Check out my new paper with @drbarner.bsky.social in JECP! We asked whether mutual exclusivity inferences involve epistemic reasoning about what a speaker knows, and whether children can infer speakers' knowledge of words from linguistic conventionality. (1/7) www.sciencedirect.com/science/arti...
Our department is hiring an Assistant Teaching Professor!! This is a joint-appointed position with Computational Social Sciences (css.ucsd.edu). It's 75+ degrees F and sunny today, just thought I'd mention apol-recruit.ucsd.edu/JPF04461
By age 6, many children in the US believe that numbers are infinite, despite initially representing counting as a meaningless & finite chain of words. In a new paper w/ Jess Sullivan & @drbarner.bsky.social, we explored the basis for this conceptual change. 1/n
www.sciencedirect.com/science/arti...
The decline effect (Protzko & Schooler, 2017) is an observed phenomenon where effect sizes in experiments apparently diminish in size from the first paper demonstrating the effect to later replications. This has been taken as a symptom of an unhealthy scientific ecosystem, possibly caused by the "winner's curse" (selection on significance and regression to the mean), publication bias or opportunistic analyses. I show that decline effects can arise as an artifact from a much simpler source: the original article determining the sign of the effect in a meta-analysis. Moreover, such artifactual decline effects will show correlations with some of the same experimental properties that one would expect from biases from poor behavior, such as the sample size of the original study.
New draft: "Decline effects, statistical artifacts, and a meta-analytic paradox". In this manuscript I show how a common practice in meta-analysis (eg the 2015 Open Science Collaboration) creates artifactual signatures of poor scientific behavior. PDF: raw.githubusercontent.com/richarddmore... 1/x
The Visual Learning Lab is hiring TWO lab coordinators!
Both positions are ideal for someone looking for research experience before applying to graduate school. Application deadline is Feb 10th (approaching fast!)—with flexible summer start dates.
New w/ @drbarner.bsky.social! We argue that children's struggle to represent the past and future in common tests of knowledge may stem from difficulties in hypothetical reasoning about imaginary timelines, rather than a lack of knowledge about time. 1/n
academic.oup.com/chidev/advan...
some parents, esp white parents, fail to answer their children's questions about race or provide colorblind messages ("race is not important"). but are these effective? 🗣️ we find they aren't! structural explanations seem to be more constructive (1/5) onlinelibrary.wiley.com/doi/10.1111/...
New pre-print with @drbarner.bsky.social! We ask how children come to understand age. We find that young children use numerical age and facial morphology to identify who’s older, not just size, and point to acquiring a number system as key to developing an understanding of age.
osf.io/gvb46
Just in: @drbarner.bsky.social & I find that blind adults and children who have symbols for large numbers, and use 1:1 correspondence to count, do not extend a similar 1:1 strategy to a set-matching task, which assesses their knowledge of Hume’s principle. A 🧵:
www.sciencedirect.com/science/arti...
Male and female for both?
Just did, thanks for sharing!
Extremely disappointing decision from the NSF today to exclude second-year graduate students from eligibility for the GRFP. I and many other second-year grads purposely held off from applying in our first year to be able to do so now...
Now out in Open Mind!
@drbarner.bsky.social and I find that when people hear a conditional statement like “If you mow the lawn, you’ll get $5,” they often interpret it as “only if you mow the lawn”, a pragmatic, perfected meaning.
doi.org/10.1162/opmi...
Thrilled to have another CogSci in the books!
Curious about how children learn what age is? Check out my poster with @drbarner.bsky.social here: qr.codes/yjFi54
Fun new paper led by Sebastian Holt, training adults on artificial number systems. Most work tests only base-10 learning; we trained adults on a range of base systems & manipulated whether numbers were learned as part of a counting system, or unordered words. onlinelibrary.wiley.com/doi/10.1111/...
We were lucky to receive so much support from members of our Departments of Psychology and Cognitive Science, including @asmithflores.bsky.social who coined SoCal MInDS, Salih Özdemir who created our logo, and Tori Hennessy and @kostaboskovic.bsky.social who affirmed that our science is COOL! 😎
An eggcellent trip you might say
Out now! @drbarner.bsky.social & I find that Hindi kids learn yesterday & tomorrow earlier than English kids, despite having only word 'kal' to reference both the past and future. We argue that kids rely on tense info (over associations w/ events) to learn.
onlinelibrary.wiley.com/doi/10.1111/...
