Developmental Psychology
developmental psychology
Dr. Stefan Heinrich
The PhD project aims to identify and describe the specific, latent temporal encoding structures that may constrain the temporal features of spoken language. The candidate will study structure patterns in spoken language and investigate how to build a model that can extract temporal characteristics of speech across different languages. The project is interdisciplinary, with active collaboration within the Pioneer Centre for AI, as well as with experts in computational neuroscience and developmental psychology in Germany and Japan.
Timothy F. Brady
The Department of Psychology at UC San Diego invites applications for a tenure-track Assistant Professor position focused on computational and theoretical mechanisms of behavior and/or its neural bases. The selected candidate will be responsible for establishing a rigorous, high-quality research program that complements existing departmental strengths in Behavioral Neuroscience, Cognitive Psychology, Developmental Psychology, and/or Social Psychology. Additional responsibilities include teaching graduate and undergraduate level courses and mentoring students within the Department of Psychology, as well as participating in department and university service.
Susan Fischer
The 'Developmental Computational Psychiatry' lab and the W3 professorship 'Computational Psychiatry' led by Tobias Hauser at the University of Tübingen (Germany) is currently hiring new postdocs. The focus of the lab is to better understand the computational and neural mechanisms underlying decision making and learning, and how these processes go awry in patients with mental illnesses. The successful candidates will have the chance to work in a highly dynamic and inspiring environment and to collaborate closely with Prof Peter Dayan and the Max Planck Institute for Biological Cybernetics.
Susan Fischer
The 'Developmental Computational Psychiatry' lab and the W3 professorship 'Computational Psychiatry' led by Tobias Hauser at the University of Tübingen is hiring new postdocs. The lab focuses on understanding the computational and neural mechanisms underlying decision making and learning, and how these processes are affected in patients with mental illnesses. Successful candidates will work in a dynamic environment and collaborate with Prof Peter Dayan and the Max-Planck Institute for Biological Cybernetics.
Prof. Dr. Yee Lee Shing, Prof. Dr. Gemma Roig
The DFG funded project Learning From Environment Through the Eyes of Children within SPP 2431 New Data Spaces for the Social Sciences, situated at Goethe University Frankfurt, is looking for candidates for two positions: 1 PostDoc position in Psychology and 1 PhD or PostDoc position in Computer Science. The project aims to establish a new mode of data acquisition capturing young children’s first-person experience in naturalistic settings and develop AI systems to characterize the nature and complexity of these experiences. This interdisciplinary project involves collaboration between the psychology and computer science departments, contributing to the SPP programme's goals of establishing a new multimodal data approach in social science studies.
Ryan Thomas Philips
Azim Premji University has launched an exciting new interdisciplinary major in psychology and cognition, focusing on themes like human cognitive development in the life cycle, mental health and well-being, and machine intelligence and learning. The programme aims to provide holistic insights into the interplay of the mind and behaviour by drawing from various disciplines such as philosophy, neuroscience, psychology, computer science, and socio-cultural contexts. We are specifically looking for faculty who specialise in Developmental Psychology and Cognitive Sciences. Exceptional candidates with expertise in any other related field are also encouraged to apply. We look for applicants who resonate with the purpose of the University and are keen to contribute to the design, development, and delivery of the courses in psychology and cognitive science in our undergraduate programme. The programme is residential for students, and faculty are expected to contribute to research, teaching, and mentoring students, and help build a vibrant community of learning.
How can we shift research culture to drive Credibility in Neuroscience?
This webinar will demonstrate changes that are already happening at individual, institutional and funder level to shift research culture toward supporting credible research, and will allow attendees working in neuroscience to ask further questions to our speakers. Our panel of speakers, chaired by Ana Dorrego-Rivas: Emily Farran, Professor in Developmental Psychology and Academic Lead Research Culture and Integrity at the University of Surrey Rosa Sancho, Head of Research at Alzheimer's Research UK Sepideh Keshavarzi, Senior Research Fellow at the Sainsbury Wellcome Centre
Social Curiosity
In this lecture, I would like to share with the broad audience the empirical results gathered and the theoretical advancements made in the framework of the Lendület project entitled ’The cognitive basis of human sociality’. The main objective of this project was to understand the mechanisms that enable the unique sociality of humans, from the angle of cognitive science. In my talk, I will focus on recent empirical evidence in the study of three fundamental social cognitive functions (social categorization, theory of mind and social learning; mainly from the empirical lenses of developmental psychology) in order to outline a theory that emphasizes the need to consider their interconnectedness. The proposal is that the ability to represent the social world along categories and the capacity to read others’ minds are used in an integrated way to efficiently assess the epistemic states of fellow humans by creating a shared representational space. The emergence of this shared representational space is both the result of and a prerequisite to efficient learning about the physical and social environment.
Scaffolding up from Social Interactions: A proposal of how social interactions might shape learning across development
Social learning and analogical reasoning both provide exponential opportunities for learning. These skills have largely been studied independently, but my future research asks how combining skills across previously independent domains could add up to more than the sum of their parts. Analogical reasoning allows individuals to transfer learning between contexts and opens up infinite opportunities for innovation and knowledge creation. Its origins and development, so far, have largely been studied in purely cognitive domains. Constraining analogical development to non-social domains may mistakenly lead researchers to overlook its early roots and limit ideas about its potential scope. Building a bridge between social learning and analogy could facilitate identification of the origins of analogical reasoning and broaden its far-reaching potential. In this talk, I propose that the early emergence of social learning, its saliency, and its meaningful context for young children provides a springboard for learning. In addition to providing a strong foundation for early analogical reasoning, the social domain provides an avenue for scaling up analogies in order to learn to learn from others via increasingly complex and broad routes.
A developmental-cognitive perspective on the impact of adolescent social media use
Concerns about the impact of social media use on adolescent well-being and mental health are common. While the amount of research in this area has increased rapidly over the last 5 years, most outputs are still marred by a multitude of limitations. These shortcomings have left our understanding of social media effects severely limited, holding back both scientific discovery and policy interventions. This talk discusses how developmental, cognitive and neuroscientific approaches might provide a new and improved way of studying social media effects. It will detail new studies in support of this idea, and raise potential avenues for collaborative work across the Cambridge Neuroscience community. As the digital world now (re)shapes what it means for us to live, communicate and develop, only an interdisciplinary approach will allow us to truly understand its impacts.