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Abgeschlossene Promotionsprojekte

Language acquisition and conceptualisation (Leda Berio)

My project is concerned with the relation between language acquisition and conceptualisation. The idea is to investigate how social interaction, especially language-mediated communication, shapes what is commonly referred to as "public meaning". The assumption is that public meaning is constituted by a partial overlap of the content of individual representations and that looking at the data regarding development can shed light on the mechanisms that are at play both during first language acquisition and during the process of "tuning"  speakers' and hearers' meaning to get to effective (or "effective enough") communication. I will be focusing on the acquisition of colour words and mental terms.

Implicit prejudices (René Baston)

The main aim of my PhD project is to explore the theoretical groundings of the psychological notion of ‘implicit prejudice’. In order to investigate implications of this concept, I am critically examining discussions in the philosophy of mind (e.g. what is the justification for ascribing mental states?) and relating these discussions to debates about the theoretical foundations of cognitive science (e.g. what can count as a representation?).

Naturalising Communication: A Theory of Socio-Cognitive Development (Sam Taylor)

My research aims to develop a formal and conceptual framework to describe the relation between the development of cognition, the emergence of public meaning, and the possibility of communication. I am currently attempting to integrate Bayesian models of cognition with socio-cognitive theories of development to develop a theory of communication grounded in cognitive biology.

Acting together. An integrated account of joint action (Nicolas Lindner)

In meiner Dissertation beschäftige ich mich mit den philosophischen und psychologischen Grundlagen des gemeinsamen Handelns. Das Hauptaugenmerk der Arbeit liegt auf der Untersuchung von Ansätzen zur geteilten Intentionalität sowie den zugrundeliegenden sozio-kognitiven Fähigkeiten. Anhand letztgenannter Fähigkeiten sollen auch Fragen zur Ontogenese gemeinsamen Handelns in der frühen Kindheit geklärt werden. Mit Blick auf die Entwicklungspsychologie interessiert hier vor allem, ab wann Kinder zum gemeinsamen Handeln fähig sind und welche sozio-kognitiven Fähigkeiten hierfür benötigt werden. Das Ziel der Arbeit ist ein integrativer Ansatz zum gemeinsamen Handeln, der philosophische Überlegungen mit theoretischen Überlegungen und empirischen Ergebnissen aus der Psychologie vereint.

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