harnad@phoenix.Princeton.EDU (Stevan Harnad) (09/01/90)
PSYCOLOQUY Fri, 31 Aug 90 Volume 1 : Issue 12
conference in milwaukee
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From: HAMMOND@ccit.arizona.edu
On April 12-14, l991, there will be a conference at the University of
Wisconsin-Milwaukee on the topic "Word order in discourse". This will
be the 20th Annual Linguistics Symposium in Milwaukee. Papers are
invited on the question of how and to what degree differences in
constituent order are affected by discourse structure, i.e. by the
functions of clauses and their constituents in discourse. Proposals
reporting on studies relating to particular languages, studies
comparing two or more languages, and typological studies are
encouraged. Either a synchronic or a diachronic perspective may be
taken; language acquisition studies will also be considered.
Invited speakers will include BARBARA FOX, ROBERT LONGACRE, and MARIANNE
MITHUN.
ABSTRACT DEADLINE: FRIDAY, NOVEMBER 15, l990. Ten copies of one-pag,
anonymous abstracts are requested. For more information, contact
Mickey Noonan, Dept. ofEnglish, University of Wisconsin-Milwaukee,
Milwaukee, WI 53201; or e-mail noonan@csd4.csd.uwm.edu.harnad@phoenix.Princeton.EDU (Stevan Harnad) (09/01/90)
PSYCOLOQUY Fri, 31 Aug 90 Volume 1 : Issue 12
3 Connectionism Post-Docs, Univ. of Wales (line 14)
Cognitive Neuroscience Job Univ. of North Carolina (line 66)
Developmental Cognitive Neuroscience at Yale (line 86)
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From: PSS001%VAXA.BANGOR.AC.UK
Department of Psychology, University of Wales, Bangor
and Department of Psychology, University of York
CONNECTIONISM AND PSYCHOLOGY
THREE POST-DOCTORAL RESEARCH FELLOWSHIPS
Applications are invited for three post-doctoral research fellowships
to work on the connectionist and psychological modelling of human
short-term memory and spelling development.
Two Fellowships are available for three years, on an ESRC- funded
project concerned with the development and evaluation of a
connectionist model of short-term memory. One Fellow will be based with
Dr. Gordon Brown in the Cognitive Neurocomputation Unit at Bangor and
will be responsible for implementing the model. The other Fellow, based
at York with Dr. Charles Hulme, will be responsible for undertaking
psychological experiments with children and adults to evaluate the
model. Starting salary for both posts on research 1A grade up to #
13,495.
One two-year Fellowship is available to work on an MRC-funded project
to develop a sequential connectionist model of the development of
spelling and phonemic awareness in children. This post is based in
Bangor with Dr. Gordon Brown. Starting salary on research 1A grade up
to # 14,744.
Applicants should have postgraduate research experience or interest in
cognitive psychology/cognitive science or connectionist/ neural network
modelling and computer science. Good computing skills are essential for
the posts based in Bangor, and experience in running psychological
experiments is required for the York-based post. Excellent
computational and research facilities will be available to the
successful applicants.
The appointments may commence from 1st. October 1990, but start could
be delayed until 1st. January 1991. Closing date for applications is
7th. September 1990, but intending applicants should get in touch as
soon as possible. Informal enquiries regarding the Bangor-based posts,
and requests for further details of the posts and host departments, to
Gordon Brown (0248 351151 Ext 2624; email PSS001@uk.ac.bangor.vaxa);
informal enquiries concerning the York-based post to Charles Hulme
(0904 433145; email ch1@uk.ac.york.vaxa). Applications (in the form of
a curriculum vitae and the names and addresses of two referees) should
be sent to Mr. Alan James, Personnel Office, University of Wales,
Bangor, Gwynedd LL57 2DG, UK.
(Apologies to anyone who receives this posting through more
than one list or newsgroup)
------------------------------
From: SEMPER BUFO <MARCO%UNCG.BITNET>
Subject: Cognitive Neuroscience Job at University of North Carolina
COGNITIVE NEUROSCIENCE: The Psychology Department at the University of
North Carolina at Greensboro seeks applications for a tenure-track
appointment, at the assistant professor level, in the area of brain
processes and cognitive functioning. Preferred applicants will have
demonstrated a promise of excellence in research and commitment to
teaching at graduate and undergraduate levels. Ph.D.-granting
department has 24 faculty members with strong interdisciplinary links.
Salary is competitive. Copies of vita, representative publications, and
three letters of reference should be sent to the Chair, Cognitive
Neuroscience Search, Department of Psychology, UNC-Greensboro,
Greensboro, NC 27412. Applications will be accepted until November 21,
1990, or until the position is filled. Applications from women and
racial minorities are especially encouraged. An Affirmative Action,
Equal Opportunity Employer.
------------------------------
From: Steve <REZNICK%YALEVM>
Subject: Developmental Cognitive Neuroscience at Yale
Postdoctoral Training in Developmental Cognitive Neuroscience
Various opportunities exist at Yale for developmental psychologists to
learn more about brain structure and function or for
neuroanatomists/psychobiologists to learn more about developmental
psychology. The general focus of the applicant's interests must be
working memory and/or future-oriented behavior. The training will
reflect a collaboration between two laboratories: Dr. J. Steven Reznick
in Psychology and Dr. P.S. Goldman-Rakic in Neuroanatomy.
For more information about training opportunities, send a resume
and cover letter describing research interests to: Dr. J. Steven
Reznick, Box 11-A Yale Station, New Haven, CT 06520. (BITNET
address: reznick@yalevm FAX number: 203 432-7172)
End of PSYCOLOQUY Digest
******************************harnad@phoenix.Princeton.EDU (Stevan Harnad) (09/01/90)
PSYCOLOQUY Fri, 31 Aug 90 Volume 1 : Issue 12
Survey
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From: UECKER%UNC.BITNET%ncsuvm.ncsu.edu@pucc
Subject: Survey
TO: LABORATORY INSTRUCTORS IN PSYCHOLOGY
FROM: David Eckerman, Ph.D.
email: uecker@UNC.Bitnet
snailmail: CB#3270, Dept of Psychol.
University of North Carolina
Chapel Hill, NC 27599
Telephone: (919) 962-2130
TOPIC: A SURVEY OF UNDERGRADUATE
LABORATORY TRAINING IN PSYCHOLOGY:
WHAT ROLES ARE MICROCOMPUTERS PLAYING?
PLEASE COMPLETE A SURVEY WHETHER OR NOT YOUR COURSE USES
MICROCOMPUTERS!!
PLEASE RETURN THE SURVEY TO ME BY SEPTEMBER 15, 1990
At the New Orleans meeting of the Society for Computers in
Psychology* on November 15, I hope to review the impact of
microcomputers on our teaching of undergraduate laboratory
courses in psychology. I intend to focus on those courses,
usually taught to psychology majors, where data are collected,
analyzed, and reported for a number of excercises. If you teach
such a course, I would greatly appreciate your completing the
following survey for (the) laboratory course(s) offered by your
Department. Please complete one survey for each laboratory
course taught by your department.
I realize this will take some time and thought, but I expect
that it will be an interesting exercise to puzzle your way
through, and I will be very happy to send a copy of the final
report to those who respond -- I hope the convention address will
ultimately be published in the April issue of Behavior Research
Methods, Instruments, & Computers.
Thank you,
DAE
* - We meet the day before the Psychonomic Society for sessions
on computers in psychological research and teaching. Membership
open to all with an interest in this topic.. Dues are $10.
Write Paula Goolkasian at (FPY00PAG@UNCCVM.Bitnet) for more
information on joining or on the conference.
Name of Respondent ____________________________
Your Address ____________________________
____________________________
____________________________
e-mail ____________________________
telephone ____________________________
Your Institution (if not clear from above) __________________
Your Department (if not clear from above) ___________________
Number of full-time faculty in your department ______________
Number of undergrads at your institution ____________________
Number of majors in your department in their jr/sr year _____
Topic Codes - enter for all topics included in the course
S -- Sensation/Perception/Psychophysics
B -- Biopsychology
A -- Animal Behavior -- Ethology
CA - Conditioning & Learning (animal)
CH - Conditioning & Learning (human)
C -- Cognitive
M -- Motivation
ID - Individual Differences (testing)
S -- Social Psychology
X1 - Other ___________________
X2 - Other ______________________
-------------------------------------------------------------
FOR THE COURSE AS IT IS NOW TAUGHT
--------------------------------------------------------------
Course codes (from list) __, __, __, __, __, __, __, __, __, __
how many students per section? _____
Number of students enrolled each year (including summer terms)
_____
Percent that are freshman or sophomores ________
Percent that are juniors, seniors, or post-grads _______
Type(s) of microcomputers (if applies) _____________
Type(s) of mainframe/minicomp. (if applies) __________
Are microcomputers networked [ ] or stand-alone [ ]
when was the current version of the course first taught? ____
Please indicate what percent of the effort the students expend in
the course is directed toward the following activities? Then
indicate what percent of their effort IN THAT CATEGORY actively
involves MICROCOMPUTER use. [i.e., 100% IF TOTALLY DONE ON
MICROCOMPUTER] Lastly, indicate what percent of the effort in
that category actively involves use of MINI or MAINFRAME
computer.
: % : % of : % of
: of : this : this
: course : using : using
: effort : micros : minis/mainfrm
1. review background info : : :
2. generate research ideas : : :
3. frame the problem/design : : :
4. collect the data : : :
5. characterize/analyze data : : :
6. interpret the results : : :
7. prepare the report : : :
--------------------------------------------------------------
WAS THERE A PRIOR VERSION OF THIS COURSE ???
IF THERE WAS, PLEASE ANSWER THESE QUESTIONS AGAIN FOR THIS PRIOR
VERSION
--------------------------------------------------------------
Course codes (from list) __, __, __, __, __, __, __, __, __, __
how many students per section? _____
Number of students enrolled each year (including summer terms)
_____
Percent that are freshman or sophomores ________
Percent that are juniors, seniors, or post-grads _______
Type(s) of microcomputers (if applies) _____________
Type(s) of mainframe/minicomp. (if applies) __________
Are microcomputers networked [ ] or stand-alone [ ]
when was the PRIOR version of the course LAST taught? ____
Please indicate what percent of the effort the students expend in
the course is directed toward the following activities? Then
indicate what percent of their effort IN THAT CATEGORY actively
involves MICROCOMPUTER use. [i.e., 100% IF TOTALLY DONE ON
MICROCOMPUTER] Lastly, indicate what percent of the effort in
that category actively involves use of MINI or MAINFRAME
computer.
: % : % of : % of
: of : this : this
: course : using : using
: effort : micros : minis/mainfrm
1. review background info : : :
2. generate research ideas : : :
3. frame the problem/design : : :
4. collect the data : : :
5. characterize/analyze data : : :
6. interpret the results : : :
7. prepare the report : : :
-------------------------------------------------------------
PLEASE COMMENT ON HOW MICROCOMPUTERS HAVE (OR WOULD) CHANGE THE
TEACHING OF THIS COURSE --
MANY THANKS!!!
------------------------------harnad@phoenix.Princeton.EDU (Stevan Harnad) (09/16/90)
PSYCOLOQUY Sat, 15 Sep 90 Volume 1 : Issue 13
JR Anderson on Cognition & Optimality:
BBS Call for Commentators (line 17)
APA General Aptitude Test Battery Information (line 65)
International Conference on the Learning Sciences (line 110)
ML91 -- THE EIGHTH INTERNATIONAL WORKSHOP
ON MACHINE LEARNING (line 154)
----------------------------------------------------------------------
Below is the abstract of a forthcoming target article to appear in
Behavioral and Brain Sciences (BBS), an international, interdisciplinary
journal that provides Open Peer Commentary on important and
controversial current research in the biobehavioral and cognitive
sciences. Commentators must be current BBS Associates or nominated by a
current BBS Associate. To be considered as a commentator on this
article, to suggest other appropriate commentators, or for information
about how to become a BBS Associate, please send email to:
harnad@clarity.princeton.edu or harnad@pucc.bitnet or write to:
BBS, 20 Nassau Street, #240, Princeton NJ 08542 [tel: 609-921-7771]
To help us put together a balanced list of commentators, please give some
indication of the aspects of the topic on which you would bring your
areas of expertise to bear if you are selected as a commentator.
____________________________________________________________________
IS HUMAN COGNITION ADAPTIVE?
John R. Anderson
Psychology Department
Carnegie Mellon University
Pittsburgh,PA 15213-3890
ABSTRACT: Can the output of human cognition be predicted from the
assumption that it is an optimal response to the information-processing
demands of the environment? A methodology called rational analysis is
described for deriving predictions about cognitive phenomena using
optimization assumptions. The predictions flow from the statistical
structure of the environment and not the assumed structure of the mind.
Bayesian inference is used, assuming that people start with a weak
prior model of the world which they integrate with experience to
develop stronger models of specific aspects of the world. Cognitive
performance maximizes the difference between the expected gain and cost of
mental effort. (1) Memory performance can be predicted on the
assumption that retrieval seeks a maximal trade-off between the
probability of finding the relevant memories and the effort required to
do so; in (2) categorization performance there is a similar trade-off
between accuracy in predicting object features and the cost of
hypothesis formation; in (3) casual inference the trade-off is between
accuracy in predicting future events and the cost of hypothesis
formation; and in (4) problem solving it is between the probability of
achieving goals and the cost of both external and mental
problem-solving search. The implemention of these rational
prescriptions in neurally plausible architecture is also discussed.
----------------------------------------------------------------------
From: APA Science Directorate <APASDCF%GWUVM.BITNET@VTVM2.CC.VT.EDU>
Subject: GATB Information
To: All interested parties
From: Dianne C. Brown
Subject: Proposed Policy Guidance on the General Aptitude Test Battery
Extended deadline for comments
The General Aptitute Test Battery (GATB), used by state employment
agencies for selection and career counseling, has become the center of
controversy over the use of within-group scoring methods. In response to
criticisms of the within-group scoring methods, designed to reduce adverse
impact against protected groups, the Department of Labor (DOL) plans
to discontinue the use of the GATB for employment selection purposes for a
two year period during which extensive research of the test will be
conducted. During this period the GATB may still be used as a career
counseling device on a voluntary basis, or at the request of the
individual. The research plan addresses recommendations made by the
National Academy of Science (NAS) following their intensive study of the
GATB.
The Employment and Training Administration of DOL has released its
proposed policy guidance on the GATB for public review and comment.
Released in the July 24 Federal Register, Vol. 55, No. 142, page 30162,
comments to the statement were originally requested by August 23, 1990.
The deadline for submitting comments has now been extended to September 24,
1990. The final statement and subsequent discontinuation of the GATB
were scheduled for 90 days following the release of the proposed statement
(or October 23). The American Psychological Association has submitted
comments on the proposed guideline and urges its membership with expertise
in this area to also submit comments on behalf of their institutions or as
individuals. We would appreciate a copy of any comments you may develop
just for our information in following the issue. You can send comments to:
Dianne C. Brown
American Psychological Association
1200 Seventeenth Street, N.W.
Washington, D.C. 20036
If you would like to respond to this memo directly through Bitnet please
send all messages to APASDDCB@GWUVM. Thank you.
------------------------------
From: Chuck Chang <chuck%aristotle.ils.nwu.edu@pucc>
Subject: International Conference on the Learning Sciences
CALL FOR PAPERS / CONFERENCE ANNOUNCEMENT
The International Conference on the Learning Sciences
(formerly The International Conference on Artificial
Intelligence and Education)
will be held August 4 - 7, 1991 at Northwestern University
Leading authorities will present keynote addresses exploring
new ideas and tools to improve teaching and learning in all
settings (schools, corporate training programs, etc.). In
addition, scholars in cognitive science, artificial
intelligence (AI), education, and psychology are invited to
submit proposals for papers. Areas of interest include, but
are not limited to, the following: cognitive development,
theories of teaching, applications of AI to educational
software, computational models of human learning, user models
and student models, innovative educational software,
simulation as a teaching tool, and evaluation of teaching
strategies.
All presentations will be 20 minutes long and followed by a
10-minute discussion. Persons wishing to present a paper
should submit (in English) 3 copies of a 300-word abstract
accompanied by a cover letter. Cover letters should include
paper title, author(s), postal and e-mail addresses, and
telephone number and should be sent to the following address:
Professor Roger C. Schank
The Institute for the Learning Sciences
Northwestern University
1890 Maple Avenue
Evanston, Illinois 60201-3142 USA
Important dates: Deadline for submission: January 4, 1991
Notification of acceptance: April 1, 1991
For further information, contact the Conference Director at
the above address, or call (708) 491-3500.
------------------------------
From: Lawrence Birnbaum <birnbaum%fido.ils.nwu.edu@pucc>
Subject: ML91 -- THE EIGHTH INTERNATIONAL WORKSHOP ON MACHINE LEARNING
CALL FOR WORKSHOP PROPOSALS AND PRELIMINARY CALL FOR PAPERS
On behalf of the organizing committee, we are pleased to solicit proposals for
the workshops that will constitute ML91, the Eighth International Workshop on
Machine Learning, to be held in late June, 1991, at Northwestern University,
Evanston, Illinois, USA. We anticipate choosing six workshops to be held in
parallel over the three days of the meeting. Our goal in evaluating workshop
proposals is to ensure high quality and broad coverage of work in machine
learning. Workshop committees -- which will operate for the most part
independently in selecting work to be presented at ML91 -- should include two
to four people, preferably at different institutions. The organizing
committee may select some workshops as proposed, or may suggest changes or
combinations of proposals in order to achieve the goals of quality and
balance.
Proposals are due October 10, 1990, preferably by email to:
ml91@ils.nwu.edu
although hardcopy may also be sent to the following address:
ML91
Northwestern University
The Institute for the Learning Sciences
1890 Maple Avenue
Evanston, IL 60201 USA
fax (708) 491-5258
Please include the following information:
1. Workshop topic
2. Names, addresses, and positions of workshop committee members
3. Brief description of topic
4. Workshop format
5. Justification for workshop, including assessment of breadth of
appeal
Workshop format is somewhat flexible, and may include invited talks, panel
discussions, short presentations, and even small working group meetings.
However, it is expected that the majority of time will be devoted to technical
presentations of 20 to 30 minutes in length, and we encourage the inclusion of
a poster session in each workshop. Each workshop will be allocated
approximately 100 pages in the Proceedings, and papers to be published must
have a minimum length of (most likely) 4 to 5 pages in double column format.
Workshop committee members should be aware of these space limitations in
designing their workshops.
We encourage proposals in all areas of machine learning, including induction,
explanation-based learning, connectionist and neural net models, adaptive
control, pattern recognition, computational models of human learning,
perceptual learning, genetic algorithms, computational approaches to teaching
informed by learning theories, scientific theory formation, etc. Proposals
centered around research problems that can fruitfully be addressed from a
variety of perspectives are particularly welcome.
The workshops to be held at ML91 will be announced towards the end of October.
In the meantime, we would like to announce a preliminary call for papers; the
submission deadline is February 1, 1990. Authors should bear in mind the
space limitations described above.
On behalf of the organizing committee, Larry Birnbaum Gregg Collins
Program co-chairs, ML91
------------------------------
PSYCOLOQUY
is sponsored by
the Science Directorate of
the American Psychological Association
(202) 955-7653
Co-Editors:
(scientific discussion) (professional/clinical discussion)
Stevan Harnad Perry London, Dean, Cary Cherniss (Assoc Ed.)
Psychology Department Graduate School of Applied Graduate School of Applied
Princeton University and Professional Psychology and Professional Psychology
Rutgers University Rutgers University
Assistant Editors:
Malcolm Bauer John Pizutelli
Psychology Department Psychology Department
Princeton University Rutgers University
End of PSYCOLOQUY Digest
******************************