<html>
<head>
<meta http-equiv="Content-Type" content="text/html; charset=utf-8">
</head>
<body style="word-wrap: break-word; -webkit-nbsp-mode: space; line-break: after-white-space;" class="">
Dear all,<br class="">
<br class="">
We are inviting poster submissions to our upcoming full-day workshop on Guided Playful Learning <a href="https://sites.google.com/view/cogsci-2019-guided-play/home" class="">https://sites.google.com/view/cogsci-2019-guided-play/home</a> at the Cognitive Science
Society Conference <a href="https://cognitivesciencesociety.org/cogsci-2019/" class="">https://cognitivesciencesociety.org/cogsci-2019/</a> in Montreal, Canada this July. You can register for the workshop at the cognitive science registration page.<br class="">
<br class="">
In addition to talks from well-known experts from different fields, the workshop will feature “poster teasers” flash talks and posters to afford an opportunity to view new studies investigating guided playful learning, broadly defined. Abstracts should be
no more than 350 words, and the poster submission deadline is May 31st. We plan to invite a subset of posters and will notify applicants no later than June 15th to allow ample time to plan travel for the conference. <br class="">
<br class="">
To submit your poster abstract, you can apply here: <a href="https://sites.google.com/view/cogsci-2019-guided-play/poster-submissions" class="">https://sites.google.com/view/cogsci-2019-guided-play/poster-submissions</a>. If you have any questions, please
contact Emily Daubert (<a href="mailto:emily.daubert@rutgers.edu" class="">emily.daubert@rutgers.edu</a>). We hope to see you there!<br class="">
<br class="">
<br class="">
Best,<br class="">
Emily Daubert & Patrick Shafto<br class="">
(Workshop Organizers) <br class="">
<br class="">
--<br class="">
<br class="">
*Workshop abstract*<br class="">
<br class="">
Learning is a continuous process that is contingent on temporal, developmental, and social factors. Recently, guided playful learning has been put forth as an integrative child-led, adult-assisted approach that addresses these factors and promotes learning.
Research in cognitive development has focused on elucidating the underlying cognitive mechanisms that lead to changes in children’s knowledge. In computational modeling, researchers have sought to formalize models of guided playful learning by drawing from
active learning and instruction literatures. Finally, educational researchers have explored the roles of individual differences and learning domains on the effectiveness of guided playful learning. The goal of this workshop is to unite an interdisciplinary
group of researchers, with expertise in cognitive development, computation, and education in order to develop a unified theoretical and empirical understanding of the interplay of temporal, developmental, and social factors involved in guided playful learning.<br class="">
<br class="">
<div class=""><br class="">
*Workshop Schedule* <br class="">
<br class="">
9:00-9:15: Brief opening Remarks: Elizabeth Bonawitz<br class="">
<br class="">
9:15-10:45: The Role of Play in the Development of Knowledge<br class="">
* Roberta M. Golinkoff: A helping hand: Adult-infant play and infant category learning<br class="">
* Yuan Meng: Leveraging self-explanation to scaffold causal learning in children<br class="">
* Pierre-Yves Oudeyer: Computational models of intrinsically motivated learning, autonomous goal setting, and how it can self-organize long-term developmental structures<br class="">
<br class="">
10:45 – 11:00: Coffee/Tea Break<br class="">
<br class="">
11:00–12:30: Intuitive Pedagogy in Playful Learning<br class="">
* Kathleen H. Corriveau: Variability in parent-child guidance during dyadic STEM learning<br class="">
* Todd Gureckis: Modeling intuitive teaching using POMDPs<br class="">
* Maureen Callanan: Children learning about science through family conversations<br class="">
<br class="">
12:30-1:40: Lunch<br class="">
<br class="">
1:40-2:00: Poster Teasers<br class="">
<br class="">
2:00-3:30: Inferential Consequences in Guided Play<br class="">
* Ilona Bass: A computational account for the exploratory benefits of guided play<br class="">
* Emily N. Daubert: Promoting psychosomatic understanding using pedagogical questions during storybook reading<br class="">
* Patrick Shafto: A unified computational framework of learning for oneself and from others<br class="">
<br class="">
3:30-3:45: Coffee/Tea Break </div>
<div class=""><br class="">
3:45-4:15: Poster Viewing<br class="">
<br class="">
4:15-5:15: Bringing Guided Play to the Classroom and Beyond<br class="">
* Jamie Jirout: Exploring to learn: Methods of encouraging curiosity in the lab and in the classroom<br class="">
* Kathy Hirsh-Pasek: Playful learning landscapes: Where guided play meets architectural design<br class="">
<br class="">
5:15-5:30: Closing Remarks: Elizabeth Bonawitz</div>
<div class=""><br class="">
</div>
<div class="">
<div style="color: rgb(0, 0, 0); font-family: Helvetica; font-size: 12px; font-style: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: auto; text-align: start; text-indent: 0px; text-transform: none; white-space: normal; widows: auto; word-spacing: 0px; -webkit-text-size-adjust: auto; -webkit-text-stroke-width: 0px;">
--<br class="">
Emily Daubert, PhD<br class="">
Postdoctoral Research Associate<br class="">
Psychology Department<br class="">
Rutgers University - Newark</div>
</div>
<br class="">
</body>
</html>