Integration by Parts: Collaboration and Topic Structure in the CogSci Community.

Is cognitive science interdisciplinary or multidisciplinary? We contribute to this debate by examining the authorship structure and topic similarity of contributions to the Cognitive Science Society from 2000 to 2019. Our analysis focuses on graph theoretic features of the co-authorship network-edge density, transitivity, and maximum subgraph size-as well as clustering within the space of scientific topics. We also combine structural and semantic information with an analysis of how authors choose their collaborators based on their interests and prior collaborations. We compare findings from CogSci to abstracts from the Vision Science Society over the same time frame and validate our approach by predicting new collaborations in the 2020 CogSci proceedings. Our results suggest that collaboration across authors and topics within cognitive science has become increasingly integrated in the last 19 years. More broadly, we argue that a formal quantitative approach which combines structural co-authorship information and semantic topic analysis provides inroads to questions about the level of interdisciplinary collaboration in a scientific community.

What happened to cognitive science?

More than a half-century ago, the 'cognitive revolution', with the influential tenet 'cognition is computation', launched the investigation of the mind through a multidisciplinary endeavour called cognitive science. Despite significant diversity of views regarding its definition and intended scope, this new science, explicitly named in the singular, was meant to have a cohesive subject matter, complementary methods and integrated theories. Multiple signs, however, suggest that over time the prospect of an integrated cohesive science has not materialized. Here we investigate the status of the field in a data-informed manner, focusing on four indicators, two bibliometric and two socio-institutional. These indicators consistently show that the devised multi-disciplinary program failed to transition to a mature inter-disciplinary coherent field. Bibliometrically, the field has been largely subsumed by (cognitive) psychology, and educationally, it exhibits a striking lack of curricular consensus, raising questions about the future of the cognitive science enterprise.

Cambios estructurales y funcionales del hipocampo en pacientes con esclerosis múltiple y su relación con procesos de memoria / Structural and functional changes of the hippocampus in patients with multiple sclerosis and their relationship with memory processes

Introducción. Una de las alteraciones cognitivas más prevalentes en los pacientes con esclerosis múltiple son los problemas de codificación de la información (tanto verbal como visual), proceso relacionado con el hipocampo. Objetivo. Estudiar la relación entre los procesos de aprendizaje y retención de la información a largo plazo con el volumen hipocampal y la conectividad funcional (CF) en pacientes con esclerosis múltiple comparados con un grupo control. Sujetos y métodos. Ambos grupos fueron evaluados con la batería neuropsicológica breve, que incluye pruebas de memoria verbal y visual. Se realizó el estudio de volumetría de la sustancia gris mediante la técnica de morfometría basada en el vóxel y un estudio de CF de vóxel de semilla centrado en la zona de interés (hipocampo). Se realizaron análisis de asociación entre rendimiento en memoria y cambios volumétricos y de CF. Resultados. Los resultados mostraron atrofia en la sustancia gris en el hipocampo izquierdo y una menor CF entre el hipocampo izquierdo y el troncoencéfalo, el cerebelo, el giro fusiforme y el giro temporal superior en los pacientes respecto al grupo control. En el grupo de pacientes se observa una correlación positiva entre la sustancia gris en ambos hipocampos y el rendimiento en memoria verbal, así como una correlación positiva entre el rendimiento en memoria visual y la CF entre el hipocampo izquierdo y diversas regiones temporales. Conclusiones. Los resultados muestran una relación entre el rendimiento de memoria verbal y visual, y cambios estructurales y funcionales en el hipocampo en pacientes con esclerosis múltiple (AU)

Introduction. One of the most prevalent cognitive deficits in multiple sclerosis (MS) patients relates to (both verbal and visual) information encoding, a process related the hippocampus. Aim. To assess the relationship between information learning and long-term retention processes and hippocampal volume and functional connectivity (FC) in MS patients. Subjects and methods. MS patients and a control group of healthy volunteers were assessed using the brief neuropsychological battery, which includes tests of verbal and visual memory. Gray matter volume was assessed through the voxel based morphometry technique, and a study of seed-based FC focused on the region of interest (hippocampus) was also conducted. Results. Results revealed that, as compared to the control group, MS patients display gray matter atrophy at the left hippocampus gray matter and smaller FC between left hippocampus and brainstem, cerebellum, fusiform gyrus and superior temporal gyrus. Association analyses were performed between memory tests performance and both volumetric and FC changes. Results showed a positive correlation between gray matter hippocampal (bilateral) volume and verbal memory performance of the MS group. Further, in MS patients, a positive correlation between visual memory performance and FC between the left hippocampus and several temporal regions was also found. Conclusions. The results of the present study reveal a relationship between structural and functional changes in the hippocampus of MS patients and their performance on verbal and visual memory tests (AU)

Internal structure and partial invariance across gender in the Spanish version of the reasoning test battery

The Reasoning Test Battery (BPR) is an instrument built on theories of the hierarchical organization of cognitive abilities and therefore consists of different tasks related with abstract, numerical, verbal, practical, spatial and mechanical reasoning. It was originally created in Belgium and later adapted to Portuguese. There are three forms of the battery consisting of different items and scales which cover an age range from 9 to 22. This paper focuses on the adaptation of the BPR to Spanish, and analyzes different aspects of its internal structure: (a) exploratory item factor analysis was applied to assess the presence of a dominant factor for each partial scale; (b) the general underlined model was evaluated through confirmatory factor analysis, and (c) factorial invariance across gender was studied. The sample consisted of 2624 Spanish students. The results concluded the presence of a general factor beyond the scales, with equivalent values for men and women, and gender differences in the factorial structure which affect the numerical reasoning, abstract reasoning and mechanical reasoning scales(AU)

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El poder de las teorías. El papel de los determinantes paradigmáticos en la comprensión psicoanalítica / The role of paradigmatic determinants in psychoanalytic understanding

El trabajo intenta describir la naturaleza de las diferencias entre las teorías psicoanalíticas. Se parte de la comparación del análisis del Hombre de los Lobos hecho por Freud con las relecturas realizadas por Klein y por Lacan y Leclaire. Se demuestra: -Que los modos de percibir no son idénticos: cada uno de los autores apoya su interpretación en aspectos distintos del material, lo que conduce al problema epistemológico designado por Stegmüller como 'inconmensurabilidad empírica'. -Que los modos de pensar la interpretación son también diferentes: el tipo de preguntas que cada uno se formula, la clase de requisitos metodológicos implícitos y el modelo o ideal de comprensión son diferentes. -Que los puntos de vista metapsicológicos postulados, la manera de definir el estatus científico del psicoanálisis y el 'compromiso ontológico' de cada una de ellas también son específicos y diferentes. Se concluye que, por tratarse de distantes paradigmas (el sentido de Kuhn), entran en juego no solo elementos nocionales y cognitivos sino también preaceptaciones, acitudes, valores y fantasías (AU)

This paper describes the nature of the differences between psychoanalytic theories. It is based on a comparison of the analysis of the Wolf Man by Freud, and Klein´s, Lacan and Leclaire´s readings of it. It shows that: -Material is not perceived in an identical fashion. Each of the authors bases their interpretation on different aspects of the material, which leads to the epistemological problem named empirical incommensurability by Stegmüller. The ways in which the interpretation is thought about are also different: the type of questions they ask themselves, the implied methodological requirements and their model or ideal understanding are different. The metapsychological points of view postulated, the way the scientific status of psychoanalysis is defined, and the ontological commitment in each point of view are also specific and different. The author concludes that because they are different paradigms (in Kuhn´s sense), not only are notional and cognitive elements brought into play, but also presuppositions, attitudes, values and fantasies (AU)

Retos en la rehabilitación cognitiva de la esclerosis múltiple / Challenges in cognitive rehabilitation for multiple sclerosis

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Optimistic and defensive-pessimist students: differences in their acadeic mmotivation and learning strategies

In addition to cognitive and behavioral strategies, students can also use affective-motivational strategies to facilitate their learning process. In this way, the strategies of defensive-pessimism and generation of positive expectations have been widely related to conceptual models of pessimism-optimism. The aim of this study was to describe the use of these strategies in 1753 secondary school students, and to study the motivational and strategic characteristics which differentiated between the student typologies identified as a result of their use. The results indicated a higher use of the generation of positive expectations strategy (optimism) (M = 3.40, SD = .78) than the use of the defensive pessimism strategy (M = 3.00, SD = .78); a positive and significant correlation between the two strategies (r = .372, p = .001); their relationship with adequate academic motivation and with the use of learning strategies. Furthermore, four student typologies were identified based on the use of both strategies. Lastly, we propose a new approach for future work in this line of research (AU)

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Validity evidence based on response processes / Evidencia de validez basada en los procesos de respuesta

BACKGROUND: Validity evidence based on response processes was first introduced explicitly as a source of validity evidence in the latest edition of Standards for Educational and Psychological Testing. In this paper, we present the theory, the relationship with other sources of validity evidence, and the methods available for validation studies aimed at obtaining validity evidence about response processes. METHOD: A comprehensive review of the literature along with theoretical and practical proposals. RESULTS: The articles provides arguments for determining when validity evidence based on response processes is critical for supporting the use of the test for a particular purpose, and examples of how to perform a validation study to obtain such validity evidence. CONCLUSIONS: There are methods for obtaining validity evidence based on response processes. Special attention should be paid to validation studies using the cognitive interview method given its features and possibilities. Future research problems pose how to combine data from different methods -qualitative and quantitative-, to develop complete validity arguments that support the use of the test for a particular purposeien

ANTECEDENTES: la evidencia de validez basadas en los procesos de respuestas fue incluida explícitamente por primera vez como fuente de evidencias de validez en la última edición de los Standards for Educational and Psychological Testing. En este artículo, presentamos la teoría, la relación con otras fuentes de evidencias de validez, y los métodos disponibles para realizar estudios de validación cuyo objetivo sea obtener evidencias de validez sobre los procesos de respuesta. MÉTODO: una extensa revisión de la literatura junto con propuestas teóricas y prácticas. RESULTADOS: el artículo aporta argumentos para determinar cuando la evidencia de validez basada en los procesos de respuesta es crítica para apoyar el uso del test para un objetivo particular, y ejemplos de cómo realizar un estudio de validación para obtener tales evidencias de validez. CONCLUSIONES: hay métodos para obtener evidencias de validez basadas en los procesos de respuesta. Debe prestarse especial atención a los estudios de validación mediante el método de entrevista cognitiva por sus características y posibilidades. Futuros problemas de investigación plantean como combinar datos de métodos diferentes -cualitativos y cuantitativos-, para elaborar argumentos de validez que apoyen el uso del test para un objetivo particular

Detection of Q-matrix misspecification using two criteria for validation of cognitive structures under the Least Squares Distance Model / Detección de errores de especificación en la matriz Q utilizando dos criterios de validación de estructuras cognitivas con el Modelo de las Distancias Mínimo Cuadráticas (LSDM)

Cognitive Diagnostic Models (CDMs) aim to provide information about the degree to which individuals have mastered specific attributes that underlie the success of these individuals on test items. The Q-matrix is a key element in the application of CDMs, because contains links item-attributes representing the cognitive structure proposed for solve the test. Using a simulation study we investigated the performance of two model-fit statistics (MAD and LSD) to detect misspecifications in the Q-matrix within the least squares distance modeling framework. The manipulated test design factors included the number of respondents (300, 500, 1000), attributes (1, 2, 3, 4), and type of model (conjunctive vs disjunctive). We investigated MAD and LSD behavior under correct Q-matrix specification, with Qmisspecifications and in a real data application. The results shows that the two model-fit indexes were sensitive to Q-misspecifications, consequently, cut points were proposed to use in applied context (AU)

Los Modelos de Diagnóstico Cognitivo (MDC) tienen por objeto proporcionar información sobre el grado en que los individuos dominan atributos específicos para resolver correctamente los items de un test. La matriz Q es un elemento clave en la aplicación de los MDC porque contiene vínculos entre items y atributos que representan la estructura cognitiva propuesta para resolver la prueba. Por medio de un estudio de simulación, se determinó el rendimiento de dos estadísticos de ajuste (MAD y LSD) para detectar errores de especificación en la matriz Q dentro del marco del modelo de la distancia mínimo cuadrática. Los factores manipulados en el diseño del test incluyen: número de encuestados (300, 500, 1000), número de atributos (1, 2, 3, 4), y el tipo de modelo (conjuntivo vs disyuntivo). Se investigó el comportamiento de los valores MAD y LSD bajo una correcta especificación de Q, con errores de especificación en Q y en una aplicación de datos reales. Los resultados muestran que los dos índices son sensibles a los errores de especificación de Q, por este motivo se proponen puntos de corte para usar en aplicaciones del Modelo (AU)

Do testimonies of traumatic events differ depending on the interviewer?

While differences in witness narratives due to different interviewers may have implications for their credibility in court, this study considers how investigative interviews by different parties to the proceedings, as well as the gender and nationality of interviewers, can influence the testimony of witnesses in court who share comparable traumatic experiences. The foundation of the analysis was answers given to judges, prosecutors, civil party lawyers and defence lawyers in the Extraordinary Chambers in the Courts of Cambodia (ECCC) located in Phnom Penh. Transcribed testimonies of 24 victim witnesses and civil parties which were translated from Khmer into English were analysed using a computer-based text analysis program, the Linguistic Inquiry and Word Count (LIWC). Results showed that when answering questions by females, witnesses used significantly more cognitive process words. When interviewed by international rather than by Cambodian parties to the proceeding witness accounts were composed of significantly more verbal expressions of affective processes and of perceptual processes. Furthermore, witnesses used most cognitive and affective process words during the interview by civil party lawyers and defence lawyers. These results may be due to a prior supportive relationship between civil parties and their lawyers and due to a more interrogative question style by the defence lawyers, who attempt to undermine the credibility of the interviewed witnesses. Data shows that LIWC analysis is an appropriate method to examine witness accounts and, therefore, contributes to a better understanding of the complex relationship between testimony in events under litigation and credibility (AU)

Sobre la base de que las diferencias en los relatos de testigos debidas al papel de los entrevistadores pueden tener consecuencias cara a la credibilidad ante la Sala de Justicia, se planteó un estudio con el objeto de abordar cómo las entrevistas investigativas de las partes implicadas en el procedimiento, así como el género y nacionalidad de los entrevistadores, pueden influir el testimonio de testigos que compartieron experiencias traumáticas similares. Como objeto de estudio se tomaron las repuestas dadas a jueces, fiscales, y abogados de la acusación particular y defensa, Cámara Extraordinaria de las Cortes de Camboya (CECC) en Phnom Penh. Las transcripciones del testimonio de 24 víctimas y civiles, traducidas al Inglés del Jemer, fueron analizadas con el programa Linguistic Inquiry and Word Count (LIWC). Los resultados mostraron que al responder a las preguntas de operadores jurídicos femeninos, los testigos utilizaban significativamente más palabras del procesamiento cognitivo. Al ser entrevistados por las partes internacionales y no por las camboyanas, las declaraciones de los testigos en el procedimiento contenían significativamente más expresiones verbales de los procesos afectivos y perceptuales. Además, los testigos utilizaban más palabras de procesamiento cognitivo y afectivo cuando eran entrevistados por los abogados de la defensa y la acusación particular. Estos resultados pueden deberse a una anterior relación de apoyo entre los abogados, y a un estilo, por parte de los abogados defensores de preguntas más interrogativo, con el que intentaría socavar la credibilidad de los testigos. Los resultados avalan al análisis LIWC como método apropiado para examinar los relatos de testigos y, por extensión, a contribuir a una mejor comprensión de la compleja relación del testimonio en condiciones de litigio con la credibilidad (AU)

Relational Learning in Glaucous-Winged Gulls (Larus glaucescens)

An experimental approach was created for the comparative investigation of the cognitive abilities of the glaucouswinged gull (Larus glaucescens) in their natural habitat. The territoriality of gulls during the breeding period and the fact that the gulls inhabiting the territory of the Komandorsky Reserve are practically not in fear of humans allowed us to work with individually recognized birds directly at their nest sites inside the colony. The possibility of using this approach to investigate their cognitive abilities was demonstrated on 24 gulls, in particular, to investigate their abilities for relative size generalization. The first experiment illustrated that the gulls are able to learn to discriminate two pairs of stimuli according to the feature: «larger» or «smaller». They were then given a test to transfer the discriminative rule in which novel combinations of the same stimuli were used. The gulls successfully coped with only a few of these tests. In the next experiment the birds were taught to discriminate four pairs of similar stimuli. The majority of the birds coped with the tests to transfer the discriminative rule both to the novel combinations of familiar stimuli, and also to the novel stimuli of the familiar category (items of different colour and shape). However, none of the birds transferred the discriminative rule to stimuli of a novel category (sets differing by number of components). Thus, in their ability to generalize at a preconceptual level gulls are more comparable with pigeons, whereas large-brained birds (crows and parrots), are capable of concept formation (AU)

Se empleó un enfoque experimental creado para la investigación comparativa de las habilidades cognitivas de los Larus glaucescens en su hábitat natural. La territorialidad de esta especie durante el periodo de reproducción, y el hecho de que las gaviotas que habitan el Parque natural de Komandorski no temen prácticamente al hombre, ha permitido trabajar con ejemplares individuales (concretos) directamente en sus lugares de anidamiento dentro de la colonia. Se ha demostrado sobre 24 gaviotas la posibilidad de empleo de dicho enfoque para la investigación de sus habilidades cognitivas, en concreto, para la investigación de su habilidad de generalización según el atributo relativo del tamaño. En el primer experimento se esclareció que las gaviotas son capaces de aprender a diferenciar dos pares de estímulos según sus atributos de «más» (un grupo de pájaros) y «menos» (segundo grupo de pájaros). Después se les presentaron pruebas para la transferencia de la regla de selección, en las cuales se empleaban nuevas combinaciones de los mismos estímulos. Las gaviotas realizaron de forma exitosa sólo con algunas de estas pruebas. En el siguiente experimento aprendían a diferenciar cuatro pares de estímulos análogos. La mayoría de los pájaros fueron exitosos tanto en las pruebas de transferencia de la regla de selección de nuevas combinaciones de estímulos conocidos, como de estímulos nuevos de la misma categoría (objetos de otro color y forma). Sin embargo, ni un pájaro fue capaz de transferir la regla de selección sobre estímulos de otra categoría (cantidades que difieren en el número de componentes). Así, en cuanto a las habilidades de generalización a un nivel pre-conceptual, las gaviotas son comparables más bien con palomas, ya que pájaros con una organización superior, como son los cuervos o loros, son capaces de formar conceptos (AU)

Aversive priming: cognitive processing of threatening stimuli is facilitated by aversive primes

It would be reasonable to expect that our previous experience regarding a stimulus that predicts harm would make the subsequent identification of that stimulus easier when harm happens again. Forty-eight volunteers were submitted to both phases of this sequence of events: learning of the predictive relationship and later priming. A face with neutral expression (CS+) was paired with a moderately aversive electric shock and another (CS-) with a neutral tone. Subsequently, these two faces, as well as other known and new faces, were presented for familiarity judgments. Both the CS+ and the CS- faces were preceded by an aversive stimulus (aversive prime) in one occasion and by a neutral stimulus (neutral prime) in another. The familiarity judgment regarding the CS+ was faster after the aversive prime than after the neutral prime, but there was no difference regarding the CS-. The differential effect of the aversive prime over the CS+ and the CS- showed a significant but small correlation with the differential skin conductance response to CS+ and CS- (signal learning), and with the differential evaluation of those stimuli in terms of like-dislike (evaluative learning). The scope of these results, as well as the usefulness of this methodological model, is discussed (AU)

Cabe esperar que nuestra experiencia previa respecto a un estímulo predictor de un daño facilite la identificación posterior de ese estímulo cuando el daño ocurre de nuevo. Se sometió a 48 voluntarios a ambas fases de esta secuencia de hechos: aprendizaje de la relación predictiva y facilitación posterior. Se emparejó una cara con expresión neutra (EC+) con una descarga eléctrica moderadamente aversiva y otra (EC-) con un tono neutro. Posteriormente se sometieron esas dos caras, mezcladas con otras antiguas y nuevas, a juicios de familiaridad. Tanto la cara EC+ como la cara EC- iban precedidas de un estímulo aversivo (prime aversivo) en una ocasión y de un estimulo neutro (prime neutro) en otra. El juicio de familiaridad respecto al EC+ fue más rápido tras el prime aversivo que tras el prime neutro, pero no hubo diferencia en el caso del EC-. El efecto diferencial del prime aversivo sobre el EC+ y el EC- mostró una correlación significativa, aunque pequeña, con la respuesta de conductancia de la piel diferencial al EC+ y al EC- (aprendizaje de señal), y con la evaluación diferencial en términos de agrado-desagrado de uno y otro estímulo (aprendizaje evaluativo). Se discute el alcance de estos resultados y la utilidad del modelo metodológico (AU)

The entrepreneur from a cognitive approach / El emprendedor desde una orientación cognitiva

The cognitive approach to entrepreneurship is a response to the limitations of the trait approach. Its aim is to explain entrepreneurial behavior through cognitions. The main body of research has studied cognitive elements such as scripts, self-efficacy, cognitive styles and heuristics. Understanding entrepreneurial cognition represents a potential and productive fi eld of research that, to date, has received little attention. In this article, we review and highlight the most important contributions of Cognitive Psychology to the fi eld of entrepreneurship; we point out some of the limitations and suggest new avenues of enquiry (AU)

El enfoque cognitivo del estudio del emprendedor surge como respuesta a las limitaciones de la orientación de los rasgos. Su objetivo es explicar la conducta emprendedora a través de las cogniciones. Entender el pensamiento emprendedor representa un campo de estudio fértil aún no muy explotado. Las principales investigaciones destacan el papel de los scripts, la autoeficacia, los estilos de pensamiento y los heurísticos en la acción de crear una empresa. En este artículo se revisan y se señalan las contribuciones más relevantes de la Psicología cognitiva al campo del emprendimiento, se señalan algunas de las limitaciones y se apuntan nuevas líneas de investigación (AU)

Plus or minus 30 years in the language sciences.

The language sciences­Linguistics, Psycholinguistics, and Computational Linguistics­have not been broadly represented at the Cognitive Science Society meetings of the past 30 years, but they are an important part of the heart of cognitive science. This article discusses several major themes that have dominated the controversies and consensus in the study of language and suggests the most pressing issues of the future. These themes include differences among the language science disciplines in their view of numbers and symbols and of modular and distributed cognition, and the need for an increasing prominence of questions concerning language and the brain.

Psychology in cognitive science: 1978-2038.

This paper considers the past and future of Psychology within Cognitive Science. In the history section, I focus on three questions: (a) how has the position of Psychology evolved within Cognitive Science, relative to the other disciplines that make up Cognitive Science; (b) how have particular Cognitive Science areas within Psychology waxed or waned; and (c) what have we gained and lost. After discussing what's happened since the late 1970s, when the Society and the journal began, I speculate about where the field is going.

AI and cognitive science: the past and next 30 years.

Artificial Intelligence (AI) is a core area of Cognitive Science, yet today few AI researchers attend the Cognitive Science Society meetings. This essay examines why, how AI has changed over the last 30 years, and some emerging areas of potential interest where AI and the Society can go together in the next 30 years, if they choose.

How can philosophy be a true cognitive science discipline?

Although philosophy has been only a minor contributor to cognitive science to date, this paper describes two projects in naturalistic philosophy of mind and one in naturalistic philosophy of science that have been pursued during the past 30 years and that can make theoretical and methodological contributions to cognitive science. First, stances on the mind-body problem (identity theory, functionalism, and heuristic identity theory) are relevant to cognitive science as it negotiates its relation to neuroscience and cognitive neuroscience. Second, analyses of mental representations address both their vehicles and their contents; new approaches to characterizing how representations have content are particularly relevant to understanding the relation of cognitive agents to their environments. Third, the recently formulated accounts of mechanistic explanation in philosophy of science both provide perspective on the explanatory project of cognitive science and may offer normative guidance to cognitive science (e.g., by providing perspective on how multiple disciplinary perspectives can be integrated in understanding a given mechanism).

Anthropology in cognitive science.

This paper reviews the uneven history of the relationship between Anthropology and Cognitive Science over the past 30 years, from its promising beginnings, followed by a period of disaffection, on up to the current context, which may lay the groundwork for reconsidering what Anthropology and (the rest of) Cognitive Science have to offer each other. We think that this history has important lessons to teach and has implications for contemporary efforts to restore Anthropology to its proper place within Cognitive Science. The recent upsurge of interest in the ways that thought may shape and be shaped by action, gesture, cultural experience, and language sets the stage for, but so far has not fully accomplished, the inclusion of Anthropology as an equal partner.