CNRS-INSB UCA
CNRS-INSHS
lapsco
LAboratoire de Psychologie
Sociale et COgnitive

UMR 6024 UCA-CNRS
L'étude de la cognition depuis ses bases cérébrales jusqu'à sa régulation sous l'influence de l'environnement social

DERNIÈRES PUBLICATIONS
Deffuant, G., Roozmand, O., Huet, S., Khamzina, K., Nugier, A., Guimond, S. (2022). Can biases in perceived attitudes explain anti-conformism ? in IEEE Transactions on Computational Social Systems, doi : 10.1109/TCSS.2022.3154034.
Dezecache G., Martin J.R., Tessier C., Safra L., Pitron V., Nuss P. & Grèzes J. (2021). Nature and determinants of social actions during a mass shooting. PLOS ONE, 16. doi : 10.1371/journal.pone.0260392
Newson M., Zhao Y., El Zein M., Sulik J., Dezecache G., Deroy O. & Tunçgenç B. (2021). Digital contact does not promote wellbeing, but face-to-face does : A cross-national survey during the Covid-19 pandemic. New Media & Society. doi : 10.1177/14614448211062164
SÉMINAIRES
13/10/2022 – Bahador BAHRAMI

Socialising with hybrid intelligence. (Teams, 10h30-12h00)

20/10/2022 – Odile ROHMER

La question du handicap dans le champ de la cognition sociale. (Teams, 10h30-12h00)

ÉVÉNEMENTS
Soutenance de thèse d’Ophélie Lucas : Améliorer l’approche diagnostique du déficit phonologique dans la dyslexie développementale via l’évaluation de la grammaire phonologique et du contexte socio-évaluatif

Mardi 25 octobre 2022. Soutenance de thèse d’Ophélie Lucas (LAPSCO, CNRS, UCA) à 9h30, amphi 220 à la MSH.

#Metoo et #Balancetonporc : analyse et comparaison

Informations relatives aux droits CNIL et à la non-oppostion

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Accueil > Séminaires

09/06/2022 – Hyeonjeong JEONG

par Ludovic FERRAND - publié le , mis à jour le

Social Learning and Experience Alter the Brain.

Date : Jeudi 09 juin 2022
Heure : 10h30 - 12h
Lieu : Amphi Collomp

Abstract

Many studies have shown that there are apparent differences between children and adults when it comes to how first language (L1) and second language (L2) are acquired and processed. However, recent theories suggest that the learning mechanisms in the brain are not fundamentally different between L1 and L2 acquisition, but rather contexts, conditions, and environment surrounding children and adults, in addition to their respective learning methods, are different. In this talk, I introduce a new theoretical framework (i.e., social learning of L2) that L2 learning, especially after the sensitive period, may benefit from social interaction and real-life exposure, as in L1 acquisition. First, I discuss the key dimensions of the context and conditions under which children and adults learn languages. Then, I present my recent series of fMRI experiments that examine how social learning and experiences of social interaction with others can alter brain mechanisms of language learning and processing.

Speaker

Hyeonjeong JEONG (Graduate School of International Cultural Studies & Department of Human Brain Science, IDAC, Tohoku University, Japan)

Short bio : Hyeonjeong is Associate Professor at Tohoku University. Her research interests include brain mechanisms of second language acquisition, particularly the effect of cross-linguistic influence and social cognition in language learning and communication. She has published articles in npj Science of Learning, Human Brain Mapping, Brain and Language, NeuroImage, Neuropsychologia, and Language Learning.