Pragmatic inference in spatial language. ABSTRACT: Spatial prepositions left, right, above, below, in, on, and others belong to a closed lexical class, meaning that the same spatial term frequently describes […]
Structural Representations in Online Syntactic Processing: An Artificial Neural Network Approach. ABSTRACT: Speakers of a language are able to effortlessly determine whether sentences abide by grammatical rules: we instantly know […]
Brain and Emergence: From Syntergetic Cort to Causal Structure ABSTRACT: Emergence, also known as "the whole is greater than the sum of its parts", is a widespread phenomenon in various […]
A group of graduate students and postdoctoral fellows from the Department of Cognitive Science, are offering one-on-one mentoring about applying to our PhD program in Cognitive Science. The priority deadline […]
Rethinking Language-Alignment in the Human Visual System Using Controlled Comparisons of Vision-Language Models and Wordplay ABSTRACT: Recent success predicting ventral visual stream responses to images from large language model (LLM) […]
Applications for Spring 2024 admission to the MA in Cognitive Science program are due October 15th.
Associative Memory Contributes to Regular and Irregular English Past Tense Production: Evidence from Williams Syndrome Abstract TBA. Rennie Pasquinelli is a PhD candidate interested in cognitive and linguistic development in […]
Making sense of the world: People, places, and THINGS. Abstract: Light falling on the retina triggers neural activity that is propagated along sub-cortical and cortical pathways to ultimately elicit the […]
The distributed conceptual network in the human brain. ABSTRACT: Human behavior is based on a complex interaction between perception, stored knowledge, and continuousevaluation of the world relative to plans and […]
PhD applications for Fall 2024 are due as well as MA applications for Summer 2024 and Fall 2024.
Computational architecture of speech comprehension
Do Rules Rule Tense Learning in People with Williams Syndrome?: Tense Knowledge in Typical and Atypical Development