Cognition最新文献

The informal heuristic practices of the fine arts have much to offer to our understanding of the appearance of phenomenological reality. One interesting example is the use of exaggeration to enhance the illusion of liveliness in both living and nonliving subjects. This further eases the uncomfortable sense that the motion is somehow uncanny — especially with inanimate objects. We performed a series of experiments to test the effects of exaggeration on the phenomenological perception of simple animated objects — bouncing balls. A physically plausible model of a bouncing ball was augmented with a frequently used form of exaggeration known as squash and stretch. Observers were shown a series of animated balls, depicted using systematic parameterizations of the exaggeration model, and asked to rate their plausibility. A range of rendering styles provided varying levels of information as to the type of ball. In all cases, balls with small amounts of exaggeration were seen as plausible as those without any exaggeration (e.g., with veridical motion). Furthermore, when the type of ball was not specified, observers tolerated a large amount of exaggeration before judging them as implausible. When the type of ball was indicated, observers narrowed the range of acceptable exaggeration somewhat but still tolerated exaggeration well beyond that which would be physically possible. We contend that, in this case, exaggeration acts to bridge the so-called uncanny valley for artificial depictions of physical reality.

Although language depends on storage and composition, just what is stored or (de)composed remains unclear. We leveraged working memory load limitations to test for composition, hypothesizing that decomposed forms should particularly tax working memory. We focused on a well-studied paradigm, English inflectional morphology. We predicted that (compositional) regulars should be harder to maintain in working memory than (non-compositional) irregulars, using a 3-back production task. Frequency, phonology, orthography, and other potentially confounding factors were controlled for. Compared to irregulars, regulars and their accompanying −s/−ing-affixed filler items yielded more errors. Underscoring the decomposition of only regulars, regulars yielded more bare-stem (e.g., walk) and stem affixation errors (walks/walking) than irregulars, whereas irregulars yielded more past-tense-form affixation errors (broughts/tolded). In line with previous evidence that regulars can be stored under certain conditions, the regular-irregular difference held specifically for phonologically consistent (not inconsistent) regulars, in particular for both low and high frequency consistent regulars in males, but only for low frequency consistent regulars in females. Sensitivity analyses suggested the findings were robust. The study further elucidates the computation of inflected forms, and introduces a simple diagnostic for linguistic composition.

Recent work highlights the ability of verbal machine learning classifiers to distinguish between accurate and inaccurate recognition memory decisions (Dobbins, 2022; Dobbins & Kantner, 2019; Seale-Carlisle, Grabman, & Dodson, 2022). Given the surge of interest in these modeling techniques, there is an urgent need to investigate verbal classifiers' limitations – particularly in applied contexts such as when police collect eyewitness's confidence statements. We find that confirmatory feedback (e.g., “This study now has a total of 87 participants, 84 of them made the same decision as you!”) weakens the relationship between identification accuracy and verbal classifier scores to a similar degree as mock witnesses' numeric confidence judgments (Experiment 1). Crucially, for the first time, we compare the discriminative value of verbal classifier scores to the ratings of human evaluators who assessed the identical verbal confidence statements (Experiment 2). Our results suggest that human evaluators outperform the classifier when mock witnesses received no feedback; however, the classifier matches (or exceeds) the performance of human evaluators when mock witnesses received confirmatory feedback. Providing lineup information to human evaluators resulted in a worse ability to distinguish between correct and filler identifications, suggesting that this particular information may encourage the use of inappropriate heuristics when rendering accuracy judgments. Overall, these results suggest that the utility of verbal classifiers may be enhanced when contextual effects (e.g., lineup presence) impair human estimates of others' performance, but that translating witnesses' statements into classifier scores will not fix the problems of an improperly conducted lineup procedure.

There is considerable evidence linking cognitive reflection with utilitarian judgments in dilemmas that involve sacrificing someone else for the greater good. However, the evidence is mixed on the question of whether cognitive reflection is associated with utilitarian judgments in self-sacrificial dilemmas. We employed process dissociation to extract a self-sacrificial utilitarian (SU) parameter, an altruism (A) parameter, an other-sacrificial (OU) utilitarian parameter, and a deontology (D) parameter. In Study 1, the cognitive reflection test (CRT) positively correlated with both SU and OU (replicated in Studies 2 and 4, pre-registered). In Study 2, we found that instructing participants to rely on reason increased SU and OU (replicated in Study 4, pre-registered). In Study 3, we found that SU and OU positively correlated with giving in the single-game version of the public goods game (replicated in Study 4, pre-registered), which provides behavioral validation that they are genuine moral tendencies. Together, these studies constitute strong cumulative evidence that SU and OU are both valid measures that are associated with reliance on cognitive reflection.

Language experience confers a benefit to voice learning, a concept described in the literature as the language familiarity effect (LFE). What experiences are necessary for the LFE to be conferred is less clear. We contribute empirically and theoretically to this debate by examining within and across language voice learning with Cantonese-English bilingual voices in a talker-voice association paradigm. Listeners were trained in Cantonese or English and assessed on their abilities to generalize voice learning at test on Cantonese and English utterances. By testing listeners from four language backgrounds – English Monolingual, Cantonese-English Multilingual, Tone Multilingual, and Non-tone Multilingual groups – we assess whether the LFE and group-level differences in voice learning are due to varying abilities (1) in accessing the relative acoustic-phonetic features that distinguish a voice, (2) learning at a given rate, or (3) generalizing learning of talker-voice associations to novel same-language and different-language utterances. The specific four language background groups allow us to investigate the roles of language-specific familiarity, tone language experience, and generic multilingual experience in voice learning. Differences in performance across listener groups shows evidence in support of the LFE and the role of two mechanisms for voice learning: the extraction and association of talker-specific, language-general information that is more robustly generalized across languages, and talker-specific, language-specific information that may be more readily accessible and learnable, but due to its language-specific nature, is less able to be extended to another language.

When people indicate the vanishing location of a moving target that suddenly disappears, systematic errors forward (in the direction of motion) and downward (in the direction of gravity) emerge. These spatial displacements were coined, respectively, Representational Momentum and Representational Gravity, and are believed to reflect internalized ecologically relevant physical invariants useful for the anticipation of future states of an event. Previous research has shown that sports athletes exhibit increased Representational Momentum, indicating enhanced motion extrapolation and anticipation, albeit it is still not clear up to what degree this effect is specific for the expertise context or if it generalizes to other dynamic events. Furthermore, the influence of expertise on Representational Gravity, particularly in contexts where anticipation of vertically moving objects is crucial, remains understudied. This study aimed to address these gaps by focusing on Volleyball as a context of expertise due to the prevalence of fast vertically moving balls. Volleyball athletes and non-athletes indicated the perceived offset location of a smoothly moving target, which moved at a constant speed or was subjected to acceleration/deceleration, embedded either in a Volleyball or neutral context. Outcomes revealed that for the Volleyball context, athletes, but not non-athletes, revealed a significant trend to misperceive targets moving along the left diagonal to be further displaced forward beyond what would be expected due to Representational Momentum alone. This finding is discussed in relation to the natural statistics of Volleyball games, where crossed ball trajectories, particularly by the outside hitter, are more prevalent, fast, and offensive, requiring better anticipation to be efficiently dealt with.

Visual working memory (VWM) can selectively filter task-irrelevant information from incoming visual stimuli. However, whether a similar filtering process applies to task-irrelevant information retrieved from visual long-term memory (VLTM) remains elusive. We assume a “resource-limited retrieval mechanism” in VWM in charge of the retrieval of irrelevant VLTM information. To make a comprehensive understanding of this mechanism, we conducted three experiments using both a VLTM learning task and a VWM task combined with pupillometry. The presence of a significant pupil light response (PLR) served as empirical evidence that VLTM information can indeed make its way into VWM. Notably, task-relevant VLTM information induced a sustained PLR, contrasting with the transient PLR observed for task-irrelevant VLTM information. Importantly, the transience of the PLR occurred under conditions of low VWM load, but this effect was absent under conditions of high load. Collectively, these results show that task-irrelevant VLTM information can enter VWM and then fade away only under conditions of low VWM load. This dynamic underscores the resource-limited retrieval mechanism within VWM, exerting control over the entry of VLTM information.

The “end of history” illusion in adults (Quoidbach et al., 2013) is an asymmetrical pattern in which people accept that they've changed in the past but don't believe they will change in the future. We explore here whether the same psychological forces that cause the illusion in adults exist in the minds of children. Two studies with 4- to 11-year-olds (N = 256) suggest that they do, even in a within-subject design where the same child is asked questions about the past and the future. A third study (N = 83) finds that this illusion does not persist when children are asked about other people. These studies suggest that even young children believe that although they used to be different in the past, from this point on, they will remain forever young.

It has long been hypothesized that the linguistic structure of events, including event participants and their relative prominence, draws on the non-linguistic nature of events and the roles that these events license. However, the precise relation between the prominence of event participants in language and cognition has not been tested experimentally in a systematic way. Here we address this gap. In four experiments, we investigate the relative prominence of (animate) Agents, Patients, Goals and Instruments in the linguistic encoding of complex events and the prominence of these event roles in cognition as measured by visual search and change blindness tasks. The relative prominence of these event roles was largely similar—though not identical—across linguistic and non-linguistic measures. Across linguistic and non-linguistic tasks, Patients were more salient than Goals, which were more salient than Instruments. (Animate) Agents were more salient than Patients in linguistic descriptions and visual search; however, this asymmetrical pattern did not emerge in change detection. Overall, our results reveal homologies between the linguistic and non-linguistic prominence of individual event participants, thereby lending support to the claim that the linguistic structure of events builds on underlying conceptual event representations. We discuss implications of these findings for linguistic theory and theories of event cognition.

People relish thinking about coincidences—we puzzle over their meanings and delight in conveying our experiences of them to others. But whereas some research has begun to explore how coincidences are represented by adults, little is known about the early development of these representations. Here we explored factors influencing coincidence representations in both adults and children. Across two experiments, participants read stories describing co-occurring events and then judged whether these constituted coincidences. In Experiment 1 we found that adults' coincidence judgments were highly sensitive to the presence or absence of plausible explanations: as expected, adults were more likely to judge co-occurrences as a coincidence when no explanation was available. Importantly, their coincidence judgments were also modulated by the number of events that co-occurred. Adults tended to reject scenarios involving too many co-occurring events as coincidences regardless of whether an explanation was present, suggesting that observing suspiciously many co-occurrences triggered them to infer their own underlying explanation (and thus blocking the events' interpretation as a coincidence). In Experiment 2 we found that 4- to 10-year-old children also represent coincidences, and identify them via the absence of plausible explanations. Older children, like adults, rejected suspiciously large numbers of co-occurring events as coincidental, whereas younger children did not exhibit this sensitivity. Overall, these results suggest that representation of coincidence is available from early in life, but undergoes developmental change during the early school-age years.