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New Cognitive Science Brochure

Check out Cog Sci's new brochure featuring student profiles and research interests! (more)

Borovsky, A., & Creel, S. C. (2014). Children and adults integrate talker and verb information in online processing. Developmental Psychology, 50(5), 1600–13. doi:10.1037/a0035591
Children seem able to efficiently interpret a variety of linguistic cues during speech comprehension, yet have difficulty interpreting sources of nonlinguistic and paralinguistic information that accompany speech. The current study asked whether (paralinguistic) voice-activated role knowledge is rapidly interpreted in coordination with a linguistic cue (a sentential action) during speech comprehension in an eye-tracked sentence comprehension task with children (ages 3–10 years) and college-aged adults. Participants were initially familiarized with 2 talkers who identified their respective roles (e.g., PRINCESS and PIRATE) before hearing a previously introduced talker name an action and object (“I want to hold the sword,” in the pirate’s voice). As the sentence was spoken, eye movements were recorded to 4 objects that varied in relationship to the sentential talker and action (target: SWORD, talker-related: SHIP, action-related: WAND, and unrelated: CARRIAGE). The task was to select the named image. Even young child listeners rapidly combined inferences about talker identity with the action, allowing them to fixate on the target before it was mentioned, although there were developmental and vocabulary differences on this task. Results suggest that children, like adults, store real-world knowledge of a talker’s role and actively use this information to interpret speech.
Creel, S. C. (2014). Tipping the scales: Auditory cue weighting changes over development. Journal of Experimental Psychology: Human Perception and Performance, 40(3), 1146–1160. doi:10.1037/a0036057
How does auditory processing change over development? This study assessed preschoolers’ and adults’ sensitivity to pitch contour, pitch height, and timbre in an association-memory paradigm, with both explicit (overt recognition) and implicit measures (visual fixations to melody-linked objects). In the first 2 experiments, child and adult participants associated each of 2 melodies with a cartoon picture, and recognition was tested. Experiment 1 pitted pitch contour cues against pitch height cues, and Experiment 2 pitted contour cues against timbre cues. Although adults were sensitive to multiple cues, children responded predominantly based on pitch height and timbre, with little sensitivity to pitch contour. In Experiment 3, however, children detected changes to all 3 cues well above chance levels. Results overall suggest that contour differences, although readily perceptible, are less memorable to children than to adults. Gradual perceptual learning over development may increase the memorability of pitch contour.
Miller, L.E, Longo, M.R., Saygin, A.P. (2014). Tool morphology constrains the effects of tool use on body representations. Journal of Experimental Psychology: Human Perception and Performance. In press.
What factors constrain whether tool use modulates the user's body representations? To date, studies on representational plasticity following tool use have primarily focused on the act of using the tool. Here, we investigated whether the tool's morphology also serves to constrain plasticity. In 2 experiments, we varied whether the tool was morphologically similar to a target body part (Experiment 1, hand; Experiment 2, arm). Participants judged the tactile distance between pairs of points applied to their tool-using target body surface and forehead (control surface) before and after tool use. We applied touch in 2 orientations, allowing us to quantify how tool use modulates the representation's shape. Significant representational plasticity in hand shape (increase in width, decrease in length) was found when the tool was morphologically similar to a hand (Experiment 1A), but not when the tool was arm-shaped (Experiment 1B). Conversely, significant representational plasticity was found on the arm when the tool was arm-shaped (Experiment 2B), but not when hand-shaped (Experiment 2A). Taken together, our results indicate that morphological similarity between the tool and the effector constrains tool-induced representational plasticity. The embodiment of tools may thus depend on a match-to-template process between tool morphology and representation of the body.
Creel, S. C. (2014). Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children’s Word-Learning. Language Learning and Development, 10(1), 68–95. doi:10.1080/15475441.2013.803871
Many studies have examined language acquisition under morphosyntactic or semantic inconsistency, but few have considered word-form inconsistency. Many young learners encounter word-form inconsistency due to accent variation in their communities. The current study asked how preschoolers recognize accent-variants of newly learned words. Can preschoolers generalize recognition based on partial match to the learned form? When learning in two accents simultaneously, do children ignore inconsistent elements, or encode two word forms (one per accent)? Three- to five-year-olds learned words in a novel-word learning paradigm but did not generalize to new accent-like pronunciations (Experiment 1) unless familiar-word recognition trials were interspersed (Experiments 3 and 4), which apparently generated a familiar-word-recognition pragmatic context. When exposure included two accent-variants per word, children were less accurate (Experiment 2) and slower to look to referents (Experiments 2, 5) relative to one-accent learning. Implications for language learning and accent processing over development are discussed.

Research Opportunities (199s)
  • Language Development and Remediation in Children
    We are evaluating two interventions for dyslexia that involve training the temporal dynamics of the visual system (magnocellular pathway) and the auditory system, and whether the two interventions together have super-additive effects. As a Research Assistant, you would be traveling to one or two of five participating local elementary schools ...
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  • Cognitive Processes
    “Raednig thees wrods semes to be esaeir tahn you mgiht hvae tohuhgt; waht colud epxlian tihs?” Could you read the sentence above? Having any trouble understanding or recognizing these words? How possible it could be to understand such a sentence, with/without recognize words? What could you explain your effortless ability ...
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  • Connecting the Disconnected with KA Lite
    Lab: Foundation for Learning Equality @ Calit2 Can information technology radically change the way we learn? Who can gain the most from free, open access to resources? At the Foundation for Learning Equality, a non-profit based at Calit2, we are harnessing the power of technology for education to take it ...
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  • Speech Production Adaptation to Individual Speakers
    When speaking to another person, we tailor our speech production based on information we know about that person: for example, you probably don't use the same vocabulary with a professor as you do with a 2-year-old. This project will investigate how specific this adaptation in the speech production system is. ...
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Recent News & Links (see all)

SDSU Datathon

Analyse & visualize local data sets to help solve social problems for $2,100 in prizes.

Summer Program for Interdisciplinary Research and Education

The program is a ten-week undergraduate internship where students work collaboratively in interdisciplinary teams, receive core training, and gain hands-on research experience with emerging interface technologies. Interns accepted into this program receive on-campus housing and a meal plan, as well as a stipend.

Funding opportunities for undergraduates in the arts, social sciences, and humanities

Academic Enrichment Programs, has a number of funding opportunities for undergraduates who are interested in research and/or advanced degrees in the arts, social sciences, and humanities

Cog Sci Faculty member receives Lifetime Research Award

Congratulations to Professor Jim Hollan, this year's distinguished recipient of the CHI Lifetime Research Award

Introducing the UC Music Experience Research Community Initiative

A team assembled by UCSD's Scott Makeig, wins $300K award for music-and-science initiative.