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4 participants
5922 discussions

[Koglist] Logic and Philosophy of Science Seminar, Antoine Soulas

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. Meeting link (NEW!): LPS seminar | Meeting-Join | Microsoft Teams <https://teams.microsoft.com/l/meetup-join/19%3ameeting_ZWI4MjRmODktNWQ4NC00…> 3 October (Friday) 4:15 PM Room 224 + ONLINE Antoine Soulas Institute for Quantum Optics and Quantum Information, Austrian Academy of Sciences, Vienna An interpretation-independent formulation of the measurement problem ______________________________ Abstract is available from the seminar website: 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. Organizers: Márton Gömöri and Zalán Molnár

7 months, 1 week

[Koglist] talk by Susanne E. Baumgartner

by Vera Konok

Dear All, We are pleased to invite you to an exciting talk by prof. Susanne E. Baumgartner (University of Amsterdam), an expert in the areas of media multitasking, the effects of digital media and digital well-being: *Elusive media effects? How to observe the effects of digital media on youth in real-life* Digital media play a profound role in the lives of children and adolescents. It is therefore crucial to understand potential beneficial and detrimental effects of digital media on youth. Yet, despite a growing body of research, empirical evidence is still limited, oftentimes contradictory and inconclusive. In this research talk, Susanne Baumgartner argues that we need innovative methodological approaches to adequately examine the impact of media in children’s everyday lives. Specifically, methods need to effectively assess media content and the dynamic interplay of media use and individuals. In this research talk, she will showcase a range of studies that employ innovative methodological approaches such as experience sampling, mobile phone tracking, data donations, and intervention studies. Date: *21 October 2025, 17:30-19:00 (CET)* Place: *Faculty of Science, Eötvös Loránd University, 1117 Budapest, Pázmány Péter sétány 1/C, 7th floor, Room 7.110* You can also join the event* online via ZOOM.* *Registration is required *for both online and in-person participation! Register here:* https://forms.gle/9avZPMUamQ9ZeTN29 <https://forms.gle/9avZPMUamQ9ZeTN29>* Facebook event: https://www.facebook.com/events/1122357329432976?acontext=%7B%22event_actio… Webpage: https://www.alphageneration.eu/events/2025/10/digital-minds-speaker-susanne… Bests Vera -- Konok Veronika / Veronika Konok www.alfageneracio.hu www.alphageneration.eu

7 months, 2 weeks

[Koglist] [CEU Cogsci Talks] [Cogsci Dept] CDC Seminar: Gregor Kachel (Leuphana University), Wednesday, September 24th, 4 pm

by Mariem Diane

Dear all, The CEU Department of Cognitive Science invites you to the following talk: Gregor Kachel<https://gregorkachel.github.io/> (Leuphana University) Beyond Iconicity - young children’s comprehension of symbol-referent-relationships in the graphic domain. Children’s developing understanding of symbols in language, gesture or symbolic artefacts is central to their enculturation and demonstrates the growth of cognitive capacities that define the human mind. Language acquisition and literacy are arguably two of the most significant achievements in cultural learning. However, even prior to formal education, children may be highly competent in the graphic domain. In a multi-study project, children were presented with a picture-book-style symbolic object-choice-task in a cross-sectional between-subjects-design. At test, they received various graphic cues by a helpful and knowledgeable cartoon agent directing them at one of two choice options over 16 trials without feedback. Participants’ binary choices were modeled as a function of their absolute age using logistic Bayesian GLMMs to determine when group performance exceeds chance. Whereas previous work on graphic communication has focused almost exclusively on iconicity as a way of creating meaning and compared performance across binned age-groups, this project investigates a wide variety of mapping relationships and allows for a continuous modelling of development across the preschool years in a highly simple, coherent and comprehensive paradigm with robust samples. A first set of studies tested when children comprehend reference based in iconicity, pars-pro-toto, and analogies in shape (S1; N = 106), orientation and position (S2; N = 99) as well as number and size (S3, N = 99). To understand the interplay of cognitive abilities and enculturation, study 4 (N = 224, 48 to 60 months) combined the most reliable items from studies 1-3 with tasks evaluating children’s knowledge of conventional symbols, vocabulary and pragmatic abilities. An additional set of studies was devoted to when children understand arrows and markers (study 5; N = 72). Study 6 (N = 96) explored the interplay of direction and proximity in ambiguous arrow cues and study 7 (N = 48) established when children begin to generalize the tendency to an arrow-like reading to novel asymmetric shapes. Together with an additional investigation of children’s ability to interpret movement in graphic representations (study 8, N = 96), this project provides one of the most comprehensive and coherent investigations of young children’s understanding of symbols in the graphic domain to date. Date: Wednesday, September 24th, 2025 Time: 4 pm (to 5:30 pm) CET Venue: D002-Tiered* (QS Vienna) and Zoom (meeting ID: 969 2496 5784<https://ceu-edu.zoom.us/j/96924965784?pwd=c2duZ0dDMFdEMUthK2Mwa2wzMllEUT09>, passcode: 471712) Chair: Gergely Csibra *Anyone not affiliated with CEU wishing to attend in-person in Vienna must RSVP here<https://forms.microsoft.com/Pages/ResponsePage.aspx?id=E1nE2VN24kuSC72wOGOB…> to get access to the lecture hall. If you want to schedule a meeting with Gregor, please indicate your availability here<https://doodle.com/> by Tuesday, 12pm. Best, Mariem ______________________________________________ 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

7 months, 2 weeks

[Koglist] [CEU Cogsci Talks] Fw: Invitation to the Doctoral Defense of Elisa Wiedemann at the Department of Cognitive Science, Vienna, September 15, 3 pm CET

by Fanni Takatsy

Dear All, This is kind reminder about Elisa's defense today starting at 3 pm in room D001: ________________________________ From: Gyorgyne Finta <Szabor(a)ceu.edu> Sent: Friday, September 12, 2025 3:30 PM To: Fanni Takatsy <TakatsyF(a)ceu.edu> Subject: Invitation to the Doctoral Defense of Elisa Wiedemann at the Department of Cognitive Science, Vienna, September 15, 3 pm CET From: Talks <talks-bounces(a)cogsci.ceu.edu> On Behalf Of Gyorgyne Finta Sent: Monday, September 8, 2025 3:05 PM To: 'talks(a)cogsci.ceu.edu' <talks(a)cogsci.ceu.edu> Cc: Hamilton, Antonia <a.hamilton(a)ucl.ac.uk>; Tal-chen Straussman <talchens(a)yahoo.com> Subject: [CEU Cogsci Talks] Invitation to the Doctoral Defense of Elisa Wiedemann at the Department of Cognitive Science, Vienna, September 15, 3 pm CET The Department of Cognitive Science cordially invites you to the public defense of the PhD thesis SELF-OTHER RELATIONS IN INTERPERSONAL SYNCHRONY by Elisa Wiedemann Monday, September 15, 3 P.M. CET Room D001 (CEU, Quellenstrasse 51, 1100 Vienna) Join Zoom Meeting https://ceu-edu.zoom.us/j/96089305421?pwd=CA0j7jIIlMX1x9ePnD9xh3rVoYZMWa.1<https://www.google.com/url?q=https://ceu-edu.zoom.us/j/96089305421?pwd%3DCA…> Meeting ID: 960 8930 5421 Passcode: 032055 PRIMARY SUPERVISOR: Natalie Sebanz (CEU) SECONDARY SUPERVISOR: Günther Knoblich (CEU) Members of the Dissertation Committee: Ernő Téglás, Chair, CEU Professor Tal Chen Rabinowitch<https://scholar.google.com/citations?hl=en&user=TZ8DD4cAAAAJ&view_op=list_w…>, University of Haifa as External examiner Professor Antonia Hamilton<https://scholar.google.com/citations?hl=en&user=vNqtGKcAAAAJ&view_op=list_w…>, UCL as External examiner *Anyone not affiliated with CEU wishing to attend in-person in Vienna must<https://forms.office.com/e/urY5rGpXgp> RSVP here<https://forms.office.com/e/urY5rGpXgp> to get access to the lecture hall. ABSTRACT |This thesis examines self-other relations in interpersonal synchrony. Taking an experimental approach, we investigated in a series of experiments whether performing the same movements at the same time as another person leads to an increase in self-other overlap, thereby enhancing affiliation. We found that interpersonal synchrony affects perceived, but not motor-level self-other overlap, suggesting that it is likely a social recategorization of the self in relation to others that gives rise to the effects of interpersonal synchrony. In a further qualitative study, we addressed the experience elicited by interpersonal synchrony in discrete and continuous movement contexts, finding that the experience of interpersonal coordination can be described as following a generic diachronic structure made up of three phases: an initial phase of starting, a phase of (non-)adaptation, and a phase of stable coordination. We also found evidence for some structural variations, such as the addition of a phase of experimenting, as well as inter-individual variation, particularly with respect to (non-)adaptation and experimenting. Finally, an experimental study with 18-month-olds considered the phenomenon of interpersonal synchrony in development, examining its effects of self-other alignment and its links to toddlers’ development of a self concept. This study showed that interpersonal (a-)synchrony highlights the (dis-)similarity between self and other but that toddlers’ responses to it differ between measures and with their self-concept development. Overall, the findings presented in this thesis suggest that interpersonal synchrony acts as a cue to group membership by prompting a social recategorization of the self in relation to one’s movement partner(s) and that the context in which interpersonal synchrony occurs affects the way people experience the interaction. Key words: interpersonal synchrony, joint action, subjective experience, development ------------------------------------------------------------------------- Hosted by the Department of Cognitive Science [cid:image001.png@01DC1D9D.0CA8C3D0] ------------------------------------------------------------------------ GyörgyNÉ Finta (Réka) Department Coordinator Department of cognitive SCience --------------------------------------------------------------------------------------- [cid:image002.jpg@01DC1D9D.0CA8C3D0] 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/> --------------------------------------------------------------------------------------- CEU is committed to energy and environmental sustainability www.ceu.hu/sustainability<http://www.ceu.hu/sustainability> [https://ci3.googleusercontent.com/mail-sig/AIorK4wJmntYV9xI46HE4vvhea1QVsjj…] 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

7 months, 4 weeks

[Koglist] {Disarmed} [CEU Cogsci Talks] CDC Seminar: Inbal Arnon (Hebrew University of Jerusalem), Wednesday, September 17, 4 pm

by Mariem Diane

Dear all, The CEU Department of Cognitive Science invites you to the following talk: Inbal Arnon<https://www.arnonlanguagelab.com/> (Hebrew University of Jerusalem) Starting Big: the importance of whole-to-part learning in language learning Why are children better language learners than adults despite being worse at a range of other cognitive tasks? Understanding this can shed new light on the process of first language learning and how it differs from that of second language learning, while also providing us with additional tools for teaching second languages effectively. Many accounts focus on the cognitive or neurological differences between children and adults, which are in many ways irreversible. In my work, I focus instead on the way prior knowledge impacts the linguistic building blocks that children and adults use during learning, and how those early building blocks impact learning outcomes. I will present evidence for the Starting Big Approach: the idea that children's advantage is related to their greater engagement with whole-to-part learning. Specifically, I propose that children rely on both single words and multiword units during learning, while adults do so less (because of their prior knowledge of words), and that this difference can explain (some of) adults' difficulty in learning the relations between words. I draw on developmental, psycholinguistic and computational findings to show that multiword units are integral building blocks in language; that such units are facilitative for learning certain grammatical relations; and that adult learners rely on them less than children, a pattern that can explain differences between L1 and L2 learning. I will end by discussing implications for models of L1 and L2 learning and the possible role of whole-to-part learning in the emergence of linguistic structure. Date: Wednesday, September 17, 2025 Time: 4 pm (to 5:30 pm) CET Venue: D002-Tiered* (QS Vienna) and Zoom (meeting ID: 969 2496 5784<https://ceu-edu.zoom.us/j/96924965784?pwd=c2duZ0dDMFdEMUthK2Mwa2wzMllEUT09>, passcode: 471712) Chair: Gergely Csibra *Anyone not affiliated with CEU wishing to attend in-person in Vienna must RSVP here<https://forms.cloud.microsoft/e/24WRuC1nM8> to get access to the lecture hall. If you want to schedule a meeting with Inbal, please indicate your availability here<https://doodle.com/sign-up-sheet/participate/a50ddc3e-912a-44b9-b5bd-d5ee33…>. Best, Mariem ______________________________________________ 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

8 months

[Koglist] [CEU Cogsci Talks] Invitation to the Doctoral Defense of Magdalena Roszkowski at the Department of Cognitive Science, Vienna, September 10, 3 pm CET

by Gyorgyne Finta

The Department of Cognitive Science cordially invites you to the public defense of the PhD thesis THE ACQUISITION OF PLURAL EXPRESSIONS How children learn to navigate the logical space in the realm of pluralities by Magdalena Roszkowski wednesday, SepteMber 10, 3 P.M. CET Room D001 (CEU, Quellenstrasse 51, 1100 Vienna) Join Zoom Meeting https://ceu-edu.zoom.us/j/98601131162?pwd=20mWML3KBxeyyJr0ksgSYy00O7R5dl.1<https://www.google.com/url?q=https://ceu-edu.zoom.us/j/98601131162?pwd%3D20…> Meeting ID: 986 0113 1162 Passcode: 010834 PRIMARY SUPERVISOR: Ernő Téglás (CEU) SECONDARY SUPERVISOR: György Gergely (CEU) Members of the Dissertation Committee: Natalie Sebanz, Chair, CEU Professor Athulya Aravind<https://scholar.google.com/citations?user=pBeuruUAAAAJ&hl=en>, External examiner, MIT, Associate Professor of Linguistics Professor Jean-Remy Hochmann<https://scholar.google.com/citations?user=IciVLb4AAAAJ&hl=de>, External examiner, CNRS researcher at the Institut des Sciences Cognitives Marc Jeannerod in Lyon *Anyone not affiliated with CEU wishing to attend in-person in Vienna must RSVP here<https://forms.office.com/e/58fW2Sn2PU> to get access to the lecture hall. ABSTRACT |A longstanding and ever-fascinating puzzle is how children acquire language so rapidly and seemingly effortlessly, raising questions about the cognitive prerequisites that enable this process and the expectations that guide it. This dissertation investigates the acquisition of various constructions that involve plural expressions and the related notions of distributivity and cumulativity as well as homogeneity and (non-)maximality. It explores questions concerning children's early representational capacities, the relationship between linguistic representations and conceptual development and principles that support the mapping between language and the world. Specifically, it asks how children come to form complex semantic representations, which expectations about meaning they bring to the learning task and how the acquisition of expressions that encode plurality relates to more general abilities of reasoning about multitudes. The first part examines how children acquire abstract meaning representations in the domain of pluralities and addresses some fundamental questions regarding the acquisition of functional elements. By using a structural priming paradigm we investigate whether preschoolaged children are able to represent cumulative and distributive meanings of ambiguous plural sentences, even before they have mastered the truth-conditions of distributive universal quantifiers. The findings reveal priming effects for both cumulative and distributive interpretations in the absence of overt disambiguating elements, suggesting that children may have available certain logical representations prior to showing adult-like competence with the corresponding lexical items. The second part focuses on the relationship between language and thought and explores the possibility that the conceptual repertoire relevant for quantification is available at an early age. In particular, we investigate whether already preverbal infants are able to deploy the concept of exhaustivity, a notion that may later play a role in the acquisition of universal quantifiers. We present an eye-tracking study which involves a task that allows infants to learn a rule based on the quantificational properties of scenes featuring multiple agents. The results of this inquiry are inconclusive, leaving the question open of whether the concept of exhaustivity is available preverbally. The third part studies how children navigate uncertainty in the application of linguistic expressions. We examine how preschoolers interpret definite singular and plural expressions in scenarios that involve non-maximal and heterogeneous referents through a truth-value judgment task. The findings show that children are receptive to both types of violations, indicating an early sensitivity to the vague nature of language and gaps in the extension of natural language expressions. Taken together the results provide evidence for an early ability to form complex semantic representations and to deal with the uncertainty accompanying linguistic expressions, while also pointing to potential differences between linguistic and non-linguistic representations. ------------------------------------------------------------------------- Hosted by the Department of Cognitive Science [cid:image001.png@01DC1C0D.1A4786C0] ------------------------------------------------------------------------ GyörgyNÉ Finta (Réka) Department Coordinator Department of cognitive SCience --------------------------------------------------------------------------------------- [cid:image002.jpg@01DC1C0D.1A4786C0] 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/> --------------------------------------------------------------------------------------- CEU is committed to energy and environmental sustainability www.ceu.hu/sustainability<http://www.ceu.hu/sustainability> [https://ci3.googleusercontent.com/mail-sig/AIorK4wJmntYV9xI46HE4vvhea1QVsjj…] 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

8 months

[Koglist] [CEU Cogsci Talks] CDC Seminar: Nicolas Baumard (Institut Jean Nicod), Wednesday, September 3, 4 pm

by Mariem Diane

Dear All, The CEU Department of Cognitive Science invites you to the following talk. Nicolas Baumard<https://nicolasbaumards.org/> (Institut Jean Nicod) Title: Revisiting Lorenz’s Kindchenschema: Cuteness as a System for Developmental Engagement Abstract: What is the evolutionary function of cuteness? The dominant view, inspired by Lorenz’s Kindchenschema theory, holds that cuteness evolved to trigger caregiving responses to vulnerable infants. While this care-based model is supported by robust findings on facial features, neural activation, and hormonal responses, it fails to explain a key pattern: we find children cutest not when they are helpless, but when they are sociable, curious, and eager to interact. More surprisingly, we also perceive adults as cute when they display not vulnerability, but naïveté, enthusiasm, and teachability. We propose a developmental investment theory of cuteness, according to which cuteness is not merely a care-eliciting mechanism, but a motivational system that evolved to support various forms of prosocial investment in the development of inexperienced individuals. Drawing on evolutionary anthropology, cognitive neuroscience, developmental psychology and social sciences, we argue that cuteness identifies motivated but inexperienced individuals, and elicits not rescue, but teaching, guidance, and social play. This theory provides a better account of which traits elicit cuteness, what responses they provoke, and how cuteness is strategically deployed. It explains why cuteness can be attractive in romantic interactions, why modern, learning-rich environments foster an explosion of cuteness in media, politics, and product design, and why women disproportionately perform cuteness in patriarchal societies. Finally, we suggest that, over evolutionary time, this system may have contributed to the domestication of other species — and to the self-domestication of our own. Date: Wednesday, September 3, 2025 Time: 4 pm (to 5:30 pm) CET Venue: D-002 (QS Vienna) and Zoom (meeting ID: 969 2496 5784<https://ceu-edu.zoom.us/j/96924965784?pwd=c2duZ0dDMFdEMUthK2Mwa2wzMllEUT09>, passcode: 471712) Chair: Gergely Csibra Best, Mariem *Anyone not affiliated with CEU wishing to attend in-person in Vienna must RSVP here<https://forms.office.com/e/pAk6DcJwzF> <https://forms.office.com/Pages/ResponsePage.aspx?id=E1nE2VN24kuSC72wOGOBhAH…> to get access to the lecture hall. ______________________________________________ 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

8 months, 1 week

[Koglist] {Spam?} BCCCD26 Final Reminder: submissions and reviewer sign-up due September 5th

by Budapest CEU Conference on Cognitive Development

Dear Colleagues, This is a kind reminder that the submission system<https://www.openconf.org/BCCCD26/openconf.php> for the 16th annual BCCCD<https://bcccd.org/welcome.htm> meeting in Budapest, Hungary (January 15-17, 2026) is open for symposia, talks, and posters. Submissions are open until September 5, 2025. We are also welcoming proposals for half-day pre-conference workshops or tutorials relevant to the BCCCD audience. Submissions for pre-conference events are open until October 3, 2025. In addition, we are also seeking volunteer peer reviewers for poster and talk submissions. Reviewers will be asked to review 6 ± 2 abstracts between September 12 and October 10. More information on signing up to review can be found below. WARNING OF SCAM EMAIL BCCCD26 participants have informed us that they received a phishing email from a company falsely claiming to have booked accommodation for the conference on their behalf. Please be aware that no travel agency is affiliated with BCCCD26. If you receive such an email, do not respond or share any personal information, block the sender, and mark the email as spam immediately. IMPORTANT DATES   • Submission deadline: September 5, 2025 • Pre-conference workshop submission deadline: October 3, 2025 • Notification of decision*: November 3, 2025 • Registration opens: November 4, 2025 SUBMISSION GUIDELINES For Individual Talks and Posters: • Submit a 300-word abstract plus a one-page PDF of supplemental material (visible only to reviewers and not included in the final program) at: BCCCD26 Submission Portal<https://www.openconf.org/BCCCD26> For Symposia: • Individual talks in the symposium should be submitted in the same format as regular talks, with a field for the symposium title in the submission form. • Submit a unifying statement of less than 500 words via this form: Symposia Submission Form<https://forms.office.com/e/e31gJNndUd?origin=lprLink> For Pre-conference Workshops and Tutorials: • Submit via this form: Pre-conference events form<https://forms.office.com/e/8TBXxuy3mn?origin=lprLink> More Information: • Detailed submission formats and guidelines are available here<https://bcccd.org/submission.htm>. INVITED SPEAKERS • Amanda Seed<https://www.st-andrews.ac.uk/psychology-neuroscience/people/ams18/> (University of St Andrews) • Lisa Feigenson<https://pbs.jhu.edu/directory/lisa-feigenson/> (Johns Hopkins University) • Luca Bonatti<https://www.icrea.cat/community/icreas/17630/luca-bonatti/> (Universitat Pompeu Fabra) SIGN UP AS A REVIEWER For BCCCD25 Reviewers:   If you wish to review for BCCCD26, please respond to this email by September 5 to confirm your interest.   For New Reviewers:   If you did not review for BCCCD25 but wish to do so this year:   1. Go to https://www.openconf.org/BCCCD26.   2. Under “Review and Program Committees” on the front page, find the “Sign up – Keycode” field.   3. Enter the keycode: revkey-de6c32 4. Fill in your contact details and select the topic areas you would like to review for.   Key Information:   Abstract Assignment: By September 12   Review Deadline: October 10   Number of Abstracts per Reviewer: 6 ± 2 abstracts   Abstract Length: <300 words + 1 page of supplementary material (figures, tables, etc.) Follow us on social media: • Twitter: @CogDevCeu<https://twitter.com/CogDevCeu> • YouTube: Cognitive Development Center CEU<https://www.youtube.com/channel/UCzpeGQx_0_5DkU6xnMYJqNA> *For authors requiring a visa to attend, we can provide a supporting letter shortly after the submission deadline. We look forward to your submissions and participation! Warm regards, Anna Kispál and Bartuğ Çelik BCCCD26 Conference chairs

8 months, 2 weeks

[Koglist] {Disarmed} Fluencia Party on Wednesday - Crafty Bar Tompa utca 26.

by D. Németh

Dear Cognitive Folks, We’re excited to announce that the next Fluencia Party will take place on Wednesday, August 6, starting at 7:00 PM at Crafty Bar (Tompa utca 26). More details can be found here: https://www.facebook.com/events/1482228819601723 Fluencia is a monthly, informal gathering designed for students (both undergraduate and graduate), professors, and researchers across cognitive science, psychology, psychiatry, neurology, and neuroscience. Attendees come from various Hungarian universities, though individuals from other institutions are always warmly welcome! The main goal of Fluencia is to foster interaction, collaboration, and communication among researchers in these related fields. It’s an excellent opportunity to meet new people, discuss your research interests, and, of course, enjoy a relaxing evening with drinks in a friendly atmosphere. Everyone is welcome! Feel free to reach out if you have any questions. Looking forward to seeing you there! Best regards, Dezső ---------------------------------------------- https://nemethlab.com/ <http://www.memory-and-language.com/>

9 months, 1 week

[Koglist] {Spam?} BCCCD26: Second Call for Submissions

by Budapest CEU Conference on Cognitive Development

Dear Colleagues, This is a kind reminder that the submission system<https://www.openconf.org/BCCCD26/openconf.php> for the 16th annual BCCCD<https://bcccd.org/welcome.htm> meeting in Budapest, Hungary (January 15-17, 2026) is open for symposia, talks, and posters. Submissions are open until September 5, 2025. We are also welcoming proposals for half-day pre-conference workshops or tutorials relevant to the BCCCD audience. Submissions for pre-conference events are open until October 3, 2025. In addition, we are also seeking volunteer peer reviewers for poster and talk submissions. Reviewers will be asked to review 6 ± 2 abstracts between September 12 and October 10. More information on signing up to review can be found below. Warning of scan email BCCCD26 participants have informed us that they received a phishing email from a company falsely claiming to have booked accommodation for the conference on their behalf. Please be aware that no travel agency is affiliated with BCCCD26. If you receive such an email, do not respond or share any personal information, block the sender, and mark the email as spam immediately. IMPORTANT DATES   • Submission deadline: September 5, 2025 • Pre-conference workshop submission deadline: October 3, 2025 • Notification of decision*: November 3, 2025 • Registration opens: November 4, 2025 SUBMISSION GUIDELINES For Individual Talks and Posters: • Submit a 300-word abstract plus a one-page PDF of supplemental material (visible only to reviewers and not included in the final program) at: BCCCD26 Submission Portal<https://www.openconf.org/BCCCD26> For Symposia: • Individual talks in the symposium should be submitted in the same format as regular talks, with a field for the symposium title in the submission form. • Submit a unifying statement of less than 500 words via this form: Symposia Submission Form<https://forms.office.com/e/e31gJNndUd?origin=lprLink> For Pre-conference Workshops and Tutorials: • Submit via this form: Pre-conference events form<https://forms.office.com/e/8TBXxuy3mn?origin=lprLink> More Information: • Detailed submission formats and guidelines are available here<https://bcccd.org/submission.htm>. Invited Speakers: • Amanda Seed<https://www.st-andrews.ac.uk/psychology-neuroscience/people/ams18/> (University of St Andrews) • Lisa Feigenson<https://pbs.jhu.edu/directory/lisa-feigenson/> (Johns Hopkins University) • Luca Bonatti<https://www.icrea.cat/community/icreas/17630/luca-bonatti/> (Universitat Pompeu Fabra) SIGN UP AS A REVIEWER: For BCCCD25 Reviewers:   If you wish to review for BCCCD26, please respond to this email by August 15 to confirm your interest.   For New Reviewers:   If you did not review for BCCCD25 but wish to do so this year:   1. Go to https://www.openconf.org/BCCCD26. 2. Under “Review and Program Committees” on the front page, find the “Sign up – Keycode” field.  3. Enter the keycode: revkey-de6c32.  4. Fill in your contact details and select the topic areas you would like to review for.   Key Information:   * Abstract Assignment: By September 12   * Review Deadline: October 10   * Number of Abstracts per Reviewer: 6 ± 2 abstracts   * Abstract Length: <300 words + 1 page of supplementary material (figures, tables, etc.) Follow us on social media: • Twitter: @CogDevCeu<https://twitter.com/CogDevCeu> • YouTube: Cognitive Development Center CEU<https://www.youtube.com/channel/UCzpeGQx_0_5DkU6xnMYJqNA> *For authors requiring a visa to attend, we can provide a supporting letter shortly after the submission deadline. We look forward to your submissions and participation! Warm regards, Anna Kispál and Bartuğ Çelik BCCCD26 Conference chairs

9 months, 2 weeks

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