Dr. Jasińska studies the neural systems that support language and cognitive development and learning using a combination of behavioral, genetic, and neuroimaging (fNIRS, s/fMRI, EEG/ERP) research methods. Her research aims to understand how early life experiences (including bilingual/multilingual language experience) shape neurocognitive development and learning, with a focus on understanding development in environments with poverty-related risk, including rural communities in West Africa and recently resettled refugee children in Canada.

Dr. Jasińska received her Ph.D. in Psychology and Neuroscience from the University of Toronto in 2013, and completed postdoctoral training at Haskins Laboratories before establishing the BOLD laboratory.

Dr. Jasińska is the recipient of the 2016-2018 Jacobs Foundation Early Career Fellowship, 2018 Society for functional Near Infrared Spectroscopy Young Investigator Award, 2022 International Literacy Association’s Dina Feitelson Research Award, and 2023-2025 MIT Solve LEAP (Leveraging Evidence for Action to Promote change) Fellowship. Dr. Jasińska is currently a visiting research scientist at the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

Compared to other regions, Sub-Saharan Africa has the largest number of young children experiencing poverty (Black et al., 2017), the largest number and proportion of 3-4-year-olds (29.4 million; 44%) failing to meet cognitive, language, and social-emotional milestones (McCoy et al., 2016), and the lowest literacy rates—22% of youth and 32% of adults are illiterate (UIS, 2022). Poverty and its co-occurring risks (malnutrition, disease, maternal stress, low-quality learning environments) negatively impact neurocognitive development and children’s readiness to learn—the cognitive, social, and emotional capacities essential to children’s success in school. Yet, much of what is currently known about neurocognitive development and learning comes from studies almost exclusively done in high-income countries across Minority World contexts in the Global North, limiting the generalizability of our current understanding of neurocognitive development and the ability to enact effective evidence-based policies for vulnerable learners growing up in environments with high poverty-related risk. Focusing on the context of rural CĂ´te d’Ivoire, this talk will discuss how the latest tools of cognitive neuroscience—portable neuroimaging technologies—can be used to track neurocognitive development and learning in environments with high poverty-related risks, and how such insights can be leveraged to inform educational practices and social policies that strengthen children’s potential for success. The talk will present evidence on how the typical neurodevelopmental trajectory for literacy responds to low education quality in contexts of poverty and high rates of child labor, and explore the potential of quality education and poverty reduction programs for improving learning at scale.

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October 21 appeared first on Department of Cognitive Science.

Dr. Matthew Hogel is the Deputy Director of the Funding Analytics & Master Data Team at the CIHR. Dr. Hogel will share his journey from lab-based discovery science to a leadership role in health research data and analytics. Drawing on experiences spanning neuroscience research, health policy, healthcare performance evaluation, and public service, he will reflect on the opportunities, challenges, and lessons learned throughout his career transition.

He holds a PhD in Neuroscience and Pharmacology from Dalhousie University and brings a unique perspective that spans health research and data science. His early research examined Huntington’s disease and the mechanisms underlying transcriptional regulation. He then transitioned from laboratory research to an interdisciplinary research career that touched health policy, performance evaluation in healthcare, and appropriate prescribing. He left theĚýacademic environment to join the public service in 2016, working in data analytics at CIHR.

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October 14th appeared first on Department of Cognitive Science.

The talk is co-sponsored by both the Departments of Cognitive Science and Philosophy.
Title: Computational Functionalism and Artificial Consciousness: A Pragmatic Approach
When: Friday Oct. 9 2:30-4:00 pm
Where: River Building Room 3228 during the regular Philosophy Colloquium timeslot.

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The Women in Cognitive Science Canada + Trainee Board will be presenting at our September 30^thĚýColloquium.

Imposter syndrome, burnout, and rejection are experiences almost everyone in higher education faces, yet very few of us feel empowered to talk about them openly. Hosted by the Women in Cognitive Science Canada + Trainee Board, this workshop offers practical strategies and a supportive space to help you:

• Reframe Imposter Syndrome & Burnout: Recognize the signs and build habits for well-being.
• Normalize Rejection: Shift how you view setbacks and build resilience.
• Change Your Mindset: Reclaim your space and confidence in post-secondary academia.

Join us for a session focused on thriving, not just surviving, in academia.

Diya, Marie, Sarah, and Leah are graduate students from the University of Ottawa and ĐÓ°ÉÔ­´´, and members of the WiCSC+ Trainee Board. Having navigated academia, from grant rejections to criticism to academic burnout, they bring their practical strategies and firsthand experiences to help students reframe their mindsets and thrive in higher education.

Reminder: All graduate students in cognitive science are expected to attend colloquia.

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Avoiding Burnout appeared first on Department of Cognitive Science.

In this workshop, Dr. Muldner will answer questions about the scholarships, as well as provide tips on writing a research statement. Note that the Ph.D. Tri-Council deadlines (NSERC, SSHRC, CIHR) are fast approaching; the Master’s deadlines are a bit later, but it is not too soon to start preparing!

Click here for a look at our full Fall 2026 Colloquium schedule.

The post Cognitive Science Colloquium September 23rd appeared first on Department of Cognitive Science.

  Wednesday Sept. 4 will be our first Cog Sci Colloquium for 2024-2025. Join us at 15:00 in DT2203 for “Grad Networking + Q&A with the Colloquium Committee”.

This is a great opportunity to network with other students, meet the committee members, and have a say about the colloquia topics. Faculty and students (grad & undergrad) are welcome.

Note: this will be on campus only (FAQ will be posted online after the event).

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Date: Apr 03 , 2019 3:00pm-4:30pm

Location: Dunton Tower: Room 2203

Speaker: 

Title: Applying a Phase Theory Approach to the Study of Emotion and Imagination

 Abstract:

This lecture will examine three central concepts: cognition, emotion, and imagination in relation to mind-body processes in different circumstances. The ideas are based on my work in emotion and aesthetics.

From the viewpoint of social psychology, I propose that human cognition cannot exist without emotion and emotion cannot exist without cognition. The question becomes: What kinds of cognitive processes complement emotions, feelings, and affects? I further propose that imagination and belief lie on a continuum rather than being mutually exclusive. The term imagination encompasses a whole range of concepts; images, imagery, imaginary, and imagine, among others, that are important to different scholarly communities. The unifying phase theory idea suggests that:

(1) emotions, feelings, and affects, as well as

(2) imagination, images, imagery, and so on

are phenomena that appear through relations between mind and body in different circumstances.

The post ICS Colloquium: Applying a Phase Theory Approach to the Study of Emotion and Imagination appeared first on Department of Cognitive Science.

Date: Apr 03 , 2019 3:00pm-4:30pm

Location: Dunton Tower: Room 2203

Speaker: 

Title: Applying a Phase Theory Approach to the Study of Emotion and Imagination

 Abstract:

This lecture will examine three central concepts: cognition, emotion, and imagination in relation to mind-body processes in different circumstances. The ideas are based on my work in emotion and aesthetics.

From the viewpoint of social psychology, I propose that human cognition cannot exist without emotion and emotion cannot exist without cognition. The question becomes: What kinds of cognitive processes complement emotions, feelings, and affects? I further propose that imagination and belief lie on a continuum rather than being mutually exclusive. The term imagination encompasses a whole range of concepts; images, imagery, imaginary, and imagine, among others, that are important to different scholarly communities. The unifying phase theory idea suggests that:

(1) emotions, feelings, and affects, as well as

(2) imagination, images, imagery, and so on

are phenomena that appear through relations between mind and body in different circumstances.

The post ICS Colloquium: Applying a Phase Theory Approach to the Study of Emotion and Imagination appeared first on Department of Cognitive Science.

Date: Sept. 26, 2018  3pm-4:30pm

Location: Dunton Tower: Room 2203

Speaker: Kate Dudzik

Title: Developing Human-Like Artificial General Intelligence

Abstract:

The challenge of creating human like Artificial General Intelligence (AGI) is to develop an agent that can function intelligently on a human-like task. Using Newell’s Single Complex Task Analysis method, we have developed an agent-based cognitive model to perform a complex, human task. The task is open ended and runs in a dynamic multi agent environment, The evaluation of the model is through comparison with actual human experts doing the same task.

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Date:  Jun. 4, 2018: 1:00 pm- 2:00 pm

Location: Dunton Tower: Room 2203

Speaker:

Title: When opportunity knocks, open the door

Abstract:

The talk will be semi-autobiographical and emphasizes the importance of being open to new challenges and possibilities that arrive unexpectedly.

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