United States

Physics and mind are two major causes of motion. In a leash-chasing display, a disc (“sheep&quot;) is being chased by another disc (“wolf&quot;), which is physically constrained by a leash attached to a third disc (“master&quot;). A number of interesting motions can emerge from this simple system, such as a wolf being dragged away from its target. Therefore, it is important for vision to jointly infer a physics-mind combination that can best explain the motions. Here we reported two discoveries from studying this display to support this theory. First, an intuitive physical system like a leash can greatly lessen the detrimental effects of spatial deviation and the diminishing objecthood on perceived chasing, strengthening its robustness. Second, a mutual dependency exists between physics and mind, where disrupting one will inevitably result in an impaired perception on the other. These results collectively support a joint perception of physics and mind.

CogSci 2021

Jointly Perceiving Physics and Mind: Motion, force and intention

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**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! 

**Your Program Chairs,**
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**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/).

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.

<center>Louis Stokes Regional Center of Excellence for the Study of STEM Interventions<center>

<CENTER>Translating Critical, Strengths-Based Conceptual Frameworks to STEM Programming Design & Dissemination<CENTER>


 **Sponsored in Partnership by:**
 National Science Foundation, Understanding Interventions, University of Michigan and University of Missouri
 
 
 		
	
Dear Colleagues,

Welcome to the inaugural Louis Stokes Regional Center of Excellence for the Study of STEM Interventions ‎‎(LSCRE ‎‎‎‎SOSI) Summer Institute. SOSI is an NSF funded initiative that reflects a collaboration of STEM and STEM Education Scholars ‎and Program Administrators from the University of Missouri-Columbia, Understanding ‎Interventions, Inc., and the University of Michigan.‎ We offer training and development for STEM program administrators, faculty, and other ‎stakeholders ‎in critical, strengths-based theories and evidence-based practices. Key to our work is providing the tools and avenues for our participants to inform their practice and contribute to the body of translational research that facilitate ‎underrepresented students’ success in STEM. Beyond the Summer Institutes, SOSI, through the Understanding Interventions Index, supports resources for access to the STEM research-to-practice translational literature, a database of journals that publish these works, relevant published measures, and the Understanding Interventions Journal as an outlet for dissemination. This work also extends to webinars and workshops held throughout the year as an integral part of the collaboration between SOSI and its partners. 

This 2021 Summer Institute is designed to address participant needs across a range of experience in our concurrent sessions. Concurrent Sessions 1 are tailored for those of us who have professional training outside the social and behavioral sciences but are looking to develop proficiency, scholarship, and utilize methodologies that test theories like Community Cultural Wealth (CCW), Phenomenological Variant of Ecological Systems Theory (PVEST) and Social Cognitive Career Theory (SCCT). Concurrent Sessions 2 are tailored to those with some experience in these areas and are looking to engage more deeply. Some sessions like those that address measures, implementation, and outcomes will be joint. For the current topic sessions, participants will not be limited a specific concurrent session but will have the flexibility to attend the session that they feel most appropriate to their level of experience. 

We look forward to an exciting and productive institute as we all leverage our varied experiences, perspectives, and ideas to this growing community of practice. We would also like to extend our deep gratitude to the National Science Foundation for its generous support of this work.


Best,

SOSI Leadership Team

2021 SOSI Virtual Summer Institute

Physics and mind are two major causes of motion. In a leash-chasing display, a disc (“sheep") is being chased by another disc (“wolf"), which is physically constrained by a leash attached to a third disc (“master"). A number of interesting motions can emerge from this simple system, such as a wolf being dragged away from its target. Therefore, it is important for vision to jointly infer a physics-mind combination that can best explain the motions. Here we reported two discoveries from studying this display to support this theory. First, an intuitive physical system like a leash can greatly lessen the detrimental effects of spatial deviation and the diminishing objecthood on perceived chasing, strengthening its robustness. Second, a mutual dependency exists between physics and mind, where disrupting one will inevitably result in an impaired perception on the other. These results collectively support a joint perception of physics and mind.

technical paper

Over their first years of life, children learn not just the words of their native languages, but how to use them to communicate. Because manual annotation of communicative intent does not scale to large corpora, our understanding of communicative act development is limited to case studies of a few children at a few time points. We present an approach to automatic identification of communicative acts using a Hidden Topic Markov Model, applying it to the CHILDES database. We first describe qualitative changes in parent-child communication over development, and then use our method to demonstrate two large-scale features of communicative development: (1) children develop a parent-like repertoire of our model's communicative acts rapidly, their learning rate peaking around 14 months of age, and (2) this period of steep repertoire change coincides with the highest predictability between parents' acts and children's, suggesting that structured interactions play a role in learning to communicate.

Parent-Child Conversation About Negative Aspects of the Biological World

In this study (n=144) we investigated the perceptual processes that are the basis of the face inversion effect (better recognition for upright vs inverted faces). We evaluated the effects of disrupting configural information (i.e., the spatial relationships among the main facial features) and disrupting holistic information indexed by the face outline. We used scrambled faces which are characterized by a disruption of configural information and scrambled no-contour faces which in addition to disrupted configural information they also suffered of disruption of the face outline. Using an old/new recognition task we obtained a robust inversion effect for scrambled faces. No significant inversion effect was found for scrambled no-contour faces. Our results provide direct evidence that holistic information plays a significant role in the inversion effect. We also confirmed that it is possible to obtain a robust inversion effect when configural information is disrupted.

Perceptual Processes of Face Recognition: Single feature orientation and holistic information contribute to the face inversion effect

The last few years have witnessed amazing breakthroughs in machine intelligence, using systems that rely on neural networks as advocated in Parallel Distributed Processing (Rumelhart, McClelland et al, 1986). Yet in this talk, I will argue, in agreement with Lake et al. (2017) and others, that we still have a long way to go before any machine has truly captured human like cognitive and learning abilities. Unlike Lake et al., I will argue that we should seek the reasons for many of the amazing achievements of human intelligence not in built in biases or special purpose start-up software, but in a fuller appreciation of the roles of culture and experience. I will argue for a central role for culturally constructed formal systems as powerful tools that extend human abilities beyond what can be achieved without these resources. I will also argue for a central role of language-based instruction and explanation.

Are people still smarter than machines? If so, why?

Tools are peculiar parts of our environment and tool manufacture remains one of the most prodigious achievements of humankind over the last million years. Chimpanzees, along with other non-primate species, also use and sometimes manufacture tools. In my research, I have investigated the cognitive, ecological, social and emotional factors influencing tool use in wild and captive apes, with a focus on Ugandan chimpanzees. In parallel, I have researched cognitive aspects of the evolution of emotional and intentional communication by studying primate, particularly great ape, vocalizations. Finally, in more recent years, I have investigated the same topics in children, to investigate the possible homologies with humans and our shared ancestry and specificities. My goal is to understand the evolutionary pressures that launched humans on the particular evolutionary pathway that have allowed them to become the ultimate culture-bearers. I am also interested in how other species, in turn, see the world. The research program I develop integrates these interests in a comparative, ecological, cognitive and socio-emotional approach to cultural knowledge in great apes and humans.

How does the Chimpanzee Mind Represent its Cultures?

Studies of children's language use in the wild (e.g., in the context of child-caregiver social interaction) have been slowed by the time- and resource- consuming task of hand annotating utterances for communicative intents/speech acts. Existing studies have typically focused on investigating rather small samples of children, raising the question of how their findings generalize both to larger and more representative populations and to a richer set of interaction contexts. Here we propose a simple automatic model for speech act labeling in early childhood based on the INCA-A coding scheme (Ninio et al., 1994). After validating the model against ground truth labels, we automatically annotated the entire English-language data from the CHILDES corpus. The major theoretical result was that earlier findings generalize quite well at a large scale. Our model will be shared with the community so that researchers can use it with their data to investigate various question related to language use both in typical and atypical populations of children.

Embodied morality: Repetitive motor actions change moral decision-making

Children face the problem of extending a limited spatial lexicon to potentially infinite spatial situations. Previous work has examined how spatial semantic categories may be formed in child development, but it is unclear how children extend these categories to novel situations over the developmental time course. Drawing on cognitive linguistic theories of category extension, we present a framework that models the incremental extension of spatial relational words to novel situations through time. We describe a longitudinal dataset and computational analyses for investigating the extension of spatial word meanings in a developmental setting. Our preliminary results suggest that the formation of spatial categories takes place through an exemplar-based process of chaining, similar to the process underlying the growth of linguistic categories in history. Our work offers opportunities to explore the connection between ontogeny and phylogeny in the process of word meaning extension.

Chaining and the formation of spatial semantic categories in childhood

The social brain hypothesis (Humphrey, 1976) poses that the intricacies of social life may have been a significant selection pressure for the evolution of mind. This evolution may act on competition between group members and strategies to outcompete others (Machiavellian intelligence hypothesis: Byrne & Whiten, 1988), or on cooperative tendencies between group-members that provide benefits that cannot be reached by a single individual (Vygotskian intelligence hypothesis: Moll & Tomasello, 2007). The latter hypothesis, however, creates an evolutionary conundrum, as cooperation is prone to free-riders, and with defection being an evolutionary stable system, the occurrence and complexity of cooperation in humans and other animals remains a puzzle. Several theoretical advances have been made to explain the evolution of cooperation nonetheless, with kin-selection (Hamilton, 1964) and reciprocal altruism (Trivers, 1971) being the most prominent ones. However, the proximate mechanisms that foster the strategies proposed in the Vygotskian intelligence hypothesis and the required cognition in nonhuman animals, remain a hotly debated topic (see Massen et al., 2019).

Studying the Evolution of Cooperation and Prosociality in Birds

There is a strong relation between children’s exposure to spatial terms and their later memory accuracy. In the current study, we tested whether the production of spatial terms by children themselves predicts memory accuracy and whether and how language modality of these encodings modulates memory accuracy differently. Hearing child speakers of Turkish and deaf child signers of Turkish Sign Language described pictures of objects in various spatial relations to each other and later tested for their memory accuracy of these pictures in a surprise memory task. We found that having described the spatial relation between the objects predicted better memory accuracy. However, the modality of these descriptions in sign, speech, or speech-plus-gesture did not reveal differences in memory accuracy. We discuss the implications of these findings for the relation between spatial language, memory, and the modality of encoding.

Spatial Language Use Predicts Spatial Memory of Children: Evidence from Sign, Speech, and Speech-plus-gesture

Unlike English, German contains single words for “the day after tomorrow” (übermorgen) and “the day before yesterday” (vorgestern). How might these cross-linguistic differences influence children’s acquisition of time words? Prior work shows that English-speaking preschoolers learn the deictic status of time words (e.g., yesterday was in the past) long before learning their precise temporal locations (e.g., yesterday was exactly one day ago). Here we ask whether the set of time words influences children’s understanding of proximal (yesterday/tomorrow) and distal (day before yesterday/day after tomorrow) terms. English- and German-speaking 3- to 7-year-olds (N = 253) marked the temporal location of each term relative to today on a calendar template. While children in both language groups demonstrated equal knowledge of deictic status, German speakers were more likely to have precise meanings for proximal and distal items, suggesting that having more alternative time words available may help narrow the scope of children’s meanings.

Jointly Perceiving Physics and Mind: Motion, force and intention

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Parent-Child Conversation About Negative Aspects of the Biological World

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Jointly Perceiving Physics and Mind: Motion, force and intention

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Next from CogSci 2021

Parent-Child Conversation About Negative Aspects of the Biological World

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How We (STEM Programs) Got Here

Stay up to date with the latest Underline news!

PRESENTATIONS

CONFERENCES

COMPANY

RESOURCES

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