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Numerous psychological findings have shown that mere exposure to ideas makes those ideas seem more true, a finding commonly referred to as the “illusory truth” effect (e.g. Hasheret al., 1977). In the presence of pervasive misinformation, this basic feature of cognition may undermine the functioning of a democratic society (Pennycook et al., 2018). However, genuine beliefs do not only produce judgments of truth, they also imply other beliefs and drive decision-making. Here, we sought to examine whether mere exposure to statements produces genuine beliefs by examining whether people draw inferences from statements after mere exposure. Surprisingly, and in contrast to familiarity-based accounts of the illusory truth effect (e.g. Dechene et al., 2010), we found that exposure to “premise” statements affected participants’ truth ratings for novel &quot;implied&quot; statements. This “illusory implication” effect suggests that exposure to false statements has further-reaching impacts than previously thought and calls for a new mechanistic account of these effects.

CogSci 2022

Does mere exposure to ideas encourage belief in them?

Numerous psychological findings have shown that mere exposure to ideas makes those ideas seem more true, a finding commonly referred to as the “illusory truth” effect (e.g. Hasheret al., 1977). In the presence of pervasive misinformation, this basic feature of cognition may undermine the functioning of a democratic society (Pennycook et al., 2018). However, genuine beliefs do not only produce judgments of truth, they also imply other beliefs and drive decision-making. Here, we sought to examine whether mere exposure to statements produces genuine beliefs by examining whether people draw inferences from statements after mere exposure. Surprisingly, and in contrast to familiarity-based accounts of the illusory truth effect (e.g. Dechene et al., 2010), we found that exposure to “premise” statements affected participants’ truth ratings for novel "implied" statements. This “illusory implication” effect suggests that exposure to false statements has further-reaching impacts than previously thought and calls for a new mechanistic account of these effects.

technical paper

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The effect of prioritization on information in working memory
has primarily been examined in tasks containing a single type
of stimulus and with one item that is prioritized. However,
many theories of working memory posit different types of
components for the maintenance of verbal or visuospatial
information. This study examined differences between
prioritized and nonprioritized items as well as word and image
stimuli. Participants completed an association learning task in
which working memory demands were varied along with the
number of items to be prioritized. Following a short delay,
retention was tested. Prioritization effects were identified
during both the learning and testing phases of the experiment,
and the impact of prioritization was moderated by working
memory demands of the task. Significant differences in
accuracy between word and image stimuli were only observed
in the testing phase, with accuracy for verbal information being
worse. While prioritization improved accuracy and response
times during learning, it led to decreases in the testing phase.

Examining Prioritization in Working Memory for Verbal and Visual Stimuli

Dementia is a common and debilitating condition that typically gives rise to increasing language impairment. There is a need to understand the nature of this impairment further so that therapies may be developed, particularly in the case of bilinguals. This paper extends BiLex, an existing computational model of bilingual lexical access, to simulate language decline in dementia. Six lesion types are evaluated for their ability to reproduce the pattern of decline in the semantic variant primary progressive aphasia (svPPA) subtype of dementia. Semantic memory lesions reproduce this pattern of decline best in monolinguals, and further suggest patterns that are likely to be found in longitudinal data from bilingual dementia patients in the future.

Constructing Individualized Computational Models for Dementia Patients

Visual working memory and visual mental imagery both involve the use of internal visual representations, and they likely have overlapping neural substrates. However, research on people with “aphantasia,” or a lack of visual imagery, has not found any evidence that aphantasics are impaired on visual working memory tasks, possibly because they can use non-visual strategies. We designed a task intended to prevent compensatory strategies, and also to explore what happens when aphantasics are required to shift the focus of attention between items in working memory. We found that aphantasics were not significantly different from controls, either when maintaining or shifting the focus of attention. Explanations include non-visual memory strategies, but also the possibility that aphantasics can store information in visual working memory without conscious awareness. Future research should combine behavioral methods with neuroimaging to investigate how aphantasics encode working memory representations.


Memory without Imagery: No Evidence of Visual Working Memory Impairment in People with Aphantasia

A critical part of language comprehension is inferring omitted but plausible information from linguistic descriptions of events. For instance, the verb phrase ‘preserve vegetable’ implies the instrument vinegar whereas ‘preserve fruit’ implies dehydrator. We studied the ability of distributional semantic models to perform this kind of semantic inference after being trained on an artificial corpus with strictly controlled constraints on which verb phrases occur with which instruments. Importantly, the ability to infer omitted but plausible instruments in our task requires compositional generalization. We found that contemporary neural network models fall short generalizing learned selectional constraints, and that a graph-based distributional semantic model trained on constituency-parsed data and equipped with a spreading-activation procedure for calculating semantic relatedness, achieves perfect performance. Our findings shed light on the mechanisms that give rise to compositional generalization, and using graphs to model semantic memory.

Compositional Generalization in a Graph-based Model of Distributional Semantics

Learning to identify a person’s voice is a key component of speech perception. In this study, we use a categorization framework to provide insights about the mechanisms supporting talker identification. Native Mandarin Chinese listeners learned to categorize sentences in three tasks with different language contexts – native Mandarin talkers speaking Mandarin, native English talkers speaking English, and native Mandarin talkers speaking English. We compared learning when listeners received fully informative or minimal feedback. Using decision bound models, we examined the strategies participants used in each of the three tasks. Regardless of language context, full feedback was initially better for learning than minimal feedback but was no different after the second block. Across tasks, participants often used strategies based on mean fundamental frequency to separate the talkers. These results demonstrate that talker identification is a categorization problem, which enables leveraging existing category learning frameworks to understand the mechanisms of this important ability.

Talker identification as a categorization problem

Categorical perception (CP) facilitates the discrimination of stimuli belonging to different categories relative to those from the same category. Effects of CP on the discrimination of color and shape have been attributed to the top-down modulation of visual perception by the left-lateralized language processes. We used a divided visual field (DVF) search paradigm to investigate the prospective effects of CP for face identity and gender processing. Consistent with visual processing of face identity in the right hemisphere, we found CP facilitated perception only in the left visual field (LVF). In contrast, and consistent with language-induced CP, we observed a between-category advantage for processing face gender only in the right visual field (RVF). Taken together, our results suggest that language-induced CP plays a role in the category-based visual processing of faces by the left hemisphere, but face familiarity processing might be dependent on different, identity-specialized networks in the right hemisphere.

Language-induced categorical perception of faces?

The presence of semantic information in multivariate patterns of neural activity has been explored as a method of measuring knowledge and learning. Using fMRI, we investigated whether novice learners of American Sign Language (ASL) showed overlapping representations of semantic categories for words presented in a well-known (English) or newly learned (ASL) language. We find evidence of neural patterns that were partially shared between sign and speech in novice participants. This result provides evidence for the influence of even brief learning on neural representations in cross-modality language processing.

Overlapping semantic representations of sign and speech in novice sign language learners

This study focuses on naming and rating ambiguously categorized objects to more accurately represent the real-life naming scenarios that language-users encounter. We examined 407 images of common object categories from a previous study collected in 2013 with monolingual undergraduate students in the United States and China. Of those images, we selected 150 that both (1) balanced the mean and range of naming variables between languages and (2) had low between-language correlations on the same variables. We elicited object names and typicality ratings for these 150 images from a more age-, education-, and geographically-diverse sample of English monolinguals across the US. Naming measures were significantly correlated between current and previous English samples, suggesting high consistency of these object categories within language, especially typicality ratings when conditioned on the object name typicality is not a strictly conceptual measure. Cross-language correlations were low, illustrating the unique categorization patterns between languages.

Lexical Categorization Variables for English and Mandarin Quantify Ambiguity in Object Naming

Humans have the exceptional ability to efficiently structure past knowledge during learning to enable fast generalization. Xia and Collins (2021) evaluated this ability in a hierarchically structured, sequential decision-making task, where participants could build “options” (strategy “chunks”) at multiple levels of temporal and state abstraction. A quantitative model, the Option Model, captured the transfer effects observed in human participants, suggesting that humans create and com- pose hierarchical options and use them to explore novel con- texts. However, it is not well understood how learning in a new context is attributed to new and old options (i.e., the credit assignment problem). In a new context with new contingencies, where participants can recompose some aspects of previously learned options, do they reliably create new options or overwrite existing ones? Does the credit assignment de- pend on how similar the new option is to an old one? In our experiment, two groups of participants (n=124 and n=104) learned hierarchically structured options, experienced different amounts of negative transfer in a new option context, and were subsequently tested on the previously learned options. Behavioral analysis showed that old options were successfully reused without interference, and new options were appropriately created and credited. This credit assignment did not depend on how similar the new option was to the old option, showing great flexibility and precision in human hierarchical learning. These behavioral results were captured by the Option Model, providing further evidence for option learning and transfer in humans.

Credit assignment in hierarchical option transfer

Human adults can figure out what happened by combining evidence from different sensory modalities, such as vision and sound. How does the ability to integrate multi-modal information develop in early childhood? Inspired by prior computational work and behavioral studies with adults, we examined 3- to 8-year-old children's ability to reason about the physical trajectory of a ball that was dropped into an occluded Plinko box. Children had to infer in which one of three holes the ball was dropped based on visual information (i.e., where the ball landed) and auditory information (i.e., the sounds of the ball colliding with parts of the box). We compare children's responses to the predictions of four computational models. The results suggest that although even the youngest children make systematic judgments rather than randomly guessing, children's ability to integrate visual and auditory evidence continues to develop into late childhood.

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Does mere exposure to ideas encourage belief in them?

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Examining Prioritization in Working Memory for Verbal and Visual Stimuli

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