Professor Ellen Bialystok Professor Judith Kroll

Professor Ellen Bialystok York University, Toronto, Canada, http://cog.lab.yorku.ca/ Profesor Ellen Bialystok będzie gościem Laboratorium Psychologii Języka i Dwujęzyczności „LangUsta” (http://langusta.edu.pl/). W ramach swojej wizyty poprowadzi warsztat i wygłosi dwa wykłady. Warsztat: 15 maja 2013; 10.30-­‐12.00 (wraz z Prof. Judith Kroll) Why and how to stay in science? Survival and publishing tips. (streszczenie) Wykłady: 15 maja 2013; 16.30-­‐17.30 Neuroplasticity in bilinguals: Evidence from verbal and nonverbal control. (streszczenie) 17 maja 2013; 16.00-­‐17.00 (wraz z Prof. Judith Kroll) Bilingualism and the Mind (streszczenie) ZAPISY: Osoby zainteresowane wzięciem udziału w wykładach i warsztacie, prosimy o zgłoszenie mailowe
do 8 maja br. na adres: [email protected].
Prosimy o podanie: imię i nazwisko, rok i kierunek studiów, krótkiego uzasadnienia
Liczba miejsc jest ograniczona. W sytuacji, gdy zgłoszeń będzie więcej niż wolnych miejsc, zostanie
przeprowadzona selekcja. Z tego też powodu samo zgłoszenie chęci udziału nie gwarantuje
uczestnictwa. Wszystkie osoby przyjęte na wykłady i warsztat dostaną powiadomienie mailowe
do dnia 13 maja. Wszystkie zajęcia odbędą się w Domu Gościnnym UJ w Przegorzałach. Professor Judith Kroll Pennsylvania State University, USA (http://cls.psu.edu/people/faculty/kroll_judith.shtml) Profesor Judith Kroll będzie gościem Laboratorium Psychologii Języka i Dwujęzyczności „LangUsta” (http://langusta.edu.pl/). W ramach swojej wizyty poprowadzi warsztat i wygłosi dwa wykłady. Warsztat: 15 maja 2013; 10.30-­‐12.00 (wraz z Prof. Ellen Bialystok). Why and how to stay in science? Survival and publishing tips. (streszczenie) Wykłady: 16 maja 2013; 16.00-­‐17.00 Bilinguals speak their minds: How cognitive control enables speech planning in two languages. (streszczenie) 17 maja 2013; 16.00-­‐17.00 (wraz z Prof. Ellen Bialystok) Bilingualism and the Mind (streszczenie) ZAPISY: Osoby zainteresowane wzięciem udziału w wykładach i warsztacie, prosimy o zgłoszenie mailowe
do 8 maja br. na adres: [email protected].
Prosimy o podanie: imię i nazwisko, rok i kierunek studiów, krótkiego uzasadnienia
Liczba miejsc jest ograniczona. W sytuacji, gdy zgłoszeń będzie więcej niż wolnych miejsc, zostanie
przeprowadzona selekcja. Z tego też powodu samo zgłoszenie chęci udziału nie gwarantuje
uczestnictwa. Wszystkie osoby przyjęte na wykłady i warsztat dostaną powiadomienie mailowe
do dnia 13 maja. Wszystkie zajęcia odbędą się w Domu Gościnnym UJ w Przegorzałach. Why and how to stay in science? Survival and publishing tips Judith F. Kroll1, Ellen Bialystok2 1 The Pennsylvania State University, 2 York University It is a challenging time to be an academic. There are increasing pressures to conduct excellent research and publish (a lot and quickly), to secure external grant funding for your research, to entertain your students in class so they are interested in what you are teaching (rather than Facebook or Twitter), to collaborate globally, and to be a good colleague to co-­‐workers locally. Is it possible to do all of this successfully and to also have a life? Is it possible to survive when there are few academic positions and intense competition? In what ways can you anticipate having to change your interests and focus over the course of your career? And is it possible to enjoy your work despite all of these worries? We will share our own experience and advice about strategies for success and then open the seminar to discussion. Participants will be invited to generate particular topics that they would like to discuss in advance. Neuroplasticity in bilinguals: Evidence from verbal and nonverbal control. Ellen Bialystok, York University A growing body of research using both behavioral and neuroimaging data points to a significant effect of bilingualism on cognitive outcomes across the lifespan. The main findings are evidence for the enhancement of executive control at all stages in the lifespan, but costs for verbal performance on such measures as vocabulary, lexical access, and grammatical judgment. However, verbal processing can also require executive control for tasks that involve conflict, selection, or inhibition, so contrary to the usual pattern these tasks should show a bilingual advantage. We will report evidence from several recent studies that demonstrate bilingual advantages on linguistic tasks that recruit executive control. These results are discussed in terms of a more general model of cognitive and linguistic processing in which bilingualism incorporates the domain-­‐
general executive control system to deal with language conflict and as a consequence modifies that system for both linguistic and nonlinguistic performance. Bilinguals speak their minds: How cognitive control enables speech planning in two languages. Judith F. Kroll, Pennsylvania State University Although proficient bilinguals are able to speak fluently in each of their two languages, recent studies suggest that both languages are continually active, to the point where the unintended language is often on the tip of the speaker’s tongue. In this talk, I describe recent behavioral, ERP, and fMRI evidence on bilingual speech planning that suggests that alternatives in each language are planned but that the more dominant language is inhibited to allow the weaker language to proceed. A question of interest is how the control processes that enable fluent speech in each language may hold domain-­‐general consequences for bilinguals. Bilingualism and the Mind Judith F. Kroll1, Ellen Bialystok2 1 The Pennsylvania State University, 2 York University Contemporary research on bilingualism has been framed by two major discoveries. In the realm of language processing, studies of comprehension and production show that bilinguals activate information about both languages when using one language alone. Parallel activation of the two languages has been demonstrated for highly proficient bilinguals as well as second-­‐language learners and appears to be present even when distinct properties of the languages themselves might be sufficient to bias attention towards the language in use. In the realm of cognitive processing, studies of executive function have demonstrated that bilinguals outperform their monolingual counterparts on tasks that require ignoring irrelevant information, switching between tasks, and resolving conflict. We discuss these two discoveries in terms of the primary evidence for each, the relation between them, and the possible mechanism for both. We include a discussion of the methodological issues that are important for this type of research.