Dear colleagues,
Please see the link below for two post-doctoral, full-time research positions available in Perth, Western Australia, working with Professor Sharon Parker. A PhD in OB, I/O Psychology or a closely-related field is required. The research will be on the topic of ageing at work. Applications are due 24 September, 2017. We look forward to seeing an application from you or your student! http://external.jobs.uwa.edu.au/cw/en/job/499233?lApplicationSubSourceID= Sharon K. Parker ARC Laureate Fellow Centre for Transformative Work Design UWA Business School M252, Crawley, WA, 6009, Australia T+61 8 6488 5628 • E [email protected] or [email protected] Fax: +61 8 6488 1004 Mobile: 0439 290038 Website: www.transformativeworkdesign.com
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About the Position
The postdoctoral scholar will join an existing research group dedicated to conducting research and proposing policy solutions aimed at improving how our nation prepares, supports and rewards the early care and education workforce to ensure young children’s optimal development. The primary responsibilities will be directly related to work on SEQUAL (Supportive Environmental Quality Underlying Adult Learning) and related workforce research projects. SEQUAL is a multi-purpose assessment tool for examining and improving environments in which early childhood teaching staff work and learn. A series of SEQUAL studies are being implemented in different communities across the United States to investigate how early childhood teachers’ work environments contribute to their well-being and support or undermine efforts to improve and sustain program quality over time. SEQUAL generates community-level data to document issues related to early educator well-being, compensation, and equity across job roles. These data can be used to inform implementation of federal policy, state and local approaches to professional development and quality improvement initiatives and financing ECE services. The postdoctoral scholar will play a primary role in the research design and implementation of the studies, will conduct and analyze original research, analyze extant SEQUAL data, and prepare material for policy reports and peer review publication. The successful candidate will work closely with the research team in all aspects of the projects and will also have the ability to work independently and lead aspects of the research; have excellent oral and written skills; and have a strong background in research design and quantitative analysis. Application Review Date The first review date for this position is June 20th. Position will remain open until filled. Specific Responsibilities
Qualifications A Ph.D. or equivalent degree in early childhood education, child development, human development, experimental or quantitative psychology or a related field is required by the start date.
Salary & Benefits Salary is commensurate with experience and includes an excellent benefits package. To apply To view the full job listing and apply go to: https://aprecruit.berkeley.edu/apply Search the JobID #JPF01388 Equal Employment Opportunity The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. The Science of Learning Institute and the Department of Cognitive Science at Johns Hopkins University is seeking a highly qualified post-doctoral research fellow to join an interdisciplinary research team to develop and evaluate a novel spatially-enhanced 3rdgrade science curriculum and teacher supports. This project is a newly-funded 4-year collaborative partnership between cognitive scientists, developmental scientists, and educators to advance evidence-based STEM educational student and teacher practices through a new curriculum and professional development.
The fellow will work collaboratively with an interdisciplinary team of scientists and educators on the project, and will be involved in all aspects of the research, including (1) working with school district curriculum developers and leaders to develop the curriculum and teacher supports, (2) developing and piloting measures, (3) conducting focus groups and field-tests of the curriculum and teacher training, and (4) evaluating the effectiveness of the curriculum and teacher training compared to a control group. There will be substantial opportunity for the fellow to broaden his/her translational science and evaluation skill set as well as to interact with the Science of Learning community at Johns Hopkins and the education community in Maryland. Project Background and Aims: The United States faces several key challenges regarding Science, Technology, Engineering, and Mathematics (STEM) education and training: we consistently score at or below average proficiency levels on math and science international assessments (OECD, 2012) and the demand for STEM jobs is outpacing the supply of well-trained workers (U.S. Congress Joint Economic Committee, 2012). These statistics have motivated new approaches to K-12 STEM education such as the Common Core State Standards for math and the Next Generation Science Standards (NGSS). Such efforts aim to facilitate students’ knowledge and scientific problem solving relevant to STEM careers (National Governors Association Center for Best Practices, 2010; NGSS Lead States, 2013); however, students may lack a critical building block underlying success - spatial thinking. Decades of research show that spatial thinking skills are related to entrance into and achievement within STEM fields (Shea, Lubinski & Benbow, 2001; Wai, Lubinski & Benbow, 2009). Despite the apparent value of students “learning to think spatially,” virtually no efforts have been made to infuse spatial research into science curricula. The goal of this partnership between Johns Hopkins University (JHU) and Prince George’s County Public Schools (PGCPS) is to advance evidence-based STEM educational student and teacher practices through new curriculum and professional development. The project has three specific aims:
The ideal candidate will be passionate about the translation of research to practice and will have the following training and specialized knowledge and skills. Salary and benefits are competitive and commensurate with experience. ·Ph.D. in Cognitive Science, Psychology, Developmental Science, Education, or related field required. ·Knowledge of spatial thinking skills required. Knowledge should include a deep understanding of (1) how these skills develop in children and adults, (2) what tools/techniques facilitate their development, and (3) the connection between spatial thinking skill and achievement in Science, Technology, Engineering, and Mathematics. ·Knowledge of human learning and child development preferred. ·Knowledge of elementary science education preferred. ·Ability to work effectively with a wide variety of people across different environments, including senior leadership and staff across academic sectors and education. ·Ability to synthesize literature and write in a clear, concise manner for educational audiences. ·Demonstrate strong organization, problem-solving, and project management skills. ·Demonstrate excellent written and oral communication skills. ·Demonstrate a high degree of professionalism. ·Extensive, working knowledge of Microsoft Office Suite (Excel, PowerPoint, Word, Publisher, etc.), Adobe Acrobat Professional, and statistical software (e.g., SPSS) required. Knowledge of other presentation, word processing, publishing, data management, and website development software preferred. ·Experience with Adobe Creative Suite (Photoshop and Illustrator) or other graphic design software preferred. Applications: Applicants should submit the following information to Dr. Kristin Gagnier ([email protected]): ·Letter of interest, with a brief overview of the applicant’s (a) expertise in spatial thinking, (b) knowledge of science education, human learning, and/or child development, (c) his/her qualifications for the position, (d) how the postdoctoral fellowship will build upon his or her current training, and (e) how the postdoctoral fellowship will facilitate his/her career goals. ·The names of three references who will be writing recommendation letters. · CV ·2 writing samples and 2 presentation samples, preferably for different target audiences (e.g., scientists, teachers) Applications will be reviewed promptly. The position can start July 1 but will be open until the right candidate is identified. For more information, interested applicants are encouraged to contact Dr. Kristin Gagnier ([email protected]). Children acquire language by interacting with their caregivers and others in their social environment. When children start to talk, their sensory-motor intelligence (visual perception, body movement, navigation, object manipulation, auditory perception and articulatory control) is already reaching a high level of competence. Importantly, communication is based on representations and skills that have started to develop much earlier and that are shaped already in first (social) interactions. These interactions are multimodal in nature and vary across contexts. The contexts vary not only across developmental time and situations within individuals, but also between individuals, socio-economic groups and cultures. Continuously, representations become further enriched in ongoing interactions and across different contexts.
Even though there are various efforts in developmental robotics to model communication, the emergence of symbolic communication is still an unsolved problem. We are still lacking convincing theories and implementations that show how cooperation and interaction skills could emerge in long-term experiments with populations of robotic agents or how these skills develop in children. Importantly, the continuous acquisition of knowledge in different contexts and being able to further enrich the underlying representations provides a potential powerful mechanism (cross-situational learning), which is already well recognized in learning in children. Still, we need to know more about how children recognize contexts and how their language learning benefits from different language use varying across contexts. THEMES ------------ This special issue aims at surveying the state of the art of the emergence of communication which requires combining and integrating knowledge from diverse disciplines: developmental psychology, robotics, artificial language evolution, complex systems science, computational linguistics and machine learning. Topics relevant to this special issue include, but are not limited to - Psychological experiments on language learning in children - Corpus-based approaches to language acquisition - Language learning models for all stages of acquisition (gesture learning, early lexicon and grammar) - Representations for language learning (sensorimotor schemas, constructions, neural networks, mirror neurons) - Cognitive architectures and strategies for language learning - Cross-situational learning - Language acquisition and development of self-awareness - Role of context in language learning - Role of embodiment in language learning - Role of multimodality (gesture, gaze etc) in language learning - Role of social interaction and joint attention - Co-development of skills, e.g. motor and language skills; integration of natural language grounding into perception-action cycles - Connection with cultural and biological evolution of language SUBMISSION ------------------- Manuscripts should be prepared according to the "Information for Authors" of the journal found at http://cis.ieee.org/publications.html and submissions should be done through the IEEE TCDS Manuscript center: https://mc.manuscriptcentral.com/tcds-ieee and please select the category "SI: Language Learning". 31. August 2017 - Deadline for manuscript submissions The publication will be in early 2018. FURTHER INFORMATION ------------------------------------ For further information, please contact Malte Schilling ([email protected]) or Michael Spranger ([email protected]) and see the website for the special issuehttps://sites.google.com/view/tcds2017language GUEST EDITORS ------------------------ Prof. Chen Yu, Indiana University, United States, [email protected] Prof. Katharina Rohlfing, Paderborn University, Germany, [email protected] Dr. Malte Schilling (corresponding guest editor), CITEC, Bielefeld, Germany, [email protected] Dr. Michael Spranger (corresponding guest editor), Sony Computer Science Laboratories Inc. Tokyo, Japan, [email protected] Dr. Paul Vogt, Tilburg University, The Netherlands, [email protected] Reference
SCI133817 Closing Date Tuesday, 20th June 2017 Job Type Research & Teaching Department Psychology Salary £34956 to £46924 per annum, depending on skills and experience. Salary progression beyond this scale is subject to performance. The University of Nottingham is a truly global university, ranked consistently among the very best institutions of the world. Established upon an exceptional platform in education, research and industrial engagement in the UK, the University has also built highly successful campuses in Malaysia and China. Delivering world changing research is part of Nottingham’s history and strategy for the future. The University was ranked 8th (based on research power) of all UK Universities in the last national research audit (REF 2014). Enhancing research quality and impact and growing partnerships is a focus of the University’s vision for the future. Graduates from Nottingham are highly sought after and the University is committed to providing an outstanding, international education to talented students. The School of Psychology is situated within the Faculty of Science. We are very proud to have been placed in the Top 100 in the most recent QS World University Rankings for Psychology. In the REF 2014, we (alongside Psychiatry and Neuroscience) were ranked in the top 10 in the UK for research power. You will be joining a school with a high quality and exciting research environment that has outstanding facilities for research in psychology and cognitive neuroscience. We are seeking to appoint an Assistant Professor to contribute to the research and teaching of our school. You will have access to a wide range of research facilities and will be supported with an appropriate start-up package. You will lead and deliver both research and teaching. You will have a PhD, or equivalent, in a relevant area and have experience of research alongside evidence of a publication record. You will have experience of delivering teaching to a high standard. You will have expertise in a relevant area of psychology or cognitive neuroscience. In return, you’ll receive a generous holiday entitlement and a benefits package including contributory pension scheme as well as salary sacrifice options enabling you to save money on childcare, shopping and services. The University of Nottingham is an equal opportunities employer and welcomes applications from all sections of the community. The School is proud to hold an Athena Swan SilverAward. This permanent full-time position is available from September 2017. Informal enquiries may be addressed to Head of School, Professor Paul McGraw , tel: 0115 9515295 or email [email protected]. Please note that applications sent directly to this email address will not be accepted. The Department of Hearing and Speech Sciences at the University of Maryland, College Park, seeks a motivated post-doctoral research associate to work in the Language Development lab.
Dr. Rochelle Newman anticipates an opening on a 5-year grant focused on children’s ability to learn from speech in noisy environments. This project explores the reasons why young children appear more affected by background noise than do adults, including issues relating to both attentional skills and auditory processing. The lab is closely affiliated with the Maryland Language Science Center (http://languagescience.umd.edu/), and the successful applicant will have the opportunity to collaborate with a lively, supportive community of over 200 language scientists. Ideal candidates will have a PhD in psychology, hearing & speech science, cognitive science, or a closely related field, and experience conducting research with toddlers and young children. Responsibilities include, but are not limited to: research project design/implementation/oversight, mentoring of undergraduate research assistants, statistical analysis, and manuscript preparation. For best consideration apply by June 10, 2017, but applications will be accepted until position is filled. Interested applicants should complete the online application at https://jobs.umd.edu (job position #122986). Required materials include a letter of application, CV, a statement of research interests (2 pages), up to two (2) publications uploaded as supplemental documents, and contact information (names, telephone, and email addresses) of three references. For questions, contact Dr. Rochelle Newman (301-405-4226) or [email protected]. Salary is commensurate with experience. This is a full-time position, minimum 12 months with the potential for continuation for several years. The University of Maryland is an equal opportunity/affirmative action employer. Women and minorities are especially encouraged to apply Dr. Rochelle Newman, Professor Chair, Dept. of Hearing & Speech Sciences Associate Director, Maryland Language Science Center 0100 Lefrak Hall, University of Maryland, College Park, MD 20742 (301) 405-4226 office; (301) 314-2023 FAX Website Director, Language Development & Perception Laboratories Co-Director, Infant & Child Studies at UMD The research group Mechanisms and Sequential Progression of Plasticity at the Max Planck Institute for Human Development in Berlin, Germany is looking for a postdoctoral fellow to examine the malleability of cognitive control in childhood and adolescence, with a focus on how individual differences in brain structure and function are related to learning. The initial appointment is for two years, starting in October 2017 (a later start date is negotiable), with the possibility of an extension by one year.
The successful candidate will plan and conduct experimental studies, conduct behavioral and brain imaging analyses, write and revise manuscripts, and present results at local and international conferences. Applicants need to hold (or expect to hold by September 2017) a Ph.D. in psychology, cognitive neuroscience, or related fields. Preferred qualifications include experience with (f)MRI, programming skills, and strong knowledge of statistics. Existing expertise in the field of cognitive training and a strong publication record are an advantage. The Plasticity group (https://www.mpib-berlin.mpg.de/en/research/lifespan-psychology/projects/mechanisms-and-sequential-progression-of-plasticity) investigates how plasticity at the neural and cognitive levels contributes to development across the lifespan, with a focus on training studies targeting specific skills and their supporting neural networks. We have access to a 3T MR scanner, TMS, state-of-the-art EEG labs, and an eye tracker. No German language is required for this position. Details about the position and how to apply can be found here: https://www.mpib-berlin.mpg.de/sites/default/files/download/jobs/24-2017_stellenanzeige_lip-ie.pdf For informal inquiries and further information, please contact Dr. Yana Fandakova ([email protected]). Applications are invited for 1) fully funded research fellow position, and 2) fully funded 4-year PhD position in the lab under the direction of Dr. Peipei Setoh (Nanyang Technological University, Department of Psychology). Our research focuses on social cognitive development in infants and young children. Current research areas of focus include: (i) understanding of morality such as reasoning about fairness, harm, dominance, ingroup loyalty, and justice, (ii) racial identity and racial bias, (iii) motivation and cognition in bilingual language learning, and math and science. Methods used include behavioural and eye-tracking measures.
1) Research Fellowship Required qualifications: · Ph.D. in Developmental Psychology, Education, or a related field · Experience working with young children in research/preschool settings · Computer skills and proficiency with MS Office Preferred qualifications: · Experience with eye-tracking · Training in early cognitive development · Excellent interpersonal, leadership, writing, and organizational skills · Ability to interact with a diverse population of participants · Proficiency with SPSS, SAS, and/or R If you are interested, please email [email protected] your application form, a cover letter briefly stating your research experiences and goals, and curriculum vitae with complete list of publications. In the subject line of the email please state Research Fellowship Application. Applications will be reviewed immediately on a rolling basis. Please arrange for three referees to submit a confidential report on academic standing and research to [email protected] All application documents should be received by 1st August 2017. For more details, please refer to: http://www.ntu.edu.sg/ohr/career/CurrentOpenings/ResearchOpenings/SSS/Pages/RF-24May2017.aspx 2) Ph.D Scholarship - The ideal candidate should have a Bachelor’s degree in psychology, linguistics, cognitive science, neuroscience, or a related field. Prior experience in working with pre-schoolers, and proficiency with statistical analysis software (R, SPSS, etc) is a plus. This is an excellent position for someone who loves working with children, wants to gain expertise in cognitive development research while being part of a supportive lab environment that prioritizes professional development, including publications and grant-writing experience. NTU’s PhD by research is a 4-year programme. To learn more about NTU’s PhD by research programme: http://www.hss.ntu.edu.sg/Programmes/psychology/programmes/graduate/Pages/Doctor-of-Philosophy.aspx If you are interested, please email me ([email protected]) your CV, academic transcript, brief statement of research experiences and goals, and contact details for three references. In the subject line of the email please state PhD Scholarship Application. I will be happy to discuss further by email or in person. Thank you for your time! Peipei Setoh, PhD Assistant Professor Division of Psychology Nanyang Technological University 14 Nanyang Drive, Singapore 637332 Website: Early Cognition Lab Title: Lab Manager (full time)
Department: Department of Clinical and Social Sciences in Psychology, University of Rochester Supervised By: Dr. Laura Elenbaas General Description: The lab manager will coordinate and oversee a series of research projects on social cognition, intergroup attitudes, and morality in childhood and adolescence. Primary responsibilities include participant recruitment, data collection, team member training, and administrative management of research studies. This position requires strong organizational and interpersonal skills, as well as flexibility to work some evenings and weekends. A two-year commitment is strongly preferred. This position will include opportunities for the lab manager to grow as a developmental scientist, including participation in study design and presentations at professional conferences. This position would be especially well suited for someone with an interest in pursuing graduate studies in developmental psychology, human development, or a related field. Required Qualifications
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Review of applications will begin immediately. Preferred start date is August 1st, 2017. EOE Minorities/Females/Protected Veterans/Disabled |
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