**Note: Talks marked with a double asterisk are not ICS talks but are approved for the ICS Topics class.
January 11, 2010
First Day of Classes
January 15, 2010
January 22, 2010
-Marie Banich Talk
Title: "The implications of developmental science for the law: Data from the MacArthur Foundation Culpability Study"
In this talk I will discuss a study designed to specifically examine the issue of how developmental science might inform legal reasoning as well as practice in the juvenile justice system. This study, rather than originating from a scientific question, originated from a legal one. The issue of translation between these two systems that use somewhat different approaches to reasoning will be considered. In addition data will be presented that suggests that the attainment of "adulthood" may occur much later than previously thought.
** Tuesday January 26, 2010
-10:00: Dr. Ben Shneiderman
Professor, Computer Science, University of Maryland at College Park
Title: "A National Initiative for Technology-Mediated Social/Civic Participation"
-11:00: Clarisse Sieckenius de Sauza
Associate Professor and Founder of the Semiotic Research Group,
Department of Computer Science, at Pontifícia Universidad Católica do Rio de Janeiro, Brazil
Title: " HCI design and development as a form of social participation"
February 5, 2010
** February 12, 2010
-Dr. Candace (Candy) Sidney
Research Professor, Worcester Polytechnic Institute
February 19, 2010
Professor, Computer Science
Title "Dreconstructing higher education: Beyond having learning goals" ("dreconstructing is intended, not a typo)
University education has changed remarkably little in 800 years. Is it possible that we will see sweeping change in our lifetimes? Notoriously, the development of new technologies for creating, storing, finding, and sharing information is changing large industries in fundamental ways, through processes of disintermediation and deconstruction. From this viewpoint, current educational reform may be of marginal importance, next to questions of purpose, structure, and resource flow that we seldom consider. What do people want to learn, and why? Who will pay? Will the system of cross subsidies that supports current university structures survive increasingly open access to educational resources and services?
February 26, 2010
March 5, 2010
March 12, 2010
-Dr. Laura Michaelis & Jill Duffield
Professor and Grad Student, Linguistics Dept., Institute of Cognitive Science, University of Colorado
March 19, 2010
-Dr. Leysia Palen
Assistant Professor, University of Colorado
March 22-26 Spring Break
April 2, 2010
Post-doctoral Research Scholar, Department of Psychology, University of California, San Diego
Title: "Enhancing Learning and Memory Through Testing"
The traditional view of (memory) tests is that they measure the amount of learning that has taken place. However, a wealth of research has demonstrated that taking a test not only assesses one's knowledge, but also changes the state of that knowledge. Specifically, receiving a test after an initial learning experience produces better retention of the material, relative to not receiving that test. This phenomenon has been dubbed the “testing effect." Several aspects of this effect which seem crucial for its practical application require further exploration: Are different test formats (recall vs. multiple-choice) equally effective? Are there metamemorial predictors of when a person would choose to self-test? Does testing have consequences for metamemory? Does producing an erroneous response on a test affect learning from feedback? I will present experiment findings that address these questions.
April 9, 2010
-Dr. Gail Ramsberger
Professor, SLHS, University of Colorado
April 16, 2010 RMPA Conference
April 23, 2010 ICS Poster Session Fiesta
April 30, 2009 Last Day of Classes, AERA Conference