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What Do Words Do? How Language Augments Human Cognition and Perception |
| Saturday, May 25, 2013 |
| 1:00 PM–1:50 PM |
| Ballroom A (Convention Center) |
| Area: VBC; Domain: Theory |
| CE Instructor: Anna I. Petursdottir, Ph.D. |
| Chair: Anna I. Petursdottir (Texas Christian University) |
| GARY LUPYAN (University of Wisconsin) |
 Gary Lupyan, Ph.D. is an assistant professor of psychology at the University of Wisconsin-Madison. He received his Ph.D. from Carnegie Mellon University under the advisorship of Jay McClelland and subsequently completed postdoctoral work at Cornell University and the University of Pennsylvania. He received an early investigator award from the American Psychological Association and a “Rising Star” award from the American Psychological Society. Dr. Lupyan’s primary research interest is understanding the degree to which human cognition and perception depend on or are augmented by language. An additional research program investigates the ways that specific languages evolve to fit the social and ecological environments in which they are learned and used. |
| Abstract: This talk will focus on a fundamental property of language: using words to refer to objects in the environment. What consequences does such labeling have on cognitive and perceptual processes? To what extent is “normal” human cognition, actually language-augmented cognition? The talk will review evidence indicating that verbal labels do more than communicate information between individuals, but in fact actively modulate conceptual representations brought online during tasks that seem on their surface to have nothing to do with language. Using words to refer to objects affects the learning of new categories, memory for object details, and reasoning about familiar categories. Disruptions of linguistic processes likewise appear to affect performance on a variety of apparently nonverbal tasks. Strikingly, verbal labels also affect performance on even the most basic visual tasks. Together, the findings point to pervasive effects of language on ongoing cognition and perception. |
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Infusing Human Performance Technology Into the Instructional Systems Design Process |
| Saturday, May 25, 2013 |
| 4:00 PM–4:50 PM |
| Ballroom B (Convention Center) |
| Area: OBM; Domain: Service Delivery |
| Instruction Level: Intermediate |
| CE Instructor: Lori H. Diener-Ludwig, Ph.D. |
| Chair: Lori H. Diener-Ludwig (Performance Blueprints, Inc.) |
| LISA TOENNIGES (Innovative Learning Group) |
 Lisa Toenniges is owner and chief executive officer of Innovative Learning Group, a company that provides custom learning and performance support services to Fortune 1000 companies. A dynamic and respected leader, Ms. Toenniges has more than 20 years of experience in the performance improvement industry, and has consulted with many companies about learning and performance strategies and solutions. Her entrepreneurial spirit and hands-on leadership style have been the drivers behind ILG's rapid growth and tremendous success. As a result of her efforts, she was named one of the 2010 Top 10 Michigan Business Women and Rainmaker of the Year by the National Association of Women Business Owners of Greater Detroit. Ms. Toenniges is president-elect of the International Society for Performance Improvement (ISPI) and will assume the role of president in April 2013. Previously, she served a two-year term as a board member and treasurer of the organization. Ms. Toenniges also is a certified performance technologist endorsed by ISPI. She is a frequent speaker and panelist at performance improvement conferences and other business-related events. She also has dedicated a significant amount of her time to mentor college students and other professionals who are looking for a career in the training industry. |
| Abstract: Many of us are involved at one time or another in the process of developing training. Sometimes training is the right solution, and in other situations, another solution may have more impact. In this session, Innovative Learning Group's CEO Lisa Toenniges will pose two questions: (1) If training is the right solution, how do we build performance-based training? (2) If we are involved in a training project where a nontraining solution may help improve performance, how do we share these ideas throughout the instructional systems design (ISD) process? This interactive session will be based on a robust job aid that includes more than 100 best practices for infusing human performance technology into the ISD process. |
| Target Audience: Individuals involved in the process of developing training |
| Learning Objectives: At the end of the session, participants will be able to: 1. Describe multiple, viable ideas to infuse more performance improvement when working through the ISD process 2. Demonstrate subtle techniques to educate clients on how to improve performance |
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