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Showing 1 to 15 of 1,007 results Save | Export
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Jamie Amemiya; Gail D. Heyman; Caren M. Walker – Cognitive Science, 2024
How do people come to opposite causal judgments about societal problems, such as whether a public health policy reduced COVID-19 cases? The current research tests an understudied cognitive mechanism in which people may agree about what "actually" happened (e.g., that a public health policy was implemented and COVID-19 cases declined),…
Descriptors: Causal Models, Evaluative Thinking, Logical Thinking, Social Problems
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Elizabeth Pankratz; Simon Kirby; Jennifer Culbertson – Cognitive Science, 2024
Identifying wordlike units in language is typically done by applying a battery of criteria, though how to weight these criteria with respect to one another is currently unknown. We address this question by investigating whether certain criteria are also used as cues for learning an artificial language--if they are, then perhaps they can be relied…
Descriptors: Statistics Education, Cues, Vocabulary, Statistics
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Felicity F. Frinsel; Fabio Trecca; Morten H. Christiansen – Cognitive Science, 2024
In language learning, learners engage with their environment, incorporating cues from different sources. However, in lab-based experiments, using artificial languages, many of the cues and features that are part of real-world language learning are stripped away. In three experiments, we investigated the role of positive, negative, and mixed…
Descriptors: Feedback (Response), Language Acquisition, Mathematical Linguistics, Role Theory
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Yuzhen Dong; Yaling Hsiao; Nicola Dawson; Nilanjana Banerji; Kate Nation – Cognitive Science, 2024
Emotion is closely associated with language, but we know very little about how children express emotion in their own writing. We used a large-scale, cross-sectional, and data-driven approach to investigate emotional expression via writing in children of different ages, and whether it varies for boys and girls. We first used a lexicon-based…
Descriptors: Foreign Countries, Children, Early Adolescents, Childrens Writing
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Fabian Tomaschek; Michael Ramscar; Jessie S. Nixon – Cognitive Science, 2024
Sequence learning is fundamental to a wide range of cognitive functions. Explaining how sequences--and the relations between the elements they comprise--are learned is a fundamental challenge to cognitive science. However, although hundreds of articles addressing this question are published each year, the actual learning mechanisms involved in the…
Descriptors: Sequential Learning, Learning Processes, Serial Learning, Executive Function
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Thomas St. Pierre; Jida Jaffan; Craig G. Chambers; Elizabeth K. Johnson – Cognitive Science, 2024
Adults are skilled at using language to construct/negotiate identity and to signal affiliation with others, but little is known about how these abilities develop in children. Clearly, children mirror statistical patterns in their local environment (e.g., Canadian children using "zed" instead of "zee"), but do they flexibly…
Descriptors: Language Usage, Group Membership, Vocabulary Skills, Children
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Daniel Swingley; Robin Algayres – Cognitive Science, 2024
Computational models of infant word-finding typically operate over transcriptions of infant-directed speech corpora. It is now possible to test models of word segmentation on speech materials, rather than transcriptions of speech. We propose that such modeling efforts be conducted over the speech of the experimental stimuli used in studies…
Descriptors: Sentences, Word Recognition, Psycholinguistics, Infants
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Nicholas D. Duran; Amie Paige; Sidney K. D'Mello – Cognitive Science, 2024
Cocreating meaning in collaboration is challenging. Success is often determined by people's abilities to coordinate their language to converge upon shared mental representations. Here we explore one set of low-level linguistic behaviors, linguistic alignment, that both emerges from, and facilitates, outcomes of high-level convergence. Linguistic…
Descriptors: Task Analysis, Semantics, Syntax, Problem Solving
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Susan Wagner Cook; Elle M. D. Wernette; Madison Valentine; Mary Aldugom; Todd Pruner; Kimberly M. Fenn – Cognitive Science, 2024
Although children learn more when teachers gesture, it is not clear "how" gesture supports learning. Here, we sought to investigate the nature of the memory processes that underlie the observed benefits of gesture on lasting learning. We hypothesized that instruction with gesture might create memory representations that are particularly…
Descriptors: Prior Learning, Nonverbal Communication, Grade 2, Grade 3
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Marlijn ter Bekke; Linda Drijvers; Judith Holler – Cognitive Science, 2024
During face-to-face conversation, transitions between speaker turns are incredibly fast. These fast turn exchanges seem to involve next speakers predicting upcoming semantic information, such that next turn planning can begin before a current turn is complete. Given that face-to-face conversation also involves the use of communicative bodily…
Descriptors: Nonverbal Communication, Speech Communication, Time, Prediction
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Adriana Chee Jing Chieng; Camille J. Wynn; Tze Peng Wong; Tyson S. Barrett; Stephanie A. Borrie – Cognitive Science, 2024
Lexical alignment, a communication phenomenon where conversational partners adapt their word choices to become more similar, plays an important role in the development of language and social communication skills. While this has been studied extensively in the conversations of preschool-aged children and their parents in Western, Educated,…
Descriptors: Interpersonal Relationship, Adults, Children, Interpersonal Communication
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Francisco Barbosa Escobar; Qian Janice Wang – Cognitive Science, 2024
The interest in crossmodal correspondences, including those involving sounds and involving tastes, has experienced rapid growth in recent years. However, the mechanisms underlying these correspondences are not well understood. In the present study (N = 302), we used an associative learning paradigm, based on previous literature using simple sounds…
Descriptors: Foreign Countries, Learning Modalities, Adults, Acoustics
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Ferhat Karaman; Jill Lany; Jessica F. Hay – Cognitive Science, 2024
Infants are sensitive to statistics in spoken language that aid word-form segmentation and immediate mapping to referents. However, it is not clear whether this sensitivity influences the formation and retention of word-referent mappings across a delay, two real-world challenges that learners must overcome. We tested how the timing of referent…
Descriptors: Infants, Language, Language Skill Attrition, Word Recognition
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Igor Bascandziev – Cognitive Science, 2024
The ability to recognize and correct errors in one's explanatory understanding is critically important for learning. However, little is known about the mechanisms that determine when and under what circumstances errors are detected and how they are corrected. The present study investigated thought experiments as a potential tool that can reveal…
Descriptors: Cognitive Processes, Experiments, Schemata (Cognition), Cognitive Science
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Mengcun Gao; Brandon M. Turner; Vladimir M. Sloutsky – Cognitive Science, 2024
Numerous studies have found that selective attention affects category learning. However, previous research did not distinguish between the contribution of focusing and filtering components of selective attention. This study addresses this issue by examining how components of selective attention affect category representation. Participants first…
Descriptors: Attention, Classification, Memory, Knowledge Representation
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