This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 15th annual meeting of the Cognitive Science Society.
Table of Contents
Contents: INVITED RESEARCH PRESENTATIONS. Part I: Conceptual Change. (Organizers: N.B. Songer, W. Kintsch.) F. Keil, Conceptual Change and Other Varieties of Cognitive Developmen Some Distinctions in the Emergence of Biological Thought. G. Leinhardt, Instructional Explanations in History and Mathematics. A. Ram, Creative Conceptual Change. J. Roschelle, Integrating Cognitive and Conversational Accounts of Conceptual Change in Qualitative Physics Learning. Part II: Language Learning. (Organizers: P. Smolensky, W. Kintsch.) M. Brent, Minimal Generative Explanations: A Middle Ground Between Neurons and Triggers. R. Frank, Grammatical Complexity and the time Course of Syntactic Acquisition. P.W. Jusczyk, Discovering Sound Patterns in the Native Language. B. MacWhinney, The (Il)logical Problem of Language Acquisition. Part III: Visual Perception & Cognitive Neuroscience. (Organizer: Michael Mozer.) G. Hinton, How to Achieve Transformation in Variant Perception Using Population Codes. R. Jacobs, Discovering Structure-Functional Relationships in a Competitive Modular Connectionist Architecture. D. Plaut, Computational Principles in Visual Comprehension: Simulating Neuropsychological Deficits by Lesioning Attractor Networks. M. Behrmann, Neuropsychological Implications for Attention in Perception and Action. Part IV: Situated Action. (Organizer: J. Martin.) L. Kaebling, Representation and Learning in Situated Agents. P. Maes, Behavior-Based Artificial Intelligence. A. Vera, Recognition-Based Learning and Situated Decision-Making: Applying Symbolic Theories to Interactive Tasks. SYMPOSIA: TOPICS AND ORGANIZERS. Part I: Symposium in Memory of Allen Newell. (Organizers: J. Laird, J. Lehman, P. Rosenbloom, T. Simon.) P. Rosenbloom, Overview of SOAR as a Unified Theory of Cognition: Summer 1993. M. Wiesmeyer, NOVA: Covert Attention Explored Through Unified Theories of Cognition. R.L. Lewis, An Architecturally-Based Theory of Sentence Comprehension. S.B. Huffman, Learning from Instruction: A Knowledge-Level Capability Within a Unified Theory of Cognition. Part II: Tutorial Discourse. (Organizer: Dr. S. Chipman.) B. Fox, Correction in Tutoring. A. Graesser, Dialogue Patterns and Feedback Mechanisms During Naturalistic Tutoring. J. Moore, What Makes Human Explanations Effective? M. Evens, Synthesizing Tutorial Dialogues. Part III: Grounding, Situatedness, and Meaning. (Organizers: G. Dorffner, E. Prem, M. Gasser, S. Harnad.) G. Dorffner, Connectionism, Symbol Grounding, and Autonomous Agents. M. Gasser, The Structure Grounding Problem. R. Brooks, The Engineering of Physical Grounding. M. Christiansen, Symbol Grounding –the Emperor's New Theory of Meaning? G. Lakoff, Grounded Concepts Without Symbols. D. Touretzky, The Hearts of Symbols: Why Symbol Grounding Is Irrelevant. S. Harnad, Symbol Grounding Is an Empirical Problem: Neural Nets Are Just a Candidate Component. Part IV: Decision Making in Real World Emergency Situations. (Organizer: V. Patel.) E. Hunt, Prediction of Initial Performance in Rapid Decision Making Situations. V. Patel, Decision Making Strategies in Emergency Telephone Triage Situations. R. Horst, Decision Making by Anesthesiologists During Trauma Treatment: Effects of Stress on Team Interactions. J. Whalen, "Deciding" as Situated Practice: The Work of Public Safety/9-1-1 Call-Takers. Part V: Learning on Demand. (Organizers: Drs. M. Eisenberg, G. Fischer.) M. Eisenberg, G. Fischer, Learning on Demand - Why Is It Necessary and Why Does It Make a Difference? J. Anderson, The Role for Basic Skills. W. Clancey, A Situated Cognition Perspective on Learning on Demand. W. Feurzeig, Non-Directive Tutors. J. Greenbaum, Learning on Demand--Active Learning Strategies for the Teaching of System Development. J. Thomas, Learning on Demand--Contexts of Use. Part VI: Cognitive Models in User-System Dialogue. (Organizer: H. Brunner.) Part VII: (Quasi-) Systematicity and (Non-) Compositionality in Language. (Organizer: Dr. W. Croft.) Part VIII: Cognitive Models of Problem Solving. (Organizers: C. Seifert, K. Hammond.) SUBMITTED PRESENTATIONS. M. Abu-Bakar, N. Chater, Processing time-Warped Sequences Using Recurrent Neural Networks: Modeling Rate-Dependent Factors in Speech Perception. S. Ali, A Structured Representation for Noun Phrases and Anaphora. M. Alibali, S. Goldin-Meadow, Modeling Learning Using Evidence from Speech and Gesture. A. Astell, T. Harley, Tip-of-the-Tongue in Dementing Speech. R. Atchley, O. Tzeng, M. Cass, Word Segmentation in Written Text: An Argument for a Multiple Subunit System. J. Batali, Trails as Archetypes of Intentionality. M. Bauer, P. Johnson-Laird, How Diagrams Can Improve Reasoning: Mental Models and the Difficult Cases of Disjunction and Negation. S. Becker, M. Behrmann, M. Moscovitzh, Word Priming in Attractor Networks. S. Bhatta, A. Goel, Learning Generic Mechanisms from Experiences for Analogical Reasoning. A. Blackwell, E. Bates, D. Fisher, The Time Course of Grammaticality Judgment. G. Bradshaw, B. Ross, Reminding and Interpretation During Encoding. W. Brewer, B. Lambert, The Theory-Ladenness of Observation: Evidence from Cognitive Psychology. M. Britt, G. Gabrys, C. Perfetti, A Restricted Interactive Model of Parsing. B. Britton, F. Eisenhart, Expertise, Text Coherence, and Constraint Satisfaction: Effects on Harmony and Setting Rate. L. Buchanan, R. Fleck, S. Joordens, P. Thagard, Orientation and Complexity Effects: Implications for Computational Models of Visual Analogical Reasoning. C. Buck-Gengler, A. Healy, Letter Detection in German Silent Reading: Issues of Unitization and Syllable-Final Devoicing. J. Bullinaria, N. Chater, Double Dissociation in Artificial Neural Networks: Implications for Neuropsychology. M. Byrne, A Better Tool for the Cognitive Scientist's Toolbox: Randomization Statistics. A. Cabrera, D. Billman, Whorfian Biases in the Categorization of Events. T. Carpenter, R. Alterman, Reading as a Planned Activity. Y. Chee, J. Tan, T. Chan, Situated Sense-Making: A Study of Conceptual Change in Activity-Based Learning. M. Chi, Barriers to Conceptual Change in Learning Science Concepts: A Theoretical Conjecture. C. Chinn, W. Brewer, Factors that Influence How People Respond to Anomalous Data. D. Clawson, C. King, A. Healy, K. Ericsson, Specificity of Practice Effects in the Classic Stroop Color-Word Task. A. Cleeremans, Attention and Awareness in Sequence Learning. J. Clement, Model Construction and Criticism Cycles in Expert Reasoning. P. Cobos, Connectionism and Probability Judgment: Suggestions on Biases. E. Coleman, Inducing a Shift from Intuitive to Scientific Knowledge with Inquiry Training. C. Conati, J. Lehman, Toward a Model of Student Education in Microworlds. J. Corriveau, Non-deterministic Prepositional Phrase Attachment. G. Cottrell, M. Nguyen, F. Tsung, Tau Net: The Way to Do Is to Be. M. Crocker, Properties of the Principle-Based Sentence Processor. F. Cummins, Representation of Temporal Patterns in Recurrent Networks. K. Daugherty, M. MacDonal