Psychoblog

„Registered Reports“-Session am 03.12., 16.15 Uhr

Am Dienstag, 03. Dezember lädt die Göttingen Open Source & Science Initiative of Psychology (GOSSIP) zu einer Session zum Thema “Registered Reports” ein. Die Session findet ab 16.15 Uhr in Raum 1.110 statt. Es soll zunächst darum gehen, über das vergleichsweise neue Publikationsformat zu informieren und dabei mit einigen verbreiteten „Mythen“ aufzuräumen. Alle Interessierten sind herzlich eingeladen. Veranstaltungssprache ist Englisch.

Abstract:
 
Registered reports have been praised by the scientific community as a powerful tool to increase the quality and credibility of research. More and more journals have started to introduce them as a publishing format for both original research and replication studies. Here, authors submit their research plan for peer review before data collection. In case of a positive evaluation, the editor grants conditional acceptance for publication prior to data collection and, hence, accepts the paper independent of the actual results. In this session, we want to promote registered reports as a potential publishing format for early career researchers (late-stage Master students, PhDs) and discuss the challenges and possibilities of registered reports. We also invite researchers more experienced with the traditional publication process who are interested in writing or supervising a registered report (Post-Docs, PIs, Professors). We will start with an introduction of registered reports and address some common „myths”. Julia Stern and Thomas Schultze-Gerlach will report their own experiences with registered reports as authors and editors. Finally, we will discuss the feasibility of making registered report part of your own research.

Dear colleagues,

We (as the Department of Developmental Psychology) would like to invite you to a talk by Manuel Bohn (MPI und Uni Leipzig) on Thursday, 28 November 2019 at 12.15 (seminar room 2.111, Waldweg 26). In his talk, Dr. Bohn will speak about “Rational speech-act theory and pragmatic development” (see abstract below).

We are looking forward to seeing you at our colloquium.

Best wishes,
Feride N. Haskaraca Kizilay

Abstract: Information integration in language learning across development

Language is a fundamentally social endeavor. Pragmatics is the study of how speakers and listeners use social reasoning to go beyond the literal meanings of words to interpret language in context. In my work, I take a pragmatic perspective on language development and argue for developmental continuity between early non-verbal communication, language learning, and linguistic pragmatics. These phenomena can be linked by relating them to a computational framework (the rational speech act (RSA) framework), which conceptualizes communication as fundamentally inferential and grounded in social cognition. This computational framework also provides a way to think about information integration. By drawing on experimental data from two recent projects, I will illustrate how RSA models can be used to test different hypothesis about the development of information integration during language learning.

Dear colleagues,

We (as the Department of Developmental Psychology) would like to invite you to a talk by Manuel Bohn (MPI und Uni Leipzig) on Thursday, 28 November 2019 at 12.15 (seminar room 2.111, Waldweg 26). In his talk, Dr. Bohn will speak about “Rational speech-act theory and pragmatic development” (see abstract below).

We are looking forward to seeing you at our colloquium.

Best wishes,
Feride N. Haskaraca Kizilay

Abstract: 

Information integration in language learning across development

Language is a fundamentally social endeavor. Pragmatics is the study of how speakers and listeners use social reasoning to go beyond the literal meanings of words to interpret language in context. In my work, I take a pragmatic perspective on language development and argue for developmental continuity between early non-verbal communication, language learning, and linguistic pragmatics. These phenomena can be linked by relating them to a computational framework (the rational speech act (RSA) framework), which conceptualizes communication as fundamentally inferential and grounded in social cognition. This computational framework also provides a way to think about information integration. By drawing on experimental data from two recent projects, I will illustrate how RSA models can be used to test different hypothesis about the development of information integration during language learning.