[ACT-R-users] Fwd: ICS-news Digest, Vol 37, Issue 1 -- two ed psych jobs that may be of interest

[Susan Chipman]

     See item in this forwarded message.  The School of Education at CU is
very small so opportunities for interaction with cognitive science and
psychology may be better than average.  Evidently other schools in Colorado
must be doing most of the teacher education.

Susan Chipman

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Date: Mon, Oct 5, 2009 at 9:54 AM
Subject: ICS-news Digest, Vol 37, Issue 1
To: ics-news at psych.colorado.edu


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Today's Topics:

  1. ICS Colloquium, TODAY , October 2, 2009 -- 12:00 Noon
     (Jean M. Bowen)
  2. Fwd: Educ Psych search (Donna J Caccamise)


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Message: 1
Date: Fri, 2 Oct 2009 10:48:29 -0600
From: "Jean M. Bowen" <Jean.Bowen at Colorado.EDU>
Subject: [ICS-news] ICS Colloquium, TODAY , October 2, 2009 -- 12:00
       Noon
To: ICS-News at psych.colorado.edu, ICS-CINC at psych.colorado.edu,
       ICS-students at psych.colorado.edu
Cc: ICS-fellows at psych.colorado.edu, ICS-CLEAR at Psych.colorado.edu,
       ICS-assoc at psych.Colorado.EDU
Message-ID: <2402260E-EB4D-43F2-9EDD-A824A219B531 at colorado.edu>
Content-Type: text/plain; charset="us-ascii"

>
>>>> Please join us for the ICS Colloquium
>>>>
>       Speaker:
>>>>    Bhuvana Narasimhan
>>                                              Assistant Professor
>>                                              Department of Linguistics
>>                                                      University of
Colorado
>>>>
>>>>            TODAY !!, October 2, 2009
>>>>                    12:00 noon - 2:00
>>>>                    Muen. Psych. Blding, Rm D430/428
>
>
> Title:
> Information status and word order in child and adult language
>>      In expressing rich, multi-dimensional thought in language,
>> speakers are influenced by a range of factors that influence the
>> ordering of utterance constituents. A fundamental principle that
>> guides constituent ordering in adults has to do with information
>> status, the accessibility of referents in discourse. Typically,
>> adults order previously mentioned referents (''old'' or accessible
>> information) first, before they introduce referents that have not
>> yet been mentioned in the discourse (''new'' or inaccessible
>> information) (Levelt, 1989; Wundt, 1900). The ''old-before-new''
>> ordering preference is posited to have information processing value
>> for adult speakers since prior mention of a referent facilitates
>> earlier production of the accessible information (Bock & Irwin,
>> 1980; Ferreira & Yoshita, 2003). If similar considerations
>> influence how children linearize their thinking for the purposes of
>> speaking, we would predict that accessibility should lead to an
>> ''old-before-new'' ordering preference in children as well. In
>> addition, the ''old-before-new'' ordering in adults' usage patterns
>> constitutes input to children learning language, and may also lead
>> to an ''old-before-new'' preference in children if they are
>> sensitive to the correspondence between linear order and
>> information status in the ambient language.
>>
>>      In this talk, I present a series of studies exploring children's
>> ordering preference: whether they reflect patterns in child-
>> directed speech, and the degree to which their preference can be
>> influenced by manipulating aspects of the discourse context. The
>> findings demonstrate that a key principle governing ordering
>> preferences in adults does not originate in early childhood, but
>> develops: from new-to-old to old-to-new.
>>>>
>>>>                    Refreshments to follow

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Message: 2
Date: Mon, 5 Oct 2009 09:54:33 -0600
From: Donna J Caccamise <Donna.Caccamise at Colorado.EDU>
Subject: [ICS-news] Fwd: Educ Psych search
To: ICS-fellows at psych.Colorado.EDU, ICS-assoc at psych.Colorado.EDU,
       ICS-NEWS at psych.colorado.edu, ics-students at psych.colorado.edu
Message-ID: <E0EAAB45-33E8-46AD-AE80-92A661C9D2B5 at Colorado.EDU>
Content-Type: text/plain; charset="us-ascii"

Hi Folks,  The School of Education is advertising for 2 tenure-track
faculty positions in the area of Educational Psychology and a third
position in bilingual education.  Potential candidates may provide
great synergy with current research at the Institute of Cognitive
Science.  Please feel free to forward the attached position
announcement to appropriate individuals and/or lists.  We will keep
you posted during the progress of this search regarding job talks, etc.

All the Best,  Donna


Begin forwarded message:




Donna Caccamise, Ph.D
Assoc. Director, Institute of Cognitive Science
UCB 344
University of Colorado, Boulder 80309
303-735-3602
donna.caccamise at colorado.edu


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