koglist July 2012

koglist@maillist.ttk.hu

6 participants
11 discussions

[koglist] [CDC Seminars] CogSci CEU Departmental Colloquium: March 14. Can the comprehension of abstract language be rooted in sensory experiences?

by Gyorgyne Finta

The CEU Department of Cognitive Science cordially invites you to a talk (as part of its Departmental Colloquium series) by Anna Babarczy, Budapest University of Technology and Economics on Can the comprehension of abstract language be rooted in sensory experiences? Date: Wed, March 14, 2012 - 17:00 - 18:30 Location: Department of Cognitive Science, CEU, Frankel Leó út 30-34., Room G15 Can the comprehension of abstract language be rooted in sensory experiences? ABSTRACT: The question of learning the meaning of abstract language (roughly, expressions with no perceptible referents) has been bugging philosophers for thousands of years. More recently, a number of experimental paradigms have emerged trying to shed light on this issue. The basic idea explored in the talk is that people understand abstract (metaphorical) expressions by linking them to sensory or bodily experiences. If this is the case, we should be able to show that these experiences affect people’s interpretation of abstract utterances. The talk looks at the evidence we have so far (pro and contra).We're looking forward to see you there (Frankel Leo u. 30-34) ! _______________________________________________ Subscribe by sending an empty mail to seminars-subscribe(a)cdc.ceu.hu Unsubscribe by sending an empty mail to seminars-unsubscribe(a)cdc.ceu.hu

11 years, 4 months

[koglist] Fwd: CALL FOR PAPERS

by "Dr. Pléh Csaba"

Pléh Csaba Eszterházy College, Eger H-3300 Továbbított üzenet kezdete: > Feladó: Admin CI <Adminci(a)IRICSS.ORG> > Dátum: 2012. július 24. 12:09:21 CEST > Címzett: undisclosed-recipients:; > Tárgy: CALL FOR PAPERS > > CALL FOR PAPERS > > > > I am delighted to inform you that the International Journal of Cognitive Inquiry has been launched and is currently accepting quality papers for publication. > > Cognitive Inquiry is a bi-quarterly peer-reviewed journal in the field of Cognitive Science and Technology. The nature of the journal is multi/inter-disciplinary and the scope covers all fields of and/or related to cognition, including but not limited to: Neuroscience, Artificial Intelligence, Psychology, Linguistics, Computer Sciences, Sociology, Anthropology, Intelligent Systems, Cognitive Theology and Philosophy of Mind. > > The journal enjoys an international editorial board and a senior advisory board with eminent members from various cognitive science academic circles. > > I also take this opportunity to invite cognitive scientists and researchers in all relevant fields to join us as reviewers. > > More information and required guidelines for authors are available at our website http://ci.iricss.org/. > > Article submissions are to be made via the web-based system of registration on the website. > > Should you have any specific enquiries, please direct them to Info.CI(a)IRICSS.ORG. > > Also if interested in collaboration as a reviewer, please contact me via Editor.CI(a)IRICSS.ORG. > > Best regards, > > Dr. Keivan Zahedi > Chairman and Editor-in-Chief > Cognitive Inquiry (International Journal) > Associate Professor > Linguistics and Cognitive Science of Language

13 years, 9 months

[koglist] Fwd: Join the Treasure Hunt - Psychology Resources Around the World -

by "Dr. Pléh Csaba"

Pléh Csaba Eszterházy College, Eger H-3300 Továbbított üzenet kezdete: > Feladó: Psychology Press - IUPsyS <mail.lhojucpaibmgdmewu(a)tandf.msgfocus.com> > Dátum: 2012. július 18. 13:05:31 CEST > Címzett: pleh(a)cogsci.bme.hu > Tárgy: Join the Treasure Hunt - Psychology Resources Around the World - > > > > > Psychology Resources Around The World - Join The Treasure Hunt! > > Psychology Resources Around the World is a new web portal conceived and designed by the International Union of Psychological Science (IUPsyS). > > www.psychology-resources.org > > Frequently revised and updated, it contains information on everything you might want to know about psychology, in every country in the world. > > As an introduction to this unique and indispensable resource, we have put together a Treasure Hunt to lead new users through the site and give a flavor of the huge wealth of knowledge therein. > > Join The Treasure Hunt > > Everyone who completes the Treasure Hunt will receive unlimited online access to the latest volume and full archive of the IUPsyS' International Journal of Psychology until the end of 2012, and one lucky entrant will win USD$100 of Psychology Press books. > > > Psychology Resources Around The World at ICP 2012 > > If you're attending ICP 2012 in Cape Town next week, come to the Psychology Press booth (#31) to explore Psychology Resources Around The World, join the Treasure Hunt, and browse articles and research from our huge selection of psychology journals. > > Psychology Press and Routledge Mental Health books will be displayed by Knowledge Resources at booth #30. Visit us to browse a wide range of new and bestselling titles. > > > > If you wish to unsubscribe, please click on the link below. > Please note this is an automated operation. > http://tandf.msgfocus.com/u/11wx0agSLEQ83tz5 >

13 years, 9 months

[koglist] [CDC Seminars] ANNOUNCEMENT: CDC Seminar, Nuria Sebastian Galles, TUESDAY, July 17, 5 PM

by Mikolaj Hernik

PLEASE NOTE: This talk will take place in on a DIFFERENT DAY than usual. The talk will start promptly at 5 PM. The next talk in the CDC Seminar series will be given by: Nuria Sebastian Galles, Universitat Pompeu Fabra Date: TUESDAY, July 17, 2012, 5 PM Location: Cognitive Development Center, Hattyú u. 14, 3rd floor Bilinguals in the Craddle: Learning two languages from day zero Abstract: Studies of preverbal infants exposed to a bilingual environment have unveiled the existence of important similarities, but also significant differences in the way monolinguals-to-be and bilinguals-to- be solve the problem of language acquisition. In this talk I will review the evidence that shows how very young babies can differentiate the languages of their environment, how they learn the sounds of their languages, and how they learn the very first words. These studies provide important clues to the nature of the successful solutions bilingual babies develop to learn two languages and to become competent adult bilingual speakers. Cognitive Science Events at CEU: http://cognitivescience.ceu.hu/events _______________________________________________ Subscribe by sending an empty mail to seminars-subscribe(a)cdc.ceu.hu Unsubscribe by sending an empty mail to seminars-unsubscribe(a)cdc.ceu.hu

13 years, 9 months

[koglist] Early registration deadline for First International Conference on Logic and Relativity

by Gergely Székely

Let me inform you that the deadline for early registration for First International Conference on Logic and Relativity is approaching. The deadline is 20 of July. For further detail, see http://www.renyi.hu/conferences/nemeti70/registration.html. Best regards, Gergely Székely

13 years, 9 months

[koglist] előadás: Csirmaz Anikó -- 2012. július 19. csüt. 11.00. MTA NytI

by Mária Sipos

Kedves Kollégák! A Magyar Tudományos Akadémia Nyelvtudományi Intézete szeretettel vár minden érdeklődőt Csirmaz Aniko' elo"adására: Mennyire önkényesek az ido"hatarozo'k? Időpont: 2012. ju'lius 19. csütörtök 11.00. Helyszín: MTA Nyelvtudományi Intézet 1068 Budapest, Benczúr u. 33. földszinti előadóterem Absztrakt Azokat az időhatározókat, amik egy időintervallum hosszúságát határozzák meg, gyakran használják eseményleírások tulajdonságának meghatározására. Az 'alatt'-időhatározó ('két óra alatt' és angol megfelelője, 'in two hours') csak nem-homogen, telikus eseményleírásokkal állhat (pl 'Feri elolvasta a könyvet'), míg az 'át'-határozó ('két órán át' és az angol 'for two hours') csak homogén, atelikus leírásokkal fordul elő ('Feri olvasta a könyvet'). Azt, hogy az 'alatt'/'in'-határozók telikus eseményleírást kívánnak meg, és az 'át'/'for'-határozók csak atelikus leírással állhatnak, legtöbbször önkényesen feltételezik (pl. Dowty 1979, Moltmann 1991, Rothstein 2004, de ld. Krifka 1998). Az előadás abból indul ki, hogy ezek a megszorítások nem feltétlenül önkényesek. A határozók nem-időhatározói, térbeli használatára alapozva ('a hegy alatt' / 'az alagúton át') egy olyan lehetőséget vázol fel, ahol a homogeneitási megszorításokat az időhatározók P feje teljes mértékben meghatározza.

13 years, 10 months

[koglist] Tudományos segédmunkatársi vagy tudományos ügyintézői álláspályázati felhívás

by János Horváth

PÁLYÁZATI FELHÍVÁS Az MTA Természettudományi Kutatóközpont Kognitív Idegtudományi és Pszichológiai Intézetének igazgatója pályázatot hirdet a Kognitív Idegtudományi és Pszichológiai Intézet Kísérleti Pszichológiai Osztály Tudományos segédmunkatárs vagy tudományos ügyintéző közalkalmazotti munkakörének betöltésére A munkakörbe tartozó feladatok: - Téma: A figyelem és elterelődés egyensúlyának vizsgálata az eseményhez kötött potenciálok módszerével, fiatal és idős felnőtt csoportban - Feladatok: a kutatáshoz kapcsolódó szervezési és adminisztratív feladatok, kísérlettervezés, kísérleti elrendezések programozása, adatfelvétel, adatelemzés, kéziratkészítés és az eredmények disszeminációja A pályázóval szembeni követelmények: - Felsőfokú végzettség (M.A., M.Sc.), vagy utolsó éves (végzős) M.A., M.Sc. hallgató - Angol nyelvtudás (legalább középfokú nyelvvizsga) - Matematikai statisztikai ismeretek - Pontos, megbízható, önálló munkavégzés - Számítógépes ismeretek - Jó problémamegoldó képesség és együttműködési készség - Terhelhetőség és elkötelezettség A pályázat elbírálásánál előnyt jelent: - kísérleti pszichológia vagy pszichofiziológia területén végzett kutatási tevékenység - programozási ismeretek. Jogállására, illetményére és egyéb juttatásaira az 1992. évi XXXIII. törvényben előírt rendelkezések alkalmazandók. A kinevezés határozott időre, 4 évre szól, 3 hónapos próbaidő kikötésével. A munkakör az elbírálást követően 2012. szeptember 1-én betölthető. A munkavégzés helye: MTA Természettudományi Kutatóközpont (TTK) Kognitív Idegtudományi és Pszichológiai Intézet; 1068 Budapest, Szondi u. 83-85 A pályázat részeként benyújtandó iratok: - A pályázó szakmai életútját részletesen bemutató, fényképes szakmai önéletrajzot, motivációs levelet, valamint a végzettséget igazoló okiratok és nyelvvizsga bizonyítványok fénymásolatát. A pályázat benyújtásának határideje: 2012. augusztus 17. A pályázat elbírálásának határideje: 2012. augusztus 24. A munkakör betölthetőségének időpontja: 2012. szeptember 1. A pályázatok benyújtásának helye és módja: A pályázatot egy példányban, postai és elektronikus úton juttassa el az MTA TTK Kognitív Idegtudományi és Pszichológiai Intézet; 1132 Budapest, Victor Hugo u. 18-22. címére és elektronikusan a következő e-mail címekre: ttk-titkarsag(a)ttk.mta.hu és horvath.janos(a)ttk.mta.hu. A pályázat elbírálásának rendje: Visszajelzést csak az állásinterjúra behívott jelentkezők kapnak.Az interjú a beszélgetésen túl egy szakmai prezentációt is magában foglal. A pályáztatott munkakörrel kapcsolatban további felvilágosítást ad: Dr. Horváth János; tel: 354-2290. Budapest, 2012. július 10. -- Janos Horvath, PhD Institute of Cognitive Neuroscience and Psychology Research Centre for Natural Sciences, Hungarian Academy of Sciences H-1394 Budapest, P.O.B. 398, HUNGARY Phone: +36 1 354 2290 Fax: +36 1 354 2416 E-mail: horvath(a)cogpsyphy.hu Web: http://www.mtapi.hu/index.php?mi=308&lang=en

13 years, 10 months

[koglist] Postdoc and PhD projects

by Mária Sipos

Kedves Kollégák! Felhívjuk a figyelmet az alábbiakban olvasható PhD és posztdoktori lehetőségekre, amelyeket Hollandiában a Knowledge and Culture projekten belül hirdetnek meg. Jelentkezés a projekt vezeto"jénél: Prof. dr Johan Rooryck, Leiden University j.e.c.v.rooryck(a)hum.leidenuniv.nl 1. Postdoc Project: What is shared (and what is unique) in music and language 2. PhD project: Relative pitch in music and language 3. Postdoc project: Number in language: a typological study 4. PhD project: The acquisition of numerals and ordinals 1. Postdoc Project: What is shared (and what is unique) in music and language The Postdoc project will investigate the nature of the relationship between music and language. This researcher will attempt to integrate the insights from both research traditions introduced above, the theoretical-linguistic tradition and the developmental-experimental studies, and combine this with recent insights from the field of music cognition (cf. Honing 2011). The interest in the relationship between music and language is a long-standing one. While Lerdahl & Jackendoff (1983) built mostly on insights of metrical phonology of the time, more recent studies (Pesetsky & Katz 2009) draw attention to the parallels with current minimalist syntactic theory (Chomsky 1995) rather than phonology. However, if a large part of music is indeed preverbal (Honing 2010, Trehub 2003), does this also mean that syntactic or phonological operations and structures used in linguistics are preverbal as well? The project will inquire to what extent the results of both research traditions are complementary and where substantial gaps remain. A second question addressed in the Postdoc project is that of the intersection between music and language: what exactly are the *core knowledge systems *that are shared by music and language, and why are exactly these mechanisms shared rather than others? So far, the evidence for these conjectures has remained inconclusive. However, there are good reasons to believe that the search for shared processes and resources should continue. The strongest arguments derive from evolutionary considerations on the rather large set of cognitive functions that appear to be unique for humans. This suggests, for instance, that language and music will share properties with animal cognition (Fitch 2006), but at the same time that their human-specific features derive from a single common source (Hauser & McDermott 2003). On the other hand, there are also compelling reasons to consider music and language as two distinct cognitive systems. Recent findings in the neuroscience of music suggest that music is likely a cognitively unique and evolutionary distinct faculty (Peretz & Colheart 2003). We will refer to this position as the *modularity-hypothesis*. There is also considerable neurological evidence suggesting a dissociation between music and language functions (e.g., patients that, because of neurological damage, suffer from *amusia *while maintaining their ability to recognize words, and vice versa; cf. Peretz & Colheart 2003). This position can be contrasted with the *resource-sharing hypothesis *that suggests music and language share processing mechanisms, especially those of a syntactic nature, and that they are just distinct in terms of the lexicon used (Patel 2008). In the proposed research, we aim to identify what is shared and what is special about music and language. A clear candidate for a *shared *mechanism is syntactic processing, which is well attested in both language and music (Lerdahl & Jackendoff 1983; Patel 2008). The aim of the current project is to investigate to what extent the evidence is converging, combining insights from the research traditions mentioned in the beginning of this subproject. A clear candidate for a *special *mechanism - a function that seems music-specific - is beatinduction, which seems to be limited to music and apparently inexistent in natural language. Picking up this regularity in music allows us to dance and make music together and is therefore considered a fundamental cognitive mechanism that might have contributed to the origins of music (Honing 2012; Winkler *et al. *2009). Interestingly, Patel (2008:404) suggests that beatinduction is an exception to his resource-sharing hypothesis, and a realistic candidate for a cognitive ability that is specific for music. 2. PhD project: Relative pitch in music and language The PhD project addresses the cognitive mechanism of relative pitch and how this human skill can throw light on the relation between music and language and musical ability. Just like beatinduction (see § 7.4.2), relative pitch has been argued to be a fundamental musical skill that is species-specific and domain-specific (McDermott & Hauser 2005; Peretz & Coltheart 2003). With regard to pitch perception, a significant amount of information is encoded in the contour patterns (i.e. rises and falls) of the pitch of acoustic signals, both in speech and music. For example, humans can easily recognize sentence types (e.g., statement, question, warning) on the basis of pitch contour alone in the absence of other information (Ladefoged 1982). The frequency transpositions of a melody are readily recognized by adult and infant listeners alike as the 'same', and are perceived as structural equivalents of the original melody (Trehub & Hannon 2006). Although human listeners can remember the exact musical intervals of familiar melodies, they appear to remember only the melodic contour of less familiar or novel stimuli (Dowling 1978). Unlike humans, who attend primarily to the relationships between sound elements, animals more heavily weight the absolute frequency of sound elements in their perceptual decisions and appear to be less sensitive to relative pitch changes (Yin *et al*. 2010). Developmental psychologists have shown that the aptitude for both absolute and relative pitch is present in all babies. However, by the time they are a few months old, a hierarchy in these abilities emerges, and babies gradually listen more to the relative aspects of a melody than to the absolute, actual pitch of the notes (Trehub & Hannon 2006). Relative pitch outclasses absolute hearing, as it were. Moreover, initial experimental evidence suggests that animals have no relative pitch, only absolute pitch (Yin *et al*. 2010). Research on rhesus monkeys showed that they only judged melodies as similar if they heard them at exactly the same pitch or if they were played at one or more octaves higher or lower than before (Wright *et al. *2000). A melody that was played only a few tones higher or lower was just dissimilar. Songbirds, too, only seem primarily attentive to absolute pitch. For them as well, a melody sung some semitones higher or lower represents a different melody (Kass *et al*. 1999). Apart from the fact that relative pitch enables us to recognize melodies without being influenced by their absolute pitch, this uniquely human skill is extremely helpful in recognizing many other melodic variants. As with beat induction, a more abstract way of listening is required. Thanks to relative pitch, humans are not only able to recognize two melodies as the same tune, but they can also identify one melody as a variant of another. How humans achieve this is still unclear. The questions addressed in this PhD project are the following: (1) What is the evidence for relative pitch as an innate or at least a spontaneously developing skill? (2) Is relative pitch shared with language, or are two different pitch perception systems involved for music and language? (3) What is the role of relative pitch in cultures with a tonal language? How does the semantics marked by pitch interact with the constraints of music? (4) Is there are relation between relative pitch and the core knowledge systems of number or geometry? If so, what is its nature? These questions aim at determining whether relative pitch perception is modular or shared, and in that sense similar to the Postdoc project. In addition to analyzing and interpreting the available evidence for either position, the PhD project will focus on the interaction between *congenital amusia *(or tone deafness; being unable to detect an out-of-tune note in a melody) and tone language processing. Some recent studies suggest modularity, with limited transfer from one domain to the other (Liu *et al. *2010; Nguyen *et al*. 2009). Finally, some evidence suggests that amusics have problems with subtle speech prosody, but no difficulty with 'natural' sentence stimuli (Patel *et al*. 2008). Interestingly, amusia also seems to be associated with deficits in spatial processing (Douglas & Bilkey 2007). Hence it could be that amusia is in fact a failure to implement a spatial representation of relative pitch (Williamson, Cocchini & Stewart 2011), linking the project on pitch to the core knowledge system of geometry. 3. Postdoc project: Number in language: a typological study This project studies the relation between the properties of the core knowledge system for number and the linguistic properties of numerals in the world's languages. The project focuses on the following questions: (1) a. Does the distinction between OTS and ANS manifest itself in the numeral systems of the languages of the world, and if so, how? b. What does the special linguistic status of 1 as opposed to all other numerals tell us about OTS and ANS? Linguistic evidence suggests that the split between OTS and ANS is reflected in the language system. Crosslinguistically, 1 to 3 (or 4) have linguistic properties that are different from those of the higher numbers (Hurford 1987): (i) no language has grammatical trial number unless it has dual number, and languages that distinguish a grammatical number higher than 3 are rare or non-existent (Greenberg 1963); (ii) ordinal suppletion (*first *instead of regular * one-th*, *second *instead of *two-th*) is cross-linguistically common but largely restricted to ordinals below *fourth *(Veselinova 1998; Stolz & Veselinova 2011); (iii) cross-linguistically, the words for 1 to 3 agree in gender and case with the noun, unlike numerals higher than 3. Studies on OTS do not attribute a special status to 1 vs. 2 and 3. However, linguistically the numeral 1 is distinct from all other cardinal numerals in many languages. In Hebrew, the word for 1 follows the noun while all other cardinal numerals precede it (Borer 2005). In Dutch, 1 is morphosyntactically distinct from the other cardinal numerals: it allows derivation with -*heid *'- ity'; but not with -*tal *'-some'; it can be modified by *zo *'so', *hoe *'how' and *te *'too'; and it is incompatible with EACH and EVERY (Barbiers 2007). In many languages, 1 has more in common with indefinite numerals such as MANY and FEW than with the cardinal numerals. Ordinals can be regularly derived from numerals, but 1, MANY and FEW block regular ordinal formation. As such, the behavior of 1 is surprisingly more similar to the approximate number properties of ANS than with the numerically distinct values of OTS. Children acquiring language first distinguish 1 from all other numerals (Spelke 2011). The project will therefore investigate the relation between the special linguistic status of 1 with respect to the core knowledge subsystems of ANS and OTS. The linguistic behavior of 1 might support Piazza's (2010) conclusions on the basis of neuroimaging techniques that OTS is not a proper subsystem of number in its own right. Importantly, the grammatical properties distinguishing ANS from OTS, and 1 from the other numerals, have not yet been systematically studied for a properly representative sample of the world's languages. This project will provide a more complete cross-linguistic typology of the morphosyntactic properties of cardinal numerals and quantifiers such as *many *and *few*. The study will include properties such as ordinal suppletion, inflection, case, derivational properties, syntactic distribution, modifiability and predicative use. A model will be provided to capture the linguistic similarities and differences between the numeral categories in terms of feature composition (see Barbiers 2007 and Harbour 2011). Distinct behavior of the numeral categories under the influence of the core knowledge system for number is expected to show up in all languages. The primary data source for this study is the *World Atlas of Linguistic Structures *(Dryer & Haspelmath 2011, Comrie 2011; http://wals.info/), which currently contains 2678 languages in 510 genera and 212 families, including relevant features for ordinal numerals (321 languages) and order of numeral and noun (1154 languages). Starting from these data we will select at least one language from each genus, completing the inventory with reference grammars and data elicitation. 4. PhD project: The acquisition of numerals and ordinals This project investigates the acquisition of numerals in relation to the development of the core knowledge system for number. The following research questions will be investigated: (2) a. What is the sequence of acquisition for (the morphosyntactic properties of) 1, the other numerals, and quantifiers such as MANY? b. How are words for ordinals acquired by children? c. How is the numeral for 2 acquired by children? Language acquisition experiments (Gelman & Gallistel 1978, Feigenson & Carey 2005, Le Corre & Carey 2007) show that two-year-old children who can count from 1 to 10 start with a distinction between numeral 1 and all other numerals. In give-a-number-tasks they give the experimenter one object when asked for one, for all other numerals they give a random number of objects but never one. The next numeral acquired is 2, then 3 and then the other cardinal numerals. If MANY has more properties in common with 1 than with the other cardinals (cf. §7.5.2), it is expected that MANY is acquired after 1 but before the other cardinals. The first goal of this subproject is to test this expectation, and to investigate the acquisition of the specific morphosyntactic properties of 1, 2, 3 and quantifiers such as MANY and FEW. The second goal is to study the acquisition of ordinals. Ordinals are often morphologically or syntactically derived from numeral stems. Their compositional complexity suggests that they are acquired after numerals. In many languages, ordinal formation adds a definite article or suffix to the cardinal. This has the semantic effect of picking out one discourse-anchored ordering of the set of orderings defined by the corresponding cardinal. We therefore expect ordinal formation to be acquired either simultaneously or after the acquisition of the definite article. The acquisition order of ordinals might be sensitive to the split between OTS and ANS. Since 1 is acquired before 2 which is acquired before the other numerals, the order of ordinal acquisition should be: FIRST - SECOND - THIRD etc., unless acquisition of ordinals comes in after the acquisition of the cardinals from 1 to 10. Interference with ordinal suppletion will also be investigated. As ordinal suppletion is restricted to OTS, the question arises what happens to suppletive forms in child language. In the acquisition of irregular verb forms, children go through various stages: correct irregular form (e.g. *ate*) > incorrect regular (i.e. overgeneralized) form; (*eated*) > mixtures (*ated*) > correct form (* ate*). Does something similar happen with suppletive ordinals, i.e. do we find overgeneralization of regular ordinal formation for 1, 2 and MANY? The third goal of this subproject is to investigate the acquisition of 2. Children go through a short stage where they use 2 but not the higher cardinals. 2 must therefore have special properties. Cross-linguistically this is confirmed by words such as PAIR, COUPLE and DUO. Our hypothesis is that children in the 2-stage initially take 2 to refer to a unit consisting of two parts rather than to a set of two elements. We expect children to apply 2 to twofold units first, e.g. shoes, eyes, before generalizing it to all sets of two elements. If 2 does not yet belong to the set of cardinal numerals at this stage, the child cannot have the regular ordinal such as Dutch *twee-de * 'second', if s/he has ordinals at all. A pilot study of the CHILDES database (http://childes.psy.cmu.edu/) shows that there are relatively few occurrences of cardinal and ordinal numerals in naturally occurring child language data. The ordinal system is acquired relatively late. These findings imply that the design of this project should include elicitation, perception, and judgment experiments involving children from age 2 until (at least) 8. Therefore a mixed longitudinal and cross-sectional study will be carried out in years 2-3 of the project including 3 groups of 25 Dutch children, ages 2-3, 4-5, 6-7, possibly extending to a fourth group age 8-9. While any language would in principle qualify, we choose Dutch because its morphosyntax has been well studied (e.g. Unsworth & Hulk (2010) for gender; Blom, Polišenská & Weerman (2006/7) for agreement; van Wijk (2007) for the plural; Veenstra *et al. *(2010) for quantitative *er*; Keij *et al. *(2012) for determiners). Experimental protocols will be developed on the basis of previous research, replicating these settings as closely as possible, and augmenting them for the investigation of their distinctive morphosyntactic properties.

13 years, 10 months

[koglist] Fwd: extended deadline - Lifespan perspectives on implicit and explicit learning - Brussels - Sept 7-8, 2012

by "Dr. Pléh Csaba"

Pléh Csaba Eszterházy College, Eger H-3300 Továbbított üzenet kezdete: > Feladó: cecog(a)cecog.eu > Dátum: 2012. július 4. 17:10:26 CEST > Címzett: <albumoni(a)gmail.com>, <anna.anzulewicz(a)gmail.com>, <barslan.cogs(a)gmail.com>, <lbabcock(a)sissa.it>, <lpxkb5(a)nottingham.ac.uk>, <battab(a)gmail.com>, <ondrej(a)becev.cz>, <benavide(a)sissa.it>, <adrianabiedron(a)wp.pl>, <moranabilic(a)gmail.com>, <brdar(a)pfri.hr>, <sanja.budimir(a)gmail.com>, <p.burgess(a)ucl.ac.uk>, <krzysztof.cipora(a)gmail.com>, <martin.conway.1(a)city.ac.uk>, <coso.bojana(a)gmail.com>, <dominika.czajak(a)gmail.com>, <csabieszti(a)gmail.com>, <kdavis23(a)utk.edu>, <demetergy(a)hotmail.com>, <aerdna.desantis(a)yahoo.fr>, <atkhatib(a)yahoo.ca>, <pacsekos(a)gmail.com>, <ffisharah(a)yahoo.ca>, <fogd.dora(a)yahoo.com>, <vgaillar(a)ulb.ac.be>, <galzitus(a)gmail.com>, <tgnjatov(a)ffzg.hr>, <dgomez(a)sissa.it>, <ramune.griksiene(a)gf.vu.lt>, <sebastian.guennel(a)googlemail.com>, <doragy.d(a)gmail.com>, <simon.hanslmayr(a)uni-konstanz.de>, <hanulienka(a)gmail.com>, <h.agii05(a)gmail.com>, <robin.hellerstedt(a)psychology.lu.se>, <hermann.petra(a)gmail.com>, <horv.klara(a)gmail.com>, <howardd(a)georgetown.edu>, <howard(a)cua.edu>, <janacsekkarolina(a)gmail.com>, <rudolf.kadlec(a)gmail.com>, <eyalkala(a)bgu.ac.il>, <karpati.judit(a)t-online.hu>, <kelic.maja(a)gmail.com>, <fkemeny(a)cogsci.bme.hu>, <kemerlekinga(a)yahoo.it>, <keresztes.attila(a)gmail.com>, <Khader(a)uni-marburg.de>, <kisanna12(a)gmail.com>, <kizilirm(a)uni-marburg.de>, <bknakker(a)gmail.com>, <kocsis.zsuzsanna86(a)gmail.com>, <konrad(a)mpipsykl.mpg.de>, <melita.kovacevic(a)unizg.hr>, <krajcsi(a)gmail.com>, <mkrbot(a)gmail.com>, <b.l.losiewicz(a)gmail.com>, <alukacs(a)cogsci.bme.hu>, <MacW(a)cmu.edu>, <antonija.maricic(a)gmail.com>, <krunoslavml(a)gmail.com>, <marci.nagy(a)gmail.com>, <sara.nakhai(a)unimore.it>, <nemethd(a)edpsy.u-szeged.hu>, <lars.nyberg(a)diagrad.umu.se>, <npadovan(a)gmail.com>, <ppajkossy(a)cogsci.bme.hu>, <kap(a)northwestern.edu>, <palmovic(a)erf.hr>, <pavlinusiceva(a)gmail.com>, <pekarjudit(a)gmail.com>, <pentek(a)gmail.com>, <maja(a)erf.hr>, <pleh.csaba(a)ektf.hu>, <polner.b(a)gmail.com>, <tunder_p(a)yahoo.com>, <misel99(a)gmail.com>, <olga.puccioni(a)sissa.it>, <mracsmany(a)cogsci.bme.hu>, <rebarby87(a)yahoo.com>, <rendulic.ana(a)gmail.com>, <rokszinadrienn(a)gmail.com>, <sandorpiros(a)gmail.com>, <justynasarzynska(a)o2.pl>, <anabranka(a)gmail.com>, <siedlecka.marta(a)gmail.com>, <johnny.silar(a)gmail.com>, <petersimor(a)gmail.com>, <somoseszter(a)gmail.com>, <tobias.staudigl(a)uni-konstanz.de>, <tina.stukelj(a)gmail.com>, <szaboesztertereza(a)gmail.com>, <szurtrikk(a)gmail.com>, <szatloczkigreta(a)indamail.hu>, <noemiszepfalusi(a)gmail.com>, <szollosi.agnes(a)gmail.com>, <timeatanczos(a)gmail.com>, <tothanett86(a)gmail.com>, <panka(a)cogpsyphy.hu>, <peteru88(a)gmail.com>, <vallesi(a)sissa.it>, <vargalilla(a)yahoo.com>, <varhelyiklara(a)gmail.com>, <laurapetra(a)gmail.com>, <gerd.waldhauser(a)psychology.lu.se>, <gerd.waldhauser(a)uni-konstanz.de>, <noam.weinbach(a)gmail.com>, <wilhelm(a)kfg.uni-luebeck.de>, <melissa.allison.wood(a)egis.hu>, <lilla.zakarias(a)gmail.com>, <ziembowicz(a)gmail.com> > Tárgy: extended deadline - Lifespan perspectives on implicit and explicit learning - Brussels - Sept 7-8, 2012 > > The Consciousness, Cognition, and Computation Group (CO3) is pleased to announce the symposium “Lifespan perspectives on implicit and explicit learning” to be held at the Université Libre de Bruxelles (Brussels, Belgium) on September 7-8, 2012. This meeting aims to bring together researchers working with different paradigms such as sequence learning, contextual cuing and statistical learning, and either in development or aging, or in a lifespan perspective. Registration is free and contributions are welcome (see below for details). > > Confirmed keynote speakers > > · Arnaud Destrebecqz (Universite Libre de Bruxelles, BE) > · Rebecca Gomez (University of Arizona, USA)· > · Darlene V. Howard (Georgetown University) & James H. Howard, Jr. (Georgetown University & The Catholic University of America, USA) > · Jutta Kray (Universität des Saarlandes, GE) > · David R. Shanks (University College London, UK) > · Kathleen M. Thomas (University of Minnesota, USA) > > > Call for contributions > > The symposium offers a poster session opportunity to share current research in the subject area of the symposium. To submit an abstract, please send an email to vgaillar[at]ulb.ac.be Make sure that the object of the message is ‘abstract-Lifespan’ > > The message must include the following information : > > - Title of the communication > > - 3 Key Words > > - An abstract of up to 250 words > > - Name and affiliation for all authors. > > Extended deadline for submissions: July, 20th, 2012. We will be accepting submissions on a rolling basis. Early submission is therefore recommended. > > More information about the program of the symposium and the keynote speakers, as well as the location of the symposium and accommodation possibilities on http://lifespan.ulb.ac.be > > If you have any questions regarding the symposium, please contact: > > > Vinciane Gaillard > Consciousness, Cognition, and Computation Group (CO3) > Universite Libre de Bruxelles > Brussels-Belgium > vgaillar(a)ulb.ac.be > +32 2 650 36 22 > >

13 years, 10 months

[koglist] Academic vacancy: UCL Psychology and Language Sciences - Speech Perception/Production

by István Winkler

----- Edelleenvälitetty viesti lähettäjältä a.faulkner(a)UCL.AC.UK ----- Päiväys: Tue, 3 Jul 2012 15:18:13 +0000 Lähettäjä: "Faulkner, Andrew" <a.faulkner(a)UCL.AC.UK> Vastausosoite: "Faulkner, Andrew" <a.faulkner(a)UCL.AC.UK> Otsikko: [AUDITORY] Academic vacancy: UCL Psychology and Language Sciences - Speech Perception/Production Vastaanottaja: AUDITORY(a)LISTS.MCGILL.CA Lectureship in Speech Perception/Production -------------------------------------------------------- UCL Division of Psychology and Language Sciences, Faculty of Brain Sciences Research Department of Speech Hearing and Phonetic Sciences. Grade: 8, full-time. Salary inclusive of London Allowance: £39,818 - £46,972 pa Duties and Responsibilities: We seek to appoint a lecturer with a strong developing research profile in any area of speech or phonetic science. We are seeking candidates who will complement existing expertise, attract independent funding and build collaborations within UCL, nationally and internationally. The successful candidate will be affiliated to the Research Department of Speech Hearing and Phonetic Sciences. He/she will contribute to core teaching and develop new advanced-level teaching content, as well as engaging in training of PhD students and junior researchers. The start date for the post will be from January 2013. earing Hearin Informal enquiries should be directed to the head of the research department of Speech Hearing and Phonetic Sciences, Andrew Faulkner (a.faulkner(a)ucl.ac.uk<mailto:a.faulkner@ucl.ac.uk>). For information relating to the application process, please contact Mrs Molly Bennett (m.bennett(a)ucl.ac.uk). RESEARCH ENVIRONMENT UCL is one of the world's leading multidisciplinary universities. It is a modern, outward-looking institution, committed to engaging with the major issues of our times. The Division of Psychology and Language Sciences, part of the university's Faculty of Brain Sciences, is internationally one of the largest and most prestigious aggregations of researchers and teachers in the behavioural sciences. The Research Department of Speech Hearing and Phonetic Sciences (http://www.ucl.ac.uk/psychlangsci/research/speech) is one of the largest groupings of researchers addressing the perception and production of speech in the UK. It has outstanding facilities in a recently refurbished building and is co-located with the Research Departments of Linguistics, Language and Communication, and Developmental Science. All of these departments are part of the Division of Psychology and Language Sciences (www.ucl.ac.uk/psychlangsci<http://www.ucl.ac.uk/psychlangsci>) within the newly formed Brain Sciences Faculty of UCL. The department has extensive laboratory facilities for research in speech and language including an anechoic chamber, 7 double-walled audiometric rooms (see http://www.ucl.ac.uk/psychlangsci/research-facilities) and a newly installed a 64-channel EEG/ABR facility. Staff also have access to the divisionally-hosted BUCNI fMRI scanner and through collaborative links within the Faculty can secure access to MEG. The department is part of a thriving research community and has close links with many other departments and institutes within UCL, particularly the UCL Ear Institute and the Institute of Cognitive Neuroscience. The Division of Psychology and Language Sciences holds a SWAN Silver award for good employment practice for women working in science, engineering and technology. Further details and on-line applications at https://atsv7.wcn.co.uk/search_engine/jobs.cgi?owner=5041416&ownertype=fair… ----- Välitetty viesti päättyy -----

13 years, 10 months

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koglist July 2012