Summary of The Inaugural Lectures of Professor Kathryn Asbury & Professor Danijela Trenkic

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00:00:00 - 01:00:00

The Inaugural Lectures of Professor Kathryn Asbury and Professor Danijela Trenkic discuss the importance of research that benefits the autistic community, while also acknowledging the lack of trust in society and political leaders to improve support for disabled and neurodivergent children.

00:00:00 Tonight's inaugural lecture is given by Professor Catherine Asbury, who has a background in history, psychology, and behavioral genetics. Her lecture is about renaissance womanhood and how it applies to her field of education. Next, Professor Danijela Trenkic will give her inaugural lecture on second languages and how they are learned differently by students from different backgrounds.
00:05:00 Following a British Academy postdoctoral fellowship and as one of a small group of educational psychologists tasked with setting up a new degree, Kathryn Asbury addresses the fundamental questions of philosophy and the social sciences: is it our genetic composition or our environment and personal agency that shapes our fate? Her research has its roots in the fundamental questions of philosophy and the social sciences, and it has drawn on the large Ted's data set of monozygotic or "identical" twins who share genes and some of their environment too. Catherine has always striven to consider the implications of her research findings for educational policy and practice, and her recent work on the impact of Covid-19 on teachers and families with children with special educational needs has drawn attention from hundreds of citations. Her work is always open to other perspectives and approaches, and she has made an outstanding contribution to the Department of Education at the University of York in a number of roles. She is a highly successful director of research, and her promotion to Professor is well-deserved.
00:10:00 The Inaugural Lectures of Professor Kathryn Asbury and Professor Danijela Trenkic discuss whether DNA data can be used to improve outcomes for Children and Families without marginalizing individuals, entrenching disadvantage, or increasing inequalities. The experts in attendance discuss the importance of this question and agree that more research is needed before making decisions about using such data.
00:15:00 In the first scenario, the experts discuss whether or not to allocate extra resources to schools based on genetic scores. They feel that this is not a great idea because it has potential to cause more problems than it solves. In the second scenario, the experts discuss whether or not to use polygenic scores to screen newborn babies for their likelihood of experiencing special educational needs or disabilities. The majority of the experts feel that this is a good idea, but they also express significant concerns about the potential for stigma and self-fulfilling prophecies.
00:20:00 The video discusses a study, Spectrum 10K, that was met with backlash from the autistic community. The researchers behind the study did not properly consult with autistic people before launching the study, and some missteps were made in how it was communicated. As a result, the study was paused indefinitely.
00:25:00 The lecturer discusses the importance of community activism in relation to genetic research, noting that sometimes stakeholders have the power to shut research down if they fear it could harm them. He also discusses a qualitative study of personal experiences of autism and perceptions of DNA-based research. The lecturer notes that most participants were generally open to their children taking part in a genetic autism study as long and this was pretty much the first thing that every one of them said.
00:30:00 The inaugural lectures of Professor Kathryn Asbury and Professor Danijela Trenkic discuss the importance of research that benefits the autistic community, rather than benefiting the non-autistic rest of the world. Some participants liked the idea of developing polygenic scores to assess autism risk from birth, while others felt that it would have made life easier, but not changed their outcome. They also talked about knowledge as power, arguing that if parents knew their child might be autistic from birth, they would have taken the time to educate themselves. Some participants felt that genetic information carried a weight that was greater than their child's behavior or observations. However, others felt that polygenic scores were at best pointless, because we don't currently have good enough interventions with which to respond. Overall, the lectures discuss the importance of research that benefits the autistic community, while also acknowledging the lack of trust in society and political leaders to improve support for disabled and neurodivergent children.
00:35:00 The speaker discusses how DNA data can be used to improve outcomes for children and families, but notes that more research is needed. She also points out the challenges of research with a diverse subject group.
00:40:00 The research project is fascinating, and it's important to make sure that the less heard voices are heard.
00:45:00 Daniela Tenkit, a colleague of Kathryn Asbury's, introduces her and discusses her work with the Queen. Daniela has met the Queen and believes that if you have a PhD and are strong enough, you can bow as well.
00:50:00 Daniela Trenkic is a linguistics professor who has worked on investigating the differences in language learning abilities between children and adults. Her research has also looked at how abstract cognitive abilities are developed in children, and how second language learning can be difficult for some people.
00:55:00 Dr. Kathryn Asbury is a researcher who studies bilingualism and its effects on cognition and academic outcomes. She will be discussing her work during her inaugural lecture at the University of York.

01:00:00 - 01:35:00

In their inaugural lectures, Professor Kathryn Asbury and Professor Danijela Trenkic discussed the importance of language in academic success. They noted that bilingualism can be advantageous, and that the gap between Chinese and English speakers is much larger than the gap between international students who speak English as a foreign language and other English speakers. They encouraged attendees to join them outside for drinks.

01:00:00 The video discusses how articles are used in English and how they can be difficult to learn for people who have not learned a foreign language. The video also discusses how research is conducted in order to better understand how articles are used.
01:05:00 In the video, Professor Kathryn Asbury and Professor Danijela Trenkic discuss the findings of their research on how people react to grammatical incongruence. The participants were slowed down in their launches of looks to the target when there were two options available, demonstrating that they were sensitive to the meanings that articles signal. This suggests that grammar is more difficult to learn than previously thought, as people must suppress the link between their first language's grammatical option and the new one in order to achieve a stronger connection.
01:10:00 The video discusses the research of Professor Kathryn Asbury and Professor Danijela Trenkic. They discuss the differences in language and literacy skills between international students and UK domiciled students. They also discuss how these skills affect academic outcomes. The research found that Chinese students had smaller vocabularies and took longer to access knowledge, had slower writers, and were at a disadvantage in terms of language skills compared to UK domiciled students with dyslexia.
01:15:00 This study found that Chinese students who improved their English skills on entry to university did better academically, and that this was also true for home students. The study showed that a students' English language and literacy skills are a barrier to achieving their academic potential, and that this barrier is especially apparent for students with English as an additional language.
01:20:00 The video discusses how Professor Kathryn Asbury and Professor Danijela Trenkic believe that the language barrier can be a major obstacle for international students when trying to achieve academic success. They note that the gap between Chinese and English speakers is much larger than the gap between international students who speak English as a foreign language and other English speakers. European students, who speak languages that are linguistically closer to English, perform indistinguishably from home students from the start and make larger gains by the end of the second year of their studies. This suggests that universities should do more to recognize the challenges international students face and put in place policies that would support their additional needs.
01:25:00 The speaker discusses how bilingualism can be advantageous, as well as the importance of recognizing and accounting for bias in assessment. She also discusses the idea of raising the entry requirements for international students at UK universities.
01:30:00 In this video, two professors discuss the importance of language in academic success. One professor discusses how language development is slow at that point in students' lives, and how providing extra support can help them catch up. The other professor discusses how lower level vocabulary is a good predictor of academic outcomes.
01:35:00 The inaugural lectures of Professor Kathryn Asbury and Professor Danijela Trenkic covered a variety of topics, including vocabulary learning, pronunciation, and grammar. The speakers thanked attendees for their participation, and encouraged them to join them outside for drinks.