(Pea)nuts and bolts of visual narrative: structure and meaning in sequential image comprehension [0.03%]
连贯图像理解中的结构与意义：以《花生米》为例的视觉叙事研究
Neil Cohn,Martin Paczynski,Ray Jackendoff et al.
Neil Cohn et al.
Just as syntax differentiates coherent sentences from scrambled word strings, the comprehension of sequential images must also use a cognitive system to distinguish coherent narrative sequences from random strings of images. We conducted ex...
Children balance theories and evidence in exploration, explanation, and learning [0.03%]
儿童在探索、解释和学习中兼顾理论与证据
Elizabeth Baraff Bonawitz,Tessa J P van Schijndel,Daniel Friel et al.
Elizabeth Baraff Bonawitz et al.
We look at the effect of evidence and prior beliefs on exploration, explanation and learning. In Experiment 1, we tested children both with and without differential prior beliefs about balance relationships (Center Theorists, mean: 82 month...
Ya-Ning Chang,Steve Furber,Stephen Welbourne
Ya-Ning Chang
There is now considerable evidence showing that the time to read a word out loud is influenced by an interaction between orthographic length and lexicality. Given that length effects are interpreted by advocates of dual-route models as evid...
Memorization and recall of very long lists accounted for within the Long-Term Working Memory framework [0.03%]
长时工作记忆框架下的长列表的记忆与提取
Yi Hu,K Anders Ericsson
Yi Hu
In a recent paper, Hu, Ericsson, Yang, and Lu (2009) found that an ability to memorize very long lists of digits is not mediated by the same mechanisms as exceptional memory for rapidly presented lists, which has been the traditional focus ...
Quantified statements are recalled as generics: evidence from preschool children and adults [0.03%]
量化陈述被回忆为泛指陈述：来自学龄前儿童和成年人的证据
Sarah-Jane Leslie,Susan A Gelman
Sarah-Jane Leslie
Generics are sentences such as "ravens are black" and "tigers are striped", which express generalizations concerning kinds. Quantified statements such as "all tigers are striped" or "most ravens are black" also express generalizations, but ...
Comparative Study
Cognitive psychology. 2012 May;64(3):186-214. DOI:10.1016/j.cogpsych.2011.12.001 2012
Remembering kinds: new evidence that categories are privileged in children's thinking [0.03%]
记住类别：儿童思维中类别特权的新证据
Andrei Cimpian,Lucy C Erickson
Andrei Cimpian
What are the representations and learning mechanisms that underlie conceptual development? The present research provides evidence in favor of the claim that this process is guided by an early-emerging predisposition to think and learn about...
Comparative Study
Cognitive psychology. 2012 May;64(3):161-85. DOI:10.1016/j.cogpsych.2011.11.002 2012
Darryl W Schneider,John R Anderson
Darryl W Schneider
We investigated the time course of associative recognition using the response signal procedure, whereby a stimulus is presented and followed after a variable lag by a signal indicating that an immediate response is required. More specifical...
Benjamin M Rottman,Frank C Keil
Benjamin M Rottman
Seven studies examined how people learn causal relationships in scenarios when the variables are temporally dependent - the states of variables are stable over time. When people intervene on X, and Y subsequently changes state compared to b...
Michael C Frank,Evelina Fedorenko,Peter Lai et al.
Michael C Frank et al.
Language for number is an important case study of the relationship between language and cognition because the mechanisms of non-verbal numerical cognition are well-understood. When the Pirahã (an Amazonian hunter-gatherer tribe who have no...
Charles Kemp,Patrick Shafto,Joshua B Tenenbaum
Charles Kemp
Humans routinely make inductive generalizations about unobserved features of objects. Previous accounts of inductive reasoning often focus on inferences about a single object or feature: accounts of causal reasoning often focus on a single ...