Towards Active Vision in the DUAL Cognitive Architecture

The paper describes an extension of the cognitive architecture DUAL with a model of visual attention and perception. The goal of this attempt is to account for the construction and the categorization of object and scene representations derived from visual stimuli in the TextWorld microdomain. Low-level parallel computations are combined with an active serial deployment of visual attention enabling the construction of abstract symbolic representations. A limited-capacity short-term visual store holding information across attention shifts forms the core of the model interfacing between the low-level representation of the stimulus and DUAL’s semantic memory. The model is validated by comparing the results of a simulation with real data from an eye movement experiment with human subjects

Can false memories prime alternative solutions to ambiguous problems?

Research has demonstrated that false memories are capable of priming and facilitating insight-based problem-solving tasks by increasing solution rates and decreasing solution times. The present research extended this finding by investigating whether false memories could be used to bias ambiguous insight-based problem-solving tasks in a similar manner. Compound remote associate task (CRAT) problems with two possible correct answers, a dominant and a non-dominant solution, were created and normed (Experiment 1). In Experiment 2, participants were asked to solve these CRAT problems after they were given Deese/Roediger-McDermott lists whose critical lures were also the non-dominant solution to half of the corresponding CRATs. As predicted, when false memories served as primes, solution rates were higher and solution times were faster for non-dominant than dominant CRAT solutions. This biasing effect was only found when participants falsely recalled the critical lure, and was not found when participants did not falsely recall the critical lure, or when they were not primed. Results are discussed with regard to spreading activation models of solution competition in problem-solving tasks and current theories of false memory priming effects

International entrepreneurship : exploring the logic and utility of individual experience through comparative reasoning approaches

In this paper, we suggest that individual experience and reasoning, as applied to new endeavors in internationalization, are concepts with high potential to advance conceptual and empirical research in international entrepreneurship (IE). Experience is known to be important in internationalization, but the logic or reasoning with which it is applied is insufficiently understood. Cognitive, comparison-based reasoning theories explain how individuals draw on experience to make sense of uncertain, novel, and complex situations. Drawing on two such theories, heuristics and analogical reasoning, we delineate the logic of experience and advance speculative propositions on its utility in the context of internationalization research

On the adaptive function of children's and adults' false memories

Recent research has shown that memory illusions can successfully prime both children’s and adults’ performance on complex, insight-based problems (compound remote associates tasks or CRATs). The current research aimed to clarify the locus of these priming effects. Like before, Deese/Roediger-McDermott (DRM) lists were selected to prime subsequent CRATs such that the critical lures were also the solution words to a subset of the CRATs participants attempted to solve. Unique to the present research, recognition memory tests were used and participants were either primed during the list study phase, during the memory test phase, or both. Across two experiments, primed problems were solved more frequently and significantly faster than unprimed problems. Moreover, when participants were primed during the list study phase, subsequent solution times and rates were considerably superior to those produced by those participants who were simply primed at test. Together, these are the first results to show that false-memory priming during encoding facilitates problem solving in both children and adults

Rationality in context: An analogical perspective

At times, human behavior seems erratic and irrational. Therefore, when modeling human decision-making, it seems reasonable to take the remarkable abilities of humans into account with respect to rational behavior, but also their apparent deviations from the normative standards of rationality shining up in certain rationality tasks. Based on well-known challenges for human rationality, together with results from psychological studies on decision-making and from previous work in the field of computational modeling of analogy-making, I argue that the analysis and modeling of rational belief and behavior should also consider context-related cognitive mechanisms like analogy-making and coherence maximization of the background theory. Subsequently, I conceptually outline a high-level algorithmic approach for a Heuristic Driven Theory Projection-based system for simulating context-dependent human-style rational behavior. Finally, I show and elaborate on the close connections, but also on the significant differences, of this approach to notions of "ecological rationality"

How active perception and attractor dynamics shape perceptual categorization: A computational model

We propose a computational model of perceptual categorization that fuses elements of grounded and sensorimotor theories of cognition with dynamic models of decision-making. We assume that category information consists in anticipated patterns of agent–environment interactions that can be elicited through overt or covert (simulated) eye movements, object manipulation, etc. This information is firstly encoded when category information is acquired, and then re-enacted during perceptual categorization. The perceptual categorization consists in a dynamic competition between attractors that encode the sensorimotor patterns typical of each category; action prediction success counts as ‘‘evidence’’ for a given category and contributes to falling into the corresponding attractor. The evidence accumulation process is guided by an active perception loop, and the active exploration of objects (e.g., visual exploration) aims at eliciting expected sensorimotor patterns that count as evidence for the object category. We present a computational model incorporating these elements and describing action prediction, active perception, and attractor dynamics as key elements of perceptual categorizations. We test the model in three simulated perceptual categorization tasks, and we discuss its relevance for grounded and sensorimotor theories of cognition.Peer reviewe

Formal modeling and analysis of cognitive agent behavior

From an external perspective, cognitive agent behavior can be described by specifying (temporal) correlations of a certain complexity between stimuli (input states) and (re)actions (output states) of the agent. From an internal perspective the agent’s dynamics can be characterized by direct (causal) temporal relations between internal and mental states of the agent. The latter type of specifications can be represented in a relatively simple, executable format, which enables different types of analysis of the agent’s behavior. In particular, simulations of the agent’s behavior under different (environmental) circumstances can be explored. Furthermore, by applying verification techniques, automated analysis of the consequences of the agent’s behavior can be carried out. To enable such types of analysis when only given an external behavioral specification, this has to be transformed first into some type of executable format. An automated procedure for such a transformation is proposed in this paper. The application of the transformation procedure is demonstrated for a number of cases, showing examples of the types of analysis as mentioned for different forms of behavior

Priming Analogical Reasoning with False Memories

Like true memories, false memories are capable of priming answers to insight-based problems. Recent research has attempted to extend this paradigm to more advanced problem-solving tasks, including those involving verbal analogical reasoning. However, these experiments are constrained inasmuch as problem solutions could be generated via spreading activation mechanisms (much like false memories themselves) rather than using complex reasoning processes. In three experiments we examined false memory priming of complex analogical reasoning tasks in the absence of simple semantic associations. In Experiment 1, we demonstrated the robustness of false memory priming in analogical reasoning when backward associative strength among the problem terms was eliminated. In Experiments 2a and 2b, we extended these findings by demonstrating priming on newly created homonym analogies that can only be solved by inhibiting semantic associations within the analogy. Overall, the findings of the present experiments provide evidence that the efficacy of false memory priming extends to complex analogical reasoning problems

Becoming original: effects of strategy instruction

Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit instruction of metacognition on fluency and flexibility in terms of the generation of ideas, but not on the originality of ideas. Therefore, we redesigned the instruction with a focus on building up knowledge about creative generation strategies by adding more complex types of association, and adding generation through combination and abstraction. In the present study, we examined the effects of this intervention by comparing it with regular brainstorming instruction. In a pretest-posttest control group design, secondary school students in the comparison condition received the brainstorm lesson and students in the experimental condition received the newly developed instruction lesson. To validate the effects, we replicated this study with a second cohort. The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality. This study implies that instructional support in building up knowledge about creative generation strategies may improve students' creative processes in visual arts education