Canada

While problem-solving is central in our daily life, its underlying mechanisms remain elusive. The dominant theory states that one must restructure a problem (i.e., reorganize problem-related representations) to solve it. As empirical evidence supporting this mechanism is scarce, we used network science methodology to demonstrate the key role of restructuring in problem-solving. Individual semantic memory networks were estimated before and after participants attempted to solve a riddle. These networks represent the organization of solution-relevant and irrelevant words as nodes, with edges representing the strength of the relationship between them based on the participants’ relatedness judgments. Restructuring was quantified as the difference in semantic network metrics between pre- and post-solving phases. Successful problem-solving was predicted by local semantic network restructuring, only in edges and nodes assessed as helpful to solve the riddle. These results shed new light on the mental restructuring in problem-solving and provide a new method to quantify it.

CogSci 2022

Restructuring problem-related semantic associations promotes solving success

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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. 





Logico-semantic theories have long noted parallels between the linguistic representation of temporal entities (events) and spatial entities (objects): bounded (or telic) predicates such as fix a car resemble count nouns such as sandcastle because they are “atoms” with well-defined boundaries. By contrast, unbounded (or atelic) phrases such as drive a car resemble mass nouns such as sand in that they are unspecified for atomic features. Here, we show for the first time that there are similarities in the perceptual-cognitive representation of events and objects in non-linguistic tasks. Specifically, after viewers form a bounded or an unbounded event category, they can extend the category to objects or substances respectively (Experiment 1). Furthermore, viewers can intuitively make event-to-object mappings that respect atomicity (Experiment 2). These striking similarities between the mental representation of events and objects have implications for current theories of event cognition, as well as the relationship between language and thought.

Events and Objects Are Similar Cognitive Entities

Events are considered as temporal segments with a beginning and an endpoint. Philosophical and linguistic literature on events distinguishes between bounded events that include distinct temporal stages leading to culmination (e.g., fix a car) and unbounded events that include largely undifferentiated stages and lack an inherent endpoint (e.g., drive a car). The present study shows that event viewers spontaneously compute this distinction through an interruption detection task. People watched videos of bounded or unbounded events with a visual interruption lasting .03s at the midpoint or close to the endpoint of the event stimulus. People indicated whether they saw an interruption after each video (Experiments 1) or responded as soon as possible during each video (Experiment 2). In both cases, the endpoint-midpoint difference depended on whether participants were watching a bounded or an unbounded event. As people perceive dynamic events, they spontaneously track boundedness, or the internal temporal structure of events.

Viewers Spontaneously Represent Event Temporal Structure

Motion lines are the drawn lines trailing behind an object to show movement. Prior work has shown that motion lines aid comprehension by clarifying the direction of motion, but no experimental research has examined how they interact with path segmentation, like a visual sequence in comics. In Experiment 1, participants understood panels with motion lines better than without lines. With motion lines, omitting the path’s source was harder to comprehend than showing the source but having it disappear. Moreover, less experienced comic readers benefited more from showing a whole path with lines in single panels than fluent ones. In Experiment 2, reversed-direction lines were harder to process than normal or omitted lines, but segmentation did not matter. Overall, motion event comprehension can be modulated by path segmentation of lines and comics reading experience.

Motion Event Segmentation in Visual Narratives

Previous research demonstrated an asymmetry between Sources and Goals in people’s linguistic and non-linguistic encoding of motion events: when describing events such as a fairy going from a tree to a flower, people mention the Goal (“to a flower”) more often than the Source (“from a tree”) and are better at detecting Goal changes in a Same-different memory test. Many take these findings as evidence for a homology between linguistic and conceptual representations: an unmentioned event component is also conceptually less robust. Here, we show that the nonlinguistic Source-Goal asymmetry disappears when memory is probed with a Forced-choice task instead of a Same-different task. We argue that, despite frequent absence from linguistic descriptions, Sources are robust in event memory, but not attended to during Same-different tests due to people’s task-relevance assumption. This result bears on the nature of the Source-Goal asymmetry and calls for a finer-grained account for language-cognition homology.

The Source-Goal Asymmetry in Motion Events: Sources Are Robustly Encoded in Memory but Overlooked at Test

Human social interactions require understanding and predict- ing other people’s behavior. A growing body of work has found that these inferences are structured around an assumption that agents act rationally and efficiently in space. While powerful, this view treats action understanding in a vacuum, ignoring that much social inference happens in the context of familiar, hierarchically structured events (e.g.: buying groceries, ordering in a restaurant). We propose that social and world knowledge is critical for efficiently interpreting behavior and test this idea through a simple block-building paradigm, where participants infer an agent’s sub-task (study 1a), next action (study 1b), and higher-level goal (study 1c), from very sparse observations. We compare these inferences against a Bayesian model of goal inference that exploits task structure to interpret agents’ actions. This model fit participant judgments with high quantitative accuracy, highlighting how world knowledge may help support social inferences in a rich and powerful way.
Keywords: Computational modeling; Social cognition

Hierarchical task knowledge constrains and simplifies action understanding

This study investigates how L2 learners achieve the ‘good-enough’ comprehension in Korean. We focus on a suffixal passive construction, given the scarcity of this construction in the L2 textbook input. Results from acceptability judgement and self-paced reading tasks suggest two aspects of L2 comprehension. First, L1 and L2 comprehension do not qualitatively differ regarding ‘good-enough’ processing: the L2 processor utilises both heuristic and algorithmic parsing to reduce the burden of work at hand. Second, the divergence of L1 and L2 processing behaviours during comprehension may originate from various factors around L2 learners (e.g., L2 input, L1–L2 interface, task types), which are assumed to anchor the noisier representations of L2 knowledge.

How ‘Good-Enough’ is L2 Sentence Comprehension? Evidence from Suffixal Passive Construction in Korean

Chinese phonology features a contrast between alveolar and retroflex places of articulation, particularly in the standard Beijing variety of Mandarin. However, studies have shown that ‘outer-circle’ varieties (such as in Taiwan and Singapore) have a less clear contrast, termed “deretroflexion”, which results in poor contrastive perception for Taiwan Mandarin speakers. However, our previous study did not find this deficit in Singapore Mandarin speakers. In this preregistered follow-up study, we investigate how Singapore Mandarin speakers perceive the alveolar-retroflex contrast and examine if differences in perception are linked to Mandarin understanding proficiency. Our results (N = 62) reveal that while Singapore Mandarin speakers perceive an alveolar-retroflex phoneme contrast, there is a wide range of differences in ambiguity resolution across the alveolar-retroflex acoustic spectrum. We did not find a link between perceptual differences and Mandarin understanding proficiency, indicating that highly ‘tuned’ perceptual sensitivity is not needed for high Mandarin understanding proficiency.

Perception of a phoneme contrast in Singaporean English-Mandarin bilingual adults: A preregistered study of individual differences

A considerable number of studies have investigated whether speaking two languages improves executive function. Results, while controversial, have highlighted the influence of second language proficiency on the emergence of these cognitive advantages. To date, few studies have investigated whether other related linguistic experiences, such as dialect use, confer similar advantages. The diverse range of dialects found across the People’s Republic of China provide ideal conditions under which to explore this question. Using a heterogeneous sample of Mandarin-English bilingual, bidialectal young adults (n = 73), the present study investigated whether differences in self-reported dialect proficiency impacted on Simon Task performance. While results showed reduced Simon effects associated with higher reported dialect proficiency, it was a consequence of slower performance on congruent trials, not improved performance on incongruent trials. The observed reduction in facilitation from congruent trials associated with higher reported dialect proficiency suggests a cognitive disadvantage, but merits further investigation.

Chinese Dialect Proficiency and Executive Function: Evidence from the Simon Task

A widely researched question in bilingualism asks whether bilinguals’ vocabulary growth is equal to or lower than that of monolinguals. Some studies have found smaller vocabularies in bilingual toddlers than monolingual toddlers when comparing in one language, but others have found no significant group differences. We compared 12 to 32-month-old bilingual toddlers growing up in the UK with English and one additional language (AL) to age-matched UK English monolinguals. We evaluated both vocabulary size in English and conceptual vocabulary. Bilinguals’ English vocabulary sizes in both comprehension and production were significantly smaller than monolinguals’ after controlling for age and socioeconomic status. This was seen across bilinguals of different levels of language dominance. The bilingual lag in vocabulary size was smaller when calculated using conceptual vocabulary but still significant for both comprehension and production. We discuss the implications for measurements of bilingual toddlers’ vocabulary size.

UK bilingual toddlers show a lag in vocabulary size relative to monolinguals in both comprehension and production

Orthographic depth, the consistency of grapheme-phoneme correspondence, influences brain activation in multilinguals’ first (L1) and second language (L2). The intrinsic functional connectivity of cross-language transfer was investigated between two groups of multilinguals, those whose L2 orthography is deeper than their L1 (S-to-D group) and those whose L2 orthography is shallower than their L1 (D-to-S group). We focused on two seed regions: the Visual Word Form Area (VWFA) and the left posterior supramarginal gyrus (pSMG). stronger connectivity was found between the left pSMG and the right precuneus in multilinguals who spoke at least three languages (trilinguals) compared to those who only spoke two languages (bilinguals). Follow-up analyses revealed that this difference was driven by stronger intrinsic connectivity in D-to-S trilinguals compared to the S-to-D trilinguals. Multilinguals’ intrinsic functional connectivity is shaped by the orthographic distance between L1 and L2, as well as differences between bilingualism and trilingualism.

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