The annual University of Reading: Reading Emotions conference will take place on Tuesday 12th June and the morning of Wednesday 13th June 2018. This year the theme will be:
Early career researchers associated with CCR may well be interested in this initiative from CiNN:
The CCR speaker for the Autumn Term 2017 will be Prof. Michael Brady, Philosophy Department, Glasgow University.
Date: Thursday 23rd November
Location: Philip-Lyle 74
The talk will be on the philosophy of pain, further details to follow.
CCR members may be interested in the Experimental Psychology Conference taking place at UoR next week. Details can be found in the EPS programme.
Registration is not necessary but please note the conditions in the EPS rubric: “Open exchange of new ideas is central to EPS meetings. To foster up-to-date discussion, presenters are mandated to report work that is not yet published. We ask that attendees respect this mandate. Please do not record or publish presented material (e.g. via Twitter or Facebook) without the presenter’s permission. For explicit guidance on reporting at EPS meetings, please refer to the EPS handbook.”
The ‘Reading Emotions’ workshop this year takes place on 19-20th June. Please see website for details and registration:
CCR members may be interested in the following CeLM talk:
‘Can people with developmental disorders function successfully as bilinguals?
by Dr Napoleon Katsos – University of Cambridge
Date Wed 10th May 2017
Time 15h00 – 16h30
Among parents and professionals, there is a common, albeit empirically unsupported belief that bilingual exposure may be detrimental to the language development of children with neurodevelopmental and other related disabilities (Griswold, 2016). In this presentation we will first report the findings from a systematic review on the impact of bilingualism on the linguistic and social development of children with neurodevelopmental disabilities (Uljarević et al., 2016). We will then share some findings from research with bilingual children with ASD and their competence with core language and pragmatics (Reetzke et al., 2015). The overall conclusion is that while there are substantial gaps in research, bilingualism does not seem to have an adverse effect on the development of children with neurodevelopmental disabilities, while there are reasons to expect that it might even have a beneficial impact in certain respects. We will conclude by outlining a new project that will address some of the gaps in the literature.
Reetzke, R, Zou, X., Sheng, L., & Katsos, N. (2015). Communicative Development in Bilingually Exposed Chinese Children With Autism Spectrum Disorders. Journal of Speech, Language and Hearing Research, 58(3):813-25.
Uljarević, M.. Katsos, N., Hudry, K. and Gibson, J.L. (2016). Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications. Journal of Child Psychology and Psychiatry. 10.1111/jcpp.12596
The summer seminar series kicks off soon (Tues 9th May, 4-5.30pm, CiNN seminar room). The latest version of the programme can be found here:
We will be running the CCR summer seminar series again this year. Full details to follow but preliminary details are below.
The psychology of philosophical thought experiments: knowledge, ordinary language, and stakes-sensitivity
Description: This seminar series will investigate whether—and if so, how—“ordinary” ways of understanding philosophical questions diverge from the ways philosophers understand those same questions. We will focus on recent experimental studies of the “stakes sensitivity” of knowledge, which evaluate whether judgments that a person knows something are influenced by the consequences (or “stakes”) of being right and wrong about it. Our aim will be to come to a better understanding of how to design experiments that investigate philosophical questions.
When: Tuesday 9th, 16th, 23rd May, 6th June. 16.00-17.30pm.
Where: CINN Conference Room, Psychology Building.
If you have any questions, please email Emma Borg (email@example.com)