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[Koglist] Meghívó Andrea Protzner előadására 2024.06.06.

by Gaál Zsófia Anna

Tisztelt Kollégák! Ezúton szeretném meghívni Önöket az alábbi előadásra: The Functional Relevance of Individual Differences in Functional Connectivity: Examples from Major Depression and its Treatment Andrea Protzner, PhD, University of Calgary Abstract: In this talk, I will discuss the impact of individually unique and common features of brain network organization relative to the more commonly examined group differences, using fMRI and EEG. I demonstrate that there are large individual differences in whole-brain functional connectivity in both neurotypical and psychiatric populations. These differences have practical relevance, as they can be linked to individual variation in behaviour, cognition, and disease state. Overall, the research suggests that we may need to rethink our approaches for identifying brain correlates of behavior in neurotypical individuals, and well as brain biomarkers in conditions such as major depression. Az előadás időpontja: 2024. június 6. (csütörtök) 11:00 Az előadás helyszíne: HUN-REN TTK KPI tárgyaló, D4.09C 1117 Budapest, Magyar tudósok körútja 2. Szeretettel várunk minden érdeklődőt! Üdvözlettel, Gaál Zsófia Anna -- Zsófia Anna Gaál, PhD Institute of Cognitive Neuroscience and Psychology HUN-REN Research Centre for Natural Sciences Tel.: +36-1-382-6817 1519 Budapest, POB 286. http://www.ttk.hu/en/phonebook/zsofia-anna-gaal

1 year, 11 months

[Koglist] [CEU Cogsci Talks] Budapest Computational Neuroscience Forum, 22 May 5 PM, Nikola Milićević

by Ildiko Zsoka Varga

Dear All, The CEU Department of Cognitive Science and the Center for Cognitive Computation (CCC) invites you to the upcoming event of the Budapest Computational Neuroscience Forum<https://ccc.ceu.edu/budapest-computational-neuroscience-forum>. Speaker: Nikola Milićević, Pennsylvania State University Title: Sensory systems and combinatorial neural codes Abstract: Neural activity in sensory areas of the brain is shaped both by the stimulus and by the internal neural dynamics. When the stimulus space is known we can compute receptive fields of neurons. Receptive fields of individual neurons are convex in a number of brain regions (such as the hippocampus, and the visual cortex). The combinatorial neural code are the subsets of co-active neurons for some input to the neural network. Not any combinatorial code is compatible with convex receptive fields. This raises a natural question: how do recurrent networks produce convex codes? Towards this end, we study a recurrent neural network with the Dale’s law architecture. We describe the combinatorics of equilibria and steady states of neurons in threshold-linear networks that satisfy Dale's law. The combinatorial code of a Dale network is characterized in terms of two conditions: (i) a condition on the network connectivity graph, and (ii) a spectral condition on the synaptic matrix. In the weak synaptic coupling regime, the combinatorial code depends only on the connectivity graph, and not on the synaptic strengths. Moreover, we prove that the combinatorial code of a weakly coupled network is a sublattice, and we provide a learning rule for encoding a sublattice in a weakly coupled excitatory network. Surprisingly, we find that the architecture of a Dale network “enforces” convex code output, in both strong and weak coupling regimes. Finally, we introduce a method inspired by game theory for inferring receptive fields, when the stimulus space is unknown or at least no consensus has been reached as in the case of olfactory systems. Time: 17:00, Wednesday, 22 May, 2024. Location: CEU Budapest (1051 Budapest, Nádor u. 15.) N13. room 118*. *Anyone not affiliated with CEU wishing to attend in-person must RSVP to vargai(a)ceu.edu get access to the lecture hall. Zoom: Meeting ID: 924 6832 6063<https://ceu-edu.zoom.us/j/92468326063?pwd=ZTgxYmk4WUFQaXZvbFZGNUhaTFNwZz09> Passcode: 764846 Should you have any inquiries about the series, please contact Mihály Bányai<mailto:mihaly.s.banyai@gmail.com>. Please, be informed that video/photo recording might take place at the event and the edited version of the video material might be published to communicate or promote CEU's activities. Please, find our Privacy Notice here<https://www.ceu.edu/privacy>. Best regards, Ildikó Varga Department Coordinator (Budapest) Department of Cognitive Science [cid:504c9e33-b62b-49d0-8ebc-c0cd5b5a6437] H-1051 Budapest Nádor u. 15. FT room 404. tel: +36-1 327-3000 2941 http://www.ceu.edu<http://www.ceu.edu/> http://cognitivescience.ceu.edu<http://cognitivescience.ceu.edu/> ______________________________________________ Subscribe by sending an empty mail to talks-subscribe(a)cogsci.ceu.edu Unsubscribe by sending an empty mail to talks-unsubscribe(a)cogsci.ceu.edu

1 year, 11 months

[Koglist] {Filename?} Asszisztensi állás a budapesti CEU-n

by Gergely Csibra

Lásd: <https://www.ceu.edu/job/research-assistant-3> Research Assistant | Central European University<https://www.ceu.edu/job/research-assistant-3> ceu.edu<https://www.ceu.edu/job/research-assistant-3> [favicon.ico]<https://www.ceu.edu/job/research-assistant-3>

1 year, 12 months

[Koglist] [CEU Cogsci Talks] REMINDER: Gary Marcus May 15, 11 am - RSVP needed!!! - ``What kind of AI world do we want?``

by Gyorgyne Finta

Dear All, Gary Marcus <http://garymarcus.com/> is visiting CEU and is going to have a talk on Wednesday, May 15, 2024, 11:00 am - 1:00 pm in CEU Vienna QS Auditorium Title: What kind of AI world do we want? Registration required (here<https://forms.office.com/pages/responsepage.aspx?id=E1nE2VN24kuSC72wOGOBhPe…>)! The event is not going to be Zoomed out but a recording will be made. This event is jointly supported by the Knowledge in Crisis<https://philosophy.ceu.edu/knowledge-crisis-project> Cluster of Excellence and the Department of Cognitive Science<https://cognitivescience.ceu.edu/>. GARY MARCUS is a leading voice in artificial intelligence. He is a scientist, best-selling author, and serial entrepreneur (Founder of Robust.AI and Geometric.AI, acquired by Uber). He is well-known for his challenges to contemporary AI, anticipating many of the current limitations decades in advance, and for his research in human language development and cognitive neuroscience. An Emeritus Professor of Psychology and Neural Science at NYU, he is the author of five books, including, The Algebraic Mind, Kluge, The Birth of the Mind, and the New York Times Bestseller Guitar Zero. He has often contributed to The New Yorker, Wired, and The New York Times. His most recent book, Rebooting AI, with Ernest Davis, is one of Forbes's 7 Must Read Books in AI. Abstract: Generative AI (transcribed as "dinner AI" when I dictated this abstract) is just one possible flavor of AI among many, but fully dominant right now. Is it actually the kind of AI that we want? I will argue the generative AI is morally and technically inadequate, and that we need to foster the development of more trustworthy approaches. https://events.ceu.edu/2024-05-15/gary-marcus-what-kind-ai-world-do-we-want Kind regards, Reka ------------------------------------------------------------------------ GyörgyNÉ Finta (Réka) Department Coordinator Department of cognitive SCience --------------------------------------------------------------------------------------- [cid:image001.jpg@01DA9C84.3F61A170] CEU GmbH - CEU Central European University private university Quellenstrasse 51, A-1100 Wien, Room B502 Office: +43 125230 5138 cognitivescience.ceu.edu<https://cognitivescience.ceu.edu/>| www.ceu.edu<http://www.ceu.edu/> See CEU story: www.youtube.com/ceuhungary<http://www.youtube.com/ceuhungary> --------------------------------------------------------------------------------------- CEU is committed to energy and environmental sustainability www.ceu.hu/sustainability<http://www.ceu.hu/sustainability> [Image removed by sender.] Please, consider your environmental responsibility. Before printing this e-mail message, ask yourself whether you really need a hard copy. ______________________________________________ Subscribe by sending an empty mail to talks-subscribe(a)cogsci.ceu.edu Unsubscribe by sending an empty mail to talks-unsubscribe(a)cogsci.ceu.edu

1 year, 12 months

[Koglist] [CEU Cogsci Talks] Online CDC Seminar: Tyler Knowlton (University of Pennsylvania), 4 pm on Wednesday May 15

by Salih Bartug Celik

Dear all, The CEU Department of Cognitive Science invites you to the following talk: Tyler Knowlton (University of Pennsylvania) Learnability and linguistic meanings: the case of conservativity Cross-linguistic universals (features present in all languages) can often be informative about learning biases. The most well-known universal in the domain of meaning is the generalization that all determiners (words like “every”, “some”, “no”, "most", “the”, “a”, and the like) have ‘conservative’ meanings. Intuitively, the observation is that in a sentence like "every/some/no/the fish swims", one doesn't need to look beyond the fish to determine whether the sentence is true. Put another way, those sentences are about the fish (and their properties); the larger class of swimming things is irrelevant. This might seem obvious, but it rules out many hypothetical 'non-conservative' determiners. For instance, no language has a word "equi" such that "equi fish swims" would mean “the fish and the swimmers are numerically equivalent” (here, both fish and swimming things matter, so "equi" fails to be conservative). This robust cross-linguistic generalization has long been thought to reflect a fact about the architecture of the language faculty, as opposed to general cognitive constraints, communicative pressures, or historical accident. If true, then non-conservative determiners are predicted to be unlearnable: human minds should be ill-equipped to pair non-conservative meanings with members of the syntactic category determiner. But evidence bearing out this bold prediction has proven elusive. With this in mind, I'll present a series of word learning experiments showing that adult participants fail to learn novel non-conservative meanings for nonce determiners, even when explicitly taught, but succeed at learning their conservative counterparts. And since conservativity is a property tied to a specific syntactic category, this effect disappears, as predicted, when the same non-conservative meanings are paired with verbal syntax instead of determiner syntax. I have recently begun to extend these findings to children. This body of results suggests that the conservativity universal is related to learnability, and supports theories on which this generalization reflects a deep fact about the human language faculty. Date: Wednesday, May 15, 2024 Time: 4 pm (to 5:30 pm) CET Venue: Online, Zoom meeting 969 2496 5784<https://ceu-edu.zoom.us/j/96924965784?pwd=c2duZ0dDMFdEMUthK2Mwa2wzMllEUT09> (passcode: 471712) Chair: Rachel Dudley Best, Bartu ______________________________________________ Subscribe by sending an empty mail to talks-subscribe(a)cogsci.ceu.edu Unsubscribe by sending an empty mail to talks-unsubscribe(a)cogsci.ceu.edu

1 year, 12 months

[Koglist] Meaning, Truth, and Physics – Conference in honour of László E. Szabó

by Gömöri Márton

Dear All, We cordially invite you to the conference *Meaning, Truth, and Physics* organized on the occasion of the 70th birthday of László E. Szabó. *Time*: 7 June, Friday, 9.30am *Venue*: Institute of Philosophy, HUN-REN Research Centre for the Humanities, Budapest, 1097 Tóth Kálmán u. 4., 7th floor, Trapéz room (B.7.16) For the detailed *program* see: https://eszabo70.blog/ Best regards, Gábor Szabó, Márton Gömöri

2 years

[Koglist] [CEU Cogsci Talks] CDC Seminar: Lindsey Powell (UC San Diego), Wednesday, May 8, 4pm

by Salih Bartug Celik

Dear all, The CEU Department of Cognitive Science invites you to the following talk: Lindsey Powell (UC San Diego) Early reasoning about social relationships Social interactions often involve one person responding to another’s goals or experiences. The nature of these responses vary across interactions. We can help others or hinder them; we can empathize with others or not. As observers, people reason about such social responses as products of both individual dispositions (e.g. “She is nice”) and interpersonal relationships (e.g. “They are friends”). In this talk, I will present experiments that test how human infants and children reason about relationships and dispositions as causes of social behavior and emotions. The results suggest that humans possess an early developing ability to learn about specific relationships and use them to predict both helping behaviors and empathic emotions. Date: Wednesday, May 8, 2024 Time: 4 pm (to 5:30 pm) CET Venue: D002* (QS Vienna) and Zoom (meeting ID: 969 2496 5784<https://ceu-edu.zoom.us/j/96924965784?pwd=c2duZ0dDMFdEMUthK2Mwa2wzMllEUT09>, passcode: 471712) Chair: Gergley Csibra *Anyone not affiliated with CEU wishing to attend in-person in Vienna must RSVP here<https://forms.office.com/e/sViXBm2VqU> to get access to the lecture hall. Best, Bartu ______________________________________________ Subscribe by sending an empty mail to talks-subscribe(a)cogsci.ceu.edu Unsubscribe by sending an empty mail to talks-unsubscribe(a)cogsci.ceu.edu

2 years

[Koglist] [CEU Cogsci Talks] venue change!!! - Invitation to the Doctoral Defense of Laura Schlingloff-Nemecz at the Department of Cognitive Science, Vienna, May 7, 2 pm CET

by Gyorgyne Finta

Dear All, Due to the mechanic maintenance of the two clever screens in both D001 and D002 rooms all day on Tuesday May 7th, we needed to rebook the defense to another room. This is a kind reminder including the new venue: The Department of Cognitive Science cordially invites you to the public defense of the PhD thesis Best behaviors: Young children's understanding of helping actions, its preconditions and consequences by Laura Schlingloff-Nemecz TUESDAY, May 7, 2 P.M. CET| Room D002 C419 (CEU, Quellenstrasse 51, 1100 Vienna) (Zoom: Meeting: https://ceu-edu.zoom.us/j/98802680271?pwd=M2ZzMFdQc3M2NDRvVDgzZkNCN1RZdz09<https://www.google.com/url?q=https://ceu-edu.zoom.us/j/98802680271?pwd%3DM2…> Meeting ID: 988 0268 0271 Passcode: 803329 PRIMARY SUPERVISOR: Gergely Csibra (CEU) SECONDARY SUPERVISOR: Christophe Heintz (CEU) Advisors: Barbara Pomiechowska, Denis Tatone Members of the Dissertation Committee: Jozsef Fiser, Chair, CEU Professor Lindsey Powell<https://psychology.ucsd.edu/people/profiles/ljpowell.html>, External examiner, UCSD and Professor Patricia Kanngiesser<http://patriciakanngiesser.com/>, External examiner, University of Plymouth *Anyone not affiliated with CEU wishing to attend in-person in Vienna must RSVP here<https://forms.office.com/e/vthMfVPuXq> to get access to the lecture hall. ABSTRACT |To become competent social agents, young children must make sense of the frequently opaque behaviors of other people and draw appropriate conclusions from them. This dissertation is about how infants and children understand other agents' instrumental and social actions (specifically, helping) by using a naive utility calculus, and the inferences they make from observed interactions to character traits. It comprises three sections. Section 1 addresses whether infants possess a concept of choice, and use it to generate the expectation that a goal-directed agent will choose the best of multiple available options, meaning the one that yields the highest rewards or requires the least cost to bring about. We argue that this capacity is a precondition for a mature understanding of helping, as the latter requires comparing the action options of the Helpee (contingent on whether or not she receives help) and the Helper (insofar as her options relate to the Helpee's outcome). To probe whether infants can compare alternatives of varying utility, we conducted a set of looking-time and eye-tracking experiments testing whether they think an agent should approach a relatively higher number of goal objects, or a goal that can be reached at relatively lower effort. Section 2 explores infants' and children's understanding of helping actions. Specifically, we ask whether they possess a utility-based concept of helping whereby the goal of a Helper is to increase the utility the Helpee obtains in reaching her goal. To approach this question empirically, we ran a series of looking-time experiments with infants, as well as an experiment with preschoolers probing what they mean by the term "helping". We also report a replication attempt of Hamlin et al.'s (2007) finding that infants prefer Helpers, a paradigm often used to probe their understanding of helping actions. Finally, Section 3 investigates whether children interpret third-party social interactions by spontaneously ascribing character traits to agents, and choose partners for their own cooperative endeavors accordingly. While it has been argued that young children, upon observing helping events, ascribe a stable prosocial disposition to a Helper, we maintain that it is unclear whether they do so spontaneously. We developed a tablet-based collaborative foraging game where the player first observes agents differing in helpfulness and skill, subsequently selects one of the previously seen agents as a partner, and plays together with the chosen partner. We used this game to study partner choice in 5- to 10- year-old children and adults across two cultural contexts (Hungary/Austria and Japan). The research described in this dissertation thus aims to shed light on the mechanisms of early action understanding (i.e., whether infants consider alternative possible goals), test whether a hierarchical action representation and naive utility calculus underlie young children's reasoning about helping behaviors, and investigate to what extent the observation of cooperative interactions from a third-party perspective prompts children to infer traits and informs their own social decision-making. ------------------------------------------------------------------------- Hosted by the Department of Cognitive Science [cid:image001.png@01DA9D77.AD11B9A0] ______________________________________________ Subscribe by sending an empty mail to talks-subscribe(a)cogsci.ceu.edu Unsubscribe by sending an empty mail to talks-unsubscribe(a)cogsci.ceu.edu

2 years

[Koglist] Reminder: Logic and Philosophy of Science Seminar, Elia Zardini

by Gömöri Márton

Logic and Philosophy of Science Seminar Department of Logic, Institute of Philosophy Eötvös Loránd University Budapest Múzeum krt. 4/i Room 224 _____________________________________________ P R O G R A M The seminar is held in hybrid format, in person (Múzeum krt. 4/i Room 224) and online by Zoom. Zoom Meeting link: https://us02web.zoom.us/j/889933315?pwd=Q3U3V3VQdXpXckhJYWRrcWRiMUhhQT09 3 May (Friday) 4:15 - 6:15 PM Room 224 + ONLINE Elia Zardini Department of Logic and Theoretical Philosophy, Complutense University of Madrid Against the World ______________________________ Abstract is available from the web site of the Seminar: http://lps.elte.hu/lps The Seminar is open to everyone, including students, visitors, and faculty members from all departments and institutes! Format: 60 minute lecture, coffee break, 60 minute discussion. The organizers: Márton Gömöri and András Máté

2 years

[Koglist] [CEU Cogsci Talks] Invitation to the Doctoral Defense of Dominik Garber at the Department of Cognitive Science, Vienna, May 3, 4 pm CET

by Gyorgyne Finta

The Department of Cognitive Science cordially invites you to the public defense of the PhD thesis ABSTRACTION, CONSOLIDATION, AND EXPLICITNESS IN SPATIO-TEMPORAL VISUAL STATISTICAL LEARNING by Dominik Garber FriDAY, May 3, 4 P.M. CET| Room D001 (CEU, Quellenstrasse 51, 1100 Vienna) (Zoom: Meeting: https://ceu-edu.zoom.us/j/91942335617?pwd=RGR4ZjFjaXlmQWxDdzRaUTcyclF1dz09<https://www.google.com/url?q=https://ceu-edu.zoom.us/j/91942335617?pwd%3DRG…> Meeting ID: 919 4233 5617 Passcode: 632589 PRIMARY SUPERVISOR: József Fiser (CEU) SECONDARY SUPERVISOR: Máté Lengyel (CEU/Cambridge) Members of the Dissertation Committee: Eva Wittenberg, Chair, CEU Professor <https://www.sheffield.ac.uk/music/people/academic-staff/renee-timmers> Nicolas Turk-Browne<https://psychology.yale.edu/people/nick-turk-browne>, External examiner, Yale University, and Professor Takeo Watanabe<https://www.brown.edu/academics/cognitive-linguistic-psychological-sciences…>, External examiner Brown University *Anyone not affiliated with CEU wishing to attend in-person in Vienna must RSVP here<https://forms.office.com/e/LK13S1Fzvy> to get access to the lecture hall. ABSTRACT |Visual statistical learning (VSL) describes how humans automatically and implicitly become sensitive to the statistics of visual input in the absence of supervision or reinforcement. Research on VSL usually focuses on learning either temporal or spatial regularities and almost always excludes the influence of prior knowledge. In this dissertation, I present a reconceptualization of VSL as part of a larger human unsupervised learning system operating by combining lower-level spatio-temporal co-occurrence statistics and higher-level top-down biases. I identified three types of higher-level biases affecting statistical learning: (1) pre-existing biases independent of properties of the experiment, (2) biases formed based on the abstraction of learned low-level statistics, and (3) biases based on observed higher-level features of the input. Furthermore, I identified important moderators of this hierarchical learning system: explicit-ness and consolidation of knowledge. Extending the classical spatial VSL paradigm to a transfer learning paradigm, I found that while participants with explicit knowledge could immediately abstract from their acquired representations and generalize to novel input, participants with implicit knowledge showed a structural novelty effect in immediate transfer. This means they were better at learning novel input that was not aligned with what they had learned before. However, after a period of asleep consolidation, participants with implicit knowledge switched their behavior and showed generalization, as the participants with explicit knowledge did before. Using control experiments, I confirmed that this effect is specific to sleep and could not be explained simply by time passing or a time-of-day effect. Furthermore, using matched sample analysis, I demonstrated that differences in the strength of initial learning cannot explain the qualitative differences found between participants with explicit and implicit knowledge. In order to combine the previously disjoint lines of spatial and temporal VSL, I developed a novel spatio-temporal visual statistical learning paradigm. There, spatially defined patterns were unfolding to the observer over time. I demonstrated that implicit learning is possible for spatio-temporal input and provided experimental evidence that the temporal statistics of the input were used for the implicit acquisition of spatial patterns. Furthermore, I showed that when confronting participants with the complexity of spatio-temporal input, top-down, bottom-up interactions naturally emerged, linking this line of research with the VSL transfer learning paradigm described above. I found that both the overall motion direction and the overall arrangement of shapes can bias participants learning and their beliefs about what types of structures are present in the input. Furthermore, by combining the spatio-temporal VSL paradigm with a prediction task, I found that participants with explicit knowledge but not participants with implicit knowledge can use it for prediction, adding to the findings on differences between explicit and implicit representations described above. Overall, this dissertation demonstrates that the narrow limitation and control that enabled the initial success of VSL research need to be carefully and incrementally overcome to understand the role of VSL in the overall human cognitive system. It does so by introducing two new VSL paradigms that enable novel, systematic ways of investigating the human unsupervised learning system. ------------------------------------------------------------------------- Hosted by the Department of Cognitive Science [cid:image001.png@01DA971A.C411B690] ______________________________________________ Subscribe by sending an empty mail to talks-subscribe(a)cogsci.ceu.edu Unsubscribe by sending an empty mail to talks-unsubscribe(a)cogsci.ceu.edu

2 years

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