Netherlands

Code Knowledge Tracing (CKT) aims to model students&#39; programming proficiency from their coding activities. Existing approaches mainly rely on answer records and lack problem descriptions and knowledge concepts, which fail to capture the inherent information. To solve this problem, we propose ECKT, an Enhanced Code Knowledge Tracing framework using Large Language Models (LLMs), which simulate human cognitive process through chain-of-thought prompting and adapts quickly to new tasks with limited data using few-shot learning. Specifically, ECKT generates detailed problem descriptions and knowledge concepts from student code, enhancing the model&#39;s understanding of programming concepts and proficiency. Additionally, ECKT incorporates task difficulty information by correlating problems with difficulty levels based on student performance scores. This integration allows for a more accurate assessment of student proficiency across varying levels of difficulty. Also, ECKT can explicitly capture the essential information of code and learn a better representation of them. Experimental results demonstrate that ECKT effectively improves the performance of knowledge tracing in programming education. This advancement not only supports personalized learning but also contributes to a deeper understanding of coding activities.0

CogSci 2024

ECKT: Enhancing Code Knowledge Tracing via Large Language Models

**Welcome to EMNLP 2023!**

On behalf of the EMNLP 2023 Organizing Committee, I extend a warm and heartfelt welcome to all of you to the 2023 Conference on Empirical Methods in Natural Language Processing (EMNLP). It is with immense pleasure and excitement that we gather here in Singapore, a vibrant hub of innovation and technological advancement.

The conference program is packed with insightful presentations, thought-provoking workshops, and engaging networking opportunities. In addition to the technical sessions, we have also planned several social events that will provide you with the opportunity to connect with your colleagues.

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EMNLP 2023 General Chair

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EMNLP 2023

EMNLP 2023 took place in Singapore from Dec 6th to Dec 10th, 2023.

Code Knowledge Tracing (CKT) aims to model students' programming proficiency from their coding activities. Existing approaches mainly rely on answer records and lack problem descriptions and knowledge concepts, which fail to capture the inherent information. To solve this problem, we propose ECKT, an Enhanced Code Knowledge Tracing framework using Large Language Models (LLMs), which simulate human cognitive process through chain-of-thought prompting and adapts quickly to new tasks with limited data using few-shot learning. Specifically, ECKT generates detailed problem descriptions and knowledge concepts from student code, enhancing the model's understanding of programming concepts and proficiency. Additionally, ECKT incorporates task difficulty information by correlating problems with difficulty levels based on student performance scores. This integration allows for a more accurate assessment of student proficiency across varying levels of difficulty. Also, ECKT can explicitly capture the essential information of code and learn a better representation of them. Experimental results demonstrate that ECKT effectively improves the performance of knowledge tracing in programming education. This advancement not only supports personalized learning but also contributes to a deeper understanding of coding activities.0

technical paper

The 46th Annual Meeting of the Cognitive Science Society was an in-person meeting held in Rotterdam, The Netherlands at the Postillion Hotel & Conference Centre.

**ON-DEMAND PROGRAM ACCESS AFTER THE CONFERENCE** 
Recordings of the invited program are now available. You can access them by clicking on the 'Schedule' icon on the left. Select view by week and navigate to the day and time slot of the recording you wish to view. Click on the time slot to access the recording.

Recordings available (click on each recording to view):

**Thursday, July 25** 
0900: [Keynote Speaker Morgan Barense on Enhancing real-world event memory](https://underline.io/events/465/sessions/17997/lecture/99084-dynamics-between-minds-and-the-environment) 
1000: [Gleitman Award Winner Isabelle Dautriche on Language Foundations: Insights from acquisition, communication, cognition, and more](https://underline.io/events/465/sessions/18000/lecture/99085-gleitman-talk) 
1415: [Invited Symposium: Dynamics between minds and the environment](https://underline.io/events/465/sessions?eventSessionId=18016&searchGroup=lecture) 
1700: [Rumelhart Prize Presentation Speaker Alison Gopnik on Exploit, explore, empower: Three ages and three intelligences](https://underline.io/events/465/sessions/18028/lecture/99161-rp1-rumelhart-prize-presentation) 

**Friday, July 26** 
0900: [C.L. de Carvalho-Heineken Prize Keynote Speaker Kia Nobre on Focusing in memory](https://underline.io/events/465/sessions/18035/lecture/99162-hp1-c-l-de-carvalho-heineken-prize-keynote-address) 
1030: [Rumelhart Symposium: Childhood as exploration](https://underline.io/events/465/sessions/18038/lecture/100346-childhood-as-exploration) 
1415: [Elman Prize Symposium](https://underline.io/events/465/sessions?eventSessionId=18053&searchGroup=lecture) 
1600: [Invited Symposium: Dynamics between minds](https://underline.io/events/465/sessions?eventSessionId=18065&searchGroup=lecture) 
1745: [Keynote Speaker Andrea E. Martin on Neural dynamics encode the structure and statistics of language](https://underline.io/events/465/sessions/18077/lecture/99271-neural-dynamics-encode-the-structure-and-statistics-of-language) 

**Saturday, July 27** 
0900: [Keynote Speaker Gregor Schöner on How higher cognition emerges from the dynamics of strongly interacting neural populations](https://underline.io/events/465/sessions/18083/lecture/99273-dynamics-within-the-mind) 
1000: [Glushko Talks](https://underline.io/events/465/sessions?eventSessionId=18086&searchGroup=lecture) 
1500: [Invited Symposium: Dynamics within minds](https://underline.io/events/465/sessions?eventSessionId=18100&searchGroup=lecture) 


#### **CogSci 2024 Program Book**
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**The Program Book can be downloaded [here](https://drive.google.com/file/d/1yRVp1cBqRnAbdYi4GXWV_pZeyWNsRquv/view?usp=sharing).**

#### **Letter from the President**

Welcome to the 2024 Meeting of the Cognitive Science Society in Rotterdam! CogSci 2024 brings together a large community of cognitive scientists who have traveled here from around the world, as well as a smaller group of remote presenters. I would like to extend an especially warm welcome to our first-time CogSci meeting attendees, and hope that 
their experience inspires them to join our future meetings for many years to come.

I want to thank this year’s conference co-chairs, Larissa K Samuelson, Stefan Frank, Mariya Toneva, Allyson Mackey, and Eliot Hazeltine, for putting together an amazing series of invited talks and symposia around the theme of Dynamics of Cognition. The co-chairs also deserve credit for handling a record-breaking number of submissions and producing a truly exciting conference program 

Beyond the invited talks and symposia dedicated to this year’s conference theme, I would like to highlight the presentations and events honoring the 
Rumelhart, Elman, Gleitman and C .L . de Carvalho Heineken prize winners, including the Rumelhart reception on Thursday. As you may know, we are recording all of the invited talks and symposia, and all prize-winners’ talks, and will be making this content available after the conference. 

The Cognitive Science Society relies on the volunteer efforts of our Governing Board members who work on matters related to our membership; conference policies; diversity and inclusion, international, and outreach initiatives; prizes and much more. We welcome interest from Society members who would like to become more involved in what we do. The 
Society is deeply grateful to Rick Dale and Andrea Bender, who serve as editors of the two Society journals, Cognitive Science and Topics in Cognitive Science respectively. We especially acknowledge our editors’ generosity in donating their stipends each year to D&I and outreach efforts. 

This year’s Annual Meeting depends critically on the support of Marischal De Armond and his team at Podium Conference Specialists: Sharon Zwack, Cendrine De Vis, Sarah-Kate Burke, and Rachel Waller worked tirelessly to secure the venue and handled a multitude of logistical and organizational issues, from arranging coffee breaks and receptions to making sure that a huge number of posters fits comfortably into the available space. Finally, and importantly, I would like to acknowledge the Cognitive Science Society Executive Officer, Erica Wojcik, for managing the complex and ever expanding sphere of our Society’s activities.

I hope you enjoy this year’s meeting and the many different opportunities to engage with the vibrant community of cognitive scientists gathered here. I also hope you get a chance to explore the great city of Rotterdam with its many attractions, museums, restaurants and scenic views. If you’d like to talk more about our Society, or simply want to say hello, please stop by!

![](https://assets.underline.io/markdown_image/1/image/3c66d0e21fff30e204df1138ffd15173.jpeg)

**Anna Papafragou** 
President, Cognitive Science 
Society 2023-2024

**CODE OF CONDUCT** 
By attending the CogSci 2024 Conference, you are required to adhere to the society’s [Code of Conduct](https://drive.google.com/file/d/16-6KkptF0Gn3ZYGJDlpqpwTdImw45Ng0/view?usp=drive_link).

**ABOUT THE COGNITIVE SCIENCE SOCIETY** 
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.

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The 46th Annual Meeting of the Cognitive Science Society presents the latest research across cognitive science and highlights the theme of Cognition in Context.

We investigated the impact of teachers’ multimodal cues on L2 word learning in naturalistic teaching. 169 university students randomly watched 12 of 54 clips of English vocabulary instructions and took subsequent word recognition and learning tests. The learning outcomes were analysed as a function of teachers’ prosodic, linguistic and gestural input during the instruction of each vocabulary while controlling for students’ characteristics and varying teachers’ influences. Results showed that a shorter mean length of utterances, fewer L2 English words, and more questions for students and “phrase” teaching predicted better learning outcomes. Furthermore, students learning improved with teachers’ slower speaking rate but fewer pauses and more iconic gestures. These results were robust even after controlling for other significant factors such as students’ English proficiency, working memory, degree of liking of teachers and different teachers. Overall, multimodal cues enhance L2 vocabulary learning, with implications for educators, linguists, and cognitive scientists.0

The Impact of Teachers’ Multimodal Cues on Students’ L2 Vocabulary Learning in Naturalistic Classroom Teaching

Math anxiety is a pervasive issue in higher education that is often associated with poor performance outcomes. A hypothesized reason for this association is that individuals with math anxiety experience negative and intrusive thoughts related to the situation, their performance, and its consequences. These distractions are thought to be specific to math-related contexts. However, recent empirical evidence from the test anxiety literature calls the anxiety-distraction association into question. Here, we demonstrate that (a) math anxiety is associated with higher average reports of negative distraction, (b) that math anxiety-induced distraction is specific to the math problem-solving domain, and (c) that test anxiety also accounts for higher ratings of math-specific negative distraction. Investigating potential mechanisms underlying the math anxiety–poor math performance relationship is necessary for implementing effective interventions that foster math success, both in educational settings and in everyday life.0

Distraction in Math Anxious Individuals During Math Effort-Based Problem Solving

Retrieval practice—the process of actively calling information to mind rather than passively studying materials—has been proven to be a highly effective learning strategy. However, only recently, researchers have started to examine differences between learners in terms of the optimal conditions of retrieval practice in applied educational settings. In this study (N = 118), we focus on learners with dyslexia: a group that is usually not included in the retrieval practice literature. We compare their performance to the performance of typical learners in an adaptive, retrieval practice-based word learning task using both typing-based and speech-based response conditions. We find that typical learners outperform learners with dyslexia when they are asked to respond by typing, but that this difference is much smaller when learners can respond by speech. These results can contribute to the development of educational technology that allows for effective and inclusive learning in neurodivergent individuals.0

Modality Matters: Evidence for the Benefits of Speech-Based Adaptive Retrieval Practice in Learners with Dyslexia

Infants’ bodies, brains, and environments are ever-changing. Although this continuous transformation is a fundamental feature of development, how infants actively adapt and learn amidst such volatility is still unknown. To address this, we devised a novel learning task in which the location of a reward was systematically altered, transitioning from stable to volatile periods. Through computational modelling, we inferred from the infants’ gaze and pupil data the learning processes that enabled them to navigate these changing environments. We found that infants’ tonic pupil size reflected trial-by-trial changes in the level of environmental volatility. Moreover, phasic changes in pupil size when observing the reward indicated that infants relied on the information about volatility to optimize their learning. This resulted in the successful performance of the task, as indicated by the pattern of anticipatory looks to the correct reward locations. Together, these results identify the active role that infants play in adapting to change.0

Infants Track Environmental Volatility to Optimize Their Learning

While people may be reluctant to explicitly state social stereotypes, their underlying beliefs may nonetheless leak out in subtler conversational cues, such as surprisal reactions that convey information about expectations. Across 3 experiments with adults and children (ages 4-9), we compare permissive responses ("Sure, you can have that one") that vary the presence of surprisal cues (interjections "oh!" and disfluencies "um"). In Experiment 1 (n = 120), children by 6-to-7 use surprisal reactions to infer that a boy more likely made a counter-stereotypical choice. In Experiment 2, we demonstrate that these cues are sufficient for children (n = 120) and adults (n = 80) to learn a novel expectation about a group of aliens. In Experiment 3, adults (n = 150) use the distribution of surprisal information to infer whether a novel behavior is gender-stereotyped. Across these experiments, we see emerging evidence that conversational feedback may provide a crucial and unappreciated avenue for the transmission of social beliefs.0

“Oh! Um. . . Sure”: Children and adults use other’s linguistic surprisal to reason about expectations and learn stereotypes

Outward differences between cultures are very salient, with Western and East Asian cultures as a prominent comparison pair. A large literature describes cross-cultural variation in cognition, but relatively less research has explored the developmental origins of this variation. This study helps to fill the empirical gap by replicating four prominent findings documenting cross-cultural differences in children’s reasoning, visual attention, and social cognition in a cross-sectional sample of 240 3-12-year-olds from the US and China. We observe cross-cultural differences in three of the four tasks and describe the distinct developmental trajectory that each task follows throughout early and middle childhood.0

Cognitive diversity in context: US-China differences in children’s reasoning, visual attention, and social cognition

The amount of resources someone has can influence their emotional responses to events. Two preregistered experiments investigated whether adults and children consider others' resource quantities when inferring their emotions. Sixty adults (Experiment 1) and 135 8-10-year-olds (Experiment 2) saw stories about people wanting an item but differing in the number of items they have enough money to buy (ranging from 1 to 5). Participants rated how these people felt both when buying the item and when losing it. Both adults and children judged that the fewer resources someone has, the sadder they felt  when the item was lost, and the bigger emotional change they experienced (relative to when buying the item). Adults also judged that the impact of resource scarcity on emotion was most significant when the person had depleted all their resources, as opposed to still retaining some to influence the negative outcome, and this pattern is emerging in children. These findings suggest that even when the same negative event occurs, adults and children as young as 8 consider others' available resources when inferring their emotional responses to the event.0

Children and Adults Consider Others’ Resources When Inferring Their Emotions

We provide a generalized, normative model of visual detection that accounts for key asymmetries between decisions about presence and about absence. In our model, decisions about presence are made based on the visibility of presented stimuli, but decisions about absence are made based on counterfactual visibility: beliefs about the degree to which a stimulus would have been visible if present. Behavioral patterns in visual detection experiments under different levels of partial occlusion validate key model predictions. Specifically, we find that unlike decisions about presence, the confidence and speed of decisions about absence are largely independent of perceptual evidence, but are sensitive to the counterfactual visibility of absent stimuli. Finally, we reveal robust individual differences in counterfactual perception, with some participants systematically incorporating counterfactual visibility into perceptual decisions in a different fashion from others. We discuss implications for the varied and inferential nature of visual perception more broadly.0

The role of counterfactual visibility in inference about absence

Comparison of visibility inferences across congenitally blind and sighted people provides insight into the contribution of first-person sensory experience to intuitive theories. We hypothesized that both groups understand others’ visual experiences via an intuitive theory incorporating variables known to influence visual psychophysics (distance, looking duration, and feature size). Adults born blind (n=20) and sighted (n=40) listened to short scenarios that described an observer looking at another person from different distances and for varying durations. Participants rated how likely the observer would perceive appearance features of the person that varied in size (e.g., eye color vs. hat). A probabilistic formalization of intuitive visibility fit the ratings with high accuracy across scenarios and features. Model parameters were qualitatively identical across groups but blind adults weighted distance and size less. A quantitative and generative intuitive theory of vision develops without first-person sensory access, possibly through linguistic communication, and is fine-tuned by visual experience.0

A formal model of intuitive theories of vision in congenitally blind and sighted adults

'Causal perception' describes the phenomenon wherein certain interactions between objects are automatically and irresistibly experienced as involving cause and effect. Previous work using retinotopically-specific visual adaptation paradigms has provided evidence that there is at least one specific causal event, 'launching', which is identified sufficiently early in visual processing that the visual system still operates using the surface of the retina as its frame of reference. Here, we demonstrate that there are in fact multiple 'causal perceptions', such that the visual system also detects a category of event described as 'entraining'. Using a novel ambiguous 'launch/push' display, we find that adapting to launching events leads to more ‘pushing’ reports, while adapting to entraining events leads to more 'launching' reports, and that these adaptation effects only occur for test events presented to the same location on the retina as the adaptation stream (i.e., are retinotopically specific). We discuss the implications of this finding for future work on causal perception and cognition.0

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The Impact of Teachers’ Multimodal Cues on Students’ L2 Vocabulary Learning in Naturalistic Classroom Teaching

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