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Thomas T Hills - One of the best experts on this subject based on the ideXlab platform.

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word

Larissa K Samuelson - One of the best experts on this subject based on the ideXlab platform.

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word

Ihnsil Kwak - One of the best experts on this subject based on the ideXlab platform.

  • disrupting effects of antibiotic sulfathiazole on Developmental Process during sensitive life cycle stage of chironomus riparius
    Chemosphere, 2018
    Co-Authors: Kiyun Park, Ihnsil Kwak
    Abstract:

    Abstract Antibiotics in the environment are a concern due to their potential to harm humans and interrupt ecosystems. Sulfathiazole (STZ), a sulfonamide antibiotic, is commonly used in aquaculture and is typically found in aquatic ecosystems. We evaluated the ecological risk of STZ by examining biological, molecular and biochemical response in Chironomus riparius. Samples were exposed to STZ for 12, 24 and 96 h, and effects of STZ were evaluated at the molecular level by analyzing changes in gene expression related to the endocrine system, cellular stress response and enzyme activity of genes on antioxidant and detoxification pathways. STZ exposure induced significant effects on survival, growth and sex ratio of emergent adults and mouthpart deformity in C. riparius . STZ caused concentration and time-dependent toxicity in most of the selected biomarkers. STZ exposure leads to significant heat-shock response of protein genes (HSP70, HSP40, HSP90 and HSP27) and to disruption by up-regulating selected genes, including the ecdysone receptor gene, estrogen-related receptors, ultraspiracle and E74 early ecdysone-responsive gene. Furthermore, STZ induced alteration of enzyme activities on antioxidant and detoxification responses (catalase, superoxide dismutase, glutathione peroxidase and peroxidase) in C. riparius . By inducing oxidative stress, antibiotic STZ disturbs the endocrine system and produces adverse effects in growth Processes of invertebrates.

  • disrupting effects of antibiotic sulfathiazole on Developmental Process during sensitive life cycle stage of chironomus riparius
    Chemosphere, 2018
    Co-Authors: Kiyun Park, Ihnsil Kwak
    Abstract:

    Abstract Antibiotics in the environment are a concern due to their potential to harm humans and interrupt ecosystems. Sulfathiazole (STZ), a sulfonamide antibiotic, is commonly used in aquaculture and is typically found in aquatic ecosystems. We evaluated the ecological risk of STZ by examining biological, molecular and biochemical response in Chironomus riparius. Samples were exposed to STZ for 12, 24 and 96 h, and effects of STZ were evaluated at the molecular level by analyzing changes in gene expression related to the endocrine system, cellular stress response and enzyme activity of genes on antioxidant and detoxification pathways. STZ exposure induced significant effects on survival, growth and sex ratio of emergent adults and mouthpart deformity in C. riparius . STZ caused concentration and time-dependent toxicity in most of the selected biomarkers. STZ exposure leads to significant heat-shock response of protein genes (HSP70, HSP40, HSP90 and HSP27) and to disruption by up-regulating selected genes, including the ecdysone receptor gene, estrogen-related receptors, ultraspiracle and E74 early ecdysone-responsive gene. Furthermore, STZ induced alteration of enzyme activities on antioxidant and detoxification responses (catalase, superoxide dismutase, glutathione peroxidase and peroxidase) in C. riparius . By inducing oxidative stress, antibiotic STZ disturbs the endocrine system and produces adverse effects in growth Processes of invertebrates.

Eliana Colunga - One of the best experts on this subject based on the ideXlab platform.

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word

Chen Yu - One of the best experts on this subject based on the ideXlab platform.

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word

  • mechanistic Developmental Process rumelhart prize symposium in honor of linda smith
    Cognitive Science, 2013
    Co-Authors: Larissa K Samuelson, Eliana Colunga, Anthony F. Morse, Chen Yu, Thomas T Hills
    Abstract:

    Mechanistic Developmental Process: Rumelhart Prize Symposium in Honor of Linda Smith Participants Larissa K. Samuelson (larissa-samuelson@uiowa.edu) Anthony Morse (anthony.morse@plymouth.ac.uk) Chen Yu (chenyu@indiana.edu) Eliana Colunga (colunga@psych.colorado.edu) Department of Psychology and DeLTA Center University of Iowa Iowa City, IA, 52242 Centre for Robotics and Neural Systems, Plymouth University Plymouth, Devon, PL4 8AA, UK Department of Psychological and Brain Sciences Indiana University Bloomington, IN, 47405 Department of Psychology and Neuroscience, University of Colorado Boulder Boulder, CO, 80309 Thomas Hills (T.T.Hills@warwick.ac.uk) Department of Psychology University of Warwick Coventry CV4 A word learning; computational models; robotics; dynamic systems. Motivation Traditional views of cognition, cognitive development, and word learning have viewed knowledge as divorced from Processes of perceiving and acting. Linda Smith has championed a dynamic, mechanistic, and Process- oriented view of cognition and focused on questions of development. She has shown how knowledge is embedded in, distributed across, and inseparable from the Processes of perceiving and acting in the world. In so doing, she has enabled a new understanding of the nature of cognition and of how new ways of thinking come to be. This Rumelhart symposium in her honor illustrates how this focus on Developmental Process changes the questions asked and our resulting understanding of cognition. The five speakers will examine the Developmental Process of word learning from different vantage points ranging from perceptual to social to cognitive, and spanning multiple periods from the first words to rapid vocabulary growth to the building of semantic networks. A Unified View of Early Word Learning: Linking social interaction to sensory-motor Dynamics in Child-Parent Interaction Author: Chen Yu with Daniel Yurovsky Abstract: Many theories of early word learning begin with the uncertainty inherent to learning a word from its co- occurrence with a visual scene. However, the relevant visual scene for infant word learning is neither from the adult theorist’s view nor the mature partner’s view, but is rather from the learner’s personal view. To understand the mechanistic nature of early word learning, this talk focuses on micro-level behaviors as they unfold in real time in the dynamically complex interactions of child-parent interactions. We found that when infants interacted with Smart Behaviors from Simple Processes Author: Larissa Samuelson Abstract: The period between16-months and 3-years of age is one of rapid vocabulary growth and diversification. Children this age are often referred to as “amazing word