*Summer Internship at the Language Learning Lab*
The Language Learning Lab at Boston College (L3@BC), directed by Dr. Joshua
Hartshorne, is seeking undergraduate research assistants for Summer 2018.
Students who desire more research experience and seek opportunities to
contribute to various stages of the scientific process are encouraged to
Application deadline is February 1, 2018.
– The program will last 10 weeks (tentatively June 11 – August 17).
– The position is full-time (up to a 40 hour work week).
– The lab is located on the main campus of Boston College, which allows
full access to the many opportunities in the city of Boston.
– This is a paid position. Each intern will receive a stipend for the
– Students should be current undergraduate students with a major in
Psychology, Computer Science, or a related field.
– Preference will be given to applicants with previous research
experience and experience with children.
You can find more information about the position here.
Please contact the lab manager
<email@example.com> with any questions.
The Connecticut Institute for the Brain and Cognitive Sciences (CT IBACS) is inviting applications to its Graduate Fellowship Program.
These 3-month fully funded summer fellowships are intended for graduate students working on topics with relevance (broadly construed) to the Brain and Cognitive Sciences. IBACS Graduate Fellows attend a short grant-writing workshop at the start of the summer period (May 14 & 16, 2018), and will be expected to submit an application to the NSF GRFP, NRSA (pre- or post-doctoral fellowship), or equivalent, in the Fall.
Deadline for receipt of applications is December 8th.
Graduate students who are not US citizens are eligible to apply, and are expected to work with their advisor to develop an external research proposal if they are not eligible for graduate fellowships. Students who were fellows in 2016 or 2017 may apply if they submitted the external grant proposal they developed last year and it was not funded, with the expectation that they will revise their previous grant or develop a new one.
Please refer to the full details here.
The Fall 2017 issue of the IBACS Brain, Cognition and Language Digest, on the topic of Bilingualism, has just been published.
Feel free to review it online here, or stop by the Institute on th 3rd Floor of Arjona to pick up a hard copy.
Chris Heffner (PostDoc) and Lauren Powers (UConn KIDS Recruitment Coordinator) will be hosting two information sessions for Living Lab.
The Living Lab is located in the Connecticut Science Center in Hartford. This interactive Lab space is a resource available to faculty and graduate researchers at UConn for purposes of data collection on site with public museum visitors.
Wednesday 11/29 at 12:00pm in Laurel Hall room 106
Friday 12/1 at 3:00pm in Laurel Hall Room 106
If you are unable to attend one of the sessions but would like more information, please contact Lauren Powers
Treatment studies have shown pre to post changes in reading circuits with evidence based remediation of reading disability, establishing the neural signature of successful treatment outcome. However, insight into the neurobiological mechanisms by which treatment produces these consequences/outcome requires monitoring modulations of key brain regions throughout the course of treatment and such data are lacking.
In the current research, we are following children with reading difficulties in 2nd Grade through an evidence-based training program. Cognitive testing and functional MRI scanning before and after the intervention at the University of Connecticut Brain Imaging Center (UConn BIRC) with comparisons to untreated RD and TD control groups will allow for the identification of key neurocognitive factors associated with response to treatment. We will also obtain nine recordings of brain activity at Haskins Laboratories using functional Near-Infrared Spectroscopy (fNIRS) imaging throughout 20 weeks of instruction to identify how online modulation of circuits during treatment relates to weekly measures of reading performance – growth spurts (or regressions) over the course of treatment. This dynamic tracking study will yield new insights into how evidence-based training modulates brain organization for learning to support reading gains and why it fails to do so for some children. This is an NIH funded project under the direction of PI Dr. Ken Pugh of UConn & Haskins Laboratories.
We are looking for assistance running the functional MRI scans at the UConn BIRC. This is an excellent opportunity for those looking to gain hands on experience working with clinical populations and cutting-edge neuroimaging techniques. In addition to administering the fMRI task paradigms, we are looking for people who are comfortable working with children and interacting with families. Available hours must be flexible with most scans likely to be during the early evening hours or weekends. If you are interested, please contact Devin Kearns <firstname.lastname@example.org> or Steve Frost <email@example.com>.
Lab Manager Position
Language Learning Lab
The Language Learning Laboratory at Boston College, directed by Dr. Joshua
Hartshorne, invites applications for full-time research assistants. Our
research sits at the intersection between linguistics, neuroscience,
artificial intelligence, and psychology. Our strategy is to leverage new
and emerging technologies to address previously unanswerable scientific
questions. This includes massive crowdsourcing efforts (our website,
gameswithwords.org, has been visited by over 2,000,000 volunteer
The only requirements for this position are a bachelor’s degree or
equivalent (in hand by start date), diligence, and the ability to work in
teams. However, valuable skills and experiences include: prior research
experience, training in linguistics, knowledge of non-English languages,
computer programming or statistical skills, and experience with science
outreach and public engagement. Lab managers will be engaged primarily in
research or in administration and project management, depending on
interests and abilities.
You can learn more about this position at http://l3atbc.org/PostBac.html
Review will begin on 11/15/2017 and continue until the position is filled.
All questions can be directed to firstname.lastname@example.org.
Dear all, please see the call for abstracts for an upcoming ECOM workshop here at UConn. We encourage submissions from interested UConn community members as well as external researchers.
The Expression, Communication, and Origins of Meaning (ECOM) Research Group is pleased to announce that it will be hosting its fifth interdisciplinary workshop this April, entitled “Emotions and Expressions”, to be held April 20-21, 2018 at the University of Connecticut.
This workshop brings together researchers who are currently working on the nature of emotions and their development, as well as their social and moral significance, and the varieties of emotion expressions – linguistic and nonlinguistic, in both humans and nonhuman animals.These topics lie at the intersection of several fields: philosophy, psychology, linguistics, communication studies, ethology, and neuroscience. Discussing these issues could benefit from productive interdisciplinary exchange – to which we hope to contribute with this workshop.
We invite substantive abstracts (approx. 1 page) of short papers by junior researchers (25-30mins) on the topics of the conference. For the purposes of this event, “junior researchers” includes untenured faculty, postdocs and graduate students.
Please submit abstracts or papers in PDF format to Nathan Kellen by January 15, 2018. (Authors of accepted papers will be notified within a few weeks.)
The Psychological Sciences Colloquium Series presents:
Gary Lupyan, Department of Psychology, University of Wisconsin, Madison
3:30pm in BOUS A106
Talk: From perception to symbolic thought: how language augments human cognition
It is a common refrain that language is one of the defining traits of our species. Yet for all its claimed importance, most cognitive scientists work under the assumption that language, while important for communicating pre-existing thoughts, plays a minor if any role in their construction. I will argue that this view is mistaken and that words play a much more central role in creating meaning than is generally acknowledged. Using a wide range of empirical evidence, I will show that even in linguistically savvy adults, the use of language actively modulates “nonverbal” mental processing from low-level perception to higher-level reasoning. On the presented view, some of the unique aspects of human cognition stem from the power of words to flexibly transform mental representations into more categorical states. This view has immediate consequences for understanding the cognitive consequences of learning and using language and for questions concerning linguistic relativity.
Science and Story
The Role of Narrative in Modern Research
Digital Media & Design, University of Connecticut
Wednesday, 6 December, 2017, 3:30pm
Konover Auditorium, Dodd Center
Reception to follow
Sponsored by the CT Institute for the Brain and Cognitive Sciences (IBACS)
and the training program in Science of Learning & the Art of Communication (SLAC)
In today’s crowded and increasingly competitive research environment, it is more important than ever for scientists to take an active role in communicating the importance of their work to as broad an audience as possible. The ability to recruit collaborators, attract funding, and effectively report results requires clear, concise communication. As emerging research challenges focus on fundamentally transdisciplinary questions, the ability to communicate among a diverse cohort is becoming an integral component of the conduct of research within laboratories, not just a supplementary activity that occurs outside of them. This talk addresses some of the fundamental principles that can guide effective communication, and introduces a conceptual framework that can serve as a scaffold for communication strategies of any scope.
Tim Miller has spent a career grappling with the question of how to best share scientific ideas. Following a graduate education in engineering, his work turned to journalism and the arts, and his resume includes appointments at the Boston Museum of Science, the Harvard School of Engineering and Applied Sciences, the University of Southern California’s Entertainment Technology Center, and the Alan Alda Center for Communicating Science. He is currently a Visiting Assistant Professor of Digital Media at UConn’s School of Fine Arts, and a co-PI on the recently awarded NSF Research Traineeship (NRT) grant: “Science of Learning and Art of Communication”. He has lectured at museums, universities, and professional societies across the country, and is the author of “Muse of Fire: Storytelling and the Art of Science Communication.”
Dr. Ruth Grossman, Emerson College
Friday (10/27) from 12:20-1:10 in Bous 162
Title: First Impressions Matter: Social judgments, gaze patterns, and facial movements of adolescents with and without ASD
Abstract: We quickly form first impressions during social interactions. In the case of encounters with individuals on the autism spectrum (ASD), those first impressions are often negative. In this talk I will present data and research questions regarding the formation of those first impressions, the gaze patterns to individuals with and without ASD, and the facial expression movements that may underly that first impression formation.