coggroup January 2018

coggroup@mx1.psych.mcgill.ca

2 participants
6 discussions

[Coggroup] No CRAM February 2
by Mehrgol Tiv 29 Jan '18

29 Jan '18

Dear all, There will be no CRAM session this Friday, February 2—the talks will recommence next week. The full schedule of CRAM speakers for this semester can be found here<https://www.mcgill.ca/psychology/events-colloquia-0/brownbag-series>. ___________________________________ Mehrgol Tiv Ph.D. Student, Psychology, McGill University Language and Multilingualism Lab *mehrgoltiv.com<http://mehrgoltiv.com>

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[Coggroup] talk- Amanda Woodward (Chicago) - How is infants' social learning shaped by their social environments?
by Kris Onishi 25 Jan '18

25 Jan '18

Dr. Amanda Woodward (University of Chicago) https://humdev.uchicago.edu/directory/amanda-woodward http://woodwardlab.uchicago.edu/ When: Thursday, February 1st at 16h00 Title: How is infants' social learning shaped by their social environments? Where: Concordia U, Loyola campus, SP-157 Abstract: Much of what children learn early in life comes to them by way of other people. The ability to be an adept social learner is both a hallmark of human nature and an engine for early development. By the time they are 18 months of age, infants have learned a great deal about the ways of acting, talking and interacting that are particular to their social communities. How do they do it? One class of scientific answers to this question focuses learning episodes in which an adult intentionally communicates the to-be-learned information in a kind of child-directed pedagogy, for example, by drawing the infant's attention and then pointing to and labeling a referent or demonstrating the appropriate use of an artifact. In these situations, the adult does much of the heavy lifting by directing the infant's attention and making salient the information that is to be learned. It has been suggested that child-directed pedagogical interactions provide the ideal conditions for the transmission of cultural information, and that infants are adapted to be responsive to these contexts (see Shneidman & Woodward, 2016 for a review). On the other hand, most of children's daily experience does not involve child-directed teaching, and there is likely to be information to be gleaned by the smart observer from watching the actions of others during those times. Learning in these situations requires the child to direct his or her own attention and actions strategically. Cross- cultural studies have suggested that in some communities school-aged children are particularly skilled at doing this, learning just as readily from observation as from teaching (e.g., Gaskins & Paradise, 2010; Rogoff, 2003). A question is whether infants are similarly flexible in their ability to learn across varied social contexts, or whether, instead, infants' social learning is heavily dependent on adult teaching. In this presentation, I'll describe studies that seek answers to this question by examining the learning propensities and daily environments of 18-month-old infants in two cultural contexts: a large city in the U.S. and rural Mayan community in Mexico. A starting point of these studies was to ask whether, and how, infants' approach to learning varies as a function of the prevalence of child-directed teaching in their lives. Observational studies have documented that the two communities differ in this regard. Whereas child-directed teaching is relatively common in the lives infants in the urban U.S., it is relatively uncommon in the lives of rural Mayan infants. We tested both groups of infants in laboratory procedures in which novel actions and novel words were introduced, either by child-directed teaching or by being available for infants to observe in other people's interactions, and then we tested whether infants learned and remembered the words and actions. If infants are initially dependent on adultsâ teaching, we would expect infants in both communities to show similar patterns in social learning-- with both groups learning taught information more readily that observed information. On the other hand if even very young learners are flexible, we predict that infants may learn in both contexts, and that the two groups of infants will show different learning patterns that correspond to regularities in their social environments. In some ways, the two groups responded similarly. Both U.S. and Mayan infants showed above baseline learning for both taught and observed information, suggesting that across variation in the prevalence of teaching, infants are able to glean social information relatively broadly. In other ways, the two groups of infants responded differently. US infants showed a propensity to respond to child-directed teaching more strongly than to observed events, whereas Mayan infants seemed equally able to learn from both kinds of experiences (Shneidman et al., 2016; Burke et al., 2017). That is, infants showed evidence of shaping their learning to fit with regularities in their experience (see also Shneidman et al., 2009). Our findings also revealed differences we had not anticipated. For example, in an analysis of videos of each infant at home, we sought to characterize the prevalence of child-directed teaching each infant experienced. But the difference that was most obvious was that Mayan infants spent far more time alone, in self-directed activity, than did U.S. infants. Longer bouts of time alone were associated with the infant engaging in more extended, and more complex actions on objects, suggesting that time alone has some benefits (Basargekar et al., 2017).

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[Coggroup] talk by Diane Poulin (fwd)
by Kris Onishi 22 Jan '18

22 Jan '18

---------- Forwarded message ---------- Please see attached poster for a talk sponsored by the Concordia Centre for Cognitive Science The developmental origins of selective social learning Date: Jan. 24, 2018 at 17:00 Concordia?s Hall Building, H-527 1455 de Maisonneuve W. info: cognitivescience(a)concordia.ca Charles Reiss for C3S

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[Coggroup] No CRAM January 26
by Mehrgol Tiv 22 Jan '18

22 Jan '18

Dear all, There will be no CRAM session this Friday, January 26, due to the Hebb lecture occurring in the afternoon (https://www.mcgill.ca/psychology/events-colloquia-0/hebb-lecture-series). A full schedule of CRAM speakers for this semester can be found here<https://www.mcgill.ca/psychology/events-colloquia-0/brownbag-series>. ___________________________________ Mehrgol Tiv Ph.D. Student, Psychology, McGill University Language and Multilingualism Lab *mehrgoltiv.com<http://mehrgoltiv.com>

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[Coggroup] CRAM Session: January 19
by Mehrgol Tiv 19 Jan '18

19 Jan '18

Dear all, The CRAM (Cognitive Research at McGill) Sessions will continue with the second graduate student data blitz this Friday, January 19 (11:45-12:45 in Room 735 of 2001 McGill College). See below for the schedule of graduate student presentations. The full speaker list can be found here<https://www.mcgill.ca/psychology/events-colloquia-0/brownbag-series>. Todd Vogel, Roy Lab The effects of reward on the trade-off between task performance and pain perception. Lauri Gurguryan, Sheldon Lab Pushing boundaries: The effect of boundaries on temporal memory Pauline Palma, Titone Lab Cross-language lexical ambiguity processing during bilingual reading: an eye-tracking study ___________________________________ Mehrgol Tiv Ph.D. Student, Psychology, McGill University Language and Multilingualism Lab *mehrgoltiv.com<http://mehrgoltiv.com/>

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[Coggroup] CRAM Session: January 12
by Mehrgol Tiv 12 Jan '18

12 Jan '18

Dear all, The CRAM (Cognitive Research at McGill) Sessions will kick off this Friday, January 12 (11:45-12:45 in Room 735 of 2001 McGill College) with a graduate student data blitz. This Friday, three students will give brief presentations of ongoing projects with three more presenting next week (January 19). See below for the schedule of graduate student presentations. In the following weeks we will continue to feature diverse faculty talks (researchers whose work is directly related to cognitive science as well as others who indirectly study topics related to cognition) from our department as well as other departments and universities in Montreal. January 12: Naomi Vingron (Titone Lab), Kevin da Silva Castanheira (Otto Lab), Pauline Palma (Titone Lab) January 19: Todd Vogel (Roy Lab), Lauri Gurguryan (Sheldon Lab), Mehrgol Tiv (Titone Lab) Please join us at this event! The full speaker list can be found here<https://www.mcgill.ca/psychology/events-colloquia-0/brownbag-series>. ————————————— Naomi Vingron, Titone Lab What The Eyes Tell Us About How Bilinguals Visually Encode Linguistic Landscapes In our daily lives, we encounter visual input from a linguistic landscape comprised of images and text, such as signs, billboards, and others. Linguistic landscapes reflect the culture and attitudes of a geographically linked population, in a manner that is jointly and iteratively determined by legal or societal top-down provisions, and bottom-up needs and attitudes of individuals. For example, in the functionally multilingual city of Montréal, Quebec, the linguistic landscape straddles multiple languages, mostly French and English, in ways that are legally regulated to maintain vitality of French, its official language. However, variations in signage (legal or otherwise) naturally emerge from the needs and inclinations of Montréal’s residents, approximately 56% of whom are bilingual or multilingual. While much is known about linguistic landscapes sociolinguistically, much less is known about how linguistic landscapes impact people living within particular environments psycholinguistically. For example, where do people look when they encounter linguistic landscapes? Do they read text that is most prominent, that matches the languages they know best, objects that support text interpretation, all of the above? Building upon the bilingual reading literature (reviewed in Whitford, Pivneva, & Titone, 2015) and scene viewing literature (reviewed in Rayner et al., 2001), we have developed a program of research that uses eye tracking to monitor French-English bilinguals’ eye movements as they view naturalistic linguistic landscape images (Vingron, Gullifer, Hamill, Leimgruber, & Titone, 2017). We have created artificial linguistic landscape images that systematically manipulate L1 and L2 text position and visual prominence of text and objects in order to study the way bilinguals engage in real-world text processing. Kevin da Silva Castanheira, Otto Lab Confidence in Risky Value-Based Choice Pauline Palma, Titone Lab Cross-language lexical ambiguity processing during bilingual reading: an eye-tracking study. This talk will present data collected by the Language and Bilingualism Lab (led by Dr. Titone) that I am currently analyzing. The goal of this project was to examine cross-language lexical ambiguity processing in French-English bilingual readers. Bilingual readers are continuously faced with pervasive ambiguity, not only within their L2 or their L2, but also between L1 and L2. Previous research (Schwartz, Yeh, & Shaw, 2008), using lexical decision, indicated more difficulties in the processing of homographs which shared a meaning with Spanish (L1) (cognate homographs) than purely English (L2) homographs. Our goal is thus to determine whether such a difference can be found in a natural reading task, though the analysis of eye-movement measures. ___________________________________ Mehrgol Tiv Ph.D. Student, Psychology, McGill University Language and Multilingualism Lab *mehrgoltiv.com<http://mehrgoltiv.com>

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coggroup January 2018