United States

CogSci 2025

Leveraging the subreddit Change My View to understand and crowdsource belief change interventions

**ICWSM-2022 will be held from June 6th – 9th in a hybrid format, both in-person in Atlanta, Georgia and online.**

**The Workshop and Tutorial Sessions are accessible to those that registered separately for these sessions. If you registered to attend but are not able to access the these sessions from the [Schedule tab](https://underline.io/events/291/schedule?day=2022-06-06T04%3A00%3A00.000Z), please email icwsm@underline.io
**

The International AAAI Conference on Web and Social Media (ICWSM) is a forum for researchers from multiple disciplines to come together to share knowledge, discuss ideas, exchange information, and learn about cutting-edge research in diverse fields with the common theme of online social media. This overall theme includes research in new perspectives in social theories, as well as computational algorithms for analyzing social media. ICWSM is a singularly fitting venue for research that blends social science and computational approaches to answer important and challenging questions about human social behavior through social media while advancing computational tools for vast and unstructured data.


ICWSM, now in its sixteenth year, has become one of the premier venues for computational social science, and previous years of ICWSM have featured papers, posters, and demos that draw upon network science, machine learning, computational linguistics, sociology, communication, and political science. The uniqueness of the venue and the quality of submissions have contributed to a rapidly growing conference, and a competitive acceptance rate of approximately 20% for full-length research papers published in the proceedings by the Association for the Advancement of Artificial Intelligence (AAAI).


**ICWSM Code of Conduct**

All persons, organizations and entities that attend AAAI conferences and events are subject to the standards of conduct set forth on the [AAAI Code of Conduct for Events and Conferences](https://aaai.org/Conferences/code-of-conduct.php). AAAI expects all community members to formally endorse this code of conduct, and to actively prevent and discourage any undesired behaviors. Everyone should feel empowered to politely engage when they or others are disrespected, and to raise awareness and understanding of this code of conduct. AAAI event participants asked to stop their unacceptable behavior are expected to comply immediately. Sponsors are also subject to this code of conduct in their participation in AAAI events.


Additionally, participants are encouraged to be courteous when sharing screen captures and photographs of conference events. Seek permission when possible and respect requests to take down images if those featured ask. Concerns around code of conduct or inclusion may be sent to icwsm22@aaai.org. If you have any concerns or items to report, please reach out to the General Chairs: Diyi Yang and Yelena Mejova.<br><br>


A ticket is required to attend the event, please use the below URL to register for the event if you have not already done so:

https://aaaiconf.cventevents.com/event/be8c26b0-a76f-4753-babb-de2bd9d2a619/summary

Virtual-Only:
$200 AAAI Member
$125 AAAI Student Member
$225 Nonmember
$150 Nonmember Student

Virtual Silver: Includes discounted conference registration, plus a one-year online new or renewed membership in AAAI.
$299 Silver Regular
$174 Silver Student

Virtual - Workshop and Tutorials:
$45 Regular
$25 Student


Registration Is Required

ICWSM 2022

The International AAAI Conference on Web and Social Media (ICWSM) is a forum for researchers from multiple disciplines to come together to share knowledge, discuss ideas, exchange information, and learn about cutting-edge research in diverse fields with the common theme of online social media. This overall theme includes research in new perspectives in social theories, as well as computational algorithms for analyzing social media. ICWSM is a singularly fitting venue for research that blends social science and computational approaches to answer important and challenging questions about human social behavior through social media while advancing computational tools for vast and unstructured data.

symposium

### Welcome to CogSci Conference 2025!

The 47th Annual Meeting of the Cognitive Science Society was a hybrid meeting held in San Francisco. 

<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/amvr/"  seamless="seamless" scrolling="no" frameborder="0" allowtransparency="true" allowfullscreen="true" ></iframe></div>

#### About

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.

#### Our History 

* **Society Creation**<br>
The Society was incorporated as a 501(c)(3) non-profit professional organization in Massachusetts in 1979. The organizing committee included Roger Schank, Allan Collins, Donald Norman, and a number of other scholars from psychology, linguistics, computer science, and philosophy. 
<br><br>
* **Conference Creation**<br>
The first conference on cognitive science was held at La Jolla, California in August, 1979, and has occurred annually since then. The proceedings of each conference are published, and those from most years are available through Lawrence Erlbaum Associates, Inc. The annual proceedings of the Cognitive Science Conference represent a major source of information on new work and new ideas in the scientific study of thinking. In 1990, the Society, with help from an anonymous donor, established the David Marr Prize for the best student paper at each annual meeting.
<br><br>
* **Journal Creation**<br>
The Journal, Cognitive Science, began publication in 1976, and is now published by Wiley-Blackwell. The Executive Editor is currently Richard P. Cooper of Birkbeck, University of London, and there are 18 Associate Editors and a 30-member editorial board. It serves as the premier outlet for research reports that intersect two or more disciplines. Copyrights for articles published in the journal are held by the Society. The Governing Board of the Cognitive Science Society voted in late 2006 to found a new journal, Topics in Cognitive Science (topiCS). The Editor in Chief is Wayne Gray, Cognitive Science Department, Rensselaer Polytechnic Institute. The journal seeks to fill a niche not occupied by Cognitive Science Journal or other cognitive science journals. Membership in the Society includes a subscription to Cognitive Science and TopiCS. Copyrights for articles published in the journal are held by the Society.
<br><br>

#### Code of Conduct

By attending the CogSci 2025 Conference, you are required to adhere to the society’s **[Code of Conduct](https://drive.google.com/file/d/1ChPuihLy6jE_BWqfO7J2KKgX35JW2zsM/view?usp=sharing)**.
<br><br>


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The 47th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

Large Language Models (LLMs) with hundreds of billions of parameters have exhibited human-like intelligence by learning from vast amounts of internet-scale data. However, the uninterpretability of large-scale neural networks raises concerns about the reliability of LLM. Studies have attempted to assess the psychometric properties of LLMs by borrowing concepts from human psychology to enhance their interpretability, but they fail to account for the fundamental differences between LLMs and humans. This results in high rejection rates when human scales are reused directly. Furthermore, these scales do not support the measurement of LLM psychological property variations in different languages. This paper introduces AIPsychoBench, a specialized benchmark tailored to assess the psychological properties of LLM. It uses a lightweight role-playing prompt to bypass LLM alignment, improving the average effective response rate from 70.12% to 90.40%. Meanwhile, the average biases are only 3.3% (positive) and 2.1% (negative), which are significantly lower than the biases of 9.8% and 6.9%, respectively, caused by traditional jailbreak prompts. Furthermore, among the total of 112 psychometric subcategories, the score deviations for seven languages compared to English ranged from 5% to 20.2% in 43 subcategories, providing the first comprehensive evidence of the linguistic impact on the psychometrics of LLM.

AIPsychoBench: Understanding the Psychometric Differences between LLMs and Humans

Understanding the relationship between seeing and knowing is fundamental to social cognition. While research demonstrates that even infants grasp basic aspects of this relationship, prior work often treats perceptual access and knowledge as equivalent (e.g., "if you see it, you know it"). In reality, their connection is richer: more complex objects require longer to encode, and agents’ looking patterns often reveal how well they have encoded something and how much they want it. Across three experiments, we investigated whether children understand these nuances. In Experiment 1, we found that by age six, children expect more objects to require longer looking times. In Experiment 2, children inferred that agents who looked longer were more likely to form accurate representations of what they observed. In Experiment 3, children reasoned that agents who looked longer at an object were more likely to want it. Together, these findings suggest that by age six, children develop an intuitive theory of attention, enabling them to make sophisticated inferences about others' mental states based on looking behaviors.

Six-Year-Olds Use an Intuitive Theory of Attention to Infer What Others See, Whom to Trust, and What They Want

Metaphors are seen as psycholinguistic phenomena that reveal human cognition. However, their neural basis in naturalistic contexts remains underexplored, although it offers insights into how metaphors shape everyday cognition at the neural level. In this study, we examine how metaphors are reflected in brain activity using electroencephalography (EEG). We analyze EEG data collected during naturalistic reading conditions, where participants read texts without explicit cues indicating the presence of metaphors. Using MetaPro, an advanced metaphor processing tool, we aim to identify the neural signatures of metaphor perception in real-world contexts. Our results reveal significant differences in EEG patterns between metaphorical and literal language. Metaphorical cognition is associated with increased high-frequency EEG variability and enhanced functional connectivity in the left hemisphere. Case studies suggest that different metaphorical concept mappings correspond to distinct neurocognitive patterns. These findings provide important neural evidence for the use of metaphorical concept mappings to analyze and differentiate cognitive processes.

Decoding Metaphors and Brain Signals in Naturalistic Contexts: An Empirical Study based on EEG and MetaPro

Human languages vary widely in the combination and balance of phonetic cues used to encode speech sounds, a source of non-native accents in second language learners. It has been hypothesized that repeated exposure to an accent leads to adaptive perceptual changes in native listeners through multidimensional distributional learning. Although this hypothesis is highly influential, it has rarely been tested against the complexity of naturally produced accented speech, and for a period longer than a single-session experiment. The current large-scale (N = 338), five-session experiment goes beyond this status-quo to examine the adaptation of native American English listeners to naturally produced Mandarin-accented English. A repeated exposure-test design was used to characterize adaptive changes in perception from the first few minutes to over the course of three weeks. The results reveal that behavioral changes can be predicted by listeners’ sensitivity to changes in phonetic cue distributions. Possible joint contributions of early-stage auditory normalization and later-stage decision processes are discussed.

Phonetic cue distributions guide perceptual adaptation in speech: Evidence from a three-week study with a natural non-native accent

In two novel verb experiments using the visual fixation paradigm, we investigated how Mandarin-learning toddlers employ distributional cues and semantic cues to categorize novel unaccusative and unergative verbs. In Experiment 1, 31-month-old (but not 19-month-old) participants were found to use the word-order cue to categorize two novel verbs VUA and VUE: after hearing “VUA-le NP” and “NP VUE-le” in the training phase, they categorized VUA as unaccusative and VUE as unergative, showing discrimination in looking times between grammatical trials “NP VUA-le” and ungrammatical trials “VUE-le NP” in the test phase. In Experiment 2, 31-month-olds used the semantic cue of telicity provided via novel events to make categorizations: watching a telic event paired with “VUA-le” and an atelic event paired with “VUE-le” led to differentiation between grammatical trials “VUA-le NP” and ungrammatical trials “VUE-le NP”. The findings provide evidence for toddlers’ ability to extract information from the input and make generalizations in verb learning.

Learning novel intransitive verbs from input cues: Experiments with Mandarin-learning toddlers

Can we derive computational metrics to quantify visual creativity in drawings across intelligent agents, while accounting for inherent differences in technical skill and style? To answer this, we curate a novel dataset consisting of 1338 drawings by children, adults and AI on a popular creative drawing task. We characterize two aspects of the drawings—(1) style and (2) content. For style, we define measures based on ink density, ink distribution and number of elements. For content, we use expert-annotated categories to study conceptual diversity, and image and text embeddings to compute distance measures. We find significant differences in style and content in the groups—children’s drawings had more components, AI drawings had greater ink density, and adult drawings were conceptually diverse. We also highlight a misalignment between creativity judgments obtained through expert and automated ratings. Our work provides a novel framework for studying human and artificial creativity beyond the textual modality.

Pencils to Pixels: A Systematic Study of Creative Drawings across Children, Adults and AI

In the Gricean tradition, pragmatic competence is part of the general human capacity for social reasoning. Indeed, human performance in reference games involving ad-hoc implicatures sometimes aligns with idealized models of rational interaction. But such experiments have also found that humans derive far fewer implicatures than ideal models, subject to individual differences unrelated to social reasoning. In this paper, we consider whether these patterns could arise from the resource-rational deployment of a core social competence, such that individuals choose from various strategies of interpretation, given those strategies’ resource demands and success rates, subject to individually-varying predispositions and exploration tendencies. We construct a model of this resource- rational performance in the cognitive architecture ACT-R—to our knowledge the first mechanistic model of performance in these tasks—and we examine its predictions for multi-trial reference games across two model experiments. The model reproduces the key patterns in the human data, providing an initial proof of concept for the role of resource-rationality in these tasks and opening a new avenue for understanding individual differences in pragmatic reasoning.

An ACT-R model of resource-rational performance in a pragmatic reference game

Social anxiety disorder (SAD) is characterized by cognitive biases that impair emotional information processing. This study examines how acute social stress affects working memory (WM) updating in socially anxious individuals using an emotional 2-back task. A 2×2 factorial design (N = 137) categorized participants into socially anxious (SA) and non-anxious (NSA) groups, further divided into stressed and control conditions. Acute stress was induced via speech anticipation, and subjective stress ratings were recorded. Mixed-
effects modelling revealed independent negative effects of both social anxiety and acute stress on WM updating, including reduced accuracy, increased false alarms, lower discriminability (d-prime), and increased inverse efficiency score. Notably, disgusted facial expressions enhanced task efficiency under stress. Findings suggest stress-related cognitive deficits in social anxiety are additive rather than interactive, highlighting potential
targets for intervention. This study contributes to understanding emotion-cognition interactions and extends research to understudied cultural contexts.

The Impact of Acute Social Stress on Working Memory Updating in Social Anxiety Disorder

The addition of verbal narration could impede reading performance, called the verbal redundancy effect. Two experiments in this study explored the moderating role of readers’ vocabulary size and text difficulty in this effect. A total of 77 native English speakers in Experiment 1 and 45 non-native English speakers in Experiment 2 were divided into two groups of vocabulary-size in each experiment. In both experiments, participants read eight passages and answered questions. The study manipulated the narration presentation and text difficulty. Experiment 1 showed that adding narration impedes comprehension when high-vocabulary participants read easy passages, whereas it enhances comprehension when low-vocabulary participants read easy passages. The redundant narration effect was moderated by reading skills. Experiment 2 showed no significant narration effect, but comprehension scores were higher when high-vocabulary multilinguals read neutral passages with narration than without narration. These effects are aligned with previous research and well explained by cognitive load theory.

Assessing the Verbal Redundancy Effect by Adding Narration to Written Text  in Native and Non-Native Speakers

Researchers in cognitive development and cognitive science have engaged in long-standing debates concerning nativist versus empiricist perspectives on the origins of knowledge, the existence and nature of representations, and the importance of embodiment. Recognizing the enormous scope of these questions, I will concentrate on three illustrations: the geometric module debate, the cognitive map debate, and the development of mental rotation. In doing so, I will highlight the importance of charting individual variation as well as modal development, using an evolutionary perspective and cross-species data, and taking an emergentist experience-expectant and experience-dependent approach to development and to adult cognition. 

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