|Date & Time||Event||Speaker||Topic||Reading|
|9/8/2011, 3:30 pm||Computer Science Colloquium (Engineering Center ECCR 265)||Dr. Elizabeth Churchill, Yahoo! Research, Internet Experiences Group||Hunches, Heuristics and
Data (or, the Art and Science of
In this talk, Dr. Churchill will talk about past, current and future work in the Internet Experiences Group at Yahoo! Research. She will demo a number of prototypes including Zync, which enables real time sharing of video in instant messenger and 4cast, an alpha prototype that supports social predictions. In each case, she will talk about the inspiration behind as well as the evaluation of these prototypes and products.
|9/9/2011, 3:00 p.m.||Applied Math Colloquium (Engineering Center ECCR 245)||Michael Mozer, Computer Science, CU||Improving the quality of human judgments via decontamination|
|9/15/2011, 3:30 pm||Computer Science Colloquium (ECCR 265)||
Making Claims in Interaction Design: Following Knowledge Trails Toward Informed Solutions
computing power of mobile technology provide ways for
people to have constant access to information, and many domains have
specialized problems and user populations that can benefit from shared
knowledge. This talk examines how the capture and reuse of claims can
share knowledge across diverse user populations, resulting in
user interfaces for emerging mobile platforms. The talk will highlight
of claims reuse (and more generally knowledge reuse) from the last 100
projecting how today's knowledge-sharing tools and environments could
lessons from these examples.
|9/23/2011, 12 pm||ICS Colloquium (Muenzinger D430)||Sean Kang, Psychology, UCSD||The benefits of retrieval
practice and spacing for learning
A wealth of evidence from basic memory research has revealed two robust phenomena that have direct implications for education: (1) Testing is not a neutral event in which one's knowledge is merely assessed; the act ofretrieving information from memory enhances the later retention of that information, and (2) practice that is distributed or spaced out in time (relative to practice that is crammed/massed) leads to more durable learning. However, the potential for retrieval practice and spacing to be potent learning tools has not been fully realised in practice, perhaps in part because laboratory research has often not focused enough on the sorts of concrete procedural choices that arise in real-world learning contexts. I will present new research demonstrating the utility of retrieval practice and/or spacing for learning across diverse domains (i.e., language acquisition, inductive/category learning). Importantly, the current studies were designed to better reflect realistic learning situations, and I will emphasise the potential application of these findings for improving educational practice.
|Rohrer & Pashler|
|9/30/2011, 12 pm||ICS Colloquium (Muenzinger D430)||Paul Cohen, School of Computer Science, U. of Arizona||
Verb meanings for robots
By now we know that robots can associate sensory patterns with words, thereby "grounding" word meanings. However, these patterns might not function as words in language (e.g., patterns associated with verbs might not have anything like a case structure); and they do not necessarily function as word meanings, either, in that they might be "semantically impotent," doing nothing for the robot. I will talk about what we want word meanings to do for robots (i.e., words help robots imagine scenes) and sketch some of our recent work on learning word meanings. The last part of my talk will be about nonliteral language, such as metaphor, and escaping from the "grounding" we tried so hard to achieve.
|10/7/2011, 12 pm||ICS Collqouium||Carol Seger, Colorado State University||
Decision making and learning in the corticostriatal system
The corticostriatal system is a recurrent network connecting basal ganglia with cortex through which the basal ganglia exert a plastic modulatory influence on cortical representations. Corticostriatal networks participate in a broad variety of cognitive processes, including executive functions, decision making, response selection, and sequence and syntax processing. I will discuss several recent studies from my laboratory exploring the roles played by corticostriatal systems during categorization and other decision making tasks. I will address how dopamine mediated plasticity within the corticostriatal system allows for continuous learning, which I will illustrate with studies using reinforcement learning approaches to model brain activity during category learning. If time permits, I will conclude with a discussion of how the corticostriatal system interacts with the medial temporal lobe memory system during learning and memory tasks.
|10/19/2011 11:30 a.m.||L3D talk (Engineering Center DLC 170 -- http://l3d.cs.colorado.edu/directions/index.html||Scott McCrickard, Virginia Tech, Computer Science||
Collaborating with Claims in Interaction Design
This talk and discussion will explore how the capture and reuse of claims can help share knowledge across diverse populations of designers, resulting in measurably better user interfaces for emerging mobile platforms. The talk will differentiate claims from other knowledge capture mechanisms and will highlight examples of how claims capture and reuse can enable knowledge-sharing in design. It is expected that the discussion will explore the possibilities and limitations of this approach in relation to the design efforts and methodologies under way at the University of Colorado and elsewhere.
|10/20/2011, 3:30 pm||Computer Science Colloquium (Engineering Center ECCR 265)||Leysia Palen, Computer Science, University of Colorado||When Computer Mediated Communication Goes Critical|
|10/28/2011, 12 pm||ICS Colloquium (Muenzinger D430)||Ken Koedinger, CMU||
The Knowledge-Learning-Instruction (KLI) Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learning
Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, my colleagues and I in the Pittsburgh Science of Learning Center (see learnlab.org) have developed the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events: a) memory and fluency processes, b) induction and refinement processes, c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices.
|11/3/2011, 3:30 p.m.||Computer Science Colloquium (ECCR 265)||Jevin West, Biology, University of Washington||
Document Discovery: Advancing Research with Large Knowledge Networks
|Chronicle of Higher Ed article|
|11/4/2011, 12 pm||ICS Colloquium (Muenzinger D430)||Tor Wager, Psychology, University of Colorado||
Shared and divergent representations of physical and emotional pain in the central nervous system
Pain is a subjective experience created at the intersection of somatosensation and meaning. Because of its complex origin in the central nervous system, pain has defied objective measurement, making it difficult to study its genesis and develop effective treatments. Here, I present new efforts to use machine learning techniques to develop objective, interpretable biomarkers for pain in the human brain. I demonstrate that physical pain can be differentiated from socially induced emotional distress by fine-grained patterns of activity within both somatosensory and meaning-generation systems. The resulting biomarkers for physical and social "pain" could be used as targets for future studies of how both psychological and pharmacological treatments influence each type of distress.
|11/4/2011, 3:00 p.m.||Applied Math Colloquium (ECCR 245)||Martha Palmer, Linguistics, University of Colorado||Verbs -- The Key To Knowledge Representation|
|11/7/2011, 1:00 pm [promptly!]||L3D talk (Discovery Learning Center DLC 170)
This building on the northeast side of the engineering center
|Ed Hutchins, Anthropology and Cognitive Science, UCSD||
Digital cognitive ethnography of the airline flight deck
|11/11/2011, 12 pm||ICS Colloquium||John Lynch, Business School, University of Colorado||how people make financial decisions||reading|
|11/14/2011, 1:30pm-3:00pm||School of Education (EDUC 332)||Melissa Gresalfi||
In her work, Dr. Gresalfi has focused on how aspects of classroom systems such as the design of tasks, peer interaction, teacher practice, and classroom culture can impact teaching and learning of mathematics. She began by examining the complexity of classroom systems and specifically investigated how elements of classroom systems interacted, and has broadened her research to systematically investigate elements of classroom systems as they relate to students’ engagement with content, with particular focus on the use of innovative technologies, such as immersive digital games.
She is a recipient of a Gates Foundation grant, a MacArthur Foundation grant, and a Spencer postdoc award. In April 2011, she was honored with the Jan Hawkins Award, an early career award designed to highlight contributions to humanistic research and scholarship in learning technology.
|Psychology Colloquium (Muenzinger D241)||Anders Ericsson, Psychology, Florida State||
Limits of Intuitive Expertise: Protocol Analysis as a Tool to Explicate the Complex Structure of Skill
|12/1/2011, 3:30 p.m.||Computer Science Colloquium (ECCR 265)||Eliana Colunga, Department of Psychology||
Using Computational Models to Understand Typical and Atypical Word Learning
|12/2/2011, 12 pm||ICS Colloquium||William Peneul, School of Education, University of Colorado|