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Institute of Cognitive Science Colloquia - Zoom Link - Shared screen with speaker view
Shiran Dudy
01:02:48
What about a population of bilingual but of two different European heritage? Or a monolingual population in Peru?
Shiran Dudy
01:05:23
Thanks!
Shreyasi Mandal
01:12:28
I think, there are also disadvantages for Multilingual children, if they are using technology or a lot, like they often become couch potatoes, by sitting in-front of the screen and playing games. Also checking screens for a long time, effects their eyes. So I was wondering that there are cons also for Multi, if parents are more technology driven.
Tamara Sumner
01:14:23
Going back to the differences in learning "styles" children are experiencing (direct/individual versus observational/community), what are the implications for early childhood education such as preschool, and how we support kids to successfully transition to formal learning environments?
Chris M
01:18:59
Do the parents provide reasons why they do not want their children using screens? It seems like it comes from an intuitive place but I am curious if they were able to articulate their reasons for avoiding it.
Chris M
01:19:30
screens and technology in general I suppose
Cari Skrzynski
01:21:54
They have most narrow eyes
Tamara Sumner
01:29:47
any questions for priya?
Matt Hong
01:30:17
I've been reading a lot about Jacqueline Gottlieb and Pierre-Yves Oudeyer's work on the Learning Progress Hypothesis. Do you have critiques/insights on their work and how your research positions itself compared to theirs?
Yasko Endo (she) ICS
01:32:26
This is fascinating to think about the learning influences of cultural and multi-linguistic exposure of children in their home environments. Thank you so much Priya, for sharing such interesting research and implications.
Kieran Smith (he/him)
01:33:21
In the monolingual US, there is a heavy (institutional) emphasis on group learning (starting as early as preschool). Do you think there are stylistic differences in the way different cultures approach group learning that could contribute to the differences you mentioned in your talk (e.g. does the teacher speak directly to students vs. teaching via demonstration)?
Cari Skrzynski
01:34:21
Go Tartans!!
Cari Skrzynski
01:35:17
He's actualy at Columbia now
Cari Skrzynski
01:35:20
I believe
Lisa Miracchi’s iPhone
01:38:53
Fascinating and important talk! I am especially interested in the challenge you posed for whether joint attention is important for child learning. Given that joint attention has been hypothesized to play such a huge role in evolution, if you have thoughts about how to revisit some of this thinking?
Kieran Smith (he/him)
01:38:57
Thanks!
Matt Hong
01:39:54
Jacqueline Gottlieb also works at Columbia so maybe they will collaborate
Srinjita Bhaduri
01:40:29
Thank you for this fantastic presentation! I am curious if you know of any studies that have looked at the role of social and linguistic experience in the learning for children with special needs?
Tamara Sumner
01:41:11
and who decided these were the "right" measures!
Eliana Colunga
01:42:54
I always change it to “dugo” when working with spanish speakers :p
Yasko Endo (she) ICS
01:48:38
Thank you so much, Priya and to Eliana for bringing her to us!
Kayla Cormier
01:48:44
Thank you! This was very interesting!
Emily Johns-O'Leary (she/her/hers)
01:48:48
Thank you!! This was wonderful.
Julianna Harris
01:48:51
Thank you!
Chelsea Brown
01:48:52
Thank you!