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People understand abstract ideas (e.g., positive/negative valence) through concrete concepts (e.g., up/down; Lakoff &amp; Johnson, 2013). Empirical research has shown that upward/downward motor actions stimulate positive/negative feelings and memories (Casasanto &amp; Dijkstra, 2010), and congruent motor actions facilitate word learning (Casasanto &amp; de Bruin, 2019). Although prior studies reveal a close link between language and perceptual experiences, no study has tested whether the visual perception of upward/downward movements enhances the learning of words whose meaning involves either higher/lower spatial position (e.g., cloud, road), positive/negative emotional valence (e.g., joy, grief), or higher/lower social status (e.g., doctor, unemployed). The effects of directional congruency in word learning are discussed based on the results of an experiment in which Japanese speakers learned 54 English-based pseudowords presented with automatic visual movements that were congruent (e.g., upward-positive) or incongruent (e.g., downward-positive) with the pseudowords’ assigned meaning, or controls (e.g., rightward/leftward-positive).

CogSci 2022

Visual perception of vertical movements in word learning

People understand abstract ideas (e.g., positive/negative valence) through concrete concepts (e.g., up/down; Lakoff & Johnson, 2013). Empirical research has shown that upward/downward motor actions stimulate positive/negative feelings and memories (Casasanto & Dijkstra, 2010), and congruent motor actions facilitate word learning (Casasanto & de Bruin, 2019). Although prior studies reveal a close link between language and perceptual experiences, no study has tested whether the visual perception of upward/downward movements enhances the learning of words whose meaning involves either higher/lower spatial position (e.g., cloud, road), positive/negative emotional valence (e.g., joy, grief), or higher/lower social status (e.g., doctor, unemployed). The effects of directional congruency in word learning are discussed based on the results of an experiment in which Japanese speakers learned 54 English-based pseudowords presented with automatic visual movements that were congruent (e.g., upward-positive) or incongruent (e.g., downward-positive) with the pseudowords’ assigned meaning, or controls (e.g., rightward/leftward-positive).

poster

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)
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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. 





Picture books are a popular medium through which to promote language acquisition in young children. However, not much is known about how the pictorial context in which words are introduced in such books impacts word learning in toddlers, or how joint book reading further mediates this relationship. The present study introduced words to 19-23-month-old toddlers through books in either contextually rich, semantically relevant illustrations, or on a white background in isolation. Children and their parents participated in three lab visits during which a range of language and environmental measures were taken. Parents read our intervention materials at home between the first and second visits. We found that the pictorial context in which vocabulary words are presented was significantly related to language measures throughout our study. Further, this context also influences parents’ reading techniques, with longer interactions and more target words produced when reading contextually illustrated books. Our minimal book intervention shows promise in promoting vocabulary development in typically talking toddlers.

Learning from Word Books: Does the Type of Illustration Matter?

To explain the importance of interaction for a truthful performance in acting, the present study captures the characteristics of interaction and attempts to probe the underlying intrapersonal changes through interaction during an acting course which emphasizes paying attention to a partner. Novice participants tend to change their way of communication as the course progresses, the pattern of which further differs from that of professional actors. While actors devote themselves more to the connection with their partner and demonstrate more balanced communication, novices rely on general inference to speculate about others’ affective states. This study offers a new perspective to elucidate the construction of interaction in acting, and emphasizes the significance of involvement in interaction when applying acting approaches to general training with the aim of improving social understanding.

Interaction in Acting Training and its Manifestations in Novices and Actors

Word learning is characterized by a bias for mapping meanings at the “basic”-level such as apple, as opposed to a subordinate-level like red apple (Markman, 1990). The fact that learners nevertheless acquire subordinate nouns has been attributed to properties of the referential world that co-occur with the word (e.g., Xu and Tanenbaum, 2007b; Spencer et al., 2011). However, learners may also make inferences about the informativity of labels as intentional linguistic acts. We investigated whether learners exploit information about semantic contrast to generalize word meanings beyond the basic level. Experiment 1 found that the introduction of a labelled alternative at the subordinate level (green apple) eliminated the basic-level bias. Experiment 2 found that the presence of the alternative exemplar without a label merely suppressed the bias. We propose that the acquisition of subordinate-level meanings is facilitated by expectations of informativity which allow learners to enter the relevant alternatives into consideration.

The acquisition of subordinate nouns as pragmatic inference: Semantic alternatives modulate subordinate meanings

We used agent-based modelling to study the emergence of linguistic conventions for basic word order (the order of subject, object and verb) in different populations. As a starting point, we take word order variation based on semantic properties, as observed in improvised gesture experiments. In our first simulation we explore the relative contributions of two pressures, one for semantically conditioned variation, and the other structural priming (which takes place when two individuals engage in communication), and show that a relatively increasing influence of structural priming best explains an increase in word order regularity. Next we implement a larger simulation, investigating how properties of the population affect regularization of word order. Our models compare population sizes with different population densities, and show that the speed of regularization in languages is heavily influenced by population density, and population size has little effect.

Modelling the Emergence of Linguistic Conventions for Word Order: The Roles of Semantics, Structural Priming, and Population Structure

A quantum walk model is developed for emotion transmission in serial reproduction of narratives. The readers' emotions are represented by density operators, and the influences of the narratives on the readers' emotions are modeled by applying the controlled unitary operators to the density operators. The performance of the quantum model is evaluated on a large corpus of narratives, compared to that of the Bayesian Markov chain model. The quantum model not only outperforms the Bayesian model for all five emotion transmissions presented in the corpus but can also account for order effects in serial reproductions. These results suggest a promising first step towards extending quantum-like models to explain group-level cognition.

A Quantum Walk Model For Emotion Transmission In Serial Reproduction of Narratives

Virtual Reality (VR) technology has been widely used in researching situations that require high ecological validity but are difficult to copy. In this paper, we compare the effect of 360-degree videos in VR head-mounted display and 2D computer screen on evoking four types of emotional states, and innovatively assess the effect of emotion evoking using the Go/No-go attention paradigm. Based on the eye movement data collected from a considerable number of participants (N=48), the result reaches marginally significance in the effect of immersion level of evoking (p=0.075), emotion’s level of arousal (p=0.019), and the interaction between them (p=0.037) under the condition of positive evoking. We find that immersive device can better evoke positive emotions with high arousal, while non-immersive device cannot manipulate the intensity of evoked emotions. Our study empirically demonstrate that high-arousal positive emotion evoking is more effective in VR than on a 2D monitor based on computational affection.

High-arousal positive emotion evoking is more effective in VR than on a 2D monitor based on computational affection

Spatial deployment of visual attention in humans is crucial for selecting and prioritizing task-relevant visual information for efficiently navigating natural visual environments in daily life. As prominent landmarks of social environments, human faces conveying salient emotion information, have been found to influence attention. We investigated if facial emotions also modulate the spatial distribution of visual attention and whether any such effect associates with individual differences in internal affective states, e.g. anxiety. Participants (n = 28) discriminated the orientation of target Gabor patches co-presented with distractors, speedily and accurately. The key manipulation was randomly presenting a task-irrelevant, face emotion prime briefly (50 ms) at unexpected time points, conveying either Neutral/Disgust/Scrambled (null) emotion signal 150 ms before
the target patches. Disgust signal modulated the gradient of attention (change in negative inverse attentional efficiency with unit change in distance from the source of emotion signal) in significant association with trait-anxiety scores, such that the direction of attention gradient flipped (spatial attentional shift) with increasing severity of trait anxiety. Neutral signal yielded attention gradients comparable to Scrambled with no clear association with anxiety, implying the presence of no anticipated effect. Altogether, the results suggest that individual trait-anxiety levels condition the effect of negative and
physiologically arousing emotion signal (e.g., Disgust) on spatial distribution of visual attention. The findings may help furthering the understanding of visual distortions underlying affective states and disorders.

Trait anxiety modulates negative affect-cued distribution of visuo-spatial attention.

COVID-19 implied social distancing, forced behavioural changes, and the economic downturn has been associated with poor mental health and wellbeing. Depression and suicide are the highly predicted psychosocial risks caused by the pandemic crises. Early studies evaluating the effect of COVID-19 on psychiatric health have succeeded in developing screening measures. However, they have been limited in understanding its relations with individual psychological flexibility. An individual's psychological flexibility determines the ability to fight against such adversities on an immediate time scale and the future psychotherapeutic treatment. We conducted an online study to examine the relationship between psychological flexibility and risks to depression and their relationship with COVID-19 peritraumatic distress. We used Multidimensional Psychological Flexibility Inventory (MPFI), Beck's Depression Inventory-II (BDI-II) and COVID-19 Peritraumatic Distress Index (CPDI) to measure the above psychological factors. The results are discussed in light of individual psychological flexibility and its association with BDI-II and CPDI outcomes.

Psychological Flexibility Determines COVID-19 Peritraumatic Distress and Severity of Depression

Can people learn causal relationships about the world from someone’s emotions? We present a computational model integrating observational causal learning with emotional information, which uses emotional displays to disambiguate the beliefs, desires, and knowledge of other agents, in turn allowing causal inferences about the world. We compared our model predictions to human causal judgements on two observational learning tasks involving multiple possible causes or multiple possible outcomes. Across three studies (N = 129,127,125), emotional displays (compared to actions alone) led people to interpret agents’ beliefs differently, which in some contexts resulted in different causal inferences. Our model closely reflected these patterns of belief and causal inference and revealed new insights on how people learn causal relationships from others’ emotions.

Modeling Causal Inference from Emotional Displays

How and why are analogies spontaneously generated? Despite the prominence of analogy in learning and reasoning, there is little research on whether and how analogy is spontaneously generated in everyday settings. Here we fill this gap by gathering parents' answers to children's real questions, and examining analogy use in parental explanations. Study 1 found that parents used analogy spontaneously in their explanations, despite no prompt nor mention of analogy in the instruction. Study 2 found that these analogical explanations were rated highly by parents, schoolteachers, and university students alike. In Study 3, six-year-olds also rated good analogical explanations highly, but unlike their parents, did not rate them higher than causal, non-analogical explanations. We discuss what makes an analogy a good explanation, and how theories from both explanation and analogy research explain one’s motivation for spontaneously generating analogies.

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Learning from Word Books: Does the Type of Illustration Matter?

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