5 May
2015
5 May
'15
2:56 p.m.
The Marie Skłodowska-Curie Actions (MSCA) Innovative Training Networks
(ITN) PredictAble invites applications for twelve positions for Early
Stage Researchers (ESRs), available from September 1st, 2015.
http://www.uni-potsdam.de/predictable/job-openings.html
The network studies the cognitive mechanisms that underlie typical and
atypical development of spoken and written language taking a
cross-linguistic perspective with a unique and novel combination of
cutting-edge approaches and techniques for studying mono- and bilingual
children.
Collaborating partners are the University of Potsdam (Germany),
CNRS-Université Paris Descartes (France), University of Jyväskylä
(Finland), University Pompeu Fabra (Barcelona, Spain), and NIRx
Medizintechnik GmbH (Berlin, Germany).
Open positions
*
ESR1 (Finland)
Development of continuous speech tracking and speech production in
typical and language delayed children.
*
ESRs 2 & 3 (Germany, France)
Perception of relevant acoustic cues in early talkers, on-time talkers
and late talkers – electrophysiological and hemodynamic markers of
underlying mechanisms: evidence from German (ESR2) and French (ESR3)
*
ESR4 (Spain)
Multilingual exposure and development of early phonology
*
ESR5 (Germany)
Relations between spoken language and reading acquisition in children
with or without risk for dyslexia.
*
ESRs 6, 7, & 8 (Germany, France)
Phonological, morphological and lexical effects on word learning in
children with low and high vocabulary: Evidence from German (ESR6),
French (ESR7), and Hungarian (ESR8)
*
ESR9 (Spain)
Multilingual exposure and integration of cross-modal information:
Consequences for language and social development
*
ESR10 (Spain)
Strategies of early word acquisition in different linguistic populations
*
ESR11 (Finland)
Neurocognitive development of phonology, word recognition and reading
in children with or without risk for dyslexia.
*
ESR15 (Finland)
Neural processes of word recognition and reading fluency in children
with dyslexia and comorbid ADHD.