BEGIN:VCALENDAR
VERSION:2.0
CALSCALE:GREGORIAN
PRODID:iCalendar-Ruby
BEGIN:VEVENT
CATEGORIES:Class/Seminar
DESCRIPTION:Elika Bergelson\, PhDCrandall Family Assistant Professor\, Duke
  University\, Psychology & Neuroscience Department\, Center for Cognitive N
 euroscience and Linguistics (secondary)\n\n  Title: The Nascent Lexicon: Wh
 at Infants Know and How They Come to Know It\n\n  Abstract: Within a range 
 of "normal" exposure and "typical" development\, all children acquire langu
 age from their environment\, on relatively similar timescales. At the same 
 time\, both the specific input and cognitive faculty a given child is endow
 ed with dictates what they are in principle able to learn and when. Using d
 ata from eye tracking experiments and dense long-form home recordings\, I w
 ill describe my lab's work focusing on (a) infants earliest forays into wor
 d learning\, focusing on conceptual\, perceptual\, and lexical knowledge an
 d (b) the variability in young children's home language environment\, and h
 ow this does (or doesn't!) predict their growing language knowledge and pro
 duction. Throughout\, I will highlight how iteration between tightly contro
 lled multi-measure lab studies and naturalistic observation is needed to dr
 ive theory-building within language and cognitive development in particular
 \, and the study of the mind more broadly construed.
DTEND:20220113T010000Z
DTSTAMP:20260307T124928Z
DTSTART:20220112T234500Z
LOCATION:
SEQUENCE:0
SUMMARY:Colloquium
UID:tag:localist.com\,2008:EventInstance_38808656113927
URL:https://events.stanford.edu/event/job_talk
END:VEVENT
BEGIN:VEVENT
CATEGORIES:Class/Seminar
DESCRIPTION:Elika Bergelson\, PhDCrandall Family Assistant Professor\, Duke
  University\, Psychology & Neuroscience Department\, Center for Cognitive N
 euroscience and Linguistics (secondary)\n\n  Title: The Nascent Lexicon: Wh
 at Infants Know and How They Come to Know It\n\n  Abstract: Within a range 
 of "normal" exposure and "typical" development\, all children acquire langu
 age from their environment\, on relatively similar timescales. At the same 
 time\, both the specific input and cognitive faculty a given child is endow
 ed with dictates what they are in principle able to learn and when. Using d
 ata from eye tracking experiments and dense long-form home recordings\, I w
 ill describe my lab's work focusing on (a) infants earliest forays into wor
 d learning\, focusing on conceptual\, perceptual\, and lexical knowledge an
 d (b) the variability in young children's home language environment\, and h
 ow this does (or doesn't!) predict their growing language knowledge and pro
 duction. Throughout\, I will highlight how iteration between tightly contro
 lled multi-measure lab studies and naturalistic observation is needed to dr
 ive theory-building within language and cognitive development in particular
 \, and the study of the mind more broadly construed.
DTEND:20220203T010000Z
DTSTAMP:20260307T124928Z
DTSTART:20220202T234500Z
LOCATION:
SEQUENCE:0
SUMMARY:Colloquium
UID:tag:localist.com\,2008:EventInstance_38870700929317
URL:https://events.stanford.edu/event/job_talk
END:VEVENT
END:VCALENDAR