November 09, 2023 at 15:30 (MEZ - in-person)

Title: Training implicit learning of spelling: A randomized controlled trial

Speaker: Michael Grosche (University of Wuppertal; invited by Thomas Lachmann)

Abstract: This presentation discusses the findings from two and a half randomized controlled trials (RCTs) that investigate the effectiveness of explicit and implicit training methods in improving spelling skills among students with and without learning difficulties. The presentation begins by providing an overview of the challenges associated with spelling development and learning disabilities. It highlights the distinction between explicit and implicit learning processes, emphasizing their respective characteristics and benefits. Two RCTs have been conducted, and a third one is planned. The first RCT examines the effectiveness of explicit instruction in promoting explicit spelling processes. It involves 189 third-grade students with poor spelling skills who receive standardized interventions over four weeks. The results indicate modest improvements in spelling performance, particularly in orthographic tasks. The second RCT explores the potential of an app-based intervention to enhance implicit spelling processes. A feasibility study is conducted with 175 second-grade students using a specially designed app with targeted word exercises. Although interrupted by the COVID-19 pandemic, preliminary findings suggest positive effects on spelling abilities in one out of four dependent variables. Based on these promising results, a third RCT is planned to replicate the findings of the second experiment with a larger sample of students with low spelling proficiency. The upcoming study will incorporate improvements such as increased training sessions, gamification elements, and additional outcome measures to assess various aspects of spelling awareness and performance. In summary, this presentation highlights the findings from RCTs investigating explicit and implicit training methods for improving spelling skills among students with and without learning difficulties. The presentation concludes by discussing the importance of integrating psychological learning theories into instructional methods to effectively support students with learning disabilities.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

November 16, 2023 at 15:30 (MEZ - in Person)

Title: Human audiovisual sensing and cognition in the virtual and the real world

Speaker: Alexandra Bendixen (University of Chemnitz; invited by Thomas Lachmann)

Abstract: In the Cognitive Systems Lab, we study human sensing and cognition with a focus on auditory and audiovisual processing. We aim for a better understanding of the sensory and cognitive processes that allow humans to perceive, understand and operate in complex scenarios - a skill in which humans outperform their technical counterparts still by far. The interpretation of auditory and visual scenes can be studied by perceptual multistability, where physically identical information is associated with different perceptions over time. This allows for a dissociation of interpretational from purely sensory processes. Applying combinations of behavioral psychophysics, eyetracking, and electroencephalography (EEG), we study multistability from the perspectives of sensory predictability, multisensory interplay, and age-related processing changes. Adding virtual-reality (VR) techniques allows us to considerably increase the complexity of the sensory surroundings and possible actions without compromising experimental control in our studies. We developed high-fidelity and high-detail virtual copies of real-world office buildings, along with a naturalistic interface for participants' movements in the VR, leaving head and gaze free to move naturally. This enables us to test ecologically valid interactions in VR that would be impossible to assess in reality. In my talk, I will demonstrate examples of how these methods foster our understanding of human perception and action in complex scenarios.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

November 30, 2023 at 15:30 (MEZ - in-person)

Title: Hearing in a social context: Prediction and turn taking with hearing loss

Speaker: Lauren V. Hadley (University of Nottingham; invited by Shanley Allen)

Abstract: In this talk, I’ll be summarising the recent work from my fellowship investigating how hearing loss impacts not only speech audibility but also the more complex cognitive processes involved in conversation. I will start by discussing the importance of prediction for conversation, presenting some work investigating how early interlocutors typically turn to an upcoming talker in triadic interactions. I will then draw together two behavioural studies investigating how hearing ability impacts both the prediction of when a spoken utterance will end, and the production and processing of speech occurring after a turn taking gap. I will finish by sharing our current plans to link basic tests of speech prediction with real conversation behaviour.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

December 07, 2023 at 15:30 (MEZ - in-person)

Title: Working memory and episodic long-term memory

Speaker: Klaus Oberauer (University of Zurich; invited by Thomas Lachmann)

Abstract: The relation between working memory (WM) and episodic long-term memory (LTM) has been a matter of intense debate for several decades: Are they different at all, and if so, how do they differ, and how can we distinguish them empirically? I propose to approach these questions through a functional analysis. The function of WM is to hold the currently most relevant information available for processing. This requires that the contents of WM can be rapidly updated, and that WM protects its contents against proactive interference from outdated information. Episodic LTM, by contrast, has the function of maintaining a record of past events that are potentially relevant in the future. These records should be fairly robust against updating or loss, and as a consequence, are vulnerable to proactive interference. I will present experiments testing these predictions, and propose the susceptibility to proactive interference as a practical test for distinguishing episodic LTM and WM.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

DUE TO THE DB STRIKE, TALK IS POSTPONED TO 08/02/24

January 11, 2024 at 15:30 (MEZ - in-person) 

Title: The development of L2 syntax: insights from heritage speakers and early learning phases

Speaker: Sarah Bernolet (University of Antwerp; invited by Shanley Allen)

Abstract: A few years ago, Robert Hartsuiker and I proposed a theory for the development of syntactic representations in late second language (L2) learning (Hartsuiker & Bernolet, 2017; Bernolet & Hartsuiker, 2018). In our theory, we view the Shared Syntax model for syntactic representations in bilinguals (Hartsuiker, Pickering and Veltkamp, 2004) as the end-state of a learning trajectory, in which L2 syntactic representations develop from item- and language specific representations to abstract syntactic representations that are shared with the L1 as much as possible. In the last few years, we have been testing different assumptions of the model using syntactic priming, both in artificial language learning and in more ecologically valid learning contexts, with learners with different bilingual profiles and in different stages of L2 acquisition. I will discuss the results of these different
studies and their implications for our theory, as well as the pros and cons of the different methods we used.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

January 18, 2024 at 15:30 (MEZ - in-person)

Title: The role of morphological awareness for literacy development in German

Speaker: Claudia Steinbrink (University of Erfurt; invited by Thomas Lachmann)

Abstract: It has been shown that morphological awareness (i.e. the conscious awareness of the morphemic structure of words and the ability to reflect on and manipulate that structure; Carlisle, 1995) is related to literacy acquisition in various languages. The empirical evidence on the role of morphological awareness for the development of reading and spelling in German - a language with a rather transparent but asymmetric orthography - is, however, still rather sparse. In my talk, I will present two studies: In a cross-sectional study with German primary school children, we investigated the role of grade level for the relationship between morphological awareness and literacy skills, as well as the relative strength of this relationship compared to that between other language-related variables (phonological processing, vocabulary) and literacy (see Haase & Steinbrink, 2022). In a longitudinal study, we currently address the differential relevance of various facets of morphological awareness skills before school entry for reading and spelling skills in early primary school (see Ewald & Steinbrink, 2023, for first results).

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

DUE TO THE DB STRIKE, TALK IS POSTPONED TO SUMMER SEMESTER

January 25, 2024 at 15:30 (MEZ - in-person)

Title: Young children’s competencies development in the context of the home learning environment

Speaker: Frank Niklas (University of Munich; invited by Patricia Wesseling)

Abstract: Children’s literacy and mathematical competencies are a critical platform for their successful functioning as individuals in society. However, many children, in particular those with low socioeconomic status backgrounds who may not receive the home support needed to develop to their full potential, are at risk of not reaching sufficient competence levels. Consequently, we are in need of intervention approaches that support young children’s mathematical and literacy competencies directly, so that they are ready to start school with the ability to adequately learn. In this presentation, I will provide information about children’s development in their home learning environment and discuss findings of intervention studies in the family context.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

February 01, 2024 at 15:30 (MEZ - in-person)

Title: Too much information and the compression of redundancy by the visual brain

Speaker: Bilge Sayim (University of Bern; invited by Thomas Lachmann)

Abstract: The human brain has limited processing capacities. To cope with excessive information in the environment, the perceptual system selects, discards, and compresses information. For example, in typical visual scenes, at any point in time only single (or subsets of) stimuli are selected by attention, reducing the information that is processed. Another way to reduce information is the compression of redundancies that are present in visual scenes: In ‘redundancy masking’, a phenomenon we recently discovered, the perceived number of items in repeating patterns is reduced. For example, when presented with three identical items in the visual periphery, observers often report seeing only two items. Interestingly, observers are highly confident about the accuracy of their erroneous reports. Here, we will discuss how mechanisms of information reduction and the compression of visual information in redundancy masking are key characteristics of the visual system that enable us to cope with the abundant information in complex environments.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09

February 08, 2024 at 15:30 (MEZ - in-person)

Title: The development of L2 syntax: insights from heritage speakers and early learning phases

Speaker: Sarah Bernolet (University of Antwerp; invited by Shanley Allen)

Abstract: A few years ago, Robert Hartsuiker and I proposed a theory for the development of syntactic representations in late second language (L2) learning (Hartsuiker & Bernolet, 2017; Bernolet & Hartsuiker, 2018). In our theory, we view the Shared Syntax model for syntactic representations in bilinguals (Hartsuiker, Pickering and Veltkamp, 2004) as the end-state of a learning trajectory, in which L2 syntactic representations develop from item- and language specific representations to abstract syntactic representations that are shared with the L1 as much as possible. In the last few years, we have been testing different assumptions of the model using syntactic priming, both in artificial language learning and in more ecologically valid learning contexts, with learners with different bilingual profiles and in different stages of L2 acquisition. I will discuss the results of these different
studies and their implications for our theory, as well as the pros and cons of the different methods we used.

Location: RPTU - Campus Kaiserslautern, Building 57, Room 508

OR 

Zoom Link: https://uni-kl-de.zoom-x.de/j/66044180812?pwd=UkVBUVlQdEJwSjFNMVFqcEFyTk44Zz09