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        <section>
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                    <h1 class="center"> Honors Thesis</h1>
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                    <p> Cognitive science majors may culminate their study in cognitive science with an honors thesis. The honors thesis is a report on an independent research project completed by the student. The <a href="http://cogsci.berkeley.edu/honors"> <u> cognitive science program honors thesis page</u></a> holds all of the official information and details about the honors thesis. However, one major resource it lacks is examples of what past cognitive science theses look like. Thus, the CSSA has started an honors thesis archive containing past cognitive science honors theses. Hopefully, they will make the notion of an honors thesis a bit more concrete and alleviate some of the initial burden in the writing process. If you are a graduating major and would like to include your honors thesis in the archive, please send an email to cssa.berkeley@gmail.com with a pdf of your thesis attached and the relevant information (see entries below) included in the body of the email.
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                    <h3 style="margin-top: 0px"> Honors Thesis Quick Tips </h3>
                    <ul>
                        <li> Your thesis advisor probably has helpful suggestions if you're struggling to find a second reader. </li>
                        <li> Start writing your thesis as early as possible and get as many different eyes as you can on drafts. </li>
                        <li> Oftentimes students do their honors project in a lab they have been working in since junior year. It doesn't hurt to express interest in doing such a project early on in the lab to see if it is an option. </li>
                        <li> Check out other tips from past thesis writers below! </li>
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            <h1 class="center" style="margin-bottom: 10px"> Cognitive Science Honors Thesis Archive </h1>
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                    <h2> Nora Harhen </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> 2018 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Technically, I started summer 2018, but it was a continuation of a project I had been working on since February 2016. </p>
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                    <a href="theses/harhen.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> The Influence of Goal Setting on Value Learning: Examining how Goal-directed Behavior leverages the Reinforcement Learning System </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Anne Collins, Linda Wilbrecht (Second Reader) </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> People are able to generate intrinsically-defined rewards that drive choice similar to extrinsic reward. However, these intrinsically-defined rewards drive learning differently from extrinsic reward. </p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> 1) If you think you might want to do a career in research, 100% do it. It'll give you an answer very quickly whether or not you want to pursue it. 2) If you can, try to take as few classes as possible your last semester while you're finishing up your thesis. It's really nice to be able to spend over 20 hours a week on it and not have to worry about also juggling 4 to 5 classes. 3) Meet with your advisor as often as possible and ask for advice from your second reader. I didn't use my second reader at all, but retrospectively, I think she would have been happy to give me advice that would've improved the quality of my thesis. 5) Come May, you'll hate your thesis and will never want to talk about it again because it is a piece of flaming garbage, but wait a couple of months and you'll come to like discussing it again.  6) Literally, no one is done in time for the Glushko prize, so just submit something no matter what state your thesis is in. So few people apply because it's an early deadline and they think everyone else has their shit together. No one has their shit together. Just submit it. </p>
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                    <h2> Priyam Das </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> 2018 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> 2017 </p>
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                    <a href="theses/das.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> The Effects of Aging and Cognitive Tutoring on Planning Abilities </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Tom Griffiths, Falk Lieder, William Jagust (Second Reader) </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> People's ability to make complex planning decisions is known to deteriorate with age. This work examines the nature of these changes and also examines the effect that cognitive tutoring systems could have in teaching people to plan more effectively. The findings suggest that such systems can help aging decision-makers stay sharp. </p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> Writing a thesis is equivalent to taking two classes to make sure to plan your workload accordingly. Also, it's really really important to have an advisor who can meet with you frequently to give you advice or feedback on your project (especially if you're starting late, like I did). Some professors may not have this kind of time, so don't be afraid to ask a senior graduate student or post-doc to be your co-advisor! </p>
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                    <h2> Tara Ghazi </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> 2017 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Spring 2016 </p>
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                    <a href="theses/ghazi.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> Representational gesture and memory: an empirical analysis </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Eve Sweetser, Terrence Deacon </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> Gestures are nonverbal, visible indexes of cognition (Hostetter & Alibali, 2008), interesting in part for what they reveal of mental representations on behalf of a speaker during communication. While study of those performing gesture is extensive, a great deal is yet to be understood about the role gesture serves for those viewing it. In an empirical study we explore how viewing gesture that accompanies speech (co-speech gesture) impacts memory and mental representation of a story scene relayed in English to both native and non-native English speakers. We find that gesture is significantly associated with accurate memory of an episodic story scene – an effect driven by non-native, but not native, speakers of English. Across participants, gesture provides surprisingly minimal aid to accurate recall of gesture-only story details. We consider differences in viewpoint along with spatial and temporal directionality norms for native English speakers as potential explanatory factors. </p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> "[my thesis] was completed and submitted in 2017 (my senior year at Cal). A revised version of my thesis was published in the Spring 2017 Undergraduate Journal of Psychology at Berkeley.  I was also awarded the Robert J. Glushko Prize for Distinguished Undergraduate Research in Cognitive Science for the thesis. I include that information to encourage anyone with even an inkling toward completing a thesis to do so. It isn't about perfection (mine is clearly far from it), but rather about putting in the effort and actually getting it done. I was a transfer student, so timing and taking action were really critical. I began planning the project in the late Spring of my Junior year, designed, conducted the experiment, and began analysis during that summer abroad. I completed the analysis and write-up during the Fall of my senior year." </p>
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                    <h2> Andrew Shibata </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science, Linguistics, Statistics, CalTeach Minor </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> 2017 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Summer 2015 </p>
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                    <a href="theses/shibata.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> Informational sensitivity and communicative order </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Terry Regier, Alexandra Carstensen, Susanne Gahl (Second Reader)  </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> In 2008, Goldin-Meadow et al. claimed that SOV is the ‘Natural Order of Events’ with regards to gestural communication order. Our study addresses potential confounds concerning task-based and corpus-based informativeness. In our study’s experiments, English speakers played a communication game to assess the influence of communicative pressure, English Language Statistics, and Game Statistics on gestural communication order. Our results indicate that people attend to relative informativeness given communicative pressure, but that they do not use relative informativeness to determine communicative order. </p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> Working on an undergraduate honors thesis is the perfect way to run into all of the chaos and failures involved in research. It'll be long and it'll be messy, but that's ok! I recommend starting early by coming up with a long list of research questions and check them with a grad student mentor because many will be difficult to test or may not be an appropriate scope for 1 year. I ended up taking a gap year after graduation which ended up being useful. Had I applied for grad school in my senior year, I would not have even started working on the research that I fell in love with (my Linguistics thesis, see below). Don't worry about an undergrad thesis being perfect or that you'll be tied to that work in the future. Use it as a way to figure out what you like and dislike about research. </p>
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                    <h2> Matthew Boggess </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science, Computer Science</p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> Fall 2015 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Summer 2014 </p>
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                    <a href="theses/boggess.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> A computational account of sensory prediction error gating in reinforcement learning models </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Richard Ivry </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> Sensory prediction errors are often considered as error signals used to correct errant motor plans, but an alternative function could be to gate learning in the decision-making system when a negative outcome is a consequence of a motor error as opposed to a poor selection. This thesis examines the effect of sensory prediction error gating in actor-critic reinforcement learning models of decision-making.</p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> Write often and early. The writing process will uncover new insights, errors, and gaps. Aim for having a full draft early on in your last semester so you can solicit and incorporate feedback from your advisor. </p>
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                    <h2> Elizabeth Kon </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science, Linguistics </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> Spring 2015 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Fall 2013 (finished that year) </p>
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                    <a href="theses/kon.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> Testing a rational account of pragmatic reasoning: The case of spatial relations </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Terry Regier </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> In 2012, Frank and Goodman proposed a Bayesian model of pragmatic inference which had a near perfect correlation with participant responses when asked to communicate about simple geometric stimuli. For my honor’s thesis project, I have tested their model in the more complicated and naturalistic domain of space.  </p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> Foster a good relationship with your PI/grad student/post doc. They know what they are doing, and have done this before. Ask for help when you need it.</p>
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                    <h2> Bridget MacDonald </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> Spring 2015 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Spring 2014 </p>
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                    <a href="theses/macdonald.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> Cathodal Transcranial Direct Current Stimulation on Prefrontal Cortex: Examining Effects on Causal Learning in Adults </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Alison Gopnik & Rich Ivry </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> This project builds off of research in computational cognitive development, finding that children are sometimes better learners, while adults are subject to learning biases. Here, we examine whether transcranial direct current stimulation (tDCS – a non-invasive brain stimulation method) can diminish cognitive control, and hence, this learning bias when the cathode electrode is applied to prefrontal cortex of adults. Results are trending, although not significant, adding to the conversation about the efficacy of tDCS. </p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> Find a mentor (professor, post doc, grad student) who is accessible and willing to read a handful of drafts and provide critical feedback. A good way to estimate how much time you will need for every aspect of the project is to take your initial estimate and multiply it by pi.</p>
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                    <h2> Asif Dhanani </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science, Computer Science Minor </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> Spring 2014 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Summer 2013 </p>
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                    <a href="theses/dhanani.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> Individual Differences in Fear Conditioning: Influence of Compound Presentation of Stimuli and Reinforcement Rate </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Amal Achaibou (Sonia Bishop Lab) </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> If someone is conditioned to fear something, there is some dispute as to whether they are conditioned to be afraid of each of the fear inducing stimulus's parts as well (eg. if you were conditioned to fear red cars, would you also fear the color red). We examined the extent of this effect and whether it varies depending on the individual's anxiety level. </p>
                    <p style="margin:0px;"> <span style="color:#279487">Tip for Students Writing a Thesis:</span> Really take initiative. You really do get what you put in and it's very easy to get caught up in schoolwork and put off your research involvement. There isn't really a set amount of work you should put in so I would take some time to figure out what you want to get out of doing undergraduate research and keep in constant contact with your advisor to make sure you are getting those types of responsibilities.  </p>
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                    <h2> Dhruba Banerjee </h2>
                    <p style="margin:0px;"> <span style="color:#279487">Major(s):</span> Cognitive Science, MCB-Neurobiology </p>
                    <p style="margin:0px;"> <span style="color:#279487">Graduated:</span> Summer 2013 </p>
                    <p style="margin:0px;"> <span style="color:#279487">Started Thesis:</span> Fall 2012 </p>
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                    <a href="theses/banerjee.pdf" target="_blank"><button type="button" class="btn btn-primary btn-lg midnight-blue" style="padding: 15px; margin-top: 30px">Download Thesis</button></a>
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                    <p style="margin:0px;"> <span style="color:#279487">Thesis Title:</span> Broca's Area and numbers </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Advisor:</span> Bob Knight </p>
                    <p style="margin:0px;"> <span style="color:#279487">Thesis Summary:</span> I examined how activity in Broca's area was modulated during speech. Using intracranial recordings I compared spoken numbers to words. </p>

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