Cognitive Psychology seminars

The challenges of problem solving do not exclusively lie in how to perform heuristic search, but they begin with how we understand a given task: How to cognitively represent the task domain and its components can determine how quickly someone is able to progress towards a solution, whether advanced strategies can be discovered, or even whether a solution is found at all. While this challenge of constructing and changing representations has been acknowledged early on in problem solving research, for the most part it has been sidestepped by focussing on simple, well-defined problems whose representation is almost fully determined by the task instructions. Thus, the established theory of problem solving as heuristic search in problem spaces has little to say on this. In this talk, I will present a study designed to explore this issue, by virtue of finding and refining an adequate problem representation being its main challenge. In this exploratory case study, it was investigated how pairs of participants acquaint themselves with a complex spatial transformation task in the domain of iterated mental paper folding over the course of several days. Participants have to understand the geometry of edges which occurs when repeatedly mentally folding a sheet of paper in alternating directions without the use of external aids. Faced with the difficulty of handling increasingly complex folds in light of limited cognitive capacity, participants are forced to look for ways in which to represent folds more efficiently. In a qualitative analysis of video recordings of the participants' behaviour, the development of their conceptualisation of the task domain was traced over the course of the study, focussing especially on their use of gesture and the spontaneous occurrence and use of metaphors in the construction of new representations. Based on these observations, I will conclude the talk with several theoretical speculations regarding the roles of metaphor and cognitive capacity in representational change.

Children need inference in order to learn the meanings of words. They must infer the referent from the situation in which a target word is said. Furthermore, to be able to use the word in other situations, they also need to infer what other referents the word can be generalized to. As verbs refer to relations between arguments, verb learning requires relational analogical inference, something which is challenging to young children. To overcome this difficulty, young children recruit a diverse range of cues in their inference of verb meanings, including, but not limited to, syntactic cues and social and pragmatic cues as well as statistical cues. They also utilize perceptual similarity (object similarity) in progressive alignment to extract relational verb meanings and further to gain insights about relational verb meanings. However, just having a list of these cues is not useful: the cues must be selected, combined, and coordinated to produce the optimal interpretation in a particular context. This process involves abductive reasoning, similar to what scientists do to form hypotheses from a range of facts or evidence. In this talk, I discuss how children use a chain of inferences to learn meanings of verbs. I consider not only the process of analogical mapping and progressive alignment, but also how children use abductive inference to find the source of analogy and gain insights into the general principles underlying verb learning. I also present recent findings from my laboratory that show that prelinguistic human infants use a rudimentary form of abductive reasoning, which enables the first step of word learning.

Analogical reasoning is one of the most complex cognitive functions in humans that allows abstract thinking, high-level reasoning, and learning. Based on analogical reasoning, one can extract an abstract and general concept (i.e., an analogy schema) from a familiar situation and apply it to a new context or domain (i.e., analogy transfer). These processes allow us to solve problems we never encountered before and generate new ideas. However, the place of analogy transfer in problem solving mechanisms is unclear. This presentation will describe several experiments with three main findings. First, we show how analogy transfer facilitates problem-solving, replicating existing empirical data largely based on the radiation/fortress problems with four new riddles. Second, we propose a new experimental task that allows us to quantify analogy transfer. Finally, using science network methodology, we show how restructuring the mental representation of a problem can predict successful solving of an analogous problem. These results shed new light on the cognitive mechanism underlying solution transfer by analogy and provide a new tool to quantify individual abilities.

Analogical reasoning is related to everyday learning and scholastic learning and is a robust predictor of g. Therefore, children's ability to reason by analogy is often measured in a school context to gain insight into children's cognitive and intellectual functioning. Often, the ability to reason by analogy is measured by means of conventional, static instruments. Static tests are criticised by researchers and practitioners to provide an overview of what individuals have learned in the past and for this reason are assumed not to tap into the potential for learning, based on Vygotsky's zone of proximal development. This seminar will focus on children's potential for reasoning by analogy, as measured by means of a dynamic test, which has a test-training-test design. In so doing, the potential relationship between dynamic test outcomes and executive functioning will be explored.

Abstracts: https://www.sites.google.com/site/analogylist/cross-cultural-symposium

Playing action video games involves both explicit (conscious) and implicit (non-conscious) expectations of timed events, such as the appearance of foes. While studies revealed that explicit attention skills are improved in action video game players (VGPs), their implicit skills remained untested. To this end, we investigated explicit and implicit temporal processing in VGPs and non-VGPs (control participants). In our variable foreperiod task, participants were immersed in a virtual reality and instructed to respond to a visual target appearing at variable delays after a cue. I will present behavioral, oculomotor and EEG data and discuss possible markers of the implicit passage of time and explicit temporal attention processing. All evidence indicates that VGPs have enhanced implicit skills to track the passage of time, which does not require conscious attention. Thus, action video game play may improve a temporal processing found altered in psychopathologies, such as schizophrenia. Could digital (game-based) interventions help remediate temporal processing deficits in psychiatric populations?

Our ability to perceive the world around us can be affected by a number of factors including the nature of the external information, prior experience of the environment, and the integrity of the underlying perceptual system. A particular challenge for the brain is to maintain a coherent perception from information encoded by the peripheral sensory organs whose function is affected by typical, developmental changes across the lifespan. Yet, how the brain adapts to the maturation of the senses, as well as experiential changes in the multisensory environment, is poorly understood. Over the past few years, we have used a range of multisensory tasks to investigate the role of ageing on the brain’s ability to merge sensory inputs. In particular, we have embedded an audio-visual task based on the sound-induced flash illusion (SIFI) into a large-scale, longitudinal study of ageing. Our findings support the idea that the temporal binding window (TBW) is modulated by age and reveal important individual differences in this TBW that may have clinical implications. However, our investigations also suggest the TWB is experience-dependent with evidence for both long and short term behavioural plasticity. An overview of these findings, including recent evidence on how multisensory integration may be associated with higher order functions, will be discussed.

I will present my recent work on mathematical modeling of human memory. I will argue that memory recall of random lists of items is governed by the universal algorithm resulting in the analytical relation between the number of items in memory and the number of items that can be successfully recalled. The retention of items in memory on the other hand is not universal and differs for different types of items being remembered, in particular retention curves for words and sketches is different even when sketches are made to only carry information about an object being drawn. I will discuss the putative reasons for these observations and introduce the phenomenological model predicting retention curves.

This talk will focus on our lab's extensive research on understanding and enhancing creative analogical reasoning. I will cover the development of the analogy finding matrix task, evidence for conscious augmentation of creative state during this task, and the real-world implications this ability has for college STEM education. I will also discuss recent research aimed at enhancing performance on this creative analogical reasoning task using both transcranial direct current stimulation (tDCS) and transcranial alternating current stimulation (tACS).

Can we learn without conscious awareness? Numerous evidences in the research of implicit learning have indicated that people can learn the statistical structure of the stimuli but seemingly without any awareness of its underlying rules. However, it remains unclear what types of knowledge can be learned in implicit learning, what is the relationship between conscious and unconscious knowledge, and what are the neural substrates for the acquisition of conscious and unconscious knowledge. In this talk, I will discuss with you about these ongoing questions.

Visual perceptual learning (VPL) is defined as improved performance on a visual task due to visual experience. It was once argued that attention to a visual feature is necessary for VPL of the feature to occur. Contrary to this view, a phenomenon called task-irrelevant VPL demonstrated that VPL can occur due to exposure to a feature which is sub-threshold and task-irrelevant, and therefore, unattended. A series of findings based on task-irrelevant VPL has indicated the following two mechanisms. First, attention to a feature facilitates VPL of the feature while inhibiting VPL of unattended and supra-threshold features. Second, reward paired with a feature enables VPL of the feature irrespective of whether the feature is attended or not. However, we recently found an additional twist; VPL of a task-irrelevant and supra-threshold feature embedded in a natural scene is not subject to the inhibition of attention. This new finding suggests a need to revise the current view or add a new mechanism as to how VPL occurs.

Visual comparisons are ubiquitous, and they can also be an important source for learning (e.g., Gentner et al., 2016; Kok et al., 2013). In science, technology, engineering, and math (STEM), key information is often conveyed through figures, graphs, and diagrams (Mayer, 1993). Comparing within and across visuals is critical for gleaning insight into the underlying concepts, structures, and processes that they represent. This talk addresses how people make visual comparisons and how visual comparisons can be best supported to improve learning. In particular, the talk will present a series of studies exploring the Spatial Alignment Principle (Matlen et al., 2020), derived from Structure-Mapping Theory (Gentner, 1983). Structure-mapping theory proposes that comparisons involve a process of finding correspondences between elements based on structured relationships. The Spatial Alignment Principle suggests that spatially arranging compared figures directly – to support correct correspondences and minimize interference from incorrect correspondences – will facilitate visual comparisons. We find that direct placement can facilitate visual comparison in educationally relevant stimuli, and that it may be especially important when figures are less familiar. We also present complementary evidence illustrating the preponderance of visual comparisons in 7th grade science textbooks.

Several lines of research have demonstrated that internally generated sensory experience - such as during memory, dreaming and mental imagery - activates similar neural representations as externally triggered perception. This overlap raises a fundamental challenge: how is the brain able to keep apart signals reflecting imagination and reality? In a series of online psychophysics experiments combined with computational modelling, we investigated to what extent imagination and perception are confused when the same content is simultaneously imagined and perceived. We found that simultaneous congruent mental imagery consistently led to an increase in perceptual presence responses, and that congruent perceptual presence responses were in turn associated with a more vivid imagery experience. Our findings can be best explained by a simple signal detection model in which imagined and perceived signals are added together. Perceptual reality monitoring can then easily be implemented by evaluating whether this intermixed signal is strong or vivid enough to pass a ‘reality threshold’. Our model suggests that, in contrast to self-generated sensory changes during movement, our brain does not discount self-generated sensory signals during mental imagery. This has profound implications for our understanding of reality monitoring and perception in general.

Solutions to challenging inference problems are often subject to a fundamental trade-off between bias (being systematically wrong) that is minimized with complex inference strategies and variance (being oversensitive to uncertain observations) that is minimized with simple inference strategies. However, this trade-off is based on the assumption that the strategies being considered are optimal for their given complexity and thus has unclear relevance to the frequently suboptimal inference strategies used by humans. We examined inference problems involving rare, asymmetrically available evidence, which a large population of human subjects solved using a diverse set of strategies that were suboptimal relative to the Bayesian ideal observer. These suboptimal strategies reflected an inversion of the classic bias-variance trade-off: subjects who used more complex, but imperfect, Bayesian-like strategies tended to have lower variance but high bias because of incorrect tuning to latent task features, whereas subjects who used simpler heuristic strategies tended to have higher variance because they operated more directly on the observed samples but displayed weaker, near-normative bias. Our results yield new insights into the principles that govern individual differences in behavior that depends on rare-event inference, and, more generally, about the information-processing trade-offs that are sensitive to not just the complexity, but also the optimality of the inference process.

Error monitoring refers to the ability to monitor one's own task performance without explicit feedback. This ability is studied typically in two-alternative forced-choice (2AFC) paradigms. Recent research showed that humans can also keep track of the magnitude and direction of errors in different magnitude domains (e.g., numerosity, duration, length). Based on the evidence that suggests a shared mechanism for magnitude representations, we aimed to investigate whether metric error monitoring ability is commonly governed across different magnitude domains. Participants reproduced/estimated temporal, numerical, and spatial magnitudes after which they rated their confidence regarding first order task performance and judged the direction of their reproduction/estimation errors. Participants were also tested in a 2AFC perceptual decision task and provided confidence ratings regarding their decisions. Results showed that variability in reproductions/estimations and metric error monitoring ability, as measured by combining confidence and error direction judgements, were positively related across temporal, spatial, and numerical domains. Metacognitive sensitivity in these metric domains was also positively associated with each other but not with metacognitive sensitivity in the 2AFC perceptual decision task. In conclusion, the current findings point at a general metric error monitoring ability that is shared across different metric domains with limited generalizability to perceptual decision-making.

It is well established that the opportunity to compare learning stimuli in a novel word learning/extension task elicits a larger number of conceptually relevant generalizations than standard no-comparison conditions. I will present results suggesting that the effectiveness of comparison depends on factors such as semantic distance, number of training items, dimension distinctiveness and interactions with age. I will address these issues in the case of familiar and unfamiliar object nouns and relational nouns. The alignment strategies followed by children during learning and at test (i.e., when learning items are compared and how children reach a solution) will be described with eye-tracking data. We will also assess the extent to which children’s performance in these tasks are associated with executive functions (inhibition and flexibility) and world knowledge. Finally, we will consider these issues in children with cognitive deficits (Intellectual deficiency, DLD)

In the past few years, there has been growing evidence that the basic ability for relational generalization starts in early infancy, with 3-month-olds seeming to learn relational abstractions with little training. Further, work with toddlers seem to suggest that relational generalizations are no more difficult than those based on objects, and they can readily consider both simultaneously. Likewise, causal learning research with adults suggests that people infer causal relationships at multiple levels of abstraction simultaneously as they learn about novel causal systems. These findings all appear counter to theories of concept learning that posit when concepts are first learned they tend to be concrete (tied to specific contexts and features) and abstraction proceeds incrementally as learners encounter more examples. The current talk will not question the veracity of any of these findings but will present several others from my and others’ research on relational learning that suggests that when the perceptual or conceptual content becomes more complex, patterns of incremental abstraction re-emerge. Further, the specific contexts and task parameters that support or hinder abstraction reveal the underlying cognitive processes. I will then consider whether the models that posit simultaneous, immediate learning at multiple levels of abstraction can accommodate these more complex patterns.

Natural behavior reveals the way that gaze serves the needs of the current task, and the complex cognitive control mechanisms that are involved. It has become increasingly clear that even the simplest actions involve complex decision processes that depend on an interaction of visual information, knowledge of the current environment, and the intrinsic costs and benefits of actions choices. I will explore these ideas in the context of walking in natural terrain, where we are able to recover the 3D structure of the visual environment. We show that subjects choose flexible paths that depend on the flatness of the terrain over the next few steps. Subjects trade off flatness with straightness of their paths towards the goal, indicating a nuanced trade-off between stability and energetic costs on both the time scale of the next step and longer-range constraints.