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.