Psychoblog

Liebe alle,

wir möchten Sie herzlich zum Forschungskolloquium Experimentelle Psychologie

am Donnerstag, den 19.06.2025

um 14:15 Uhr im Verfügungsgebäude Raum 2.102

einladen.

Prof. Dr. Ingrid Scharlau (Uni Paderborn)

spricht über:

Was können wir im Spiegel Künstlicher Intelligenz über die Psychologie lernen?

Die Welt ist gerade voller Disruptionserzählungen und merkwürdigerweise ist diejenige von der Disruption durch Künstliche Intelligenz die lauteste. In meinem Vortrag werde ich die Frage stellen, was Künstliche Intelligenz für das Studium und Lernen von Psychologie bedeutet. Ich versuche dabei zu zeigen, dass es nicht nur (und vielleicht sogar weniger) darum geht, empirisch zu erforschen, welchen Nutzen und welchen Schaden KI hier haben kann, sondern vielmehr, überhaupt passende Fragen zu stellen. Ich versuche zu zeigen, dass es zentral ist, Praktiken und Artefakte der Psychologie und ihren Sinn in den Fokus zu nehmen: Warum eigentlich gehen wir beim Schreiben und in Texten genau so vor, wie wir es tun, und welchen Sinn hat das – oder auch nicht?

Wir freuen uns über eine rege Beteiligung.

Mit freundlichen Grüßen

Prof. Dr. Uwe Mattler

Dear all,

RTG 2906 „Curiosity“ invites to a Guest Lecture: „Curiosity & Cooperation: exploring with the collaboration of expert speakers is key for language acquisition“. The lecture is delivered by Louise Goupil from the University Grenoble Alpes. Scheduled for June 26th at 12:15 pm in Waldweg 26 (high-rise building, 2^nd floor), room 2.111.

About the speaker

Louise Goupil is a CNRS researcher based at the University Grenoble Alpes (FR, LPNC). In the past she worked in Paris (Ecole Normale Supérieure, IRCAM) and in the UK (University of East London, Cambridge University). She tries to understand how, to what extent and under which conditions young children can shape their own social learning, and the role that self-awareness plays in this process. Currently, she is working on three main projects. In the first project, called QUEST, she tries to understand whether (and if so, how) questioning can be an interesting tool to reduce learning inequalities in the classroom. The second project, called RESSAC aims to discover how infants learn to recognize their own voice and how this supports their understanding of vocal communication. In the third project, she critically examines adults‘ MYTHS about child psychology, and how they relate to scientific data and methods.

All the best,

Aleksandra Bovt

Dear all,

We are delighted to announce that Dr. Jan Engelmann (UC Berkeley) will give a talk at the CogSci Colloquium on Wednesday, 18^th June at 14:00 (Please note that this talk does not follow the usual Colloquium time slot.)

Title: DISAGREEMENT DRIVES METACOGNITIVE DEVELOPMENT

Abstract: Metacognition improves significantly over childhood, but the mechanisms underlying this development are poorly understood. We first review recent research demonstrating that disagreement prompts competent responses by young children across several metacognitive domains (confidence monitoring; information search; source monitoring). Then we propose a mechanistic model of how disagreement facilitates metacognition. We localize one main source of children’s metacognitive limitations in their still-developing capacities to reason about alternative possibilities, which manifest in an overly narrow focus on one hypothesis. Disagreement increases the child’s likelihood of representing alternative hypotheses, thereby promoting improved metacognitive reasoning. The broader proposal is that through repeated experiences of disagreement, children become better at representing alternative possibilities even when reasoning on their own, leading to metacognitive development.

Time: 14:00 pm (Wednesday, June 18^th )
Venue : room 2.111 Waldweg 26

Best regards
Saba

Saba Amirhaftehran
PhD student