Conférences

Logique et sciences cognitives : la logique, un outil pour modéliser la cognition ?

Logica Universalis Association.

Logique, pensée convergente, pensée divergente et cognition
Conférencier :
Serge Robert, professeur au Département de philosophie.

Logique et monotonicité linguistique
Conférencière :
Elizabeth Allyn Smith, professeure au Département de linguistique.

Logique, inférence, et calcul.
Conférencier :
Roger Villemaire, professeur au Département d’informatique.

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Dans le cadre de l’année internationale des langues autochtones, l’École de langues et l’ISC organisaient une journée de réflexion sur les langues autochtones, le 15 novembre 2019.  Affiche

De gauche à droite :
Rangée du haut : Boris Romero, Jessica Payeras-Robles, Albert Lejeune (Directeur de l'ISC), Agnes Baron.
Rangée du bas : Javier Domingo et Demetrio Cojtí

Présentation d'Agnes Baron et Jessica Payeras-Robles

Présentation de Demetrio Cojtí

Présentation de Moisés Villafañe

Daniel Andler est professeur émérite à l’Université Paris-Sorbonne et membre honoraire de l’Institut universitaire de France. Il a d'abord été mathématicien, spécialiste de théorie des modèles (une branche de la logique) ; il a enseigné les mathématiques à Paris 7 et dans d’autres universités pendant une vingtaine d’années. Il s’est ensuite orienté vers la philosophie des sciences, en se spécialisant dans les sciences cognitives. Il a enseigné successivement à Lille, à Nanterre et à l’université Paris-Sorbonne (Paris IV), où il a créé l’unité de recherche « Sciences, normes, décision ». Il est aujourd’hui professeur émérite et membre honoraire de l’Institut universitaire de France. À l’École normale supérieure, il a fondé en 2001 et dirigé le Département d’études cognitives (promu « Labex » en 2011 sous l’intitulé Institut d’études de la cognition [IEC]). En 2006, il a créé le Groupe Compas, un think tank consacré aux rapports entre éducation, cognition et nouvelles technologies. Il a été élu à l’Académie des sciences morales et politiques en décembre 2016. On trouvera quelques détails de son parcours ici.

Résumé
Comme toute science, les sciences cognitives soulèvent des problèmes éthiques, notamment à cause de leurs applications potentielles dans une variété considérable de domaines. L’éthique des sciences cognitives a-t-elle pour autant quelque chose de particulier ? On montrera que c’est le cas.

Dr. Llopis-Garcia is a Senior Lecturer in Spanish and Linguistics Department of Latin American and Iberian Cultures at Columbia University

Short abstract: Foreign language teaching methodologies have been under constant review and update during the last two decades. Major improvements have been achieved in the meaningful teaching of the skills or the inclusion of socially relevant topics of culture in the syllabi. The subject of grammar, however, has remained largely untouched and untouchable in language programs.Coming from Applied Cognitive Linguistics, however, exciting progress is being made in the understanding of grammar as a direct representation of the physical and sensorimotor experience of speakers. Grammar instruction, when informed by linguistic theory, adds an important value to the classroom (and beyond), and revolutionizes the way that the foreign language system can be understood. In this talk, I will posit that teaching explicit, cognitive grammar may be a powerful ally for language teaching and learning when applied to the design of pedagogical materials.

Conférence dans le cadre de la Journée ISC – École de langues, tenue le 9 mai 2019

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Dr. Luk is an Associate Professor at the Department of Educational and Counselling Psychology at McGill University

Short abstract : In schools, language minority children are tasked with learning new information through their second, developing language. These children's learning outcome, when compared with their peers who are proficient in the language of instruction, is often described as inferior. However, linguistic and social factors also contribute to these children's learning outcome. In this presentation, I will address these factors and suggest that constructive knowledge can be generated by understanding the mechanisms underlying learning through a second language.  I will describe a study that aims to generate constructive knowledge by integrating cognitive neuroscience methods. 

Conférence dans le cadre de la Journée ISC – École de langues, tenue le 9 mai 2019

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Dr. Klein is a Scientist in the Cognitive Neuroscience Unit at the Montreal Neurological Institute and Hospital, and an Associate Professor in the Department of Neurology and Neurosurgery at McGill University. She is Director of the Centre for Research on Brain, Language and Music (CRBLM).

Dr. Klein’s talk focused on research utilizing behavioral and neuroimaging methods (functional and anatomical) to discuss timelines in brain development for language learning, brain plasticity and language learning experience

Conférence dans le cadre de la Journée ISC - École de langues, tenue le 9 mai 2019

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Conférencière: Vicky Leavitt,
Professor of Neuropsychology
Director, Multiple Sclerosis Cognitive Neuroscience Laboratory
Department of Neurology
Columbia University Medical Cen Columbia University Director, Multiple Sclerosis Cognitive Neuroscience Laboratory
Department of Neurology
Columbia University Medical Cen Columbia University

Le 26 avril 2019, 14h00, au local SU-1550 (Pavillon Adrien-Pinard, 100 Sherbrooke ouest)

Cette conférence sera suivi d’un vins et fromages

En partenariat avec NeuroQAM

William J. Clancey is a computer scientist whose research relates cognitive and social science in the study of work practices and the design of agent systems. At NASA Ames Research Center, he was Chief Scientist of Human-Centered Computing, Intelligent Systems Division (1998-2013); his team automated file management between Johnson Space Center Mission Control and the International Space Station. His studies relating people and technology include numerous field science expeditions from the Canadian High Arctic to Belize and Polynesia.  He is Senior Research Scientist at the Florida Institute for Human and Machine Cognition in Pensacola.

Short abstract
Using AI technology appropriately, improving it, and predicting its implications for society requires a scientific understanding of the relation between people and computer systems. When we anthropomorphize automated systems—describing them as exploring, judging, collaborating, etc.—we are claiming from the start what we have set out to do, as if we already have “expert systems” and “smart phones.” Relating “symbolic” and “deep learning” programs to scientific and engineering models enables us to appraise what we have accomplished and to develop “explainable AI” systems—tools that fit and complement how people think and work and remain under our control. Using examples from NASA applications, I show how modeling and simulating people’s practices enables a scientific design methodology that facilitates explanation and creates reusable frameworks.

William J. Clancey is a computer scientist whose research relates cognitive and social science in the study of work practices and the design of agent systems. At NASA Ames Research Center, he was Chief Scientist of Human-Centered Computing, Intelligent Systems Division (1998-2013); his team automated file management between Johnson Space Center Mission Control and the International Space Station. His studies relating people and technology include numerous field science expeditions from the Canadian High Arctic to Belize and Polynesia.  He is Senior Research Scientist at the Florida Institute for Human and Machine Cognition in Pensacola.  Read more on William J. Clancey here https://billclancey.name/index.html

Abstract
Using robotic systems operated from NOAA’s ship, the Okeanos Explorer, oceanographers are now able to explore the depths of Earth’s oceans, without leaving their homes. Unlike missions on Mars, undersea robots can be tele-operated, communicating without noticeable delay, and an international remote science team participates as the daily investigation unfolds. I conducted an ethnographic study during the American Samoa Expedition, focusing on how the two onboard scientists communicated with the remote scientists and the engineering team controlling the robots. What does their interaction reveal about explanation requirements for autonomous surveys of Mars or undersea on Europa? What kinds of explanations will unsupervised robots require from the scientists to conduct their journeys?  How do these future needs relate to research on “explainable AI” today?