and explicit dimensions of this calibration.

**Authors:**

Sara Falcone: Vassar College ; Jordan Taylor: Princeton University

The Impact of Spatiotemporal Calibration on Sense of Embodiment and Task Performance in Teleoperation

Emotions are altered not only by external events, but also by the emotions of the people in front of us. While these emotional linkages are considered an important aspect of empathy, it is unclear how they relate to cognitive empathy, that is, how we perceive others’ emotions. We investigated the relationship between emotional linkage and emotional cognition using a joint task in which two participants simultaneously estimate their partner’s emotion while measuring their heart rate. We also collected data from the two observers because, in reality, in addition to understanding the emotions of the interacting partner, it is sometimes necessary to understand the emotions of a non-interacting person from a third-person perspective. The results suggest that, for players, their own heart rate is related to perceived partner emotion, and for observers, the degree of heart rate synchrony between observers is related to perceived player emotion. Capturing emotional cognition in a joint task requires consideration of both individual emotion and interpersonal emotional linkages.

**Authors:**

Aiko Murata: Nippon Telegraph and Telephone Corporation; Shiro Kumano: Nippon Telegraph and Telephone Corporation

Relationship between emotional linkages and perceived emotion during a joint task

According to previous research, gestural input with semantic relation to the spoken part of an utterance contributes to addressees’ understanding. In this paper on explanatory dialogues, we reverse the focus onto the use of different forms of deictic gestures by different explainers in relation to their monitoring of explainees’ understanding during board game explanations in the absence of a visible explanandum. Our analysis of 24 dyadic interactions reveals that monitoring explainees’ complete understanding is not related to a decrease in explainers’ frequency of pointing on the shared referential space. In addition, we provide insights into intra-individual differences within each explainer interacting with three different explainees.

**Authors:**

Stefan Lazarov: Paderborn University; Angela Grimminger: Paderborn University

Variations in explainers’ gesture deixis in explanations related to the monitoring of explainees’ understanding

Transcription with Incremental Presentation of the Stimulus (TIPS) is a novel approach relying on micro-behaviours proposed by Colarusso and colleagues (2023) to study users’ cognition with data visualizations. The study in this paper has two primary objectives: (a) investigate whether TIPS can measure an individual’s competence with data visualizations; and (b) explore the potential enhancement of TIPS measures by normalizing them with the individual’s performance on tests of visuo-spatial abilities and memory capacity., We test 30 participants with different expertise and cognitive skills. Results reveal that TIPS provides some promise for individual competence assessment, but only when normalized with the individual’s performance on a test of rigid transformation of mental images. Other tests measuring visuospatial abilities or memory capacity did not produce effective normalizations.

**Authors:**

Fiorenzo Colarusso: University of Sussex; Peter Cheng: University of Sussex; Ronald Grau: University of Sussex; Grecia Garcia Garcia: University of Sussex; Daniel Raggi: University of Cambridge; Mateja Jamnik: University of Cambridge

Decoding Expertise: Exploring Cognitive Micro-Behavioural Measurements for Visualization Competence

Modeling the user state of knowledge in information seeking is crucial for the
design of user-adaptive search systems. Gaze data provides a window to the
cognitive processes involved with reading in information seeking. However, the
representation of the user state of knowledge in information retrieval systems
like search engines, has not been well-informed by cognitive perspectives. To
that end, we reanalyse an eye-tracking dataset and construct mixed-effects user
models to specify which measurements of gaze activities (i.e. gaze metrics
captured by eye trackers) are reflective of user knowledge in task-based
reading. Specifically, the user model examines the relationships among
user-perceived prior knowledge, search task difficulty, gaze metrics and search
performance. Research findings suggest that the variability in saccadic eye
movements, measured by the standard deviation of absolute saccadic directions,
answers. Implications for the design of search systems adaptable to the user's
state of knowledge are discussed.

**Authors:**

Ying-Hsang Liu: Uppsala University; Andreas Nürnberger: Otto von Guericke University; Jenny Rettstatt: Chemnitz University of Technology; Marco Ragni: TU Chemnitz

Saccadic Eye Movements and Search Task Difficulty as Basis of Modelling User Knowledge in Information Seeking

Pragmatic implicature derivation presupposes that the cooperative principle is observed and critically depends on interlocutors expecting each other to behave cooperatively. It is much less clear, however, whether people extend this assumption to communication with artificial agents. People might therefore not draw the same pragmatic inferences when interacting with an artificial agent as they would with other conversationally competent humans, even if the agent is in principle believed to be similarly competent. In our study, we ask participants to interpret messages in a pragmatic reference game which they are told were generated by ChatGPT. Additionally, participants report whether they believe ChatGPT to be capable of the reasoning needed to select the optimal message. We observe a noteworthy discrepancy: in the reference game, participants interpret ChatGPT's messages less pragmatically than those of another adult human, but in the post-test questionnaire, they overwhelmingly rate ChatGPT's pragmatic ability very highly.

**Authors:**

Alexandra Mayn: Saarland University; Jia Loy: Saarland University; Vera Demberg: Saarland University

Capable but not cooperative? Perceptions of ChatGPT as a pragmatic speaker

Humans can flexibly bind familiar functional roles to novel entities in their environment. For example, children who have the concept of ``goal posts'' can bind this abstract role to two hats placed on the street. In doing so, they can port over existing expectations of ``goal posts" for the duration of the game. In this paper, we seek to explore artificial agents' ability to perform flexible role binding and rebinding. To this end, we designed a Gridworld navigation game and tested a popular CNN-based agent which has had success in other tasks involving visual and spatial state spaces (e.g. Atari or Minigrid). To our surprise, we found that while this architecture was capable of over-fitting to the training set, it was not able to learn flexible role binding without intervention. We ultimately show that with carefully engineered data augmentation techniques, our artificial agent is able to learn the task. This suggests that the diversity of the training dataset was a limiting factor.

**Authors:**

Brian Pennisi: New York University; Todd M Gureckis: New York University; Rheza Budiono: New York University; Mark K Ho: Stevens Institute of Technology

Premium content

Downloads

Next from CogSci 2024

The Effect of Music on College Students’ Stress Level and Cognitive Performance – Perceived Pleasantness of Music Makes the Difference

Similar lecture

The source and type of feedback influence children's mathematics performance