Pharmacy Library, Storrs – Monday, May 13th to Thursday, May 16th, 9am-4pm
Maintaining momentum on your writing can be tough, but making a commitment to structured writing time can help. Similarly, writing in the presence of others brings a sense of solidarity and productivity that get you through the complex challenges a dissertation presents. To this end, the Writing Center sponsors four-day writing retreats modeled on a similar event at Stanford.
The boot camps run during the January intersession, during the March Spring Break, and after the last week of classes in May. Participants arrive with their laptops, any notes or books, and their drafts–or simply ready to produce drafts. There is no tutoring, nor any lectures. The point is to commit to sustained, undistracted writing time. We supply coffee and tea each day to keep you fueled up. 2-day and 3-day partial registration is also available.
More information and sign-up link: https://writingcenter.uconn.edu/boot-camps/
We are delighted to announce that Professor Michele Diaz, will join us from Pennsylvania State University on Wednesday, May 1st at 1:30pm in Arjona 307 to give her talk: Evidence of age-related phonological impairments in language production. Her current work examines age-related differences in language. Specifically, neural factors that contribute to age-related retention (semantics) and decline (phonology) that have been observed in language production. For more details, including the abstract for this talk, please see the attached flyer.
*If you would like to meet with Professor Diaz on the day of her visit, please send an email to firstname.lastname@example.org asap*
Studying the Lack of Invariance Problem in Speech Perception from an Ecological Perspective
6500-01 (class# 10058) SEMINAR IN LITERARY THEORY: EMPATHY ETHICS AND NARRATIVES
(Hogan): This course will begin by introducing some common cognitive and philosophical ideas about emotion, empathy, and narrative in relation to ethics. We will then discuss a familiar work—perhaps, Incidents in the Life of a Slave Girl—in terms of those broad concerns. Starting in the third week, I would take part of the class to introduce relevant research in more detail—for example, on the nature of emotion. The rest of the class would be a discussion of the reading (e.g., Matravers), often guided by two of the students. I would also ask students to be prepared to relate the reading to a literary work or film (such as Jacobs). The following classes would follow the same general format, as outlined below. Requirements would include one conference-presentation-type essay (roughly seven pages) and one journal-type essay (roughly eighteen pages). A very, very tentative outline (just to give an idea of how the course will proceed):
Week 1. What is emotion? What is empathy? What is narrative? What is ethical evaluation?
Week 2. Same questions. Jacobs
Week 3.Emotion. Matravers. Jacobs.
Week 4. Emotion. Keen. Jacobs.
Week 5. Empathy. Keen. Satrapi.
Week 6. Empathy and Ethics. Decety. Satrapi.
Week 7. Empathy and Ethics. Decety. Satrapi.
Week 8. Blocking Empathy: Disgust. Shakespeare. (First paper due.)
Week 9. Blocking Empathy: Anger. Shakespeare.
Week 10. Against Empathy. Bloom. Godard.
Week 11. Narrative and Emotion. Haidt. Godard.
Week 12. Narrative and Emotion. Haidt. Mizoguchi.
Week 13. Narrative and Ethics. Mizoguchi.
Week 14. Students on their research projects.
UConn Logic Group Workshop, April 6-7, 2019
“If” by any other name
It is a relatively recent development that research on conditionals is taking a deep and sustained interest in the full range of linguistic markers, their interactions with each other and with other linguistic categories, and the ways in which they drive and constrain the interpretation of the sentences they occur in. Tense and aspect is an area where such attention has already borne fruit; to a lesser extent, we may mention conditional connectives and pro-forms (especially thanks to works like Iatridou 2000 and Iatridou & Embick 1993). More recently, there seems to be a growing interest in two things: on the one hand, more varied aspects of formal marking of conditionals and the ways in which different grammatical categories may be recruited to encode conditional meaning (including aspect, different types of connectives, conjunctions, etc.); on the other hand, the appearance of these markers in other linguistic contexts (like optatives, complement clauses, temporal clauses, interrogatives, etc.).
Saturday, April 6
12:00-2:00: Kai von Fintel & Sabine Iatridou (MIT) “Prolegomena to a Theory of X-Marking”
2:30-3:15: Muyi Yang (UConn) “Explaining negative counterfactuals”
3:15-4:00: Teruyuki Mizuno (UConn) “The structure of might-counterfactuals: a view from Japanese”
4:30-5:30: Paolo Santorio (UC San Diego) “The Double Life of Antecedent Strengthening”
Sunday, April 7
10:00-11:00: Una Stojnić (Columbia): t.b.a.
11:15-12:00: Hiromune Oda (UConn): t.b.a.
1:30-2:30: Will Starr (Cornell) “Indicative Conditionals, Strictly”
After 2:30: coffee & discussion as desired
Please click link for more information: https://logic.uconn.edu/2019/04/04/2019-workshop-if-by-any-other-name/
Link for registration, poster abstract submission, keynote, and workshop information: https://neuronconference2019.eventbrite.com