Pre-conference Events

Elements of cognitive pupillometry
Organizer: Giulia Calignano (Università di Padova)

Tutorial; limited to 25 participants.

Thursday, January 5th, 8:30am - 12:30pm, in Budapest (no online option)

Prerequisites and equipment needed by participants: Basic knowledge of R free software for statistical analysis; personal computer with R installed.

Overview: In developmental psychophysiology, the study of changes in pupil diameter as a response to internal and external stimuli has a long and tortuous history. Nowadays, pupillometry remains a useful method in cognitive sciences as suggested by the increasing number of studies using it to investigate several processes such as allocation of attentional resources, cognitive effort, emotional and language processing, and memory from early infancy to adulthood. The present tutorial offers an introduction to the use of cognitive pupillometry in developmental sciences with practical exercises oriented to explore real data collected from the developmental population. In particular, the tutorial sessions will be enriched by the use of the free software R for data pre-processing and visualization.

Learning aims for participants: Participants will learn: the main sources of noise in the measurement and how to inspect and visualize data with R; the plausible degrees of freedom encountered in data pre-processing and visualization in R; the functional and cognitive interpretation of the signal.

Teaching approach: The teaching approach will be strongly practice-oriented. The use of open tools will be supported by commented examples in order to encourage the use of these software by researchers from as many career stages as possible. However, basic knowledge of R is recommended. All course materials will be shared and made accessible on the OSF platform.

See the OSF page for further details:

Truth, lies and misinformation during cognitive development
Organizer: Celeste Kidd (University of California, Berkeley)

Workshop; limited to 150 participants.

Thursday, January 5th, 8:30am - 12:30pm, in Budapest (no online option)

Children face the challenge throughout their lifetimes of needing to make decisions based on what is true in a moment, usually without direct access to that truth. Our workshop discusses the learning science and efficacy behind three major approaches to facilitating children's access to truth in the world. Our workshop presents novel developmental science research about how to support children's discovery of truth through interventions that target (1) children's metacognitive awareness, (2) intellectual humility, and (3) understanding of informational ecosystems.

Part one of our workshop presents empirical evidence on how children's metacognitive awareness supports their discernment of truth. Our speakers will discuss how children develop their own metacognitive sense of uncertainty, how training to attend to their uncertainty can improve learning outcomes, and how they integrate their own uncertainty with others' uncertainty. Part one features two speakers with expertise in the development and use of metacognitive cues to uncertainty for learning in children: (1) Carolyn Baer (University of California, Berkeley, United States) will discuss children's ability to track theirs and others' uncertainty to integrate differing opinions in social groups.
(2) Louise Goupil (Université Grenoble Alpes, France) will discuss the results of a metacognitive training intervention that improved learning outcomes.

Part two of our workshop presents empirical evidence that intellectual humility is associated with better discernment of truth, epistemic vigilance, and perseverance in learning. Our talks highlight novel findings on this connection, and work on interventions to promote intellectual humility in kids in the interest of enhancing curiosity and learning. Part two features two speakers with expertise in intellectual humility and children's learning:
(1) Shauna Bowes (Emory University, United States) will discuss how interpersonal and intrapersonal intellectual humility predict misinformation susceptibility.
(2) Antonia Langenhoff (University of California, Berkeley, United States) will discuss how experiencing disagreement promotes intellectual humility and belief change in children.

In the third and final section of our workshop, we look at the impact of factors outside of children's minds—features of the environments and sources upon which they are basing their truth judgements. Part three of our workshop presents new empirical developmental psychology studies about how children's informational ecosystems—and their understanding of these ecosystems (media literacy)—can promote intellectual humility, epistemic vigilance, and perseverance in learning. Part three features three speakers who are experts in children's learning, media literacy, and learning from new media: (1) Evan Orticio (University of California, Berkeley, United States) will discuss how children increase their evidentiary standards for novel claims in more unreliable informational environments.
(2) Natalia Kucirkova (Open University, United Kingdom) will discuss the implications for learning of using children's personal data in recommender systems (digital personalization).
(3) Costanza De Simone (Max Planck Institute for Human Development, Germany) will discuss how adolescents' online search strategies and level of control affect truth discernment and learning outcomes. This workshop will include time for several discussion sessions, with high involvement from workshop participants, as well as a larger concluding panel to discuss unanswered questions and future directions. The discussions will be moderated by Celeste Kidd (UC Berkeley).

Our workshop will also include breaks for speakers and workshop participants to talk informally about workshop topics. We will summarize the discussion points with an emphasis on unknown questions and potentially fruitful areas for future inquiry at the conclusion of the workshop, which we will circulate to all participants.

Cross-Cultural Perspectives on Developmental Cognitive Science
Organizer: Frankie Fong (Max Planck Institute for Evolutionary Anthropology)

Workshop; limited to 150 participants.

Thursday, January 5th, 8:30am - 12:30pm, in Budapest (no online option)

There has been an increasing attention to the issues of WEIRD psychology, where universal assumptions of developmental science are made, based on studies predominantly conducted in certain mainstream Western, English-speaking countries by WEIRD researchers. Beside issues of cross-cultural generalisability, there is also a concern of replicability of previously established phenomena in other populations. Sample more broadly from diverse regions of the world, and greater involvement of researchers from a wider range of countries will provide a more holistic understanding of child development. This will also expand our understanding of the ways cultural factors can influence child development across diverse cultural landscapes, which may be considered an emerging domain of research. Cross-cultural research provides invaluable information about the origins of and explanations for cognitive and behavioral diversity and universality. This workshop will involve talks and discussions that directly address issues of cross-cultural generalizability and replicability in relation to mechanisms of cognitive development. It will focus on theoretical, methodological, practical and logistical aspects of cross-cultural developmental research. We will invite speakers from different fields, covering different approaches and topics. We also welcome posters of study findings or designs (including those from students or ECR) that focus on under-represented populations (including European samples), which can be a single-sample study without necessarily including a comparison sample, or one that focuses on evaluating within-population variations.
Speakers will include: Sarah Caldwell (Max Planck Institute, Leipzig, Germany), Katja Liebal (Leipzig University), Michaela Slussareff (Charles University, Prague), with more details to follow.