Seminars
Linking Language evolution, language acquisition, and language diversity: How social and cognitive pressures shape learning and communication
Limor Raviv (Max Planck Institute for Psycholinguistics) ABSTRACT: What are the social, environmental, and cognitive pressures that shape the evolution of language in our species? Why are there so many different languages in the world? And how did this astonishing linguistic diversity come about? These are some of the most interesting questions in the fields […]
Exploring language development in autistic and TD children: individual differences, linguistic environment and conversational dynamics
Riccardo Fusaroli (Interacting Minds Center, Aarhus University) Le séminaire se tiendra en visioconférence via le lien : https://univ-amu-fr.zoom.us/j/2515421853?pwd=elpEeVhxRTV5b01rZGUxaWY4Qy9ZQT09 Language development is traditionally explored in terms of individual differences and/or linguistic environment. In this talk I will present a more comprehensive framework, where children actively engage and potentially the linguistic environment, and analogously adult speakers adapt […]
Anything but boring: How looking at tasks can tell us more about language development.
Christina Bergmann (Max Planck Institute for Psycholinguistics) Le séminaire se tiendra en visioconférence via le lien : https://univ-amu-fr.zoom.us/j/2515421853?pwd=elpEeVhxRTV5b01rZGUxaWY4Qy9ZQT09 Abstract: Work that focuses on how we measure children's knowledge may seem a hurdle towards discovery. In this talk, I will argue that inspecting the methods we use can tell us a great deal about the underlying […]
Summer school
CIRM - Luminy 163 avenuede Luminy, Case 916, Marseille, FranceLanguage development as a joint process: Why the simultaneous learning of Form, Content, and Use is more a help than a hindrance
via zoomAbdellah Fourta (Aix-Marseille University & INRIA Paris) Abstract: To acquire language, children need to learn form (e.g., phonology), content (e.g., word meaning), and use (e.g., finding the right words to convey a communicative intent). The scientific study of language development has traditionally studied these dimensions separately. Indeed, one could imagine that children first acquire the […]
CoCoDev
via zoomKevin El Haddad is a researcher in affective computing and Human-Agent interaction at the University of Mons. Abstract: Smiles and laughs (S&L) are among the most frequent and informative non-verbal expressions used in our daily interactions. Their incorporation into machine's communication skills is therefore a must in order to improve human-agent interaction (HAI) applications quality […]
CoCoDev
via zoomProduction practice is more effective than comprehension for second language learning Elise Hopman (University of Wisconsin-Madison) Abstract: Whereas most classroom-based language instruction traditionally emphasizes comprehension-based learning, memory research suggests that language production activities may provide a stronger learning experience than comprehension practice, due to the meaningfully different task demands involved in producing versus comprehending language. […]
CoCoDev
via zoomBabyBERTa: Learning More Grammar With Small-Scale Child-Directed Language Philip Huebner (University of Illinos, Urbana-Champaign) Abstract: Transformer-based language models have taken the NLP world by storm. However, their potential for addressing important questions in language acquisition research has been largely ignored. In this work, we examined the grammatical knowledge of RoBERTa (Liu et al., 2019) when […]
CoCoDev
via zoomTBA Okko Räsänen (Tampere University)
TBA
via zoomJonathan Ginzburg (Université de Paris)