tag:blogger.com,1999:blog-83229871706269229292024-02-08T06:36:21.091-08:00IHD Seminar SeriesInstitute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.comBlogger81125tag:blogger.com,1999:blog-8322987170626922929.post-81502737482754451542016-04-15T10:01:00.000-07:002016-04-15T10:01:21.330-07:00Center on the Developing Adolescent: Tuesday, April 15-Cheryl Sisk<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<i><strong>Adolescent Maturation of Social Behaviors: Multi-tasking by Testosterone</strong></i></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
Adolescent development includes maturation of social cognition, which involves the perception of social cues and selection of a context-appropriate behavioral response. Social reward and the incentive salience of social cues are necessarily revised during adolescence as the social hub switches from family to peers. Social proficiency is acquired via behavioral adaptations to social experience. Using male Syrian hamsters to study underlying neuroendocrine mechanisms, we found that adult, but not juvenile, males form a conditioned place preference (CPP) to female chemosensory stimuli, indicating that this social cue is not rewarding prior to puberty. Testosterone-treated juvenile males do form a CPP to female odors, and this CPP is prevented by the dopamine receptor antagonist haloperidol. We next identified an example of social proficiency in adult hamsters, i.e., a decrease in misdirected mounts with repeated sexual experience. Male hamsters deprived of testosterone during adolescence do not show this behavioral adaptation, even after testosterone replacement in adulthood. Over-expression of the transcription factor FosB into the ventral prefrontal cortex of these males restores the ability to reduce misdirected mounts with sexual experience. Our studies thus show that 1) the perception of female odors as rewarding is activated during puberty by testosterone via a dopamine receptor-dependent mechanism, and 2) the ability to acquire social proficiency is organized by pubertal testosterone, likely involving structural reorganization of the prefrontal cortex.</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
This talk will be held on Tuesday, April 19 in 3105 Tolman, 2:00-3:30pm/</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
</div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-40998005699098447652016-03-08T10:05:00.002-08:002016-03-08T10:05:47.736-08:00Center on the Developing Adolescent: Tuesday, March 15-Gamification Panel<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
The next event for the Center on the Developing Adolescent will be a Gamification Panel with Melina Uncampher is an Assistant Professor in the Department of Neurology at Stanford University, Elizabeth Ozer is a Professor of Pediatrics at UCSF, Sandi McCoy is an Assistant Adjunct Professor of Epidemiology at UC Berkeley School of Public Health, and Raluca Buzdugan is a Research Scientist in the UC Berkeley School of Public Health. A description of Gamification and the participants' bios are described below. </div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
We hope you can join us on Tuesday, March 15 from 2:00-3:30pm in 3105 Tolman. </div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Gamification Panel Description</b></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
Gamification, the use of game design elements in non-game contexts, maximizes adolescents’ desire for arousing experiences in social contexts. Gamification creatively modifies positive attitudes towards activities that individuals are unmotivated to undertake by embedding them in game-like environments. Many components of gamification draw upon developmentally informed behavior change strategies. Specifically, gamified interventions leverage adolescents’ sensitivity to social context by involving collaboration and/or competition among players and their enhanced reward processing by awarding points, prizes or other rewards for targeted outcomes. Games also provide a virtual context for novel learning so adolescents have the opportunity to test out some decision making trajectories and learn from experiencing positive or negative outcomes. Drawing on self-determination theory, external rewards used in gamification (i.e., points, badges, leaderboard position) become internalized and motivate people by leveraging their basic needs for autonomy, cooperation, competition. Gamification has been used to address a range of adolescent health topics including sexual health, classroom behavior, substance use and violence prevention, and depression. In partnership with an exciting team of panelists, Ron Dahl will discuss the unique opportunities for applying gamification principles in interventions and programs for adolescents.</div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Panelists: </b></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Raluca Buzdugan</b><span class="Apple-converted-space"> </span>is a Research Scientist in the UC Berkeley School of Public Health. She as a growing interest in applications of innovative behavior change strategies –such as gamification– to health interventions, with a focus on HIV prevention and reproductive and maternal health. She is currently applying gamification principles in low-resource settings, including Mexico and Zimbabwe.</div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Sandi McCoy</b><span class="Apple-converted-space"> </span>is an Assistant Adjunct Professor of Epidemiology at UC Berkeley School of Public Health. Her research focuses on HIV and STIs with a specific emphasis on food insecurity, health disparities, economic empowerment and impact evaluation. She has become interest in how gamification principles can be integrated into interventions.</div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Elizabeth Ozer</b><span class="Apple-converted-space"> </span>is a Professor of Pediatrics, the Co-Director of the Fellows Research Training in the Division of Adolescent Medicine, and the Director of Research & Evaluation for the Office of Diversity and Outreach at UCSF. She is interested in using interactive technology and gamification in preventive interventions to promote competence and healthy behavior in adolescents.</div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; color: #222222; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Melina Uncampher</b><span class="Apple-converted-space"> </span>is an Assistant Professor in the Department of Neurology at Stanford University. She investigates whether technology and media are associated with cognitive and neural differences and using fMRI and behavioral assessment of media use and cognitive functioning.</div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-939970798930204052016-03-08T10:02:00.000-08:002016-03-08T10:02:06.734-08:00IHD/Developmental Seminar: March 14, Alison Miller Singley<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"> </span><br />
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; direction: ltr; font-family: arial, sans-serif; font-size: 12.8px; font-variant: normal; letter-spacing: normal; line-height: normal; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="color: black; font-family: Calibri; font-size: 12pt; vertical-align: baseline;"><em><strong>Mathematical Reasoning from an Eye-Tracker’s Perspective</strong></em></span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="color: black; font-family: Calibri; font-size: 12pt;">Relational reasoning</span><span style="color: black; font-family: Calibri; font-size: 12pt; vertical-align: baseline;"> </span><span style="color: black; font-family: Calibri; font-size: 12pt; vertical-align: baseline;">supports learning in many domains of knowledge, as integrating sets of relations allows one to make new inferences and understand broader conceptual systems. In the domain of fractions, the traditional notation is inherently relational, and comparing fractions is especially so, requiring the evaluation of relations both within and between fractions. The first study explored whether and how relational reasoning is associated with performance on a fraction comparison task in a group of children just learning fractions. A second study delved deeper into adults’ mathematical problem-solving approaches, as revealed by gaze patterns. Findings support existing theories that both relational reasoning and domain-specific knowledge are critical to mathematical reasoning.</span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; direction: ltr; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="color: black; font-family: Calibri; font-size: 12pt; vertical-align: baseline;"><br /></span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; direction: ltr; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; margin-bottom: 0pt; margin-left: 0in; margin-top: 0pt; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="color: black; font-family: Calibri; font-size: 12pt; vertical-align: baseline;">This talk will be held on Monday, March 14 in 3105 Tolman, 12:00-1:30.</span></div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-69503356847940694132016-03-02T09:02:00.000-08:002016-03-02T09:02:51.757-08:00Developmental/IHD Seminar: March 7, Adrienne Wente<br style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;" /><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><em>Desire as a constraint on young children’s reasoning</em></span><br style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;" /><br style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;" /><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">This talk will explore how desires constrain young children’s </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">reasoning. Three studies will be discussed. The first explores over</span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">optimism in children, the second explores the relationship between </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">children’s beliefs about free will and self-control, and the third</span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">looks at how culture influences children’s concept of choice. Taken </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">together, these studies suggest that desires initially constrain young </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">children’s reasoning, and this constraint is counteracted through </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">culturally variable experience.</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">This talk will be held in 3105 Tolman, 12:00-1:30pm.</span>Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-62020748930281564682016-01-27T09:30:00.000-08:002016-04-27T13:57:15.050-07:00Center on the Developing Adolescent Spring 2016 Speaker Series<span style="font-size: large;">All talks are held in 3105 Tolman, 2:00-3:30.</span><br />
<br />
<br />
<strike><strong>February 16</strong> <strong>David Kirp</strong>, UC Berkeley Goldman School of Public Policy </strike><span style="color: #cc0000;">Cancelled</span><br />
<br />
<br />
<strong>March 1</strong> <strong>Thao Ha</strong>, Arizona State University Institute for Interdisciplinary Salivary Bioscience Research<br />
<br />
<br />
<strong>March 15</strong> <u>Gamification Panel</u>: <strong>Raluca Buzdugan</strong> (UC Berkeley School of Public Health), <strong>Sandi McCoy</strong> (UC Berkeley School of Public Health), <strong>Elizabeth Ozer</strong> (UCSF Pediatrics and Division of Adolescent Medicine), <strong>Melina Uncampher</strong> (UCSF Sandler Neuroscience Center)<br />
<br />
<br />
<strong>April 19</strong> <strong>Cheryl Sisk</strong>, Michigan State University Behavioral Neuroscience Program<br />
<br />
<br />
<strong>April 26</strong> <strong>Chris Monk</strong>, University of Michigan Translational & Developmental Neuroscience<br />
<br />
<br />
<strong><strike>May 3</strike></strong><strike> </strike><strong><strike>Jennifer Skeem</strike></strong><strike>, UC Berkeley School of Social Work and Goldman School of Public Policy</strike> <span style="color: red;">Cancelled</span>Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-48897860235763080002016-01-25T11:55:00.000-08:002016-01-25T11:55:12.891-08:00Developmental Psychology & IHD Seminar Series, Spring 2016<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";">All talks are held in 3105 Tolman, 12:00-1:30pm</span></b><br />
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";">(1/25)</span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>2/1</b><span style="mso-tab-count: 1;"> </span>Prof. Stella Christie, Dept. of
Psychology, Swarthmore College</span></div>
<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #222222; font-family: "arial" , "sans-serif";">Title:</span></b><span style="background: white; color: #222222; font-family: "arial" , "sans-serif";">
Learning by Alignment</span><span style="color: #222222; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><br />
<b style="mso-bidi-font-weight: normal;"><span style="background: white;">Abstract:</span></b><span style="background: white;"> Comparison is ubiquitous, but to learn something
useful from a comparison you have to align. In this talk I discuss the process
of alignment and its results for learning. First, I show that alignment
produces learning of new relational concepts whereas simply seeing two
exemplars does not. Second, young children take alignment into account when
learning from others—they prefer to learn from people who use informative
alignment. Third, alignment plays a role in social cognition—young learners
engage in an alignment process to decide whom they want to socially imitate.</span></span><br />
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><strong>(2/8)</strong><span style="mso-tab-count: 1;"> TBD</span></span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>2/15</b> – President’s day holiday</span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>2/22 </b><span style="mso-tab-count: 1;"> </span>Ariel Starr (Postdoctoral fellow, UCB)</span></div>
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";">Title:</span></b><span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"> </span><span style="color: #222222; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";">From Magnitudes to Math: Developmental Precursors of
Quantitative Reasoning </span><br />
<b style="mso-bidi-font-weight: normal;"><span style="background: white; color: #222222; font-family: "arial" , "sans-serif";">Abstract:</span></b><span style="background: white; color: #222222; font-family: "arial" , "sans-serif";"> The uniquely human mathematical mind sets us apart from all
other animals. How does this powerful capacity emerge over development?
Although humans typically think about number symbolically, we also possess
nonverbal representations of quantity that are present at birth and shared with
many other animal species. These primitive numerical representations are
thought to arise from an evolutionarily ancient system termed the Approximate
Number System (ANS). My research aims to determine how these preverbal representations
of quantity may serve as the foundation for more complex quantitative reasoning
abilities through two primary lines of research: 1) How do representations of
number relate to representations of other quantities in infancy and early
childhood? 2) How do these representations support the acquisition of symbolic
math skills? Taken together, this research suggests that number is a salient
feature of the environment throughout early childhood and demonstrates that
approximate number representations can be used as building blocks for the
acquisition of symbolic math skills.</span><br />
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>2/29</b><span style="mso-tab-count: 1;"> </span>Daniel Dukes (Visiting graduate student, </span><span style="font-family: "arial" , "sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi;">University of Geneva,
Switzerland</span><span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";">)</span><br />
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";">Title:</span></b><span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"> </span><span style="font-family: "arial" , "sans-serif"; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-weight: bold; mso-bidi-theme-font: minor-bidi;">Affective Social
Learning and the Role of Interest</span></div>
<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";">Abstract:</span></b><span style="mso-tab-count: 1;"> </span>Newcomers to any culture have not
only to learn about the nature of the different components of their environment
(semantic knowledge) and about how to use those components<span style="mso-spacerun: yes;"> </span>(procedural knowledge), they also have to understand
how the members of their new cultural group value those objects (Clément &
Dukes, 2013). This, we argue, is accomplished through <i>Affective Social
Learning</i> (ASL) - an umbrella term coined to organize concepts such as
social referencing and social appraisal, which highlight the use of other
people's affective expressions to learn about the environment, in terms of the
necessary ostensive input of the 'teacher' (Clément & Dukes, under review).<span style="mso-tab-count: 1;"> </span><br />
In this presentation, this term will
be introduced and the (understudied) emotion of interest will be investigated
as a candidate for being the 'oil in the ASL machine'. For example, in one
study, while 12 month olds choose an object significantly more often than
chance that had previously been looked at with <i>interest</i> by a
third-party, 15 month olds chose the other object significantly more often than
chance which had been previously looked at with <i>disinterest</i>. These
findings, and others, will be discussed within the context of ASL, as I reach
the final months before my doctoral thesis deadline. <br />
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b><br /></b></span>
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>3/7</b><span style="mso-tab-count: 1;"> </span>Adrienne Wente (student presentation)</span><br />
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>3/14 </b><span style="mso-tab-count: 1;"> </span> Alison Miller Singly (student presentation)</span></div>
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b><br /></b></span>
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>3/21</b> – Spring break holiday</span><br />
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>3/28</b><span style="mso-tab-count: 1;"> </span>Shaun O’Grady & <span style="mso-spacerun: yes;"> </span>Ruthe Foushee<span style="mso-spacerun: yes;">
</span>(First or Second-year presentations)</span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>4/4</b><span style="mso-tab-count: 1;"> </span>Katie Kimura & Mariel Goddu (First or
Second-year presentations)</span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><strong>4/11)</strong><span style="mso-tab-count: 1;"> TBD</span></span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>4/18</b><span style="mso-spacerun: yes;"> </span>Frances Nkara & Sophia Sanborn (First or
Second-year presentations) </span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<span style="color: black; font-family: "arial" , "sans-serif"; mso-fareast-font-family: "Times New Roman";"><b>4/25</b> <span style="mso-spacerun: yes;"> </span>Exit talk (Zi Lin Sim)</span></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<br /></div>
<br />
<div style="background: white; margin: 0in 0in 0pt;">
<br /></div>
<br />
<div style="margin: 0in 0in 0pt;">
<br /></div>
<b></b><i></i><u></u><sub></sub><sup></sup><strike></strike><br />Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-38737584757847711022015-09-03T14:14:00.001-07:002015-10-21T11:29:34.865-07:00Institute of Human Development & Developmental Seminar Series Fall 2015<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Talks are held in 3105 Tolman, 12:00-1:30 unless otherwise noted.</strong></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong></strong></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Sept. 14 Hyo Gweon</strong>, Assistant Professor of Psychology</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Stanford</span><br />
<strong><span style="font-family: Arial, Helvetica, sans-serif;"><em>To give a fish, or teach how to fish? Children's ability to decide what, how, and when</em><em> to teach others</em></span></strong><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Abstract: </strong>
</span><br />
<div class="MsoNormal" style="background: white; margin: 0in 0in 0pt;">
<span style="color: #222222; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Arial, Helvetica, sans-serif;">Humans are remarkable social
learners. What we know about the world is heavily mediated by what
others know about the world, and in turn, we affect what others know
by sharing our own knowledge. Furthermore, as teachers, we have an
intuitive grasp of how to help others learn about the world, selecting
information that is relevant and helpful for others. What cognitive
capacities underlie this ability to teach? Inspired by
recent developmental work on children’s abilities as active interpreters
of socially transmitted information, I will present a series of
recent experiments that highlight children's abilities as active providers
of information. These studies suggest that young children can tailor
their teaching with respect to the learners’ goals, epistemic states,
and expected utility. Even early in life, children can use their
understanding of others to not only learn about the world around
them, but also to help others learn about the world. These
communicative interactions between a provider and a recipient of
information provide deeply interesting opportunities to study the
inferential processes and the representations that underlie our ability to
acquire, share, and accumulate knowledge. </span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Oct. 5 Katherine Graf Estes</strong>, Assistant Professor of Psychology</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> UC Davis</span><br />
<em><strong><span style="font-family: Arial, Helvetica, sans-serif;">Naturalistic challenges in statistical language learning</span></strong></em><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Oct. 19- Zi Lin Sim</strong>, Graduate Student</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> UC Berkeley</span><br />
<em><strong><span style="font-family: Arial, Helvetica, sans-serif;">Probabilistic Reasoning in ASD Children</span></strong></em><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Abstract: </strong><span style="background: white; color: #222222; font-family: "Arial","sans-serif"; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">Individuals
with Autism Spectrum Disorders (ASD) often show difficulties in learning and
generalization. Yet the capacity to make inductive generalizations is a
hallmark of human learning. Previous research has demonstrated that typical
children make such generalizations with much ease, and recent work with 6- to
12-month-old TD infants has revealed an early emergence of “intuitive
statistics” (the idea that a random sample enables one to make predictions
about a population and vice versa), which may enable children to engage in
inductive learning within the first few years of life. As such, we hypothesized
that autistic children would show weaknesses in probabilistic reasoning. In
this talk, I discuss preliminary findings from two studies examining
probabilistic reasoning in 7- to 12-year-old ASD and TD children (groups were
matched in chronological age and IQ).</span></span><br />
<em><br /><span style="font-family: Arial, Helvetica, sans-serif;"></span></em><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Oct. 26 Kathryn Humphreys, </strong>Postdoctoral Fellow</span><br />
<span style="font-family: Arial;"> Stanford University</span><br />
<span style="font-family: Arial;"></span><div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-variant: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Arial;"><em><strong><span class="Apple-converted-space"> </span>Understanding the impact on early life stress and child psychopathology</strong></em> </span></div>
<span style="font-family: Arial;">
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-variant: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
Abstract: Substantial evidence indicates that experiences early in life have an outsized impact on later functioning. In particular, experiences of early adversity (e.g., abuse or neglect) longitudinally predict increased rates of psychopathology. In this talk, using data from children who experienced institutional (orphanage) rearing, a severe form of neglect, I will discuss: (1) the association between adverse early experience and psychopathology, (2) potential mechanisms by which stress gets "under the skin", and (3) factors that mitigate risk. In addition, I will provide evidence challenging traditional conceptualizations that developmental adaptions to early adversity are necessarily maladaptive.</div>
</span><span style="font-family: Arial;"><br /></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Nov.2 Silvia Bunge</strong>, Professor of Psychology</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> UC Berkeley</span><br />
<span style="font-family: Arial;"><div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Arial;"><strong><em>Eyetracking as a window into typical and atypical brain development </em></strong></span><span style="font-family: Arial; font-size: 9.5pt;"> </span></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Arial;">My goal for this talk is to illustrate ways in which eyetracking can be used to gain insights into typical and atypical human brain development. I will present results from a recent study of cognitive control in children with Tourette Syndrome, in which we used pupillary and eyeblink measures to make inferences about neurochemistry as well as the timing of engagement of cognitive control. </span></div>
</span><br /><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Nov. 9- Michael Rutter</strong>, Professor of Developmental Psychopathology</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> King's College, London</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Nov.16- Azzurra Ruggieri</strong>, Postdoctoral Fellow</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> UC Berkeley & Max Planck Institute, Germany</span><br />
<em><span style="background: white; font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Ecological learning: How children adapt their
active learning strategies to achieve efficiency</strong>. </span></span></em><br />
<span style="font-family: Arial, Helvetica, sans-serif;">
<span style="font-family: "Arial","sans-serif"; mso-fareast-font-family: "Times New Roman";"><strong>Abstract</strong>: This talk presents the
results of recent studies investigating the effectiveness of toddlers and
children's active learning strategies. In particular, it will focus on how
children adapt their active learning strategies (e.g., question-asking,
explorative behavior, free play...) in response to the task characteristics, to
the statistical structure of the hypothesis space, and to<o:p></o:p></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-US;">the feedback received. Such adaptiveness and
flexibility is crucial to achieve efficiency in situations of uncertainty, when
testing alternative hypotheses, making decisions, drawing causal
inferences and solving categorization tasks.</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong>Nov. 30 Dan Yurovsky, </strong>Postdoc Fellow in Psychology</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"> Stanford</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><strong><em>Toward a coordination account of early word learning</em></strong>
</span><br />
<div class="MsoNormal" style="background: white; margin: 0in 0in 0pt;">
<span style="color: #222222; font-family: "Arial","sans-serif"; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: "MS Mincho"; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-fareast;"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Abstract:</strong> Early word
learning is fast; children produce more than 1000 words by the time they are
able to run. This rapid acquisition is puzzling because, while children show
early competence in statistical learning, their performance is severely
constrained by developing attentional and memory system. I propose resolve to
this puzzle by reframing language learning as a coordination problem: Rapid
language acquisition emerges from the tight calibration between children’s
developing learning mechanisms and parental language input</span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<br />Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-13147197392474552782015-05-04T14:49:00.002-07:002015-05-04T15:09:18.686-07:00May 11: Minxuan He<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<em><strong>Psychological Consequences of Walking in Typically Developing Infants: Perception and Language</strong></em> </div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
The acquisition of new skills in human infants often changes the person-environment relationship, which provide opportunities for psychological development. Abundant evidence has come out from studies on prone locomotion, i.e. crawling onset and experience using converging research operations. However, as another major developmental transaction and motoric milestone, the effect of upright locomotion, namely walking is under investigated. In this talk, I will present my work on the link between upright locomotion in typically developing infants and changes in two crucial psychological abilities, i.e. visual proprioception and language acquisition.</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
3105 Tolman, 12:00-1:30pm.</div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-15754487515896322912015-04-27T16:04:00.000-07:002015-04-27T16:04:34.732-07:00May 4: Andrea Urqueta Alfaro<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span class="Apple-converted-space"><em><strong>Joint Engagement and Attachment Patterns in Infants with Visual Impairments</strong></em></span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span class="Apple-converted-space"><br /></span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Times, "Times New Roman", serif;"><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">This research</span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><span class="Apple-converted-space"> </span><span style="font-family: Times, "Times New Roman", serif;">reports on two early childhood developments, joint engagement and attachment patterns, and explores a possible relationship between the two in a sample of 20 infants with various levels of visual impairments, without additional disabilities. Joint engagement and security and organization of attachment patterns have been associated with positive developmental outcomes, such as better language and socio-emotional skills, better performance in theory of mind tests, and reduced risk for psychopathology. </span></span></span><br />
<span style="font-family: Times, "Times New Roman", serif;"><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"></span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span></span><br />
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px 0px 0pt; text-indent: 0.5in; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Times, "Times New Roman", serif;">Study 1 focuses on joint engagement, that is, infants’ coordination of their attention between a social partner and an external focus of shared interest. Infants and their caregivers were videotaped during 30-minute free play sessions at their homes. Videos were coded to establish the duration of joint engagement episodes, and the overall time dyads participated in it. Results showed that all infants tested participated in joint engagement and that the percentage of time it represented of the 30-minute free play session significantly increased between ages 12 and 18 months. The average duration of single episodes of joint engagement increased but only approached significance. The level of each infants’ visual impairment was described as reductions from norms in visual acuity and contrast sensitivity as measured using both visual evoked potential and preferential looking techniques. Of the visual measurements, infants’ reduction in contrast sensitivity measured with preferential looking technique predicted infants’ percentage of time in joint engagement across ages. This finding supports the importance of considering contrast sensitivity levels, rather than only those of visual acuity, in research with this population.</span></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px 0px 0pt; text-indent: 0.5in; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Times, "Times New Roman", serif;"><br /></span></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px 0px 0pt; text-indent: 0.5in; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Times, "Times New Roman", serif;">Study 2 focuses on attachment patterns. Infants and their caregivers underwent the Strange Situation Paradigm with added instructions to accommodate for the perceptual needs of infants with visual impairments. Results showed that all but 1 of the 27 SSPs collected were deemed classifiable. Most attachment patterns were secure, ranging between 56% in the younger group of infants tested, and 70% in the older group. Attachments coded as disorganized ranged between 22% and 6% in the younger and older groups respectively. </span></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px 0px 0pt; text-indent: 0.5in; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Times, "Times New Roman", serif;"><br /></span></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px 0px 0pt; text-indent: 0.5in; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: arial, helvetica, sans-serif;"><span style="font-family: Times, "Times New Roman", serif;">Study 3 explores the relationship between infants’ security of attachment and the percentage of time they participated in joint engagement with their caregivers during free play. Results did not find a significant effect. This is in line with the mixed results in the literature on the connections of attachment and joint engagement, which not only varies in the finding of significant effects within a given population, but also varies between the results in different populations.</span></span></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0px 0px 0pt; text-indent: 0.5in; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: arial, helvetica, sans-serif;"><br /></span></div>
</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
This talk will be held in 3105 Tolman, 12:00-1:30pm.</div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-74821365339862046832015-04-20T15:20:00.003-07:002015-04-20T15:20:59.725-07:00April 27: Caren Walker, Department of Psychology<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<strong><em>Learning by Thinking and the Development of Abstract Reasoning</em></strong></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<strong><em></em></strong><br /></div>
<div style="text-align: left;">
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">By 5 years of age, children already have highly structured knowledge of the world and they routinely form rich, abstract representations that extend beyond their direct experiences. How do children learn so quickly and accurately from such limited information? The vast majority of research to date has explored this question by investigating children’s developing abilities to draw inductive inferences from their observations. However, one of the distinguishing features of human cognition is our ability to go beyond the data and to generate ideas by thinking alone. How is learning by thinking possible? What does this phenomenon tell us about the nature of early mental representations and how they change? To begin to answer these questions, we must first isolate the contributions of our observations from the mechanisms that underlie learning. To this end, my research focuses on a suite of thought-based learning phenomena that are particularly widespread in childhood, including learning by analogy, by explanation, and by engagement in imaginary worlds. I will describe both theoretical and empirical work suggesting that these activities each impose unique, top-down constraints on children’s inferential processes. </span><br />
<br />
This talk will be held in 3105 Tolman, 12:00-1:30pm</div>
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-family: "Times New Roman"; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><br /></span>Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-21415295789575344652015-04-14T09:17:00.000-07:002015-04-14T09:17:01.650-07:00April 20: Catherine Snow, Patricia Albjerg Graham Professor, Harvard University<blockquote style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;" type="cite">
<div style="text-align: left;">
<div dir="ltr">
<div>
<div>
<em><strong>The Neglected Literacy Skill</strong></em></div>
</div>
</div>
</div>
</blockquote>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
Despite robust evidence that classroom discussions promote academic outcomes, multiple forces converge to make authentic discussion a rare event in most U.S. classrooms. We have been evaluating the contribution of discussion to reading comprehension outcomes among 4th-8th graders attending urban schools, and testing hypotheses about the mechanisms by which discussion enhances reading and writing skills.</div>
<div style="text-align: left;">
<br /></div>
<div style="text-align: left;">
This talk will be held in 3105 Tolman, 12:00-1:30pm.</div>
<div style="text-align: left;">
</div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-78450306500800734642015-04-07T13:59:00.001-07:002015-04-07T13:59:03.715-07:00April 13: Adrienne Wente & Ruthe Foushee<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">Department of Psychology Graduate students, Adrienne Wente and Ruthe Foushee, will be presenting their research.</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: small/normal arial, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;"><div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; margin: 0px; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Adrienne Wente:</b></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; margin: 0px; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<em><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">The development of free will beliefs in Chinese and U.S. children</span><br style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;" /></em><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">This talk will discuss the development of beliefs about free will in </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">Chinese and U.S. children. Here, free will is defined as the ability </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">to choose to do otherwise. In this study, Chinese and U.S. 4- and </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">6-year-olds answered a series of questions to gauge whether they </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">believe that they themselves and other people can freely choose to </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">inhibit or act against their desires. Children were also asked to </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">explain why they believe people can practice choice. Results indicate </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">that children from both cultures increase the amount of choice they </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">ascribed with age. However, findings also suggest cultural variability </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">both in how much choice children ascribe, as well as how they</span><br style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;" /><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">characterize the causal process of choice.</span></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<b>Ruthe Foushee:</b></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<em>Subjective Semantics: Children's semantic development and theory of mind</em></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<div style="font-size: 12.8px;">
<div title="Page 1">
<span style="font-family: arial, helvetica, sans-serif;">While semantic compositionality is fundamental to language, and must ultimately be mastered by the child, developing a compositional semantics might be difficult in part because some words have subjective meanings. Some words, like “pretty” (or “tasty,” etc.), are inherently subjective: whether or not a dax is “pretty” doesn’t depend on any property of the world, but is instead a matter of personal preference that speakers can disagree about. By contrast, other words, like “striped” (or “square,” etc.) have fixed, objective meanings: whether or not a dax is “striped” depends on whether the dax has stripes, and is independent of who is describing the dax. Finally, although the meanings of other words like “tall” (or “big,” etc.) depend on objective properties – e.g., for a dax to be “tall” it must be taller than most other daxes – they can also be subjective, and depend on a person’s past experience. </span><br />
<span style="font-family: arial, helvetica, sans-serif;">I will be talking about the theoretical background and methods for a project in its early stages exploring children’s ability to integrate subjectivity in their compositional semantics, which requires them to coordinate not only their knowledge about word meanings and the world, but also to consider others’ personal preferences and past experiences. Preliminary data suggests that adults are sensitive to speakers' personal experience in evaluating the truth of their utterances using vague predicates, and that this sensitivity is developing during the preschool years. </span></div>
</div>
</div>
</span><br />
These talks will be held in 3105 Tolman, 12:00-1:30pm.Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-14220182586019912432015-03-18T09:33:00.003-07:002015-03-18T09:35:48.161-07:00April 6: Michael Lewis<br />
<span style="font-family: "Times New Roman",serif;"></span><div align="center" class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0in 0in 0pt; text-align: center; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: "Times New Roman",serif;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><strong><em>The Rise of Consciousness and the Development of Emotional Life</em></strong></span></span></div>
<span style="font-family: "Times New Roman",serif;">
<div align="center" class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0in 0in 0pt; text-align: center; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Arial, Helvetica, sans-serif;">Michael Lewis</span></div>
<div align="center" class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0in 0in 0pt; text-align: center; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Arial, Helvetica, sans-serif;">Rutgers Robert Wood Johnson Medical School</span></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0in 0in 10pt; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<u></u><u></u><span style="font-family: Arial, Helvetica, sans-serif;"> </span><u></u></div>
<div class="MsoNormal" style="-webkit-text-stroke-width: 0px; background-color: white; color: black; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; margin: 0in 0in 10pt; text-indent: 0px; text-transform: none; white-space: normal; widows: 1; word-spacing: 0px;">
<span style="font-family: Arial, Helvetica, sans-serif;">Human newborns arrive with a multitude of behaviors, or “action patterns,” that connect them to their physical worlds; for example, tasting a bitter food elicits a recognizable expression of disgust. <span class="Apple-converted-space"> </span>Action patterns are not learned, but are readily influenced by temperament and social interactions. <span class="Apple-converted-space"> </span>With the emergence of consciousness these early competencies become reflected feelings, giving rise to the self-conscious emotions of empathy, envy, embarrassment, and, later, shame, guilt, and pride. <span class="Apple-converted-space"> </span>Beginning as responses to particular physical events, emotions later become elicited by ideas about the self and the world. <span class="Apple-converted-space"> </span>The ability to think about ourselves is not only what gives meaning to our emotional lives, but also what enables us to make choices, evaluate our behavior, and make plans for the future.<span style="font-family: Times, "Times New Roman", serif;"><span style="font-family: Calibri;"></span></span></span><span style="font-family: Times, "Times New Roman", serif;"><span style="font-family: Calibri;"></span></span><span style="font-family: Calibri;"> </span><br />
<span style="font-family: Calibri;"><br /></span><br />
<span style="font-family: Calibri;">This talk will be held in 3105 Tolman, 12:00-1:30pm.</span></div>
</span><br />
<div style="line-height: normal; margin: 0in 0in 0pt;">
<br /></div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-34330173764951352812015-03-10T11:46:00.000-07:002015-03-10T11:46:07.501-07:00March 16: Katie Kimura & Shaun O'Grady<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: small;">Department of Psychology Graduate students, Katie Kimura and Shaun O'Grady, will be presenting their research.</span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: medium;"><br /></span></div>
<div class="MsoNormal" style="margin: 0px;">
<b><span style="font-size: medium;">Katie Kimura:</span></b></div>
<div class="MsoNormal" style="margin: 0px;">
<b><span style="font-size: medium;"><br /></span></b></div>
<div class="MsoNormal" style="font-size: 12.8px; margin: 0px;">
<b>Transfer of number concepts in bilingual learners </b></div>
</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<br /></div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<div class="MsoNormal" style="font-size: 12.8px; margin: 0px;">
Why do young children take months and, often times, years to learn the meanings of number words? In this presentation, I will describe two factors, each of which might independently contribute to the delay. First, children may need to construct numerical concepts, such as ‘exactly one’ or ‘exactly two’, before they can reliably comprehend <i>one</i> and <i>two</i>. Second, children may have difficulty mapping language-specific words like <i>one</i> in English or <i>uno</i> in Spanish onto these concepts. To examine the relative contribution of these two factors, I will discuss number word learning in bilingual preschoolers, who must solve the linguistic mapping problem twice, once for each language. Our findings suggest that: (1) children learn the meanings of small number words (i.e., one, two, and three) independently in both languages, (2) children learn to accurately count larger sets (i.e., five or greater) simultaneously in both languages, (3) children learn the counting procedure prior to learning the rules that govern counting, and (4) children incrementally learn that the successor of <i>n</i> denotes a cardinality of <i>n</i> + 1. I will conclude that delays in learning the meanings of small number word are mainly due to language-specific processes of mapping words to concepts, whereas the logic and procedures of counting appear to be learned independent of a particular language and thus transfers rapidly from one language to the other in development. </div>
<div class="MsoNormal" style="font-size: 12.8px; margin: 0px;">
<br /></div>
<div class="MsoNormal" style="margin: 0px;">
<b><span style="font-size: medium;">Shaun O'Grady:</span></b></div>
<div class="MsoNormal" style="font-size: 12.8px; margin: 0px;">
<br /></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;"><i><b>Preliminary Results from a Probabilistic Discrimination Task for 5-7-year-old </b></i></span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;"><i><b>Children</b></i></span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;"><br /></span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;">Recent evidence suggests that even infants can form expectations about the </span><span style="font-size: 12.8px;">probability of certain events. Although probabilistic reasoning has been well studied in </span><span style="font-size: 12.8px;">infants and children, relatively little is known about the acuity of this proportional </span><span style="font-size: 12.8px;">reasoning system and how this acuity changes across development. In this study we are </span><span style="font-size: 12.8px;">investigating early school aged (5-7 year olds) children's ability to reason about </span><span style="font-size: 12.8px;">probability by comparing different proportions of red and white marbles. </span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;"><br /></span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;">During the task children sit with the experimenter in front of a laptop that displays </span><span style="font-size: 12.8px;">a game in which they get to help Big Bird collect red marbles. Children are told that Big </span><span style="font-size: 12.8px;">Bird will close his eyes and take one marble randomly out of a bag of red and white </span><span style="font-size: 12.8px;">marbles and their job is to help Big Bird by telling him which bag he should choose. </span><span style="font-size: 12.8px;">Before Big Bird makes a selection the child sees how many red and white marbles are in </span><span style="font-size: 12.8px;">each bag. For each comparison there is one bag that has a higher proportion of red </span><span style="font-size: 12.8px;">marbles and is therefore the best choice for getting a red marble. After the child sees the </span><span style="font-size: 12.8px;">contents of both bags of marbles they can press a button to tell Big Bird which bag he </span><span style="font-size: 12.8px;">should choose. Big Bird’s preference for either red or white marbles was </span><span style="font-size: 12.8px;">counterbalanced between subjects where half of the children played the game with Big </span><span style="font-size: 12.8px;">Bird preferring red marbles and the other half played with Big Bird preferring white </span><span style="font-size: 12.8px;">marbles.</span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;"><br /></span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;">Preliminary results from 7 and 6 year olds indicate that children of both ages </span><span style="font-size: 12.8px;">perform the task above chance and that older children have a higher acuity for </span><span style="font-size: 12.8px;">discriminating different probabilities. Performance decreased as the difference in the </span><span style="font-size: 12.8px;">proportions of red and white marbles decreased which supports the hypothesis that </span><span style="font-size: 12.8px;">children’s reasoning about probability is based on the use of a system for approximating </span><span style="font-size: 12.8px;">number. Children’s performance did not differ for trials in which either the total number </span><span style="font-size: 12.8px;">of marbles in each bag were equal or trials with an equal number of target color marbles </span><span style="font-size: 12.8px;">but with different total number of marbles indicating that children did not simply choose </span><span style="font-size: 12.8px;">bags based on comparisons of the total number of target marbles. Future studies will </span><span style="font-size: 12.8px;">investigate the influence or spatial variables such as area and circumference on children’s </span><span style="font-size: 12.8px;">probabilistic judgments.</span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;"><br /></span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-size: 12.8px;">These talks will be held in 3105 Tolman, 12:00-1:30pm.</span></div>
</div>
<div style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">
<div>
<div dir="ltr">
<div>
___________________________</div>
</div>
</div>
</div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-32221810491904386022015-02-23T15:42:00.000-08:002015-02-23T15:42:46.787-08:00March 9: Candice Odgers<strong><em>Income Inequality and the Developing Child</em></strong><br />
<br />
Low-income children growing up in economically mixed neighborhoods are expected to benefit from higher quality schools, more prosocial peer groups and greater access to amenities and opportunities. Contrary to this belief, new research from the Environmental-Risk Longitudinal Twin Study finds that low-income children fare worse when they grow up in the ‘shadow of wealth’ as compared to their low-income peers living in concentrated poverty. The importance of examining both local area poverty and inequality on children’s behavior is highlighted, alongside a description of new methods for capturing neighborhood and momentary effects in studies of child development.
<br />
<br />
<strong>Brief Bio</strong>:
Candice Odgers is an Associate Professor of Public Policy, Psychology and Neuroscience and Associate Director of the Center for Child and Family Policy at Duke University. She received her PhD from the University of Virginia and completed her postdoctoral training at the Social, Genetic and Developmental Psychiatry Centre in London, England. Her research focuses on how social inequalities and early adversity influence children’s future health and well-being, with an emphasis on how new technologies, including mobile phones and web-based tools, can be used to understand and improve the lives of young people. Odgers was a William T. Grant Scholar and the recipient of early career awards from the American Psychological Association, the Society for Research in Child Development and the Royal Society of Canada. Most recently, she received the Janet Taylor Spence Award from the Association for Psychological Science for transformative early career contributions to psychological science. More information about her current work can be found on the following website: adaptlab.org
<br />
<br />
This talk will be held in 3105 Tolman Hall, 12:00-1:30pm.
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-74681351947360271272015-02-19T11:12:00.001-08:002015-02-19T11:12:53.450-08:00Feb. 23: Mark Seidenberg<i><b>The Science of Reading and Its Educational Implications</b></i>
<br />
Research in cognitive science, developmental science, and neuroscience has made enormous progress toward understanding skilled reading, the acquisition of reading skill, the brain bases of reading, the causes of developmental reading impairments and how such impairments can be treated. My question is: if the science is so good, why do so many people read so poorly? I will mainly focus on the United States, where the reading levels of about 25-30% of the population are low by standard metrics, with an eye on comparisons to other countries. I will consider three possible contributing factors: the fact that English has a deep alphabetic orthography; how reading is taught; and the impact of linguistic variability as manifested in the US by the Black-White “achievement gap”. I conclude that there are opportunities to increase literacy levels by making better use of what we have learned about reading and language, but also institutional obstacles and understudied issues for which more evidence is badly needed.
<br /><br />
BIO:<br />
Mark S. Seidenberg is Hilldale and Donald O. Hebb Professor in the psychology department at the University of Wisconsin, Madison. He has conducted research on many topics related to reading and language since the disco era. His reading research addresses the nature of skilled reading, how children learn to read, dyslexia, and the brain bases of reading, using the tools of modern cognitive neuroscience: behavioral experiments, computational models, and neuroimaging. His current research focuses on the causes of chronically low reading performance among poor and minority children, particularly the effects of language background on learning to read. He is among the most highly cited researchers in the fields of psychology and psychiatry. His book Reading Matters will be published by Basic Books (late 2015).
<br /><br />
This talk will be held in 3105 Tolman, 12:00-1:30pm.Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-81478094696449115852015-02-03T11:40:00.003-08:002015-02-03T11:40:59.497-08:00Feb. 9: Tamar Kushnir<blockquote style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; font-size-adjust: none; font-stretch: normal; font: 12.8px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;" type="cite">
<div dir="ltr">
<div class="MsoNormal" style="font-size: 12.8px; margin: 0px;">
<i><br class="Apple-interchange-newline" /><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;"><strong>Meeting in the middle: acting and learning in social environments</strong></span></i><u></u><u></u></div>
<div class="MsoNormal" style="font-size: 12.8px; margin: 0px;">
<i><br /></i></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-family: Georgia, "Times New Roman", serif; font-size: small;">In the course of a typical day, an individual child will encounter a range of social situations, all of which afford the opportunity to learn. Patient, caring adults may be engaged with them in conversation or direct instruction. Playful groups of peers may attract their attention to interesting new objects or games. Even when they are on their own, they may be exploring classrooms prepared intentionally by adults to facilitate their learning.</span></div>
<div class="MsoNormal" style="margin: 0px;">
<span style="font-family: Georgia, "Times New Roman", serif; font-size: small;">How do children learn in and from this changing social world? One idea is that children meet their social environments “in the middle”: The more the social environment is one of direct pedagogy, the more a child has to rely upon her emerging theory of mind to learn. Conversely, the more the environment consists of social resources not directed at the child but nonetheless available to her, the more active she will be in gathering social information. This implies a need for a broader definition of social cognition, one that includes mental state inferences, active social engagement, and everything in between.</span></div>
</div>
</blockquote>
This talk will be held in 3105 Tolman Hall, 12:00-1:30pm.<br />
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-83647423402380970802015-01-14T10:35:00.001-08:002015-01-14T10:35:22.826-08:00Feb. 2: Nim Tottenham<h2>
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-size: small;"><span style="font-size: large;"><span class="Apple-converted-space"> </span><em>Human Amygdala-Prefrontal Cortex Development and the Role of Caregiving</em></span></span></span></h2>
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 13px; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 13px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">Abstract: </span><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #1a1a1a; font-size-adjust: none; font-stretch: normal; font: 11pt/normal Arial; letter-spacing: normal; text-indent: 48pt; text-transform: none; white-space: normal; word-spacing: 0px;"> Strong evidence indicates that reciprocal connections between the amygdala and medial prefrontal cortex (mPFC) support fundamental aspects of emotional behavior in adulthood. Despite the central role that this circuitry plays in regulating emotions in adulthood, the state of the science regarding the development of this circuitry in humans is at an early stage. In this talk, I will present developmental functional magnetic resonance imaging data describing age-related changes in amygdala-mPFC circuitry throughout childhood and adolescence and how it relates to emergent emotional behaviors. The argument will be made that the development of this circuitry in humans is intimately associated with caregiving, such that parents exert a significant buffering effect during childhood. I will focus on both typical development as well as development following maternal deprivation (e.g., orphanage care), showing that early life stress may accelerate development of this circuitry. The findings presented are highly consistent with the animal literature showing both large changes in amygdala-mPFC circuitry throughout childhood/adolescence, as well as the large influence of maternal care in shaping this neural circuitry. These age-related changes will be discussed in terms of potential developmental sensitive periods for environmental influence.</span></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 13px; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #1a1a1a; font-size-adjust: none; font-stretch: normal; font: 11pt/normal Arial; letter-spacing: normal; text-indent: 48pt; text-transform: none; white-space: normal; word-spacing: 0px;"><br /></span></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-size: 13px; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="-webkit-text-stroke-width: 0px; background-color: white; color: #1a1a1a; font-size-adjust: none; font-stretch: normal; font: 11pt/normal Arial; letter-spacing: normal; text-indent: 48pt; text-transform: none; white-space: normal; word-spacing: 0px;">This talk will be held in 3105 Tolman, 12:00-1:30pm.</span></span>Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-28490530237419168392014-12-05T09:32:00.001-08:002015-01-27T09:05:40.964-08:00Institute of Human Development & Change, Plasticity, and Development Seminar, Spring 2015<strong>Feb.2</strong>- <strong>Nim Tottenham</strong>, Professor of Psychology<br />
Columbia University<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;"><em><strong>Human Amygdala-Prefrontal Cortex Development and the Role of </strong></em></span></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;"><em><strong> Caregiving</strong></em></span></span><br />
<br />
<strong><br /></strong><br />
<strong>Feb.9</strong>- <strong>Tamar Kushnir</strong>, Professor of Human Development<br />
Cornell University<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;"><strong><em>Meeting in the middle: acting and learning in social </em></strong></span></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;"><strong><em> environments</em></strong></span></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-family: arial, sans-serif; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><strong><em><span style="font-family: Georgia; font-size: x-small;"><br /></span></em></strong></span><br />
<br />
<strong>Feb. 23</strong>- <strong>Mark Seidenberg</strong>, Professor of Psychology<br />
University of Wisconsin, Madison<br />
<br />
<br />
<br />
<br />
<strong>March 9</strong>- <strong>Candice Odgers</strong>, Professor of Public Policy, Psychology & Neuroscience Duke University<br />
<br />
<br />
<br />
<strong>March 16</strong>- <strong>Shaun O'Grady</strong> & <strong>Katie Kimura</strong>, Graduate Students<br />
UCB Department of Psychology<br />
<br />
<br />
<br />
<strong>April 6</strong>- <strong>Michael Lewis</strong>, Professor Pediatrics & Psychiatry<br />
Rutgers Robert Wood Johnson Medical School<br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: black; display: inline !important; float: none; font-family: tahoma; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;"><strong><em>The Rise of Consciousness and the Development of </em></strong></span></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: black; display: inline !important; float: none; font-family: tahoma; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="font-family: Georgia, "Times New Roman", serif; font-size: small;"><strong><em> Emotional Life</em></strong></span></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: black; display: inline !important; float: none; font-family: tahoma; font-style: normal; font-variant: normal; font-weight: normal; letter-spacing: normal; line-height: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><strong><em><span style="font-family: Georgia; font-size: x-small;"><br /></span></em></strong></span><br />
<br />
<strong>April 13</strong>- <strong>Adrienne Wente</strong> & <strong>Ruthe Foushee</strong>, Graduate Students<br />
UCB Department of Psychology<br />
<br />
<br />
<br />
<strong>April 20</strong>- <strong>Minxuan He</strong>, Graduate Student<br />
UCB Department of Psychology<br />
<br />
<br />
<br />
<strong>April 27</strong>- <strong>Caren Walker</strong>, Graduate Student<br />
UCB Department of Psychology<br />
<br />
<br />
<br />
<strong>May 4-</strong> <strong>Andrea Urqueta</strong>, Graduate Student<br />
UCB Department of Psychology<br />
<br />
<h4>
All talks will be held in 3105 Tolman, 12:00-1:30pm.</h4>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-17880853650368384452014-11-24T10:46:00.000-08:002014-11-24T11:36:50.551-08:00Dec. 1: Fumiko Hoeft, "Parenting Influences on Developmental Processes: Insights from Intergerational Imaging of Human Brain Networks"<div style="text-align: justify;">
<span style="font-family: Verdana, sans-serif;"><strong><em>Parenting Influences on Developmental Processes: Insights from Intergenerational Imaging of Human Brain Networks</em></strong> </span><br />
<span style="font-family: Verdana, sans-serif;"></span><br />
<span style="font-family: Verdana, sans-serif;">Parents have large influences on their offspring's development in complex ways that include genetic and pre-, peri- and post-natal environmental influences, as well as interactions across these levels of influence on a variety of developmental processes. My lab is taking an innovative approach to investigating some aspects of these complexities through intergenerational neuroimaging. The intergenerational multiple deficit model affords integration of these influences as well as others, whether parental or non-parental, genetic or environmental, and risk or protective, to explain individual variability in complex traits. Further, it has recently been suggested that most complex traits show intergenerational sex-specific transmission patterns. Because macrocircuits include heterogeneous components with complex interaction among components, they may be ideal targets for investigations, where key factors/causes may converge in ways that lead to complex phenotypes.</span><br />
<span style="font-family: Verdana, sans-serif;"></span><br />
<span style="font-family: Verdana, sans-serif;">My talk will center around these notions, and I will discuss our current research examining how parental cognitive and neuroimaging patterns are associated with offspring's complex traits and related imaging patterns, taking reading (dis)ability as an example. We first establish the feasibility of this novel approach, intergenerational imaging, by confirming maternal transmission patterns in the cortico-limbic system related to emotion regulation, something that is well established in gene expression and behavioral studies of animals and humans. We then interrogate network patterns related to reading, and show strong intergenerational transmission patterns. We discuss these preliminary findings in light of historical etiological theories of reading disability (dyslexia; e.g. testosterone theory). We also introduce our new research program that will allow us to dissociate prenatal influence from genetic and postnatal influence, which has traditionally not been feasible in humans, but is critically important in dissecting the neurobiological mechanisms underlying complex traits.</span></div>
<div style="text-align: justify;">
<span style="font-family: Verdana, sans-serif;"> </span></div>
<span style="font-family: Verdana, sans-serif;"></span><br />
<div style="text-align: center;">
<span style="font-family: Verdana, sans-serif;">This talk will be held in 3105 Tolman Hall, 12:00-1:30pm.</span> </div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-61012054597553634292014-11-12T10:40:00.004-08:002014-11-12T10:40:56.820-08:00Nov. 17: Larry Nucci, "Integrating Moral Development Within the Teaching of History in Urban Schools"<h4>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<em>Integrating Moral
Development Within the Teaching of History in Urban Schools</em></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<o:p><div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
This talk will describe a successful effort to apply
developmental principles to promote moral development within the teaching of
the regular social studies curriculum in Oakland public middle schools. <span style="mso-spacerun: yes;"> </span>The talk will conclude with a discussion of
current efforts to extend this work throughout the district, and to integrate
this approach with the district efforts to promote civic engagement at the high
school level.<span style="mso-spacerun: yes;"> </span>Our approach enabled
teachers to differentially address students’ understandings of societal
conventions and social systems, and their moral reasoning.<span style="mso-spacerun: yes;"> </span>Teachers reduced their reliance on didactic
instruction, and promoted students’ engagement in transactive forms of
discourse within peer and whole class discussions.<span style="mso-spacerun: yes;"> </span>Students’ transactive discussion was in turn
associated with the increases in students’ moral growth and their spontaneous
coordination of moral and conventional elements in multi-faceted contexts.<span style="mso-spacerun: yes;"> </span>Student engagement within their academic
learning increased along with their perceptions of the amount of history
learned.<span style="mso-spacerun: yes;"> </span>Teachers reported increased
levels of student engagement, and enthusiastically endorsed the approach taken
in this project.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
</div>
</o:p><div class="MsoNormal" style="margin: 0in 0in 0pt;">
This talk will be held from 12:00-1:30pm in 3105 Tolman Hall.</div>
</h4>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-59021112439615666022014-09-17T08:54:00.000-07:002014-09-17T08:54:01.148-07:00Sept. 22: Alison Miller Singley, "Relational Reasoning: Potential Implications for Mathematics Pedagogy"<em><strong>Relational Reasoning: Potential Implications for Mathematics Pedagogy</strong></em><br />
<br /><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 13px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">The Common Core State Standards for Mathematics encourage reasoning about the relationships between math concepts. Relational reasoning is a skill that children develop and use spontaneously in non-mathematical contexts, but rarely do in math class. In particular, fractions and algebra are two major stumbling blocks for students, and both are highly relational in nature. Would engaging students' relational reasoning abilities help them to learn fractions and algebra? In this talk I'll discuss several ways in which I've approached this question and sketch out my plans for dissertation research.</span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 13px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><br /></span><br />
<span style="-webkit-text-stroke-width: 0px; background-color: white; color: #222222; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 13px/normal arial, sans-serif; letter-spacing: normal; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;"><span style="-webkit-text-stroke-width: 0px; background-color: white; color: black; display: inline !important; float: none; font-size-adjust: none; font-stretch: normal; font: 13px/20.79px Arial, sans-serif; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px;">This talk will be held in 3105 Tolman Hall, 12:00-1:30pm.</span></span><br />
<br />Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-49719956616067486262014-09-05T14:33:00.001-07:002014-09-05T14:33:47.141-07:00Sept. 29: Kathryn Paige Harden, "Sensation Seeking and the Development of Externalizing Behaviors during Adolescence"<h3>
</h3>
<h3 align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;"><em>Sensation Seeking and
the Development of Externalizing Behaviors during Adolescence<o:p></o:p></em></span></h3>
<br />
<div align="center" class="MsoNormal" style="margin: 0in 0in 0pt; text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">K. Paige Harden<o:p></o:p></span></div>
<div style="text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">University of Texas
at Austin<o:p></o:p></span></div>
<div style="text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">Department of
Psychology<o:p></o:p></span></div>
<div style="text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">Population Research
Center<o:p></o:p></span></div>
<div style="text-align: center;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;"><a href="http://www.labs.la.utexas.edu/harden/">www.labs.la.utexas.edu/harden/</a><o:p></o:p></span></div>
<br />
<br />
<div class="MsoNormal" style="margin: 0in 0in 0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 11pt;">Externalizing
behaviors, including substance use and delinquency, escalate during adolescence
and are leading contributors to mortality and morbidity in this age group. This
presentation will describe research on sensation seeking and its role in
driving adolescent increases in externalizing. First, I will describe a series
of studies on age-related changes in sensation seeking and impulse control.
Results from nationally-representative samples show that (a) average levels of
sensation seeking increase markedly from childhood to mid-adolescence, (b)
sensation seeking peaks earlier and declines more rapidly for females than
males, (c) changes in sensation seeking are largely independent from changes in
impulse control, and (d) individual differences in sensation seeking change are
under strong genetic control, and (e) adolescents who show more rapid increases
in sensation seeking also show the most rapid escalation in delinquent
behavior. Part 2 will describe results from a behavioral genetic study of twins
from the Texas Twin Project (Harden, Tucker-Drob, & Tackett, 2013). Factor
analytic results indicate that self-reports of sensation seeking map to some –
but not all – laboratory tasks designed to assess risk-taking or reward
seeking, but there is substantial task-specific variance in individual tests.
Studies of sensation seeking should use a multivariate measurement battery that
can isolate theoretically distinct constructs (i.e., sensation seeking from
impulsivity from cognitive ability). Finally, Part 3 will present hypotheses and
preliminary data regarding the influence of testosterone and other pubertal
hormones on the development of sensation seeking, including evidence for
possible testosterone × cortisol interactions. <o:p></o:p></span></div>
Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-6080648909760946992014-09-02T11:07:00.001-07:002014-09-08T10:47:54.666-07:00Institute of Human Development & Change, Plasticity and Development Seminar, Fall 2014<h3>
<span style="color: black;">All talks will be held in 3105 Tolman Hall, 12:15-1:30pm.</span></h3>
<br />
<b>Sept. 22</b>- <a href="http://bungelab.berkeley.edu/graduate-students/"><b>Alison Miller Singley</b></a>, Graduate Student
<br />
UCB Department of Psychology <br />
<br />
<b>Sept. 29</b>- <a href="http://www.utexas.edu/cola/depts/psychology/faculty/kh24738"><b>Kathryn Paige Harden</b></a>, Assistant Professor of Psychology
<br />
University of Texas, Austin
<a href="http://www.utexas.edu/cola/depts/psychology/faculty/kh24738"></a>
<b></b><br />
<br />
<b>Oct. 13</b>- <a href="http://www.anthro.utah.edu/faculty/kristen-hawkes.html"><b>Kristen Hawkes</b></a>, Distinguished Professor of Anthropology
<br />
University of Utah
<br />
<br />
<b>Oct. 20</b>- <a href="http://psychweb.uoregon.edu/people/nicholas-b-allen"><b>Nicholas Allen</b></a>, Professor of Clinical Psychology
<br />
University of Oregon
<br />
<br />
<b>Oct. 27</b>- <a href="http://babylab.berkeley.edu/people.html"> <b>Zi Lin Sim</b></a>, Graduate Student
<br />
UCB Department of Psychology <br />
<br />
<b>Nov. 3</b>- <a href="http://www.psychologie.uni-heidelberg.de/ae/entw/personen/konieczny.html"><b>Christoph Konieczny</b></a>, Graduate Student of Psychology
<br />
Heidelberg University
<br />
<br />
<b>Nov. 10</b>-<a href="http://www.human.cornell.edu/bio.cfm?netid=tk397"><b>Tamar Kushnir</b></a>, Assistant Professor of Child Development<br />
Department of Human Development, Cornell University
<br />
<br />
<b>Nov. 17</b>-<a href="http://gse.berkeley.edu/people/larry-nucci"> <b>Larry Nucci</b></a>, Professor
UCB Graduate School of Education
<br />
<br />
<b>
Dec. 1</b>-<a href="http://profiles.ucsf.edu/fumiko.hoeft"><b>Fumiko Hoeft</b></a>, Associate Professor of Child & Adolescent Psychiatry & Director of
Laboratory for Educational Neuroscience (LENS)<br />
UCSF Department of Psychiatry
<br />
<br />
<br />Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0tag:blogger.com,1999:blog-8322987170626922929.post-28883787427061861172014-04-15T09:13:00.001-07:002014-04-15T09:13:42.403-07:00April 28: Jane Hu, "Learning from others using social and statistical cues"<b><i>Learning from others using social and statistical cues
</i></b>
<p>How do children come to possess the knowledge necessary to progress into adulthood? With relatively few life experiences, children must look to other people for information about the world. In this talk, I'll discuss several studies that demonstrate children's rich ability to learn from and about others by observing their actions and paying attention to contextual cues surrounding new information. Specifically, I'll show that children can infer others' preferences from watching their choices, and consider consensus opinions and informants’ knowledge when learning new information from others.</p>
<p>This talk will be held in 3105 Tolman Hall, 12:00-1:30pm.</p>Institute of Human Developmenthttp://www.blogger.com/profile/08828708075506195317noreply@blogger.com0