Seminars

BabyBERTa: 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 […]

TBA Okko Räsänen (Tampere University)  

Jonathan Ginzburg (Université de Paris)  

Asli Ozyurek (Donders Institute for Brain, Cognition and Behavior)

Prof. F. Guenther and REaDY team, LPL (5-6 May) Thursday, May 5th 2022 Discussion with Prof. F. Guenther around the following presentations 14h-14h40 : Noël Nguyen & Kristof Strijkers : Phonetic and semantic convergence in speech communication 14h40-15h10 : Serge Pinto: Studying speech motor control from its impairment: the cases of hypo- and hyperkinetic dysarthrias 15h10-15h30 […]

Marc D. Pell, de l'Université McGill Prof. Pell's research investigates how adults communicate their emotions, attitudes, or other social intentions while speaking, to better understand the social-pragmatic context of spoken language. Much of his work focuses on the effects of the human voice during pragmatic language processing and in social cognition. Members of his lab […]

10H Judit Gervain (University of Padoa, Italy & CNRS) How do infants represent speech: the developmental origins of the embedded neural oscillations model The proposal (Giraud & Poeppel 2012) that a hierarchy of embedded neural oscillations support speech and language processing in the brain has received ample evidence in adults. However, the developmental orgins of such a neural architecture remain to […]

Intervenante : Séverine Casalis, SCALab, Univ Lille & CNRS (pour plus d'infos : https://pro.univ-lille.fr/severine-casalis) Abstract L’objectif de l’exposé est de présenter de façon parallèle une synthèse de modèles et travaux expérimentaux conduits sur l’apprentissage lexical d’une part et d’études interventionnelles conduites en classe d’autre part. L’apprentissage de mots est conçu, théoriquement, de façon sensiblement différente, […]

John Trueswell (Dept of Psychology, University of Pennsylvania) Abstract: It is tempting to conclude that children learn the meanings of words by observing their circumstances of use (e.g., observing that the word “dog” often co-occurs with dog-sightings). If this is the case though, how do children ever learn the vast majority of the words that […]

Summary: In this talk, we focus on main methods and models enabling humans to teach embodied social agents such as social robots, using natural interaction. Humans guide the learning process of such agents by providing various teaching signals, which could take the form of feedback, demonstrations and instructions. This overview describes how human teaching strategies […]