Topics in Cognitive Science最新文献

This article discusses the intricacies of species identification, using a real-life case of mushroom poisoning as a focal point. Two individuals had fallen seriously ill after having consumed mushrooms presumed to belong to the Leccinum group and the Boletus edulis complex. An interdisciplinary team of experts including the author attempted to diagnose the cause and to develop effective treatment. Leveraging expertise in psychology and mycology, the article highlights cognitive factors, such as the suggestibility of eyewitness memory, alongside biological factors, such as complexities of fungal taxonomy, that jointly hamper species identification. The case also sparked discussions among mycologists on the potential toxicity of ostensibly safe mushrooms. The article stresses the imperative for continual updates in mycological knowledge and emphasizes broader implications of cultural conceptions and the dynamic nature of species boundaries in the context of mushroom identification, with the tragic outcome of the incident underscoring the urgency of addressing these issues across both cognitive science and mycology.

While some aspects of pragmatic competence are known to decline with age, for metaphor skills the evidence is inconclusive, possibly due to heterogeneity in the assessment tools. Furthermore, the previous literature on age-related changes in pragmatic skills has rarely considered the role of Theory of Mind (ToM), which is described as one of the main factors affecting metaphor across theoretical and experimental studies in children and clinical populations. This study aimed at elucidating age-related differences in metaphor understanding and the interplay between metaphor skills and ToM in middle-aged and older adults with a fine-grained approach. Participants (n = 201, age range 54-93) completed tasks assessing ToM and metaphor understanding. On the one side, we used the Physical and Mental Metaphors task, to distinguish between different types of metaphor (physical, such as "Lifeguards are lizards," meaning that they lie in the sun, vs. mental, such as "Adolescents are pendulums," meaning that they are emotionally unstable) and different aspects of metaphor understanding, namely, accuracy in finding a link between topic and vehicle versus type of interpretation (from physical to psychological). On the other side, we analyzed two aspects of ToM skills: the accuracy in mental state understanding and the intentionality, defined as the degree of mental state attribution, assessed with the Strange Stories and the Animated Social Triangles task, respectively. Structural equation models indicated a decline in metaphor skills with advancing age. Furthermore, we found that ToM is involved in metaphor understanding in a specific fashion. While higher ToM accuracy explained better metaphor accuracy, higher ToM intentionality explained better performance in the interpretation of mental, but not physical, metaphors. These findings suggest that age-related differences in pragmatics extend to metaphor skills and that ToM plays a role in metaphor comprehension in older age, with a division of labor where the ability to understand what others think is key to spotting a metaphorical link, but the greater tendency to attribute mental states is what specifically helps when it comes to grasping the psychological nuances of a metaphor.

This work provides an overview of research on sign language changes observed in healthy aging signers. We first consider the effects of age on cognition, and the changes to neural structures and organization during aging, as both can be viewed as the processes underlying age-related language changes in both sign and speech. We then review observational and experimental data on sign language processing in aging signers, where some of the more robust findings include reliance on the more canonic syntactic and lexical structures, as opposed to structures produced at the syntax-pragmatics or semantics-morphology interfaces. These findings are reviewed through the lens of several theories of brain aging, as we review the predictions that different frameworks make with respect to sign language, and discuss how sign language data can inform understanding of language change in healthy aging.

In this volumed, Randall Beer and Joanna Rączaszek-Leonardi have opened an important discussion of what is further needed to enhance the reach of dynamical approaches to cognition. Focusing on issues concerning the nature of language and developments in language technology, we have attempted, in this brief contribution, to place their proposals in a larger philosophical framework that suggests lines of inquiry that we believe will yield fruitful outcomes. In particular, we suggest that the adoption of a process metaphysics suggests that dynamic approaches appropriately conceived within the context of current scientific advances are at basis adequate as a framework; however, the more profound implications of its adoption have not yet been sufficiently explored.

An enigma for human languages is that children learn to understand words in their mother tongue extremely fast. The cognitive sciences have not been able to fully understand the mechanisms behind this highly efficient learning process. In order to provide at least a partial answer to this problem, I have developed a cognitive model of the semantics of natural language in terms of conceptual spaces. I present a background to conceptual spaces and provide a brief summary of their main features, in particular how it handles learning of concepts. I then apply the model to give a geometric account of the semantics of different word classes. In particular, I propose a "single-domain hypotheses" for the semantics of all word classes except nouns. These hypotheses provide a partial answer to the enigma of how words are learned. Next, a dynamic cognitive model of events is introduced that replaces and extends the function of thematic roles. I apply it to analyze the meanings of different kinds of verbs. I argue that the model also explains some aspects of syntactic structure. In particular, I propose that a sentence typically refers to an event. Some further applications of conceptual spaces are briefly presented.

Scientific thinking is one of the most creative expressions of human cognition. This paper discusses my research contributions to the cognitive science of science. I have advanced the position that data on the cognitive practices of scientists drawn from extensive research into archival records of historical science or collected in extended ethnographic studies of contemporary science can provide valuable insight into the nature of scientific cognition and its relation to cognition in ordinary contexts. I focus on contributions of my research on analogy, model-based reasoning, and conceptual change and on how scientists enhance their natural cognitive capacities by creating modeling environments that integrate cognitive, social, material, and cultural resources. I provide an outline of my trajectory from a physicist to a philosopher of science to a hybrid cognitive scientist in my quest to understand the nature of scientific thinking.

Automated moral inference is an emerging topic of critical importance in artificial intelligence. The contemporary approach typically relies on language models to infer moral relevance or moral properties of a concept. This approach demands complex parameterization and costly computation, and it tends to disconnect with existing psychological accounts of moralization. We present a simple cognitive model for moral inference, Moral Association Graph (MAG), inspired by psychological work on moralization. Our model builds on word association network for inferring moral relevance and draws on rich psychological data. We demonstrate that MAG performs competitively to state-of-the-art language models when evaluated against a comprehensive set of data for automated inference of moral norms and moral judgment of concepts, and in-context moral inference. We also show that our model yields interpretable outputs and is applicable to informing short-term moral change.

As they process complex linguistic input, language comprehenders must maintain a mapping between lexical items (e.g., morphemes) and their syntactic position in the sentence. We propose a model of how these morpheme-position bindings are encoded, maintained, and reaccessed in working memory, based on working memory models such as "serial-order-in-a-box" and its SOB-Complex Span version. Like those models, our model of linguistic working memory derives a range of attested memory interference effects from the process of binding items to positions in working memory. We present simulation results capturing similarity-based interference as well as item distortion effects. Our model provides a unified account of these two major classes of interference effects in sentence processing, attributing both types of effects to an associative memory architecture underpinning linguistic computation.

This study delves into how various musical factors influence the experience of auditory illusions, building on Diana Deutsch's scale illusion experiments and subsequent studies. Exploring the interaction between scale mode and timbre, this study assesses their influence on auditory misperceptions, while also considering the impact of an individual's musical training and ability to discern absolute pitch. Participants were divided into nonmusicians, musicians with absolute pitch, and musicians with relative pitch, and were exposed to stimuli modified across three scale modes (tonal, dissonant, atonal) and two timbres (same, different). The findings suggest that scale illusions occur less frequently with different timbres and vary with scale mode. Crucially, the absolute pitch ability appears to have a more significant impact on the perception of illusions than the duration of musical training. This research contributes to understanding the complex interplay between various factors in auditory perception and the mechanisms behind the experience of auditory illusions.

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. We compare their performance to the performance of typical learners in an adaptive retrieval practice 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 disappears when learners respond by speech. Using a mathematical model to decompose response times, we demonstrate that this typing-specific disadvantage in learners with dyslexia is mainly a consequence of processing delays, rather than poorer memory performance. These findings contribute to a better understanding of the mechanisms underlying declarative learning in dyslexia, and they can be used to tailor educational technology toward the needs of neurodiverse learners.