BEGIN:VCALENDAR VERSION:2.0 PRODID:-//jEvents 2.0 for Joomla//EN CALSCALE:GREGORIAN METHOD:PUBLISH BEGIN:VTIMEZONE TZID:America/New_York BEGIN:STANDARD DTSTART:20211107T010000 RDATE:20220313T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20221106T010000 RDATE:20230312T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20231105T010000 RDATE:20240310T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20241103T010000 RDATE:20250309T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20251102T010000 RDATE:20260308T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20261101T010000 RDATE:20270314T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20271107T010000 RDATE:20280312T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20281105T010000 RDATE:20290311T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20291104T010000 RDATE:20300310T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20301103T010000 RDATE:20310309T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20311102T010000 RDATE:20320314T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20321107T010000 RDATE:20330313T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20331106T010000 RDATE:20340312T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20341105T010000 RDATE:20350311T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20351104T010000 RDATE:20360309T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20361102T010000 RDATE:20370308T030000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:STANDARD DTSTART:20371101T010000 TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:America/New_York EST END:STANDARD BEGIN:DAYLIGHT DTSTART:20210404T130000 RDATE:20211107T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20220313T030000 RDATE:20221106T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20230312T030000 RDATE:20231105T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20240310T030000 RDATE:20241103T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20250309T030000 RDATE:20251102T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20260308T030000 RDATE:20261101T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20270314T030000 RDATE:20271107T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20280312T030000 RDATE:20281105T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20290311T030000 RDATE:20291104T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20300310T030000 RDATE:20301103T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20310309T030000 RDATE:20311102T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20320314T030000 RDATE:20321107T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20330313T030000 RDATE:20331106T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20340312T030000 RDATE:20341105T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20350311T030000 RDATE:20351104T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20360309T030000 RDATE:20361102T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20370308T030000 RDATE:20371101T010000 TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:America/New_York EDT END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:22100240f2d0ed5ae35470c1edb1dde2 CATEGORIES:RuCCS Colloquia: Spring 2022 CREATED:20220308T114420 SUMMARY:Hybrid Event - Austin Baker and Carolyn Jane Lutken (Rutgers University, Center for Cognitive Science) LOCATION:Hybrid - Registration Required DESCRIPTION:
Dr. Austin A. Baker is a philosopher and cognitive scientist spec ializing in empirically informed philosophy of mind and social philosophy. Their research addresses social prejudice through the interdisciplinary len ses of philosophy, psychology, neuroscience, and law. Dr. Baker received th eir PhD in Philosophy and Graduate Certificate in Cognitive Science from Ru tgers University and is currently a Postdoctoral Assistant Professor at the Rutgers Center for Cognitive Science. They are further affiliated with Cha z Firestone’s lab in the Department of Psychological and Brain Sciences at Johns Hopkins University. Dr. Baker also writes on transgender rights and d iscrimination and in their scholarship and teaching is dedicated to making academia more inclusive of gender-diverse people.
Abstract: The nonv erbal cues that accompany speech (e.g., facial expressions, gestures, and e ye gaze) can be as communicatively significant as the meanings of the words used. In this talk, I identify and discuss a very common—but philosophical ly and empirically unexamined—phenomenon: the behavioral tendency to nonver bally engage with people in ways that are sensitive to contextual power dyn amics (e.g., smiling and nodding more at powerful people). I offer a mechan istic account of this tendency (which I call ‘nonverbal marginalization’), arguing that it can manifest and reinforce implicit cognitive biases about social identities like race, gender, sexual orientation, and disability. I then go on to argue that we can understand the normative harms that nonverb al marginalization creates through the lens of epistemic injustice, and sho w how nonverbal marginalization can shed novel light on two significant bod ies of literature from social psychology—imposter syndrome and performance gaps between high and low power social groups. I conclude with a discussion of how individuals and institutions can go about mitigating the effects of nonverbal marginalization.
* * * * * * * * * * * * * * * * *
Dr. Jane received her B.A. in English literature from Whitman C ollege before teaching English in France. During this time, she developed a n interest in language acquisition (both first and second) which led her to pursue an M.A. in Linguistics from Newcastle University. There she learned that she was not only interested in linguistics (particularly syntax), but in the cognitive processes underlying language learning and language produ ction and comprehension. She received her PhD in Cognitive Science from Joh ns Hopkins in January 2021, under Dr. Geraldine Legendre. She is currently working with Dr. Karin Stromswold to further pursue the relationship betwee n linguistic competence and processing mechanisms.
Abstract: This research investigates the relati onship between competence and processing in children’s first language acqui sition, particularly of biclausal wh-questions. English-speaking children m ake consistent errors in production and comprehension of these questions. I n production, these errors surface in the form of medial wh-phrases as in ( 1) when the child wishes to express (2) (Thornton, 1990). In comprehension, children respond to questions such as (3) as if the relativizer what were the question to answer (de Villiers and Roeper, 1995).
(1) What do you think who t
he cat chased?
(2) Who do you think the cat chased?(3) Q: How did the boy say what he ca
ught? Response: A fish!
These errors are particularly interesting bec ause they resemble “Wh-Scope Marking” (WSM), which is attested in languages such as German (as seen in (4)), but not in English.
(4) Was hat Stefan Selina erzählt, wa
s er stehlen wird?
What did Steven tell
Sherry (what) he would steal?
Together, errors such as those in (1) and (3) suggest children may temporarily adopt multipl e UG licensed grammars (Yang, 2002; Legendre, Vainikka, Hagstrom, & Tod orova, 2002). This would be an example of syntactic creativity: the use of a UG-licensed grammar which is not the target grammar (Schulz, 2011). This research investigates whether these errors are true examples of syntactic c reativity. I will begin by describing an ongoing investigation of the cross -linguistic variation in WSM and the particular pragmatic contexts which li cense it. I will focus on a series of experiments which examine English and German-speaking children’s ability to produce and comprehend biclausal wh- questions. Not only do our data indicate no correlation between the two err or types in English (which we would predict under a parameter-based view of the grammar), we find that these errors are correlated with children’s wor king memory. Furthermore, we find that German-speaking children’s performan ce on these tasks shows a striking resemblance to the English-speaking chil dren, which would not be predicted under a parameter-based view. These find ings suggest that these errors are not the result of variation in the targe t grammar or grammar competence, but rather the result of something English and German-speaking children share: their immature processing mechanisms. I will finish by discussing research I am currently pursuing investigating errors made by adult-speakers which further support this claim (so far!). p> X-ALT-DESC;FMTTYPE=text/html:
Dr. Austin A. Baker is a philosopher and cognitive scientist specializing in empirically informed philosophy of mind and social philosophy. Their research addresse s social prejudice through the interdisciplinary lenses of philosophy, psyc hology, neuroscience, and law. Dr. Baker received their PhD in Philosophy a nd Graduate Certificate in Cognitive Science from Rutgers University and is currently a Postdoctoral Assistant Professor at the Rutgers Center for Cog nitive Science. They are further affiliated with Chaz Firestone’s lab in th e Department of Psychological and Brain Sciences at Johns Hopkins Universit y. Dr. Baker also writes on transgender rights and discrimination and in th eir scholarship and teaching is dedicated to making academia more inclusive of gender-diverse people.
Abstract: The nonverbal cues that accompa ny speech (e.g., facial expressions, gestures, and eye gaze) can be as comm unicatively significant as the meanings of the words used. In this talk, I identify and discuss a very common—but philosophically and empirically unex amined—phenomenon: the behavioral tendency to nonverbally engage with peopl e in ways that are sensitive to contextual power dynamics (e.g., smiling an d nodding more at powerful people). I offer a mechanistic account of this t endency (which I call ‘nonverbal marginalization’), arguing that it can man ifest and reinforce implicit cognitive biases about social identities like race, gender, sexual orientation, and disability. I then go on to argue tha t we can understand the normative harms that nonverbal marginalization crea tes through the lens of epistemic injustice, and show how nonverbal margina lization can shed novel light on two significant bodies of literature from social psychology—imposter syndrome and performance gaps between high and l ow power social groups. I conclude with a discussion of how individuals and institutions can go about mitigating the effects of nonverbal marginalizat ion.
* * * * * * * * * * * * * * * * *
Dr. Jane received her B.A. in English literature from Whitma n College before teaching English in France. During this time, she develope d an interest in language acquisition (both first and second) which led her to pursue an M.A. in Linguistics from Newcastle University. There she lear ned that she was not only interested in linguistics (particularly syntax), but in the cognitive processes underlying language learning and language pr oduction and comprehension. She received her PhD in Cognitive Science from Johns Hopkins in January 2021, under Dr. Geraldine Legendre. She is current ly working with Dr. Karin Stromswold to further pursue the relationship bet ween linguistic competence and processing mechanisms.
Abstract: This research investigates the rel ationship between competence and processing in children’s first language ac quisition, particularly of biclausal wh-questions. English-speaking childre n make consistent errors in production and comprehension of these questions . In production, these errors surface in the form of medial wh-phrases as i n (1) when the child wishes to express (2) (Thornton, 1990). In comprehensi on, children respond to questions such as (3) as if the relativizer what we re the question to answer (de Villiers and Roeper, 1995).
(1) What do you think who the cat chased?
(2) Who do you think the cat chased
?
(3) Q: How did the boy say what he
caught? Response: A fish!
These errors are particularly interesting because they resemble “Wh-Scope Marking” (WSM), which is attested in langua ges such as German (as seen in (4)), but not in English.
(4) Was hat Stefan Selina erzählt, was er stehlen wird?
What did Steven te
ll Sherry (what) he would steal?
Together, erro rs such as those in (1) and (3) suggest children may temporarily adopt mult iple UG licensed grammars (Yang, 2002; Legendre, Vainikka, Hagstrom, & Todorova, 2002). This would be an example of syntactic creativity: the use of a UG-licensed grammar which is not the target grammar (Schulz, 2011). Th is research investigates whether these errors are true examples of syntacti c creativity. I will begin by describing an ongoing investigation of the cr oss-linguistic variation in WSM and the particular pragmatic contexts which license it. I will focus on a series of experiments which examine English and German-speaking children’s ability to produce and comprehend biclausal wh-questions. Not only do our data indicate no correlation between the two error types in English (which we would predict under a parameter-based view of the grammar), we find that these errors are correlated with children’s working memory. Furthermore, we find that German-speaking children’s perfor mance on these tasks shows a striking resemblance to the English-speaking c hildren, which would not be predicted under a parameter-based view. These f indings suggest that these errors are not the result of variation in the ta rget grammar or grammar competence, but rather the result of something Engl ish and German-speaking children share: their immature processing mechanism s. I will finish by discussing research I am currently pursuing investigati ng errors made by adult-speakers which further support this claim (so far!) .
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