This presentation will combine two approaches to understanding young children’s conceptions of normativity. Firstly, a theoretical argument integrating a large body of literature (including the well-established protest paradigm) will be advanced, suggesting that the earliest conceptions of what is right (normative) is not well-differentiated from what is intended. For philosophers, an almost insurmountable challenge has been to explain how what should be can be inferred from what is. For psychologists, the challenge is instead to explain why humans in fact routinely make that inference.
Warm congratulations to Denis Tatone (PhD student at the Department of Cognitive Science, graduating this year) whose thesis was chosen by the University Doctoral Committee as one of the three best dissertations this year! Title of dissertation: The Naïve Sociology of Resource Transfer. Supervisors: Gergely Csibra and Dan Sperber.
The Cognitive Development Center at CEU is pleased to announce the 9th annual BCCCD meeting in Budapest, Hungary (BCCCD-19, January 3-5, 2019). We welcome symposium and poster submissions from all areas related to cognitive development. Previous BCCCD meetings featured a variety of topics such as comparative cognition, cognitive bases of culture, biological bases of cognition, conceptual learning, perceptual learning, early social cognition, language acquisition, executive functions, metacognition, communication, numeracy, and object cognition.
The sixth Budapest CEU Conference on Cognitive Development (BCCCD), held Jan. 7-9, attracted more than 305 participants, including representatives of cognitive science, young researchers and doctoral students from Europe, North America and Japan.