Fall 2014 rutgers university online @ sakai

Introduction to Cognitive Science Caveat: Readings subject to change 01: 185: 201; Index Number: 06230 01: 185: 202; Index Number: 13375

Logistics • Lecture: tues 10.20–1.00 pm, tillett hall, rm 246, Livingston • Recitation: fri 10.20–11.40 am, tillett hall, rm 246, Livingston • Professor: dr. mary rigdon ◦ Email: [email protected] ◦ Office: A103 Psychology Building Annex, Busch Campus ◦ Office Hours: TBA and by appt • Teaching Assistant: michelle cheng ◦ Email: [email protected] ◦ Office: TBA, Psychology Building, Busch Campus ◦ Office Hours: TBA and by appt

Course Description This course is an introduction to the field of Cognitive Science. To capture the interdisciplinary nature of this field, we will address a range of topics and research programs from a variety of disciplines, including philosophy, computer science, cognitive psychology, behavioral economics, and linguistics. The goals of this course are to introduce you to the foundations of Cognitive Science, help 1

you appreciate the development of this field over the years, and allow you to explore the investigations and lively debates that have taken place within and across the disciplines that make up the field. The pre- or co-requisite is having successfully completed a course in computer science, linguistics, philosophy, or psychology or being assigned a permission number. This course and/or ‘Advanced Topics in Cognitive Science’ are mandatory prerequisites for a Cognitive Science minor at Rutgers. The minor requires a minimum of 18 credits. This course counts for 4 credits.

Course Objectives Upon successful completion of the course, students will: • Appreciate the interdisciplinary nature of cognitive science, the diversity of viewpoints, the controversies and the areas of nascent consensus. • Appreciate the contribution of each of the constituent disciplines and be familiar with its methods, key concepts, and focus of investigation. • Be proficient in the lingua franca of cognitive science — the language of information processing. • Have basic familiarity with brain anatomy and physiology • Know multiple definitions of the foundational concepts of computation and representation and be able to discuss them from multiple points of view. • Understand the basic cognitive architecture — how perception, memory, language, motor control, and so forth come together to produce behavior. • Know specific concepts, theories, and experimental results covered in course. • Be able to read and discuss research papers from multiple disciplines.

Texts There is not a textbook for this course. Readings consist of articles written on topics in Cognitive Science and chapters from edited books and textbooks on

Cognitive Science. The required readings will be available on Sakai for you to download. There are also optional readings that may be helpful or interesting if you find yourself wanting to read more about that topic. Do not skip or skim the required readings. Your discussion questions and exams will be based on these readings and material addressed in class. (Note: Where the indicated pages start and stop corresponds with natural section breaks/headings in the text.)

Evaluation There will be a total of 1000 points possible in this course. • Attendance/Participation (15%) (150 points): Come to class on Tuesday having completed the reading and ready to participate in discussion. Come to Friday’s recitation having completed the discussion questions and ready to participate in discussion around these questions. You may miss at most two lectures for any reason. For each lecture missed beyond these two that are excused, you will be expected to turn in a two-page TYPED summary of the readings for the lecture you miss to Michelle by email before recitation that week. Failure to do so, will result in a reduction of 15 points. You may miss at most two recitation sections during the semester for any reason. For every recitation missed beyond these two will result in a reduction of 15 points for every missed recitation. • Reaction Comments (10%) (100 points): Each week you will submit — via Sakai under Assignments — a reaction to the reading(s) at least two paragraphs in length. The purpose of the weekly reaction requirement is for you to develop perspectives on the readings before class. Reaction comments will be coarsely graded using Acceptable (12.5 points) and Unacceptable (0 points). The assignment is purposefully open-ended; you will be responsible for selecting a topic interesting to you that relates to the reading(s) in some way. Comments are due via Sakai the SUNDAY in .pdf form before the next class by 5pm. There are a total of ten reaction comments due and you can miss two for any reason without penalty. Late reaction comments will not be accepted for any reason. • Paper (30%) (300 points): You will write a 6- to 10-page paper on an article to be selected from a selection of articles posted on Sakai. If you

decide you want to write a paper on an article not included among those assigned, you need to email me a one-page description by Sept 29. The paper is due via Sakai in .pdf on the LAST DAY of class Dec. 9 by 8am. Every day that a paper a late will result in an automatic one-grade reduction (i.e., A to B to C etc). • Two Exams (35%) (350 points): The first midterm will cover material in the first half of the course; scheduled in class on Oct. 14. The second midterm will cover material in the second half of the course; it is a take-home exam and is due via Sakai on Nov. 18 at 8am. • Presentation of Paper (10%) (100 points): On Dec. 2nd, students will give a 5-minute presentation about their paper topic. Presentations will consist of two parts: (1) brief introduction to the topic and (2) discussion of results from the paper you selected. At the end, students can ask questions about the study. You should prepare a few slides and bring a copy on a USB stick. • Extra Credit! (1%) (9 points total): (1) I am always on the lookout for good cartoons to use as examples in class. Any student who brings a cartoon that is relevant to a point discussed in class along with a paragraph describing why it is relevant will have 9 points added to your final grade. Credit for a particular cartoon will be given only to the first student bringing in that cartoon. or (2) A number of researchers in Linguistics conduct experiments that are relevant to the material covered in this class. You have the opportunity to participate in up to 3 experiments in Linguistics for 3 points for each experiment, added onto your final grade. or (3) If neither of these options interest you, please contact me as soon as possible for another alternative for extra credit.

Rutgers Policy on Academic Integrity Rutgers has a very detailed policy on Academic Integrity and Code of Student Conduct: http://academicintegrity.rutgers.edu/academic-integrity-at-rutgers.

Violations include cheating, fabrication, plagiarism, denying information to or misleading others, or facilitating these violations.

No Computers or Phones Please turn off all computers, cell phones, and other electronic devices in the classroom. In order to make taking notes easier, I will post my lecture notes for Tuesday’s class by Sunday. Note: you will receive an email from Sakai once I post them online.

Additional Seminars this Term RuCCS hosts a weekly seminar series you may find interesting that featuring distinguished speakers. The talks are Tuesdays 1-2:30pm in Psychology 101. For a schedule: http://ruccs.rutgers.edu/ruccs/index.php/talks/ ruccs-colloquia

Get Involved with Cog Sci Club! Find information on the exciting events being organized by the Cognitive Science Club: http://ruccs.rutgers.edu/ruccs/index.php/opportunities/ cogsci-club. Like them on Facebook to get updates: https://www.facebook. com/RUCogSciClub

Name & Email Addresses of 2 Students Use the space below to exchange names and email addresses of 2 students to contact and that can contact you with questions about the course. • •

(53; 48)

Cognition and Perception Sensation and Perception

23

Memory

28

Emotion and Social Cognition Thursday Classes Meet — NO class Friday Classes Meet — NO Recitation

18

25 26 Student Presentations In class experiment

2

9

December

Problem Solving Game Theory & Decision Making

4

11

November

Language SAS MAJOR FAIR

22

FIRST EXAM in class

14

21

Views of Perception, Illusions and Synthesia

7

October

30

(2)

Brain and Cognition

16

PAPER DUE by 8am in .pdf

(33; 38; 8)

(10)

(46); (22)

(3) — chs 5 & 6; (35)

Rutgers Student Center, College Ave.

(44); (16)

(21) — ch 3; (14)

Introduction Computation and the Mind

(25) — ch 1 and ch 2 (all)

Readings Due

9

Topic

2

September

Date

SECOND EXAM due via Sakai at 8am

(9; 29; 49; 20)

(37; 40; 27; 30; 31)

(19; 39)

(43; 24; 4; 42; 36)

(18; 32; 41; 6; 7)

(28)

(5) Ch.1 & 2; (25) Ch. 6; (26); (12)

(47; 13; 23)

Additional

Bibliography [1]

NOTE: This list is subject to change. Any changes will be announced in class and you will receive an email about a new syllabus being available on Sakai.

[2]

Beaumont, J.G. (1988). Sensation and perception. In G. Beaumont & E.F. Rogers (Eds.), Understanding Neuropsychology (pp. 36-65). Cambridge, MA: Wiley-Blackwell. (pp. 36-39, 41-44, 48-52 only)

[3]

Benjafield, J. G., Smilek, D., & Kingstone, A. (2010). Cognition, 4th edition. New York: Oxford University Press.

[4]

Berwick, R. C., Pietroski, P., Yankama, B., & Chomsky, N. (2011). Poverty of the Stimulus Revisited. Cognitive Science, 35, 1207–1242.

[5]

The Britannica guide to the brain: A guided tour of the brain — mind, memory, and intelligence. London: Encyclopedia Britannica. 2008.

[6]

Brugger, P. (1999). One hundred years of an ambiguous figure: Happy birthday, duck/rabbit! Perceptual and Motor Skills, 89, 973–977.

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Brugger, P. & Brugger, S. (1993). The Easter bunny in October: Is it disguised as a duck? Perceptual and Motor Skills, 76, 577–578.

[8]

Buttelmann, D., Carpenter, M., & Tomasello, M. (2009). Eighteen-monthold infants show false belief understanding in an active helping paradigm. Cognition, 112, 337-342.

[9]

Camerer, C. (1999). Behavioral economics: Reunifying psychology and economics. Proceedings of the National Academy of Sciences, 96, 10575– 10577.

[10] Camerer, C., Loewenstein, G., & Rabin, M. eds. (2004). Advances in Behavioral Economics, Chapter 1. Princeton, NJ: Princeton University Press. [11] Canessa, N., Gorini, A., Cappa, S.F., Piattelli-Palmarini, M., Danna, M., Fazio, F., & Perani, D. (2005). The effect of social content on deductive reasoning: An fMRI study Human Brain Mapping, 26(1), 30–43. [12] Chalmers, D. (1995). Facing up to the problem of consciousness. Journal of Consciousness Studies, 2(3), 200–219.

[13] Churchland, P. (1988). Matter and consciousness. Cambridge, MA: MIT Press. Chapter 2: The Ontological Problem (the Mind-Body Problem) (pp. 7-22 only) [14] Corkin, S. (1984). Lasting consequences of bilateral medial temporal lobectomy: Clinical course and experimental findings in H.M. Seminars in Neurology 4 (4), 249–259. doi:10.1055/s-2008-1041556 [15] Cosmides, L. (1989). The logic of social exchange: Has natural selection shaped how humans reason? Cognition, 31, 187–276. [16] Crain, S. & Pietroski, P. (2001). Nature, Nuture, and Universal Grammar. Linguistics and Philosophy 24, 139–186. [17]

deWaal, F. (2006). Joint ventures require joint pay-offs: Fairness among primates. Social Research, 73(2), 349–364.

[18] Dima, D. Roiser, J., Dietrich, D. E., Bonnemann, C., Lanfermann, Heinrich, Emrich, H M., & Dillo, W. (2009). Understanding why patients with schizophrenia do not perceive the hollow-mask illusion using dynamic causal modeling. NeuroImage, 46(4), 1180–1186. [19] Eichenbaum, H. (2000). A Cortical-Hippocampal system for declarative memory. Nature Neuroscience, 1, 41–50. [20] Fehr, E., Fischbacher, U. & Kosfeld, M. (2005). Neuroeconomic Foundations of Trust and Social Preferences: Initial Evidence. American Economic Review, 95(2), 346–351. [21] Edelman, S. (2008). Computing the mind: How the mind really works. New York: Oxford University Press. [22] Ericsson, K. A. (2003). The acquisition of expert performance as problem solving. In: J. Davidson and R. J. Sternberg (Eds.), The Psychology of Problem Solving. NY: Cambridge University Press. [23] Fodor, J. (1983). The modularity of the mind. Cambridge, MA: MIT Press. Chapter 1: Four Accounts of Mental Structure. [24] Fodor, J.A.(1966). How to learn to talk: Some simple ways. In F. Smith and G. Miller (Eds.), The Genesis of Language: A Psycholinguistic Approach (Proceedings of the Conference on Language Development in Children) (pp. 105-122). Cambridge, MA: MIT Press.

[25] Friedenberg, J. & Silverman, G. (2006). Cognitive science: An introduction to the study of mind. Thousand Oaks, CA: Sage. [26] Gazzaniga, M. (1998). The split-brain revisited. Scientific American Magazine, 279, 35—39. [27] Greeno, J.G. (1974). Hobbits and Orcs: Acquisition of a sequential concept. Cognitive Psychology, 6, 270–292. [28] Hill, H. & Johnston, A. (2007). The hollow-face illusion. Perception, 36, 199–223. [29] Kahneman, D. & Tversky, A. (2000). Choices, Values, and Frames. New York: Cambridge University Press. [30] Kaplan, C.A. & Simon, H.A. (1990). In search of insight. Cognitive Psychology, 22, 374–419. [31] Knoblich, G., Ohlsson, S. & Rany, G.E. (2001). An eye movement study of insight problem solving. Memory & Cognition, 29(7), 1000–1009. [32] Kuriki, I., Ashida, H., Murakami, I. & Kitaoka, A. (2009). Functional brain imaging of the Rotating Snakes illusion by fMRI. Journal of Vision, 8(10):16, 1–10. [33] Leslie, A., Friedman, O., & German, T. P. (2004). Core mechanisms in ‘theory of mind’. Trends in Cognitive Sciences, 8(12), 528–533. [34] Leslie, A., Xu, F., Tremoulet, P. D., & Scholl, B. (1998). Indexing and concept: developing ‘what’ and ‘where’ systems. Trends in Cognitive Sciences, 2(1), 10–18. [35] Loftus, E. (2003). Making-Believe Memories. American Psychologist, 58(11), 864-873. [36] Marcus G. F., Pinker, S., Ullman, M., Hollander, M., Rosen, T. J., & Xu F. (1992). Overregularization in language acquisition. Monographs of the Society for Research in Child Development, 57(4), 1–182. [37] Metcalfe, J. & Wiebe, D. (1987). Intuition in insight and noninsight problem solving. Memory & Cognition, 15(3), 238–246.

[38] Meltzoff, A. N. (2007). The ‘like me’ framework for recognizing and becoming an intentional agent. Acta Psychologica, 124, 2643. [39] Milner, B., Squire, L. R., & Kandel, E. R. (1999). Cognitive neuroscience and the study of memory. Neuron, 20, 445-468. [40] Nichelli, P., Grafman, J., Pietrini, P., Alway, D., Carton, J., & Miletich, R. (1994). Brain activity in chess playing. Nature, 369, 191. [41] Palmer, S. E.(1999). Vision Science: Photons to Phenomenology. Cambridge, MA: MITPress. Sections 6.3 (pp. 280-287) and 6.4 (pp. 287-300) only [42] Pinker, S.(1999). Words and Rules: The Ingredients of Language. New York: Basic Books. [43]

Pinker, S.(1999). Words and Rules. Lingua, 106, 219–242.

[44] Pinker, S. (1994). The Language Instinct: How the Mind Creates Language. New York: Harper Collins. [45] Povinelli, D.J. & Vonk, J., 2003. Chimpanzee minds: suspiciously human? Trends in Cognitive Sciences 7, 157–160. [46] Pretz, J.E., Naples, A.J., & Sternberg, R.J. (2003). Recognizing, defining, and representing problems. In: J. Davidson and R. J. Sternberg (Eds.), The Psychology of Problem Solving. New York: Cambridge University Press. [47] Pylyshyn, Z.W. (1999). What is Cognitive Science? In E. Lepore and Z. Pylyshyn (Eds.), What Is Cognitive Science? Oxford: Blackwell. [48]

Ramachandran, V.S. (2011). The Tell-Tale Brain. New York, NY: W.W. Norton (Ch. 3, Loud Colors and Hot Babes: Synethesia).

[49] Sanfey, A., Rilling, J.K., Aroson, J.A., Nystrom, L.E., & Cohen, J.D. (2003). The Neural Basis of Economic Decision-Making in the Ultimatum Game. Science, 300, 1755–1758. [50] Shettleworth, S.J. (2010). Cognition, Evolution, and Behavior. Oxford: OUP.

[51] Spelke, E. (1990). Principles of Object Perception, Cognitive Science, 14, 29–56. [52] Turing, A.M. (1950). Computing machinery and intelligence. Mind, 59, 433–460. [53] Wolfe, J.M., Kluender, K.R., Levi, D.M., Bartoshuk, L.M., & Herz, R.S. (2005). Sensation and Perception. Sunderland, MA: Sinauer Associates Incorporated. Chapter 4: Perceiving and Recognizing Objects (pp. 75-88 only)