School of Humanities and Sciences
Showing 201-220 of 1,320 Results
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Jennifer Chien
Postdoctoral Scholar, Philosophy
BioJennifer Chien earned a Ph.D. in Computer Science from the University of California, San Diego, and a bachelor's degree in Computer Science from Wellesley College. They were a recipient of the Graduate Fellowship for STEM Diversity. Jennifer is an interdisciplinary researcher focused on preserving user agency across AI/ML pipelines by linking technical decisions with their social consequences. Their work connects technical decisions with social and societal consequences to characterize, measure, and mitigate disparities in autonomy and support safer, more responsible AI. This includes exploring instrumental, cognitive and affective, and epistemic forms of agency. At UCSD, they served as President of Graduate Women in Computing, leading mentorship, outreach, and community-building initiatives and received the Doctoral Awards for Contributions to Diversity and to Service and Leadership, as well as the Xilinx Women in Technology University Grant. Jennifer is currently an Embedded Ethics Fellow in partnership with HAI and the Computer Science department.
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Stephen Choy
Asst. Director of Finance and Administration, Philosophy
Current Role at StanfordAssistant Director of Finance and Operations: Department of Philosophy & Department of Religious Studies
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Eve Clark
Richard Lyman Professor in the Humanities, Emerita
BioI am interested in first language acquisition, the acquisition of meaning, acquisitional principles in word-formation compared across children and languages, and general semantic and pragmatic issues in the lexicon and in language use. I am currently working on the kinds of pragmatic information adults offer small children as they talk to them, and on children's ability to make use of this information as they make inferences about unfamiliar meanings and about the relations between familiar and unfamiliar words. I am interested in the inferences children make about where to 'place' unfamiliar words, how they identify the relevant semantic domains, and what they can learn about conventional ways to say things based on adult responses to child errors during acquisition. All of these 'activities' involve children and adults placing information in common ground as they interact. Another current interest of mine is the construction of verb paradigms: how do children go from using a single verb form to using forms that contrast in meaning -- on such dimensions as person, number, and tense? How do they learn to distinguish the meanings of homophones? To what extent do they make use of adult input to discern the underlying structure of the system? And how does conversation with more expert speakers (usually adults) foster the acquisition of a first language? I am particularly interested in the general role of practice along with feedback here.
