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Cognitive science intramural basketball: A tale of fighting against the odds

A tale of a cognitive scientist fighting the good fight--here, on the court, rather than in the lab. (more)



Creel, S. C. (2014). Preschoolers’ flexible use of talker information during word learning. Journal of Memory and Language, 73, 81–98.
abstract Previous research suggests that preschool-aged children use novel information about talkers’ preferences (e.g. favorite colors) to guide on-line language processing. But can children encode information about talkers while simultaneously learning new words, and if so, how is talker information encoded? In five experiments, children learned pairs of early-overlapping words (geeb, geege); a particular talker spoke each word. Across experiments, children learned labels for novel referents, showing an advantage for original-voice repetitions of words which appeared to stem mainly from semantic person-referent mappings (who liked what referent). Specifically, children looked to voice-matched referents when a talker asked for their own favorite (‘‘I want to see the geege’’) or when the liker was unspecified (‘‘Point to the geege’’), but they looked to voice-mismatched referents when a talker asked on behalf of the other talker (‘‘Conor wants to see the geege’’). Initial looks to voice-matched referents were flexibly corrected when later information became available (Anna saying ‘‘Find the geege for Conor’’). Voice-matching looks vanished when talkers labeled the other talker’s favorite referent during learning, possibly because children had learned two conflicting person-referent mappings: Anna-likes-geeb vs. Anna-talks-about-geege. Results imply that children’s language input may be conditioned on talker context quite early in language learning.
Wang B., Mezlini A. M., Demir F., Fiume M., Tu Z., Brudno M., Haibe-Kains B., Goldenberg A. (2014). Similarity Network Fusion for Aggregating Data Types on a Genomic Scale. Nature Methods, Jan. 26.
recent technologies have made it cost-effective to collect diverse types of genome-wide data. computational methods are needed to combine these data to create a comprehensive view of a given disease or a biological process. similarity network fusion (snF) solves this problem by constructing networks of samples (e.g., patients) for each available data type and then efficiently fusing these into one network that represents the full spectrum of underlying data. For example, to create a comprehensive view of a disease given a cohort of patients, snF computes and fuses patient similarity networks obtained from each of their data types separately, taking advantage of the complementarity in the data. We used snF to combine mrnA expression, dnA methylation and micrornA (mirnA) expression data for five cancer data sets. snF substantially outperforms single data type analysis and established integrative approaches when identifying cancer subtypes and is effective for predicting survival.
Borovsky, A., & Creel, S. C. (2014). Children and adults integrate talker and verb information in online processing. Developmental Psychology, 50(5), 1600–13. doi:10.1037/a0035591
Children seem able to efficiently interpret a variety of linguistic cues during speech comprehension, yet have difficulty interpreting sources of nonlinguistic and paralinguistic information that accompany speech. The current study asked whether (paralinguistic) voice-activated role knowledge is rapidly interpreted in coordination with a linguistic cue (a sentential action) during speech comprehension in an eye-tracked sentence comprehension task with children (ages 3–10 years) and college-aged adults. Participants were initially familiarized with 2 talkers who identified their respective roles (e.g., PRINCESS and PIRATE) before hearing a previously introduced talker name an action and object (“I want to hold the sword,” in the pirate’s voice). As the sentence was spoken, eye movements were recorded to 4 objects that varied in relationship to the sentential talker and action (target: SWORD, talker-related: SHIP, action-related: WAND, and unrelated: CARRIAGE). The task was to select the named image. Even young child listeners rapidly combined inferences about talker identity with the action, allowing them to fixate on the target before it was mentioned, although there were developmental and vocabulary differences on this task. Results suggest that children, like adults, store real-world knowledge of a talker’s role and actively use this information to interpret speech.

Featured Classes
Spring 2015:
  • COGS160: Language Research: A Practicum
    This course involves working about 10 hours per week in Dr. Coulson's lab on language research projects and writing a paper on the findings of one of them. The class meets weekly to talk about the motivation for the projects, to discuss how different language research techniques are used, and how to analyze and interpret data. For more information to contact Dr. Coulson [coulson@cogsci.ucsd.edu] directly.
  • COGS160: Communication in Infancy
    COGS 160 is a mixed Practicum/Seminar course designed to provide hands-on experience in research on infancy and early childhood. Students learn skills and are assigned responsibilities based on the project to which they are assigned. Students also participate in a journal club and prepare brief end-of-quarter presentations and reports. It is a 3-quarter sequence. Content, skills, and responsibilities evolve and expand every quarter. Pre-req: upper-division coursework in Cognitive Science, Human Development, Linguistics, and/or Psychology, covering content including one or more cognition or cognitive development cognitive ethnography, neuroscience, psycholinguistics; GPA of 3.3 or better; Commitment to a 3-quarter, 4-credit sequence; Permission of instructor based on interview and availability.

Research Opportunities (199s)
  • Connecting the Disconnected with KA Lite
    Lab: Foundation for Learning Equality @ Calit2 Can information technology radically change the way we learn? Who can gain the most from free, open access to resources? At the Foundation for Learning Equality, a non-profit based at Calit2, we are harnessing the power of technology for education to take it ...
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  • Language Development and Remediation in Children
    We are evaluating two interventions for dyslexia that involve training the temporal dynamics of the visual system (magnocellular pathway) and the auditory system, and whether the two interventions together have super-additive effects. As a Research Assistant, you would be traveling to one or two of five participating local elementary schools ...
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  • Cognitive Processes
    “Raednig thees wrods semes to be esaeir tahn you mgiht hvae tohuhgt; waht colud epxlian tihs?” Could you read the sentence above? Having any trouble understanding or recognizing these words? How possible it could be to understand such a sentence, with/without recognize words? What could you explain your effortless ability ...
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  • Speech Production Adaptation to Individual Speakers
    When speaking to another person, we tailor our speech production based on information we know about that person: for example, you probably don't use the same vocabulary with a professor as you do with a 2-year-old. This project will investigate how specific this adaptation in the speech production system is. ...
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Recent News & Links (see all)


Cognitive Neuroscience Society - Q&A with Marta Kutas

Marta Kutas has been smitten from the beginning with ERPs – event-related potentials, measures of electrical activity in the brain. She calls them “temporally exquisite instruments for investigating what the brain does – loosely, the mind.”


CNS - The Distinguished Career Contributions Award

Congratulations to Marta Kutas. The Distinguished Career Contributions (DCC) award honors senior cognitive neuroscientists for their distinguished career, leadership and mentoring in the field of cognitive neuroscience.  The recipient of this prize will give a lecture at our annual meeting.


Brad Voytek receives a Sloan Fellowship

The prestigious fellowships honor early-career academics whose achievements and potential identify them as rising stars and the next generation of scientific leaders. Fellows receive $50,000 to further their research in eight areas: chemistry, computer science, economics, mathematics, computational and evolutionary molecular biology, neuroscience, ocean sciences, and physics.


Cog Sci Faculty member receives Lifetime Research Award

Congratulations to Professor Jim Hollan, this year's distinguished recipient of the CHI Lifetime Research Award