“网络研讨会Webinar” 系列学术论坛
“网络研讨会Webinar” 系列学术论坛第四讲
Lecture 4---第四讲
讲座直播地点
加入Zoom会议或扫描上方（右侧）二维码参加讲座
Zoom ID: 518 618 7718
密码：123456
内容简介
In this lecture, he explores the notion of extended embodiment and its consequences for our understanding of the conceptualization of space and time and for the development and evolution of language. Embodiment extends beyond the corporeal human body, encompassing the humanly made world of cultural artefacts, amongst which should be counted language itself. Language and other artefacts are the bearers of human cultures, and broadening the scope of embodiment theory “beyond the skin” reinforces the cultural dimension of cognitive linguistic theories. He builds upon his cross-linguistic and cultural comparative research into the cognitive and linguistic domains of space and time to demonstrate how extended embodiment integrates cognitive and cultural perspectives in linguistics and cognitive science. He argues that this approach unifies developmental, ecologicaland evolutionary dynamics of language and thought, and provides a new perspective on issues on issues of linguistic relativity.
主讲人介绍
Dr. Chris Sinha
湖南大学外国语学院认知科学特聘教授
中国重庆西南大学客座教授
东英吉利大学政治、哲学、语言和传播研究学院名誉教授
长期致力于研究语言、认知和文化之间的关系
“网络研讨会Webinar” 系列学术论坛第五讲
Lecture 5---第五讲
讲座直播地点
加入Zoom会议或扫描上方（右侧）二维码参加讲座
Zoom ID: 518 618 7718
密码：123456
内容简介
本场网络线上讲座将聚焦儿童第二语言阅读能力发展，主要揭示影响因素的相关和因果分析，包括：个体差异变量、语言能力变量、语言信息处理变量，以及二语素养发展中的迁移问题和语音意识的发展等影响阅读理解能力的因素；讲座第二部分还将介绍实验室的一些相关研究成果，如发展性词汇的历时研究等；此外，还将介绍儿童第二语言的认知过程以及对障碍儿童的读写能力发展的预测与干预。讲座最后还将会涉及应用实践研究，将以社区为基础介绍预防和干预少数群体的语言课程，提出关注英语或第二语言学习者的评估和干预策略及建议。
主讲人介绍
Esther Geva is Professor of School and Child Clinical Psychology in the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education (OISE)University Toronto. Esther’s research, publications, and teaching focus on typical and atypical development of L1 and L2 language and literacy skills in students coming from various bilingual, immigrant, refugee, and minority backgrounds, and on cross-cultural perspectives on children’s psychological problems. Esther has published numerous articles and chapters in these areas, presented her work internationally, and served on numerous advisory, policy, and review committees in Canada, US, and Europe, concerned with literacy development in minority/L2 students, including the National Literacy Panel. Esther supervises graduate students who work with culturally and linguistically diverse children and their families in the OISE Psychology clinic. Esther’s research and teaching led to the publication of a book targeting primarily school and clinical psychologists: Psychological Assessment of Culturally and Linguistically Diverse Children and Adolescents: A Practitioner's Guide (2014; Springer; Judith Wiener, co-author), and another book targeting teachers who have L2 students in their classroom: Key Concepts for the Language Classroom: Focus on Reading (2015; Oxford University Press; Gloria Ramirez, co-author).
“网络研讨会Webinar” 系列学术论坛第六讲
Lecture 6---第六讲
讲座直播地点
加入Zoom会议或扫描上方（右侧）二维码参加讲座
Zoom ID: 518 618 7718
密码：123456
内容简介
The lecture shows how the relationship between gesture and speech contributes to communication impairments in ASD, and how it can be used to facilitate successful communication.
主讲人介绍
Laura M.Morett is a doctor of psychology at the University of Pittsburgh, assistant professor of Educational Psychology and Neuroscience at the University of Alabama. She conducts research on the cognitive and neural bases of gesture and its relationship to spoken and written language in the context of learning. She investigates these phenomena in typical development as well as populations with psychiatric and neurological disorders. Methods that she uses include behavioral techniques, eye-tracking, EEG, MEG, and fNIRS.
“具身语言学”是以“具身认知观”为哲学基础所提出的语言学理论，为语言学习和语言理解提供了全新的研究理论和方法。本书从人工智能领域的研究角度出发，通过大量的神经科学和生理认知关联的基础知识，从四个方面来介绍具身语言，包括具身语言的理论基础、具身语言的研究现状和方法、具身语言的应用研究，以及具身语言未来研究的展望。
本书目录
序一
序二
序三
第一章 具身语言理论基础
第一节 具身语言哲学基础
第二节 具身语言神经生理基础
第二章 具身语言研究综述
第一节 具身语言的理论发展
第二节 具身语言的实证依据
第三章 具身语言研究方法
第一节 神经科学研究方法
第二节 计算科学研究方法
第四章 具身词法研究
第一节 词语感知的具身证据
第二节 具身词法与镜像神经元
第五章 具身语义研究
第一节 具身语义记忆表征
第二节 神经计算语义中心
第六章 具身语法研究
第一节 具身视角切换
第二节 具身句法的歧义消解
第七章 具身语音研究
第一节 具身韵律链条
第二节 语音统计学习
第八章 具身语篇研究
第一节 语篇心理模型
第二节 构建具身情境模型
第九章 具身语言教育观
第一节 具身语言教育理念
第二节 具身阅读
第十章 具身语言未来与展望
第一节 具身语言未来面临的四个问题
第二节 儿童语言学习的具身模拟发展前景
参考文献
本文来源：语言科学学习
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