iCog 2

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!

View the programme

See below for more inform­a­tion on talks.

Invited Speakers

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)

Accepted Speakers

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

Accepted Posters

Katherine Livins, Michael Spivey and Leonidas Doumas, Varying Variation: The effects of within- versus across-dimension dif­fer­ence on rela­tion­al cat­egory learning

Sam ClarkeCan Molyneux’s Question be answered empirically?

Lauren WareEmotion, learn­ing, and col­lect­ive decision-making

Lucia Castillo, Factors that influ­ence the estab­lish­ment of com­mu­nic­at­ive con­ven­tions: A maze game study

Mark Atkinson, Simon Kirby, and Kenny Smith, Sociocultural determ­in­a­tion of lin­guist­ic struc­ture: input vari­ab­il­ity and mor­pho­lo­gic­al complexity

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.