Project acronym 19TH-CENTURY_EUCLID
Project Nineteenth-Century Euclid: Geometry and the Literary Imagination from Wordsworth to Wells
Researcher (PI) Alice Jenkins
Host Institution (HI) UNIVERSITY OF GLASGOW
Call Details Starting Grant (StG), SH4, ERC-2007-StG
Summary This radically interdisciplinary project aims to bring a substantially new field of research – literature and mathematics studies – to prominence as a tool for investigating the culture of nineteenth-century Britain. It will result in three kinds of outcome: a monograph, two interdisciplinary and international colloquia, and a collection of essays. The project focuses on Euclidean geometry as a key element of nineteenth-century literary and scientific culture, showing that it was part of the shared knowledge flowing through elite and popular Romantic and Victorian writing, and figuring notably in the work of very many of the century’s best-known writers. Despite its traditional cultural prestige and educational centrality, geometry has been almost wholly neglected by literary history. This project shows how literature and mathematics studies can draw a new map of nineteenth-century British culture, revitalising our understanding of the Romantic and Victorian imagination through its writing about geometry.
Summary
This radically interdisciplinary project aims to bring a substantially new field of research – literature and mathematics studies – to prominence as a tool for investigating the culture of nineteenth-century Britain. It will result in three kinds of outcome: a monograph, two interdisciplinary and international colloquia, and a collection of essays. The project focuses on Euclidean geometry as a key element of nineteenth-century literary and scientific culture, showing that it was part of the shared knowledge flowing through elite and popular Romantic and Victorian writing, and figuring notably in the work of very many of the century’s best-known writers. Despite its traditional cultural prestige and educational centrality, geometry has been almost wholly neglected by literary history. This project shows how literature and mathematics studies can draw a new map of nineteenth-century British culture, revitalising our understanding of the Romantic and Victorian imagination through its writing about geometry.
Max ERC Funding
323 118 €
Duration
Start date: 2009-01-01, End date: 2011-10-31
Project acronym CogSoCoAGE
Project Tracking the cognitive basis of social communication across the life-span
Researcher (PI) Heather Ferguson
Host Institution (HI) UNIVERSITY OF KENT
Call Details Starting Grant (StG), SH4, ERC-2014-STG
Summary A vital part of successful everyday social interaction is the ability to infer information about others (e.g. their emotions, visual perspective, and language). Development of these social skills (termed Theory of Mind, ToM) has been linked to improvements in more general cognitive skills, called Executive Functions (EF). However, to date very little is known of how this link varies with advancing age, and no model exists to explain the relationship. Thus, the key aim of the proposed research is to systematically explore the cognitive basis of social communication and how this changes across the life-span. The research will address three complementary objectives: (1) to what degree can variations in ToM ability across the life-span be accounted for by changes in EF skills, (2) how do ToM ability and EF skill change over time in different age groups (using longitudinal methods, i.e. test-retest of the same participants), and (3) can ToM ability be enhanced through training specific EF skills, and how do these training effects differ across the life-span. Contrary to traditional studies of social communication, I will employ an interdisciplinary approach that links theory and practice from cognitive, social, developmental, and clinical (neuro)psychology to study the relationship between ToM and EF across a broad and dynamic age range (10 to 80+ yrs old). I will use cutting-edge combinations of techniques (eye-tracking and EEG) and paradigms, alongside sophisticated statistical methods to track the timecourse of social understanding, and model how it relates to EF and more general cognitive/social skills (eg. IQ, language) within and between individuals. This research will open up new horizons in ToM research by developing an intervention programme to enhance the quality of social communication in older adults (thus improving their mental health and well-being), which has the potential to be applied in other individuals with social communication deficits (eg. autism).
Summary
A vital part of successful everyday social interaction is the ability to infer information about others (e.g. their emotions, visual perspective, and language). Development of these social skills (termed Theory of Mind, ToM) has been linked to improvements in more general cognitive skills, called Executive Functions (EF). However, to date very little is known of how this link varies with advancing age, and no model exists to explain the relationship. Thus, the key aim of the proposed research is to systematically explore the cognitive basis of social communication and how this changes across the life-span. The research will address three complementary objectives: (1) to what degree can variations in ToM ability across the life-span be accounted for by changes in EF skills, (2) how do ToM ability and EF skill change over time in different age groups (using longitudinal methods, i.e. test-retest of the same participants), and (3) can ToM ability be enhanced through training specific EF skills, and how do these training effects differ across the life-span. Contrary to traditional studies of social communication, I will employ an interdisciplinary approach that links theory and practice from cognitive, social, developmental, and clinical (neuro)psychology to study the relationship between ToM and EF across a broad and dynamic age range (10 to 80+ yrs old). I will use cutting-edge combinations of techniques (eye-tracking and EEG) and paradigms, alongside sophisticated statistical methods to track the timecourse of social understanding, and model how it relates to EF and more general cognitive/social skills (eg. IQ, language) within and between individuals. This research will open up new horizons in ToM research by developing an intervention programme to enhance the quality of social communication in older adults (thus improving their mental health and well-being), which has the potential to be applied in other individuals with social communication deficits (eg. autism).
Max ERC Funding
1 488 028 €
Duration
Start date: 2015-09-01, End date: 2020-08-31
Project acronym EARLYPOWERONTOLOGIES
Project Causal Structuralist Ontologies in Antiquity: Powers as the basic building block of the worlds of the ancients
Researcher (PI) Anna Marmodoro
Host Institution (HI) THE CHANCELLOR, MASTERS AND SCHOLARS OF THE UNIVERSITY OF OXFORD
Call Details Starting Grant (StG), SH4, ERC-2010-StG_20091209
Summary The project aims to bring about a paradigm shift in our understanding of how the ancients conceived of the universe and its contents over a period of 9 centuries, 600 BC to 300 AD. The driving research hypothesis is that the sole elementary building blocks of nearly all ancient ontologies are powers, from which all there is in the universe is built. Powers are relational properties which are directed towards an end (e.g. the power to heat); thus a world of powers is structured in a web of causal relations. What is revolutionary about such a world is that there is only structure in it; hence, causal structuralist ontologies underlie object-metaphysics or process-metaphysics, and worlds of being and becoming, supplying structures from which objects and processes are derived. Yet such ontologies have never been investigated about ancient thought.
The project’s topic is new: ancient causal structuralism; the speciality is novel too, requiring targeted training of a team of post-doc researchers which will be provided by the applicant and collaborators. The innovativeness of the methodology consists in training ancient philosophy researchers to discern and identify formal aspects of ontologies at the very roots of human rationality – discerning how the ancients built everything out of power structures.
The paradigm shift will generate new knowledge and understanding about the ancient accounts of the world; provide a heuristic vantage point for redrafting the map of the intellectual influences between ancient thinkers; stimulate fruitful debate; and inspire new insights into ancient thought that are literally unthinkable at present. Cognate disciplines that will be affected by the paradigm shift are such as: history of physics; of mathematics; of theology; ancient anthropology.
Summary
The project aims to bring about a paradigm shift in our understanding of how the ancients conceived of the universe and its contents over a period of 9 centuries, 600 BC to 300 AD. The driving research hypothesis is that the sole elementary building blocks of nearly all ancient ontologies are powers, from which all there is in the universe is built. Powers are relational properties which are directed towards an end (e.g. the power to heat); thus a world of powers is structured in a web of causal relations. What is revolutionary about such a world is that there is only structure in it; hence, causal structuralist ontologies underlie object-metaphysics or process-metaphysics, and worlds of being and becoming, supplying structures from which objects and processes are derived. Yet such ontologies have never been investigated about ancient thought.
The project’s topic is new: ancient causal structuralism; the speciality is novel too, requiring targeted training of a team of post-doc researchers which will be provided by the applicant and collaborators. The innovativeness of the methodology consists in training ancient philosophy researchers to discern and identify formal aspects of ontologies at the very roots of human rationality – discerning how the ancients built everything out of power structures.
The paradigm shift will generate new knowledge and understanding about the ancient accounts of the world; provide a heuristic vantage point for redrafting the map of the intellectual influences between ancient thinkers; stimulate fruitful debate; and inspire new insights into ancient thought that are literally unthinkable at present. Cognate disciplines that will be affected by the paradigm shift are such as: history of physics; of mathematics; of theology; ancient anthropology.
Max ERC Funding
1 228 581 €
Duration
Start date: 2011-04-01, End date: 2016-03-31
Project acronym INQMINDS
Project The Evolutionary and Developmental Origins of Inquiring Minds: Studies of Causal Reasoning; Curiosity and Executive Control
Researcher (PI) Amanda Madeleine Seed
Host Institution (HI) THE UNIVERSITY COURT OF THE UNIVERSITY OF ST ANDREWS
Call Details Starting Grant (StG), SH4, ERC-2014-STG
Summary Human technology is vastly superior to that of other apes: human tools from telescopes to the Large Hadron Collider exploit causal relationships but also explore them. What change over the brief course of hominid evolution made for such a big difference? One theory implicates a single cognitive distinction: the ability to reinterpret the world in abstract terms. In contrast, in several studies, chimpanzees seemed to rely on surface appearances, as if for the apes there was no more to the situation than met the eye. The theory is seductively simple, but this proposal argues that it is too early to rule out deep evolutionary roots for inquiring minds. Experiments designed specifically to compare humans and other primates are proposed covering two broad lines of study: causal cognition and executive function. To disentangle causal reasoning from simpler mechanisms three approaches are planned. The first will look at intervention: will subjects use exploration to seek hidden causes? The second will focus on natural mechanics: do subjects reason about physical properties or rely on perceptual correlates? The third examines causal learning from observation when the task’s mechanics are opaque. The second line of study explores executive functions. An inquiring primate mind could flourish if more information could be held in mind and manipulated. But we know little about how executive functions compare across primates. A new test battery will explore levels of working memory, inhibition, and attention shifting. Executive functions undergo radical development in human childhood, and individual differences correlate with performance on tests of physical and social reasoning. The intersection between these skills may therefore be particularly revealing. This proposal aims to use cross-sectional testing of causal cognition and executive control in the same individuals to explore how these cognitive skills interact to produce inquiring minds.
Summary
Human technology is vastly superior to that of other apes: human tools from telescopes to the Large Hadron Collider exploit causal relationships but also explore them. What change over the brief course of hominid evolution made for such a big difference? One theory implicates a single cognitive distinction: the ability to reinterpret the world in abstract terms. In contrast, in several studies, chimpanzees seemed to rely on surface appearances, as if for the apes there was no more to the situation than met the eye. The theory is seductively simple, but this proposal argues that it is too early to rule out deep evolutionary roots for inquiring minds. Experiments designed specifically to compare humans and other primates are proposed covering two broad lines of study: causal cognition and executive function. To disentangle causal reasoning from simpler mechanisms three approaches are planned. The first will look at intervention: will subjects use exploration to seek hidden causes? The second will focus on natural mechanics: do subjects reason about physical properties or rely on perceptual correlates? The third examines causal learning from observation when the task’s mechanics are opaque. The second line of study explores executive functions. An inquiring primate mind could flourish if more information could be held in mind and manipulated. But we know little about how executive functions compare across primates. A new test battery will explore levels of working memory, inhibition, and attention shifting. Executive functions undergo radical development in human childhood, and individual differences correlate with performance on tests of physical and social reasoning. The intersection between these skills may therefore be particularly revealing. This proposal aims to use cross-sectional testing of causal cognition and executive control in the same individuals to explore how these cognitive skills interact to produce inquiring minds.
Max ERC Funding
1 500 000 €
Duration
Start date: 2015-08-01, End date: 2020-07-31
Project acronym MotMotLearn
Project Motivating Motor Learning: The Role of Reward, Punishment and Dopamine
Researcher (PI) Joseph Michael Galea
Host Institution (HI) THE UNIVERSITY OF BIRMINGHAM
Call Details Starting Grant (StG), SH4, ERC-2014-STG
Summary Motor learning (the ability of the brain to learn and update how an action is executed) is a fundamental process which influences many aspects of our lives such as learning to walk during childhood; the day-to-day behavioural adjustments required as an adult or in healthy ageing; and the rehabilitation process following an illness or injury. Despite the impact to society, it has proved extremely difficult to develop interventions that significantly enhance human motor learning. Therefore, devising protocols which optimise motor learning is a state-of-the-art research question that promises to deliver scientific, clinical and societal impact.Seeking reward and avoiding punishment are powerful factors in motivating humans to alter behaviour during cognition-based learning (selecting which action to perform), with sensitivity to reward and punishment being biased by the availability of dopamine in the brain. Intriguingly, reward and punishment are also known to affect generic motor learning (deciding how an action is executed) tasks which involve multiple underlying mechanisms. However to establish their potential for optimizing motor learning, we must understand how explicit reward- and punishment-based motivational feedback impact motor learning systems with unique computational and anatomical features (use-dependent/model-free/model-based). Using an unprecedented combination of behavioural analysis, computational modelling, genetics and pharmacology, MotMotLearn will provide the first systems-based account of how reward, punishment and dopamine influence motor learning. This novel approach will enable MotMotLearn to develop theoretically-grounded protocols that utilise reward/punishment in conjunction with dopaminergic medication to optimise motor learning in healthy individuals and stroke patients suffering motor impairments. MotMotLearn will have a profound scientific impact in motor learning with applications to development, ageing, rehabilitation and sports.
Summary
Motor learning (the ability of the brain to learn and update how an action is executed) is a fundamental process which influences many aspects of our lives such as learning to walk during childhood; the day-to-day behavioural adjustments required as an adult or in healthy ageing; and the rehabilitation process following an illness or injury. Despite the impact to society, it has proved extremely difficult to develop interventions that significantly enhance human motor learning. Therefore, devising protocols which optimise motor learning is a state-of-the-art research question that promises to deliver scientific, clinical and societal impact.Seeking reward and avoiding punishment are powerful factors in motivating humans to alter behaviour during cognition-based learning (selecting which action to perform), with sensitivity to reward and punishment being biased by the availability of dopamine in the brain. Intriguingly, reward and punishment are also known to affect generic motor learning (deciding how an action is executed) tasks which involve multiple underlying mechanisms. However to establish their potential for optimizing motor learning, we must understand how explicit reward- and punishment-based motivational feedback impact motor learning systems with unique computational and anatomical features (use-dependent/model-free/model-based). Using an unprecedented combination of behavioural analysis, computational modelling, genetics and pharmacology, MotMotLearn will provide the first systems-based account of how reward, punishment and dopamine influence motor learning. This novel approach will enable MotMotLearn to develop theoretically-grounded protocols that utilise reward/punishment in conjunction with dopaminergic medication to optimise motor learning in healthy individuals and stroke patients suffering motor impairments. MotMotLearn will have a profound scientific impact in motor learning with applications to development, ageing, rehabilitation and sports.
Max ERC Funding
1 497 885 €
Duration
Start date: 2015-10-01, End date: 2020-09-30
Project acronym MULTISIGN
Project Multilingual Behaviours In Sign Language Users
Researcher (PI) Ulrike Andrea Hildegard Zeshan
Host Institution (HI) UNIVERSITY OF CENTRAL LANCASHIRE
Call Details Starting Grant (StG), SH4, ERC-2010-StG_20091209
Summary This project examines a range of complex multilingual behaviours in sign language users and pursues three thematically related studies: a) Cross-signing : The development of improvised communication (ad hoc pidgins) between users of different sign languages in language contact situations; b) Sign-speaking : The simultaneous production of sign and speech, where the different structures of both languages are kept largely intact; and c) Sign-switching : Code-switching between sign languages in multilingual sign language users. None of these multilingual behaviours has ever been systematically investigated.
The three studies use both lab-based experimental methodologies and discourse data from natural communicative situations. Subjects are drawn from a group of multilingual, mostly deaf, sign language users from various countries around the world. This project is situated at the crossroads between the domains of sociolinguistics, psycholinguistics, typological, and diachronic approaches to language. Together, the three focused studies break new ground and lay the foundation to a previously uncovered field of research that can be called sign multilingualism studies . This field arises when existing concepts of bi- and multilingualism are brought to bear on sign languages. Of particular interest are phenomena that are peculiar to situations involving sign languages, such as the rapid emergence of improvised inter-languages in cross-signing , or the simultaneous combination of conflicting syntactic structures in sign-speaking .
In addition to the theme of sign multilingualism, the three sub-projects are also united by a particular interest in the meta-linguistic skills that the subjects use in both the experimental and the natural discourse settings. Some of these previously undocumented high-level skills take us right to the limits of linguistic abilities and have wider implications for our understanding of the human language faculty.
Summary
This project examines a range of complex multilingual behaviours in sign language users and pursues three thematically related studies: a) Cross-signing : The development of improvised communication (ad hoc pidgins) between users of different sign languages in language contact situations; b) Sign-speaking : The simultaneous production of sign and speech, where the different structures of both languages are kept largely intact; and c) Sign-switching : Code-switching between sign languages in multilingual sign language users. None of these multilingual behaviours has ever been systematically investigated.
The three studies use both lab-based experimental methodologies and discourse data from natural communicative situations. Subjects are drawn from a group of multilingual, mostly deaf, sign language users from various countries around the world. This project is situated at the crossroads between the domains of sociolinguistics, psycholinguistics, typological, and diachronic approaches to language. Together, the three focused studies break new ground and lay the foundation to a previously uncovered field of research that can be called sign multilingualism studies . This field arises when existing concepts of bi- and multilingualism are brought to bear on sign languages. Of particular interest are phenomena that are peculiar to situations involving sign languages, such as the rapid emergence of improvised inter-languages in cross-signing , or the simultaneous combination of conflicting syntactic structures in sign-speaking .
In addition to the theme of sign multilingualism, the three sub-projects are also united by a particular interest in the meta-linguistic skills that the subjects use in both the experimental and the natural discourse settings. Some of these previously undocumented high-level skills take us right to the limits of linguistic abilities and have wider implications for our understanding of the human language faculty.
Max ERC Funding
1 169 936 €
Duration
Start date: 2011-03-01, End date: 2016-08-31
Project acronym PLASTICSELF
Project The plasticity of the self: experimenting with self-identity in the face of change
Researcher (PI) Emmanouil Tsakiris
Host Institution (HI) ROYAL HOLLOWAY AND BEDFORD NEW COLLEGE
Call Details Starting Grant (StG), SH4, ERC-2010-StG_20091209
Summary We normally entertain a fairly continuous and stable sense of personal identity, as we acknowledge that we are the same person, independently of what happens to us. The question of how our sense of self is maintained or changed across time is a key topic in psychology. Our self must possess sufficient plasticity, that is, adaptive processes of re-organization, to ensure assimilation of changes and a sense of continuity over time. To study the plasticity of the self, we will investigate how the experience of a changing body updates or alters our sense of self, in two parallel projects.
First, we will study what is currently considered to be the most radical change in one’s body, the case of face-transplantation. In face-transplantation, the acquisition of a new face is a medical fact, while the experience of a new identity is an unexplored psychological outcome. We will investigate the plasticity and continuity of the self caused by face-transplantation by testing self-identification in individuals before and after the operation, using experimental psychology and functional neuroimgaing methods. Second, we ask how our own body-image affects the way we perceive other people. We will address this second question by investigating how changes in body-representation, caused by experimental manipulations of bodily illusions, can consequently affect social cognition processes, using experimental and social psychology methods.The question of the plasticity of the self is timely, because the modern self, due to societal, technological and medical advances, seems to be exposed to new, often radical, possibilities of change. The proposed project aims at understanding the basic mechanisms behind the plasticity of the self, by integrating research methods from experimental and social psychology, cognitive neurosciences, and medicine in wide-ranging and innovative ways.”
Summary
We normally entertain a fairly continuous and stable sense of personal identity, as we acknowledge that we are the same person, independently of what happens to us. The question of how our sense of self is maintained or changed across time is a key topic in psychology. Our self must possess sufficient plasticity, that is, adaptive processes of re-organization, to ensure assimilation of changes and a sense of continuity over time. To study the plasticity of the self, we will investigate how the experience of a changing body updates or alters our sense of self, in two parallel projects.
First, we will study what is currently considered to be the most radical change in one’s body, the case of face-transplantation. In face-transplantation, the acquisition of a new face is a medical fact, while the experience of a new identity is an unexplored psychological outcome. We will investigate the plasticity and continuity of the self caused by face-transplantation by testing self-identification in individuals before and after the operation, using experimental psychology and functional neuroimgaing methods. Second, we ask how our own body-image affects the way we perceive other people. We will address this second question by investigating how changes in body-representation, caused by experimental manipulations of bodily illusions, can consequently affect social cognition processes, using experimental and social psychology methods.The question of the plasticity of the self is timely, because the modern self, due to societal, technological and medical advances, seems to be exposed to new, often radical, possibilities of change. The proposed project aims at understanding the basic mechanisms behind the plasticity of the self, by integrating research methods from experimental and social psychology, cognitive neurosciences, and medicine in wide-ranging and innovative ways.”
Max ERC Funding
1 444 460 €
Duration
Start date: 2011-02-01, End date: 2016-07-31
Project acronym VARIKIN
Project Cultural Evolution of Kinship Diversity: Variation in Language, Cognition, and Social Norms Regarding Family
Researcher (PI) Fiona Marie Jordan
Host Institution (HI) UNIVERSITY OF BRISTOL
Call Details Starting Grant (StG), SH4, ERC-2014-STG
Summary Why do human societies differ in whom they class as family? Why are cousins classed with siblings in some societies but not others? Accounting for the variable ways that cultures classify kin is an enduring puzzle. The VARIKIN project takes a cultural evolutionary approach to variety and unity and engages different fields–cultural phylogenetics, corpus linguistics, and cross-cultural child development. VARIKIN-Evolution asks how and why does kinship diversity evolve across cultures and over time? Using comparative phylogenetic modeling of cultural evolution we investigate the dynamics of how kinship terminologies and family norms change in eight language families. Are there “universal” patterns of change, or does local cultural history and context determine changes in family organisation? How do social norms drive change in kinship terminology? VARIKIN-Usage investigates how people use kinship language by using corpus linguistics, surveys, and interviews to quantify patterns of usage in spoken and written language. How frequently are kinship terms used in different contexts and what meanings are more prevalent? Do patterns vary between languages, and can the patterns of usage at the individual level be linked to historical processes of change? VARIKIN-Development investigates how children acquire and understand kinship across cultures. Using participant observation and elicitation tasks, we characterise children’s social learning of kinship in a small-scale, non-Western community. Are there cross-cultural patterns of acquisition? Can socialisation produce constraints on the kinds of kinship children can learn? These three research directions are united by a coherent framework for the integration of macro- and micro-evolutionary processes. With a highly multidisciplinary background, the Applicant is uniquely positioned to direct this vanguard project towards a comprehensive understanding of diversity in how we classify our social worlds.
Summary
Why do human societies differ in whom they class as family? Why are cousins classed with siblings in some societies but not others? Accounting for the variable ways that cultures classify kin is an enduring puzzle. The VARIKIN project takes a cultural evolutionary approach to variety and unity and engages different fields–cultural phylogenetics, corpus linguistics, and cross-cultural child development. VARIKIN-Evolution asks how and why does kinship diversity evolve across cultures and over time? Using comparative phylogenetic modeling of cultural evolution we investigate the dynamics of how kinship terminologies and family norms change in eight language families. Are there “universal” patterns of change, or does local cultural history and context determine changes in family organisation? How do social norms drive change in kinship terminology? VARIKIN-Usage investigates how people use kinship language by using corpus linguistics, surveys, and interviews to quantify patterns of usage in spoken and written language. How frequently are kinship terms used in different contexts and what meanings are more prevalent? Do patterns vary between languages, and can the patterns of usage at the individual level be linked to historical processes of change? VARIKIN-Development investigates how children acquire and understand kinship across cultures. Using participant observation and elicitation tasks, we characterise children’s social learning of kinship in a small-scale, non-Western community. Are there cross-cultural patterns of acquisition? Can socialisation produce constraints on the kinds of kinship children can learn? These three research directions are united by a coherent framework for the integration of macro- and micro-evolutionary processes. With a highly multidisciplinary background, the Applicant is uniquely positioned to direct this vanguard project towards a comprehensive understanding of diversity in how we classify our social worlds.
Max ERC Funding
1 233 672 €
Duration
Start date: 2015-07-01, End date: 2020-06-30
