PSYC/PHIL/SPLH 418
Introduction to Cognitive Science
Fall 2008
Section # 43704 (PSYC)/ Section # 43442 (PHIL)/ Section # 43656 (SPLH)

Room 4012 Wescoe Hall

8:00-9:15am
TuTh

 
 
Instructor: Prof. Michael Vitevitch
Office:Fraser Hall 406 
Phone: 864-9312

Office hours:T & W 10am-noon, or by appointment. You may also call or e-mail me with brief questions, or ask brief questions before and after class.
 
 

Textbook: Cognitive Sciences: An Introduction to the Study of Mind.Friedenberg & Silverman. Published in 2006 by Sage Publications. Use this book to provide (historical) background and context to the material that we will cover in class.
 

Other Readings: Additional readings will be available on the class web site (n.b., this is NOT a site on BlackBoard) in PDF format.
 
 

Assignments & Grades: Final grades will be based on the grades from 10 writing assignments that will be completed 'at home' (which means they should be typed, have appropriate references, proper grammar, correct spelling, etc.). [Please make yourself VERY familiar with the resources available to you through the KU Writing Center.] Final grades will be based on the percentages listed below. Percentages are calculated by dividing the number of points you earn by the total number of possible points, and multiplying by 100.  ***NEW information added 9/9/08: I have added an optional assignment to revise one of your writing assignments. If you are happy with the grades you receive on the 10 assignments, then you do not need to do the optional revision. If you are not happy with the grades you earned on the assignments, then you may elect to revise one assignment (as described in the instruction sheet for the assignment), which may improve your grade. Alternatively you may elect not to revise one assignment and just remain unhappy with the grade you earned.
 
 

A = 95-100, A- = 90-94
B+ = 87-89, B = 83-86, B- = 80-82,
C+ = 77-79, C = 73-76, C- = 70-72,
D = 60-69,
F = 59 and below
Attendance & Participation: In order to get the most out of this class, you should attend the designated class meeting times (whether we meet in the classroom or elsewhere) on a regular basis (Yes, I know the class meets at 8am). In addition to showing up to the class meetings, it is important to increase your understanding by asking questions during class. These questions may simply be for clarification, or they may be deeper kinds of questions (e.g., what if..., Doesn't theory X predict something different? Etc.).
 

Academic Misconduct: Students are expected to observe all University guidelines pertaining to academic misconduct. As stated in the University Senate Rules and Regulations: Academic Misconduct. (2.6.1) Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.


 

Academic misconduct will not be tolerated and will be dealt with severely in accordance with all University rules and regulations.
 
 

Resources for Students with Disabilities: The KU office of Disability Resources coordinates accommodations and services for all students who are eligible. If you have a disability for which you wish to request accommodations and have not contacted DR, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone number is 785-864-2620 (V/TTY). Information about their services can be found at http://disability.ku.edu. Please also contact me privately in regard to your needs in this course.
 
 



Topics we will cover in this class

What is science? What is the scientific method?
What is Cognitive Science?
How is Cognitive Psychology different from Cognitive Science?
What is information processing and how is the mind viewed from this perspective?
What is an experiment and what does it tell us about the mind?
Is the mind the same thing as the brain?
What can the brain (or a brain-like perspective) tell us about the mind? (Artificial Neural Networks)
What can computer simulations tell us about the mind?
Explore one capability of the mind that is uniquely human (?): Language
(How) Did language evolve?
Can the development and/or evolution of language be modeled computationally? (The new science of networks)
How does the brain 'do' language and how can we measure brain processes?
Can we build an artificial entity (i.e., a robot) with a mind like a human?
Can we design and build machines that humans can use easily?

 
 
 

Writing Assignments:

1. Describe the modal model of memory in information processing terms.
2. Using PsycInfo, find and summarize a peer-reviewed article describing the results of an experiment(s) addressing a topic of your choice.
3. Using the experiment you summarized in Assignment #2, attack/defend it as Mook (1983) would.
4. Contrast the two views presented in Mason; what do these views imply for making an artificial intelligence (a robot), and for the evolution of cognition/intelligence?
5. Artificial Neural Networks
6. What are computer simulations good for?
7. Linguistic-related assignment
8. Evolution of Language (collaborative answer via wiki)
9. The philosophy of robots
10. The Design of Everyday Things
**OPTIONAL ASSIGNMENT: Revise one of the writing assignments.**

**Information on the revised policy for handing in a writing assignment late: the Late Pass option.**
 
 

Dates to keep in mind:

Aug 21 First day of class
Oct 16 no class (Fall Break)
Nov 27 no class (T-day Break)
Dec 11 Last day of class
 

Class Schedule

Aug 21 R
First day of class
Aug 26 T
Introduction to (Cognitive) Science
1) Chapter 1 from Friedenberg & Silverman 
2) Chapter 13 from Friedenberg & Silverman
 
Aug 28 R
Introduction to Cognitive Psychology
Information Processing--One view of the mind...
 
1) pp. 95-100 [stop at 'Theories of Vision'] of Friedenberg & Silverman 
 

DUE: 
SEPT 4 (R)
 
Assignment #1: Describe the modal model of memory in Information Processing terms
1) pp. 125-135 [stop at 'The ACT* Model'] of Friedenberg & Silverman
[Paper versions of this assignment will be handed out in class on Aug 28]
[In preparing your answer, you might also wish to consider the suggestions in this document...the course is in a different field at a different university, but the advice is no less valuable...]
 
 Have this read by Sept. 9
What is an experiment? Why is it useful? What does an experiment tell us about the mind?


Lecture notes related to Experiments and Mook (1983).
 


Due Sept 11.
 
Assignment #2: Use PsycInfo to find and summarize a peer-reviewed article that employed an experiment.

Due Sept 16.
 
Assignment #3: Take experiment from Assignment #2, and attack/defend it as Mook (1983) would.
Have these 3 works read by Sept 16. (if not sooner)
 

Is the mind the same thing as the brain?

    1) Background on the Turing Test pp. 336-345 of Friedenberg & Silverman 
    2) Background on the Chinese Room pp. 56-59 of Friedenberg & Silverman 
    3) pp. 2-21 of Mason (2005)


Lecture notes related to Mason (2005).


See due dates on assignment sheet.
 
Assignment #4: Contrast the two views presented in Mason; what do these views imply for making artificial intelligence (a robot), and for the evolution of cognition/intelligence?

 

Have these 2 works read by Sept. 25 (if not sooner)

 

A (non-symbolic) view of the mind inspired by the brain: What is an Artificial Neural Network (ANN; also known as a connectionist model)?

1) pp. 207-224 of Friedenberg & Silverman [stop at the section entitled "Semantic networks: Meaning in the Web" 
Lecture notes on ANN.
Due Oct. 9
 

Assignment #5: Artificial Neural Networks

Have these articles read by Oct 7 (if not sooner)
 

What good are computer simulations?

Due Oct 14
 

 

 

Assignment #6: What are computer simulations good for? The value of simulations.
 

Lecture notes on the value of computer simulations.
 

 
 
One of the things the mind 'does' is language...
 
What is language? 
1) Chapter 9 (pp. 275-310) The Linguistic Approach in Friedenberg & Silverman.

Lecture notes on Language.

 
 Due Oct 21

OCT 23

Assignment #7: Interview a Cognitive Scientist (Linguistics assignment)

Class visit/interview Joan Sereno (LING) **Common & intriguing questions**

Have these works read by Oct  28 (if not sooner).

 
Where did language come from? Evolution (of language) 
1) From Chapter 8 The Evolutionary Approach in Friedenberg & Silverman read pp. 239-246 
2) From Chapter 8 The Evolutionary Approach in Friedenberg & Silverman read pp. 256-257 3) From Chapter 8 The Evolutionary Approach in Friedenberg & Silverman read pp. 261-273 

Due Dec 12.

 

Assignment #8: Evolution of Language (collaborative answer via wiki)


 

Have these works read by Oct 30 (if not sooner).
 
 
 
 
 

NOV 4

 
How does the brain 'do' language and how can we measure brain processes?
 
1) From Chapter 6 The Neuroscience Approach in Friedenberg & Silverman read pp 163-181, 201-205.
Lecture notes on Language in the Brain
 
 
 
 

Guest Lecture from Ed Auer (SPLH)


 
 

Have these works read by Nov 6 (if not sooner)
 
 
 
 

Due Nov 16 (Sunday)
 

 

 
 

 
If we truly understand the mind, then we should be able to build one--robotics
Can we build an artificial entity (i.e., a robot) with a mind like a human? 
1) Chapter 12 Robotics: The ultimate intelligent agents in Friedenberg & Silverman  (If you found this chapter interesting, then you may also find Chapters10-11 of interest.)


Lecture notes
 

Assignment #9: The philosophy of robots


Have this work read by Nov 11 (if not sooner)
 
 
 

Due Dec 9

 
If we truly understand the mind, we should be able to apply what we know by designing objects that people can use 'intuitively' (i.e., without extensive learning).
 
Norman, D. (2002) The Design of Everyday Things. pp. 1-33.

Lecture notes
 

Assignment #10: The design of Everyday Things. 
Pick an everyday object, and describe the good/bad design

 

Dec. 2

 
 

Guest Lecture from Brian Potetz (EECS)


 
 

...if we have time we will do this and a few other topics...

 
 
 
Dec 11 R
LAST DAY OF CLASSES
Dec 12 F
STOP DAY