SARAH ROBINS
Publications
Doris, J., & Robins, S. (2007). Review of Psychiatry in the Scientific Image by Dominic Murphy. Notre Dame Philosophical Review.
Robins, S., & Treiman, R. (forthcoming). “Early Informal Learning About Writing” to appear in a Festschrifft for Iris Levin, edited by Dorit Aram and Orfit Korat.
Robins, S., & Treiman, R. (forthcoming). “How Parents Speak to Children About Writing: Clues to the nature of Print in Young Children’s Environments,” Applied Psycholinguistics.
Robins, S., & Craver, C. (forthcoming). Biological Clocks: Explaining with Models of Mechanisms. In J. Bickle (Ed.) Oxford Handbook of Philosophy and Neuroscience. New York: Oxford University Press.
Professional Experience
Co-Organizer, 2008 Future Directions in Genetic Studies – ISHPSSB off-year workshop
Along with Don Goodman-Wilson: created theme for 5-day graduate-training workshop, wrote and obtained 25,000USD grant from the National Science Foundation, contacted researchers for participation, advertised to students, handled all logistics, and designed website: http://www.artsci.wustl.edu/~pnp/Research/FDIGS_2008/Welcome.html
Member, Reading and Language Lab (Rebecca Treiman, Psychology Department), WUSTL
Lab duties include: attending weekly lab meetings, reviewing articles, conducting research (including data collection, statistical analysis, and writing), advising undergraduates, preparing conference presentations, 2004-present.
Attended and presented at an NSF-funded US-China joint workshop Memory and Language: Interdisciplinary Perspectives, Beijing, China, July 2007.
Co-creator of webpage for the conference, which included compiling interactive bibliographies in each of the topic areas of the workshop. http://www.artsci.wustl.edu/~pnp/Research/MemLangWrkshp/index.html
Co-creator and organizer of The Cave Series, Philosophy Department, WUSTL
Developed and organized a bi-weekly talk series for graduate students in the Philosophy Department at Washington University in St. Louis, Spring 2006-present
Secretary, New Curriculum Review Committee, Washington University in St. Louis
Served as note-taker for Arts & Sciences committee (chaired by Mark Rollins) created to evaluate and review to Arts & Sciences curriculum. Duties include: attending NCRC meetings, organizing materials, typing up minutes, attending & recording comments from faculty, student and staff focus groups.
Conference Presentations
“Simulation and Tacit Knowledge: What’s Really at Issue in the Folk Psychology Debate” presented at the 2008 meeting of the Society for Philosophy and Psychology at the University of Pennsylvania, Philadelphia, PA.
“The Threat of Collapse and the Simulation Alternative” presented at the University of Calgary Graduate Conference on Alvin Goldman’s work, September 2007
“Residual Normality and Cognitive Development: Why Developmental Disorders do not support Massive Modularity” presented in the Works in Progress Series (WIPS), Washington University in St. Louis, September 2007
“Metalinguistic Awareness in Reading Development and Human Cognition,” presented at US-China joint workshop Memory and Language: Interdisciplinary Perspectives, Beijing, China, July 2007. Sponsored by the NSF.
“How Parents Speak to Children About Writing: Clues to the Nature of Print in Children’s Environments” presented at the Scientific Society for the Study of Reading, Prague, Czech Republic, July 2007
“The Conceptual Leap: How Children Learn about the Nature of Writing” presented at the Graduate Student Cave Series, Washington University in St. Louis, Philosophy Department, December 2006
“The Failure of Success Semantics: Accounting for Ignorance and Error in Nonlinguistic Thought” presented at the Graduate Student Cave Series, Washington University in St. Louis, Philosophy Department, February 2006
“Is there such a thing as episodic memory?” presented at the Interdisciplinary Meeting on Memory Research, University of Arkansas at Little Rock, April 2006
“Children’s Understanding of the Concept of Print” to be presented at the Cognitive Psychology Brown Bag Series, Washington University in St. Louis Psychology Department, November 2006