On Cognitive Preferences and the Plausibility of Rule-based Models

It is conventional wisdom in machine learning and data mining that logical models such as rule sets are more interpretable than other models, and that among such rule-based models, simpler models are more interpretable than more complex ones. In this position paper, we question this latter assumption by focusing on one particular aspect of interpretability, namely the plausibility of models. Roughly speaking, we equate the plausibility of a model with the likeliness that a user accepts it as an explanation for a prediction. In particular, we argue that, all other things being equal, longer explanations may be more convincing than shorter ones, and that the predominant bias for shorter models, which is typically necessary for learning powerful discriminative models, may not be suitable when it comes to user acceptance of the learned models. To that end, we first recapitulate evidence for and against this postulate, and then report the results of an evaluation in a crowd-sourcing study based on about 3.000 judgments. The results do not reveal a strong preference for simple rules, whereas we can observe a weak preference for longer rules in some domains. We then relate these results to well-known cognitive biases such as the conjunction fallacy, the representative heuristic, or the recogition heuristic, and investigate their relation to rule length and plausibility.Comment: V4: Another rewrite of section on interpretability to clarify focus on plausibility and relation to interpretability, comprehensibility, and justifiabilit

Name agreement in picture naming: An ERP study

Name agreement is the extent to which different people agree on a name for a particular picture. Previous studies have found that it takes longer to name low name agreement pictures than high name agreement pictures. To examine the effect of name agreement in the online process of picture naming, we compared event-related potentials (ERPs) recorded whilst 19 healthy, native English speakers silently named pictures which had either high or low name agreement. A series of ERP components was examined: P1 approximately 120ms from picture onset, N1 around 170ms, P2 around 220ms, N2 around 290ms, and P3 around 400ms. Additionally, a late time window from 800 to 900ms was considered. Name agreement had an early effect, starting at P1 and possibly resulting from uncertainty of picture identity, and continuing into N2, possibly resulting from alternative names for pictures. These results support the idea that name agreement affects two consecutive processes: first, object recognition, and second, lexical selection and/or phonological encoding

Rehabilitation In Bilingual Aphasia: Evidence For Within- And Between-Language Generalization

Purpose: The goal of this study was to examine if there was a principled way to understand the nature of rehabilitation in bilingual aphasia such that patterns of acquisition and generalization are predictable and logical. Method: Seventeen Spanish-English bilingual individuals with aphasia participated in the experiment. For each participant, three sets of stimuli were developed for each language: (a) English Set 1, (b) English Set 2 (semantically related to each item in English Set 1), (c) English Set 3 (unrelated control items), (d) Spanish Set 1 (translations of English Set 1), (e) Spanish Set 2 (translations of English Set 2; semantically related to each item in Spanish Set 1), and (f) Spanish Set 3 (translations of English Set 3; unrelated control items). A single-subject experimental multiple baseline design across participants was implemented. Treatment was conducted in 1 language, but generalization to within- and between-language untrained items was examined. Results: Treatment for naming on Set 1 items resulted in significant improvement (i.e., effect size >4.0) on the trained items in 14/17 participants. Of the 14 participants who showed improvement, within-language generalization to semantically related items was observed in 10 participants. Between-language generalization to the translations of trained items was observed in 5 participants, and between-language generalization to the translations of the untrained semantically related items was observed in 6 participants. Conclusion: The results of this study demonstrated within- and between-language patterns that were variable across participants. These differences are indicative of the interplay between facilitation (generalization) and inhibition.Communication Sciences and Disorder

To get or to be? Use and acquisition of get- versus be- passives: evidence from children and adults

The use and acquisition of the get-passive has so far yielded a variety of accounts and suggestions. This paper presents new experimental evidence concerning the use and the acquisition of the get-passive by children, as well as adult judgments of get- and be-passives. Within a prototype approach to the passive, experiments investigated when 2–4-year-old British children produce get- as opposed to be-passives. The role of direct affectedness of the patient on get-passive production was investigated further in a follow-up experiment. In addition to the child data, ratings of get- and be-passives were obtained from British English adult speakers to investigate the acceptability of these passives and their relationship to developmental data. The first experiment showed that the chosen prototype approach clearly predicts children’s acquisition of be-passives with get-passives being more peripheral members of the category ‘passive’ than be-passives. The second study shows that even if the child herself is the affected patient in the play action, get-passives are only rarely produced. In contrast to American children, direct affectedness did not induce British children to produce a significant amount of getpassives. Last, adult ratings confirm that British English speakers rate be-passives consistently as better examples of passive sentences than get-passives. The evidence suggests that getpassives are more peripheral for British than for American children and adults. Implications for the possible role of parental input and the validity of existing accounts of the get-passive are discussed

How do I sound to me? Perceived changes in communication in Parkinson's disease

Objective: To examine self and carer perceived changes in communication associated with Parkinson's disease and relate these to speech intelligibility, gender, age and other disease measures. Design: Cross-sectional survey of a hospital- and community-based sample of 176 people with Parkinson's disease and their carers using a questionnaire based on semantic differential techniques. Participants: One hundred and four people with Parkinson's disease with no history of communication difficulties prior to onset of their Parkinson's disease and 45 primary carers who returned completed questionnaires. Main outcome measures: Differences in ratings for `before' the onset of Parkinson's disease versus present status. Results: There was a strong perception of negative impact on communication between `before' and `now', irrespective of age and gender and largely independent of disease severity and duration, intelligibility and cognitive status. Activities of daily living (assessed by Unified Parkinson's Disease Rating Scale (UPDRS) II) and depression rating scale scores had the strongest association with change (adjusted R 2 0.27). There was a significant correlation between the rank order of perceived change in features examined in people with Parkinson's disease versus their carers, though in general carers rated change as having less impact. Conclusions: Parkinson's disease exercises a strong influence on communication even before apparent alterations to intelligibility or motor status

Thematic relations affect similarity via commonalities

Thematic relations are an important source of perceived similarity. For instance, the rowing theme of boats and oars increases their perceived similarity. The mechanism of this effect, however, has not been specified previously. We investigated whether thematic relations affect similarity by increasing commonalities or by decreasing differences. In Experiment 1, thematic relations affected similarity more than difference, thereby producing a non-inversion of similarity and difference. Experiment 2 revealed substantial individual variability in the preference for thematic relations and, consequently in the non-inversion of ratings. In sum, the experiments demonstrated a non-inversion of similarity and difference that was caused by thematic relations and exhibited primarily by a subgroup of participants. These results indicate that thematic relations affect perceived similarity by increasing the contribution of commonalities rather than by decreasing the contribution of differences

Listening to limericks: a pupillometry investigation of perceivers’ expectancy

What features of a poem make it captivating, and which cognitive mechanisms are sensitive to these features? We addressed these questions experimentally by measuring pupillary responses of 40 participants who listened to a series of Limericks. The Limericks ended with either a semantic, syntactic, rhyme or metric violation. Compared to a control condition without violations, only the rhyme violation condition induced a reliable pupillary response. An anomaly-rating study on the same stimuli showed that all violations were reliably detectable relative to the control condition, but the anomaly induced by rhyme violations was perceived as most severe. Together, our data suggest that rhyme violations in Limericks may induce an emotional response beyond mere anomaly detection

Memory in autism spectrum disorder: a meta-analysis of experimental studies

To address inconsistencies in the literature on memory in Autism Spectrum Disorder (ASD), we report the first ever meta-analysis of short-term (STM) and episodic long-term (LTM) memory in ASD, evaluating the effects of type of material, type of retrieval and the role of inter-item relations. Analysis of 64 studies comparing individuals with ASD and typical development (TD) showed greater difficulties in ASD compared to TD individuals in STM (Hedges’ g=-0.53 [95%CI -0.90; -0.16], p=.005, I²=96%) compared to LTM (g=-0.30 [95%CI -0.42; -0.17], p<.00001, I²=24%), a small difficulty in verbal LTM (g=-0.21, p=.01), contrasting with a medium difficulty for visual LTM (g= -0.41, p=.0002) in ASD compared to TD individuals. We also found a general diminution in free recall compared to cued recall and recognition (LTM, free recall: g=-0.38, p<.00001, cued recall: g=-0.08, p=.58, recognition: g=-0.15, p=.16; STM, free recall: g=-0.59, p=.004, recognition: g=-0.33, p=.07). We discuss these results in terms of their relation to semantic memory. The limited diminution in verbal LTM and preserved overall recognition and cued recall (supported retrieval) may result from a greater overlap of these tasks with semantic long-term representations which are overall preserved in ASD. By contrast, difficulties in STM or free recall may result from less overlap with the semantic system or may involve additional cognitive operations and executive demands. These findings highlight the need to support STM functioning in ASD and acknowledge the potential benefit of using verbal materials at encoding and broader forms of memory support at retrieval to enhance performance