Post-Doctoral Fellow Position in Early Language Acquisition at the Temple Infant and Child Lab2/23/2017 Post-Doctoral Fellow in Early Language Acquisition: Temple University Infant and Child Lab
The Temple University Infant and Child Laboratory at Ambler is looking for a post-doctoral fellow to work in early language acquisition with Dr. Kathy Hirsh-Pasek. We are looking for an energetic scientist who has worked in the area of language development and or early cognition to work on a collaborative IES funded project between Temple University, University of Delaware, and Smith College. The postdoc will work alongside our team to develop a computer-based language assessment for children 2 to 3 that can be easily administered by paraprofessionals, and professionals. This new assessment, based on our QUILS (Quick Interactive Language Screener) will advance basic science in what children understand about vocabulary and grammar, as well as tapping into the process by which they learn language. It will also have practical application – offering a way to use the latest research to identify children who may be at risk for language delay. We are hoping to secure a person for two years with the anticipated start date of July 1st, 2017. As the project manager, the post-doctoral fellow will be expected to participate at all levels of the project. The responsibilities include:
Required qualifications:
Please send a resume/CV, cover letter, and research statement to Jelani Medford, Lab Coordinator, at [email protected]. Applications will be accepted until the position has been filled. Please visit our website (www.temple.edu/infantlab) for more information about the lab. ------------------------------------------------------------ Jelani Medford Lab Coordinator Temple University Infant and Child Lab Haines House 1st Floor 580 Meetinghouse Road Ambler, PA 19002 Office phone: 267-468-8610 http://www.temple.edu/infantlab/
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Human Services Full-Time Employment Opportunity
Do you have a passion for working with people who are elderly and people with disabilities? CareMobile has a unique opportunity for a full-time human service worker to provide support and assistance while providing transportation services for people with disabilities and their families. Our Mobile Care Providers provide minivan transportation for patients to and from appointments ranging from physician's visits, dialysis, hospital discharges, etc. This is an excellent opportunity to work in healthcare with the senior population. Starting salary $37k-$39k, plus performance-based bonus opportunities. Must be able to provide excellent and caring service to our clients while providing transportation and assistance services. Knowledge of local area(s) preferred. Requirements: · Bachelor’s Degree in Social Work or equivalent Human Services degree · Passion for the welfare of vulnerable populations · Ideal candidate must be comfortable working with people with disabilities, assisting with wheelchairs, etc. · Excellent oral and written communication skills, adaptability, and teamwork skills · Must be able to communicate in English · Over the age of 21 · Valid Driver’s License and good driving record · Must have at least 3 years driving experience · Ability to pass Criminal Background check · Ability to move at least 85 lbs. · Ability to Obtain and Retain CPR and First Aid Certification Please send resume via email to [email protected] or visit our website www.caremobiletransportation.com 2nd Lancaster Conference on Infant and Early Child Development (LCICD 2017)
23rd – 25th August 2017 Lancaster University, UK http://wp.lancs.ac.uk/lcicd/ Abstract submission deadline: 1st March 2017 After a highly successful 1st LCICD in 2016 with attendees from 19 countries, we are now organizing the 2nd LCICD in Lancaster, UK. The conference is relatively small, single track, with high visibility poster sessions in their own designated time slots, and enabling lively interactions between all attendees, from early-career PhD students to senior researchers. Keynote speakers: Teresa Farroni, University of Padua, Italy György Gergely, Central European University, Hungary Daniel Swingley, University of Pennsylvania, USA Requirements: Abstracts should be no more than 300 words (excluding references) with an additional page for figures and graphs. We invite abstract submissions from all areas of infant and early child development (age range: pre-natal - 4 years). Full details for submission can be found on the conference website http://wp.lancs.ac.uk/lcicd/ . This three-day conference in August 2017 will run from Wednesday morning until Friday afternoon and will be preceded by an optional one day Methods Workshop. The conference will focus on research in infant and early child development and reflect the breadth of methods used in this field (e.g., eye tracking and pupil dilation, EEG/ERP, fNIRS, computational modeling, physiological measures, fetal imaging). We are aiming to bring together scientists engaged in cutting edge research and PhD students who are starting their scientific career, as well as to provide an opportunity for training of PhD students and junior researchers. This conference is being organised as part of a recently awarded £1 million grant from the Leverhulme Trust to establish a Doctoral Scholarship Programme in Interdisciplinary Research on Infant Development at Lancaster University. This scheme will provide a total of 22 PhD studentships over five years (with the second cohort just having started), together with associated activities. For enquiries, please contact the LCICD organisers: [email protected] The 2nd LCICD Organizing Committee Website: http://wp.lancs.ac.uk/lcicd/ Join our Facebook page: https://www.facebook.com/LCICD/ Follow us on Twitter: https://twitter.com/LCICD17 -------------------------------------------------------------------------- Prof. Gert Westermann Department of Psychology Lancaster University Lancaster LA1 4YF Phone: +44 (0)1524 592 942 [email protected] http://www.lancaster.ac.uk/psychology/people/gert-westermann Register for the forum. Policymakers, program operators, and researchers often depend on statistically significant findings to identify what works in public policy and programs. It is important, however, for both the policy and research communities to have the clearest possible understanding of what statistical significance means and when it matters. Last year, the American Statistical Association (ASA) issued a policy statement about p-values, the most widely used metric for demonstrating statistical significance. The statement addresses the ongoing concern that p-values and statistical significance are often misunderstood by researchers and decision makers, and it highlights the need for continued conversations, particularly among the policymakers and practitioners who rely on evidence to inform their programmatic and funding decisions.
On March 1, from 3:00– 4:30 p.m., Mathematica’s Center for Improving Research Evidence(CIRE) will convene a panel of experts to discuss this issue from the perspectives of researchers, policymakers, practitioners, and funders. The event will be held at Mathematica’s Washington, DC, conference center and via live webinar. Immediately after the forum, a networking reception will take place in Mathematica’s 12th floor lobby. Learn more about this event. Register for the forum. For more information, email [email protected]. About Us: Mathematica is a pioneering nonpartisan research organization dedicated to improving public well-being. Our 1,200+ experts conduct policy research, data collection, and data analytics that meet the highest standards of quality and objectivity, working with decision makers across the public and private sectors. CONTACT USEmail: [email protected] Twitter: @mathpolresearch Child Cognition Lab, Boston University (PI: Deb Kelemen)
The Child Cognition Lab at Boston University invites applications for a second NSF-funded Post-doctoral Research Fellowship. Applicants should have interest and expertise in studying aspects of children’s and adults’ explanatory reasoning, strategies for facilitating children’s learning of scientific content, the development of scientific misconceptions, causal cognition, cultural influences on categorization and reasoning in children and adults. A commitment to both basic and applied research on early conceptual development and early education is highly desirable. Postdoctoral fellows participate deeply in the life of Child Cognition Lab, the BU Developmental Science Program (http://www.bu.edu/psych/graduate/devscience/) and the Boston area’s vibrant intellectual atmosphere. The successful candidate will receive substantive career mentoring and opportunities for independent research and professional development. Responsibilities include: Conducting and supervising research and data collection with young children and adults in the lab, school, and on-line; qualitative and quantitative data analyses; supervision of an undergraduate research team; co-writing reports for funding agencies; presentations at conferences and workshops; authorship (under PI guidance) of publications in peer-reviewed journals. Job requirements: Graduate training in cognitive and/or developmental psychology; excellent background in experimental design, quantitative and qualitative data analytic methods; excellent capacity for independent, creative scholarship and strong authorship /writing skills, evidence of productivity in peer-reviewed journals. This postdoc position is for 1-2 years. BU Postdoctoral Fellows are evaluated each year for renewal. Applications: Review of applications will begin immediately and continue until the best candidate is found. Please email in one PDF document: a cover letter including a 1-2 page statement of research interests, a CV and contact details for 3 referees. Reference letters may be requested for short-listed applicants. Please also attach up to 3 representative publications or manuscripts. Send applications to: Erin Doncaster, Lab Manager, [email protected]. (Questions/Inquiries can be sent to [email protected]). Further information on the Child Cognition Lab can be found at http://www.bu.edu/cdl/ccl/ and https://www.facebook.com/BUCCL/ -- Deborah Kelemen, Ph.D. Professor of Psychological and Brain Sciences Director, Graduate Program in Developmental Science Boston University Email: [email protected] or [email protected] Child Cognition Lab Phone: (617) 358-1738 URL: http://www.bu.edu/cdl/ccl/
CALL FOR PAPERS
Early Education and Development Special Issue Theme: Motor and Behavioral Skills in Self-regulation and Schooling Outcomes Guest Editors: Jeffrey Liew, Texas A&M University, Claire E. Cameron, University at Buffalo, State University of New York, and Jeffrey J. Lockman, Tulane University Background: The goal of this special issue is to move beyond binary or polarized conceptualizations of school readiness and self-regulation skills as cognitive and non-cognitive, to instead explore conceptual frameworks, measurement approaches, and empirical research on the motor and behavioral aspects of self-regulation and their contributions to school readiness, learning, and achievement. Child development and school readiness research has identified children’s self-regulation as a strong predictor of early and future school adjustment and academic success (e.g., Sabol & Pianta, 2012). Meanwhile, more traditional academic skills, especially mathematics achievement, remain in the spotlight as an undoubtable early predictor of long-term achievement (Clements, Sarama, & Germeroth, 2016; Duncan et al., 2007). These findings have led to debate that often pits children’s cognitive against so-called “non-cognitive” readiness or skills. Several influential studies on school readiness have indicated that attention and cognitive (achievement) skills, but not socioemotional or behavioral skills, are the most important predictors of school readiness and later academic performance (e.g., Duncan et al., 2007). However, a recent meta-analysis sheds light on this issue by showing that children with strong behavioral regulation have better early academic skills (Allan, Humen, Allan, Farrington, & Lonigan, 2014). Consistent with the meta-analytic findings on behavioral regulation, emerging research shows that gross and fine motor skills are also robustly linked to children’s schooling outcomes including academic achievement (e.g., Becker, McClelland, Loprinzi, & Trost, 2014; Grissmer, Grimm, Aiyer, Murrah, & Steele, 2010; Liew, Chen, Hughes, 2010; Razza, Martin, & Brooks- Gunn, 2016). But while studies have established the link between motor or behavioral skills and school outcomes, there has been limited research on the processes or mechanisms that explain such a linkage (Cameron, Cottone, Murrah, & Grissmer, 2016; Pagani & Messier, 2012). Better understanding of the processes and mechanisms involved would have important implications for theory and practice in early childhood education. For this special issue, we welcome conceptual or theoretical articles, review articles, meta-analyses, and empirical articles on the brain-behavior linkages in children’s self-regulation and the role of motor and behavioral aspects of self-regulation in school readiness, learning, and achievement. Please consider submitting relevant work to the special issue and/or forward this call to colleagues. Information about the special issue appears below. Additional information about the special issue can be found at http://dx.doi.org/10.1080/10409289.2016.1216643. The deadline for submission is July 1, 2017. Suggested topics include: ● Research on early motor control or behavioral self-regulation and adaptive classroom behaviors and learning-related behaviors or academic outcomes. ● Research on the relations between motor or behavioral regulation and other aspects of self-regulation (e.g., cognitive or attentional and emotional control) and their unique or joint contributions to school-related outcomes. ● Conceptual and measurement issues and approaches in the study of motor and behavioral skills in early childhood education research. ● Research that suggests specific pathways through which motor outcomes relate to self-regulation and school-related outcomes. ● Studies on perception-action development related to school readiness CALL FOR SUBMISSIONS --DEADLINE FEB. 27, 2017
The 2017 North Carolina Cognition Conference will be held at UNCG on March 25, 2017 Keynote Speaker: Dr. Akira Miyake Professor of Psychology and Neuroscience University of Colorado at Boulder http://www.colorado.edu/psych-neuro/akira-miyake Keynote Address: Individual Differences in Executive Functions: Cognitive and Biological Bases for Common EF **The deadline for conference submissions is February 27** **Email submissions (in body of email or as pdf file) to[email protected]** There are three formats of submissions: talk (15 min + 5 min questions), data blitz (≤5 min; ≤3 slides; no questions), or poster. A submission for a talk requires an abstract of no more than 100 words. No abstract is required for a poster or data blitz submission. Due to space, we may not be able to accommodate your first choice for format of presentation. With your submission, please indicate the TITLE, the AUTHORS, and your FORMAT preference (and an abstract for a talk submission). Only one submission as first author is allowed. Researchers may be listed as co-author on more than one submission. Please share this message with potentially interested parties. Registration information will follow later. If you have any questions, please contact us at [email protected] We look forward to seeing you in Greensboro on March 25! Peter Delaney, Michael Kane, Dayna Touron, and Chris Wahlheim |
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