Perspectives on Learning
15th-16th October 2014
Informatics Forum, University of Edinburgh
The second annual iCog conference focused on the theme of learning in cognitive science. Learning, broadly construed, provides a point of intersection between the disciplines that comprise cognitive science. We take these disciplines to include, but not be limited to, linguistics, psychology, neuroscience, philosophy, computer science and anthropology. iCog drew together different perspectives on the theme of learning in order to facilitate co-operation between the disciplines and to develop new approaches to old problems.
Conference talks included the topics of visual learning in insects, language acquisition through social cues, and adaptive learning. In addition to talks by key speakers and early career researchers, there were also poster presentations. Thanks to everyone who joined the conference!
See below for more information on talks.
Jan Derry, Inferentialism, pedagogy, and knowledge (Institute of Education, London)
Rosie Flewitt, A broader view of learning from multimodal ethnography (Institute of Education, London)
Andy Philippides, Visual learning in insects: a case study in synthetic neuroethology (Computational Neuroethology, University of Sussex)
Szu-Han Wang, Keep the adaptive learning and lose the maladaptive one (Centre for Cognitive and Neural Systems, University of Edinburgh)
Jean-Marc Dewaele, Emotions in Multiple Languages (Applied Linguistics and Communication, Birkbeck)
Alex Doumas, Learning structured representations from scratch: An overview of the DORa project (Psychology, University of Edinburgh)
Richard Stöckle-Schobel, On the evidence for pre-linguistic concept learning.
James Kusch & Dror Abend David. Why Study a Foreign Language? Motivation, Pedagogy and Translation Theory in Foreign/Second Language Acquisition.
Samantha Austen, Revealing conceptual transfer in adult second language acquisition: a cognitive approach
Charlotte Field, Melissa Allen and Charlie Lewis, Language acquisition from social cues, associative cues and conflicting cues in typically and atypically developing children
Vicente Raja Galian, Perceptual Learning and Ecological Augmented Reality (PLEAR)
Jessica Diaz and Marios Philiastides, The Nature and Neural Locus of Perceptual Learning
Anjuli Manrique, Literacy, Anthropology and Brain Imaging
Andrew Manches and Mihaela Dragomir, Gesture as a window into how physical interaction shapes young children’s numerical development
Sam Clarke, Can Molyneux’s Question be answered empirically?
Lauren Ware, Emotion, learning, and collective decision-making
Lucia Castillo, Factors that influence the establishment of communicative conventions: A maze game study
We are grateful for the support of the School of Philosophy, Psychology, and Language Sciences at the University of Edinburgh, Eidyn (The Edinburgh Centre for Epistemology, Mind, and Normativity), the Scots Philosophical Association, the Aristotelian Society, and the Mind Association.