Agenda Pomona College LCS 11: Cognitive Science ֠ Overview of information processing in cognitive science ֠ Overview of the course topics Introduction ֠ Syllabus and expectations ֠ Course structure and website Jesse A. Harris ֠ Questionnaires January 23, 2013 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 1 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 2 What is cognitive science? The mind is like a . . . Cognitive science A modern, interdisciplinary approach to a set of age-old questions: 1. What is the mind? 2. How is the mind structured? 3. What is thought? Intelligence? Consciousness? Jesse A. Harris: LCS 11: Cognitive Science, Introduction 3 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 4
The mind is like a . . . Computational-representational understanding of mind (CRUM) Central hypothesis of cognitive science: “Thinking can be best understood in terms of representational structures in the mind and computational procedures that operate on those structures.” (Thagard, 2005) Jesse A. Harris: LCS 11: Cognitive Science, Introduction 5 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 6 Representations and processes ◮ Representation: The violin was mentally represented . ◮ Processes: The violin was rotated mentally. • Some cognitive procedure was applied to the representation and yielded another representation. Jesse A. Harris: LCS 11: Cognitive Science, Introduction 7 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 8
Representations The famous pipe. How people reproached me for it! And yet, could you stuff my pipe? No, it’s just a representation, is it not? So if I had written on my picture "This is a pipe," I’d have been lying! Torczyner, Harry. Magritte: Ideas and Images. 1979. p. 71. René Margrite, 1928-29, The Treachery of Images Jesse A. Harris: LCS 11: Cognitive Science, Introduction 9 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 10 Computational-representational understanding Representations of mind (CRUM) Representations 1. Picture-like images (Locke and associationists) Central hypothesis of cognitive science: 2. Data structures (by analogy with computer) “Thinking can be best understood in terms of representational structures in the mind and computational procedures that 3. Language-like propositional units (from philosophy) operate on those structures.” (Thagard, 2005) 4. Patterns of neural activation (by analogy with brain) Jesse A. Harris: LCS 11: Cognitive Science, Introduction 11 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 12
Processes Processes 1. Operations on representations 2. Manipulation 3. Algorithm Jesse A. Harris: LCS 11: Cognitive Science, Introduction 13 Recollection test 1. How many stops between 181 St and Lincoln Center on the 1? 2. Where would I transfer from the F to the 6? 3. What is the northernmost stop on the 4? Jesse A. Harris: LCS 11: Cognitive Science, Introduction 16
Numbers Which is bigger? Can symbolize numbers in a variety of ways Prisoner’s tally XII Roman numeral XXX 12 Arabic numeral XXXXX 1100 Binary numeral XXXXXXXXXXXX Prisoner’s tally Jesse A. Harris: LCS 11: Cognitive Science, Introduction 17 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 18 Which is bigger? Which is bigger? Arabic numerals Roman numerals 35 MCXXX 53 DCCLI Question 1 Note What kinds of process were used in the previous problems? Why should di ff erent types of representations of seemingly MCXXX = 1000 + 100 + 10 + 10 + 10 = 1,130 require di ff erent kinds of processes? DCCLI = 500 + 100 + 100 + 50 + 1 = 751 Question 2 What does this have to do with the mind anyway? Jesse A. Harris: LCS 11: Cognitive Science, Introduction 19 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 20
Computational-representational understanding The cognitive hexagram of mind (CRUM) Central hypothesis of cognitive science: “Thinking can be best understood in terms of representational structures in the mind and computational procedures that operate on those structures.” (Thagard, 2005) Jesse A. Harris: LCS 11: Cognitive Science, Introduction 21 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 22 What unites these disciplines? Levels of analysis A set of shared commitments: Multiple levels of analysis required to understand the mind in 1. A set of research questions; information processing terms (Marr, 1982): 2. A set of research methods, even if they vary; 1. Computational level: What kinds of things can the mind 3. A set of common hypotheses, models, and theories under do? consideration; and 2. Representational level: What sorts of representations and 4. A set of data or empirical findings gathered by the processes are employed by the mind? methods. 3. Physical level: How is the mind physically realized? What is Cognitive Science? ∼ von Eckardt 1993 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 23 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 24
Assessment Group questions (20%) GQs raise issues meant to provoke close reading of the text and thoughtful answers to spark group discussion. Class is organizes around learning, rather than assessment, ◮ Randomly assigned groups of three for each module but nevertheless ... ◮ Three DQs per module, each student ( first responders ) Group questions (GQs) 20% must answer one assigned question online by 9PM the Short response papers 40% night before class discussion. Final projects 40% ◮ Other two group members to read response before class and come prepared for group discussion, formulating a position (or disagreement) to be discussed as a class. Jesse A. Harris: LCS 11: Cognitive Science, Introduction 25 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 26 GQ 1.1 from website Short response papers (40%) How would you characterize what it means to be “conscious” You will be asked to write 4 short responses to a reading or a in intuitive terms? Try to use concrete examples. Consider the topic. They should not summarize the issue, but rather take a following quote from Eagleman: concrete, defensible position within the span of 1 –2 pages. Consciousness developed because was advantageous, ◮ Writing prompts will be provided on the webpage but only in limited amounts. (Eagleman, 2010: p. 6) ◮ Due two days after the module ends Do you agree? What are some examples of the advantages and disadvantages of consciousness? Jesse A. Harris: LCS 11: Cognitive Science, Introduction 27 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 28
Final project (40%) Course structure Module 1: Decomposing the mind. The final project is sca ff olded to help you make continual What can the mind do? progress throughout the term, starting with replication of Module 2: Consciousness & Behavior. classic result. What is intelligence and consciousness? How is the mind like a computer? Step 1: Prepare a paragraph on your interests and meet Module 3: Memory. with me by Friday, February 8. How is information encoded, stored, and Step 2: Choose group and replication. retrieved? What types of memory are there? Step 3: Present replication and classic study in class in a Module 4: Language. 5–10 minute presentation. How is language represented and acquired? Is Step 4: Final paper (6–10 pp.) written independently, due language the same for all people and cultures? May 15 (seniors: May 6) Module 5: Vision. How do we see what we see? What do illusions tell us about vision? Jesse A. Harris: LCS 11: Cognitive Science, Introduction 29 Jesse A. Harris: LCS 11: Cognitive Science, Introduction 30 Daily class sessions Class sessions will vary as need be, but here is the basic structure that I hope we adopt: Part 1: Discussion of GQs or class reading Part 2: Expansion of topic in class Part 3: Preview of reading for next class Course website: http://pages.pomona.edu/ ∼ jah24747/courses/lgcs11_s13/lgcs11_s13.html Jesse A. Harris: LCS 11: Cognitive Science, Introduction 31
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