New Directions in Implicit and Explicit Language Learning
The study of implicit and explicit learning plays a central role in the cognitive sciences. This two-day symposium will bring together leading researchers from a variety of disciplines (cognitive psychology, linguistics, second language research, cognitive neuroscience, and education) in order to critically appraise the role of implicit and explicit processes in language acquisition, to discuss current trends, and to outline future directions to take in this interdisciplinary enterprise. In order to facilitate discussion, attendance is limited to 30 participants.
The event will take place over two days. The first day (June 10) will consist of two hands-on workshops on the use of eye-tracking and electroencephalography (EEG) to investigate the cognitive and neural bases underlying implicit and explicit learning/knowledge. The second day (June 11) will feature three keynote talks and four invited paper presentations by eminent researchers. There are no additional slots for paper presentations, but we will organize a poster session with space for 20 presentations.
- Sible Andringa (University of Amsterdam)
- Panos Athanasopoulos (Lancaster University)
- Zoltan Dienes (University of Sussex)
- Aline Godfroid (Michigan State University)
- Kara Morgan-Short (University of Illinois, Chicago)
- John Williams (University of Cambridge)
- Elizabeth Wonnacott (University College London)
- Aline Godfroid (Michigan State University, eye-tracking)
- Kara Morgan-Short (University of Illinois, Chicago, EEG/ERP)
To be considered for one of the poster slots, please submit an abstract to firstname.lastname@example.org. Abstracts should be no longer than 500 words, including references, and can be submitted either as an attachment or in the email body. Please use “Symposium abstract” in the subject line. The deadline for abstract submission is MONDAY, MARCH 30, 2015. Notifications of acceptance/rejections will be sent out by Monday, April 20, 2015.
The organizers are grateful to the European Second Language Association (EuroSLA) and to the Department of Language and Linguistics, Lancaster University, for the financial support.