The Department of Computer Science & Engineering |
CSE/LIN/PHI/PSY 575 & APY 526:
INTRODUCTION TO COGNITIVE SCIENCE Fall 2007 |
http://www.cse.buffalo.edu/~rapaport/575/F07/syl.html
Last Update: 5 December 2007
Note: or material is highlighted |
Some cognitive scientists study cognition independently of the cognitive agent's environment; others study it within the context of the agent, the society, the culture.
Cognitive science can also be defined as, roughly, the (hopefully non-empty) intersection of the disciplines of cognitive anthropology, cognitive neuroscience, artificial intelligence, (certain aspects of) education, linguistics, philosophy (especially philosophy of mind and philosophy of language), and psychology (especially cognitive psychology). (Cognitive anthropology deals in part with the societal and cultural context mentioned above. Cognitive neuroscience is concerned with the "implementation" of mind in human physiology. [AI can be thought of as concerned with the "implementation" of mind in computers.])
We will review the history, nature, major findings, and philosophical implications of cognitive science. We will also discuss interdisciplinary cognitive-science research projects conducted by members of the UB Center for Cognitive Science.
CLASS | INSTR. | REG. # | DAYS | HOURS | LOCN | |||||||||||||||
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Lecture | Rapaport |
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TTh | 2:00 p.m. 3:20 p.m. | Capen 10 |
Notes:
DAY | MO | DT | TOPICS | Thagard
(readings correlated w/topics) |
Gardner
(readings not correlated w/topics) |
Cummins
(readings related to topics) |
Other
(readings related to topics) |
|
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T | Aug | 28 | Intro. to course.
What is CogSci? |
Preface;
"Approaches" |
Ch.1: Intro | Preface; Intros to Part I-IV |
| |
Th | 30 |
What is CogSci? (concluded)
What is the mind? |
Ch.1: Representation & Computation |
Ch.2: Putnam, "Minds & Machines"
Ch.33: Churchland, "Eliminative Materialism" |
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T | Sep | 4 |
Mind-Body Problem (cont'd): Functionalism; |
Ch.2: Foundation for CogSci |
Ch.32: Fodor, "Modularity" |
Baker, Gordon, Gopnik (from MITECS) |
||
Th | 6 |
Reasoning
AI as a cognitive science |
Ch.2: Logic |
|
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T | 11 |
AI as a CogSci (including What is computation?) (concluded); Rules. |
Ch.3: Rules | Ch.3: CogSci 1st Decades |
Ch. 3: Haugeland, "Semantic Engines"
Ch. 4: Fodor, "LOT" Ch. 6: Newell/Simon, "GPS" Ch. 7: Winograd, "Lang. Understanding" |
MITECS:
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Th | 13 | No class: Rosh Hashana |
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T | 18 |
Rules:
GPS, SNePS | Ch.4: Philosophy |
"Linguistics & Language" |
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Th | 20 | No class: WJR out of town |
(catch up on reading!) (or work on term-project proposal!!) | Newell et al. 1958 | ||||
T | 25 |
Rules (cont'd):
Newell, Shaw, & Simon Chomsky |
Newell et al. 1958 | Ch.5: Psychology |
Ch.28: Chomsky, "Innate Ideas"
Ch.29: Putnam, "Innateness" Ch.30: Chomsky, "Linguistics & Philosophy" (Ch.31: Spelke, "Initial Knowledge") |
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Th | 27 |
Chomsky (concluded);
Connectionism |
Ch.7: Connections |
Ch.11: Rosenblatt, "Perceptron"
Ch. 8: Anderson.., "Learning" Ch.14: Rumelhart.., "Past Tense" OR Ch.15: Sejnowski, "Pronouncing.." (Ch.12: Churchland, "ANN") |
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T | Oct | 2 |
Concepts & categories
Metaphors |
Ch.4: Concepts | Ch.6: AI |
Ch.16: Fodor.., "Connectionism"
Ch.17: Smolensky, "Connectionism" Ch.18: Pinker.., "Rules and Connections" |
MITECS:
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|
Th | 4 |
Metaphors (concluded);
Memory. Mental images. |
Ch.5: Analogies |
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In preparation for Shucard's guest lecture, please read "The Science of Memory" and Baddeley 2001 |
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T | 9 |
Guest Lecture:
David Shucard,
|
Ch.6: Images | Ch.7: Linguistics |
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Th | 11 |
|
In preparation for Udin's guest lecture, please read the 3 items on the Guest Lectures webpage. | |||||
T | 16 |
Vision (continued).
Guest lecture by:
|
Ch.8: Review | Ch.8: Anthropology | Ch. 5: Marr, "Vision"
(Ch.26: Sejnowski.., "Computational Neurosci") |
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Th | 18 |
Vision (concluded);
Mental images (concluded) Collect Reading Journals - Group I |
"Extensions to CogSci";
Ch.9: Brains |
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T | 23 |
Neuroscience
Collect Reading Journals - Group II |
Ch.9: Neuroscience |
Ch.19: Hebb, "Organization of Behavior
Ch.20: Lashley, "Engram" Ch.21: McCulloch/Pitts, "Logical Calculus" |
MITECS:
"Neurosciences" |
|||
Th | 25 |
Emotions
Collect Reading Journals - Group III |
Ch.10: Emotions | |||||
T | 30 |
Consciousness.
Collect Reading Journals - Group IV |
Ch.10: Perceiving | Ch.22: Place, "Consciousness=Brain Process?" |
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Th | Nov | 1 | Situated/embedded/extended cognitive science | Ch.11: Consciousness | ||||
In preparation for Pfordresher's guest lecture, please read at least the Primary Reading on the Guest Lectures page. |
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T | 6 |
Music cognition:
Guest lecture by: |
Ch.11: Imagery | |||||
Th | 8 |
Situated/embedded/extended cognitive science (cont'd)
Interdisciplinary CogSci: Deictic-Center Project |
Ch.12: "Bodies.." |
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In preparation for Luce's guest lecture, please read Jusczyk & Luce 2002. |
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F | 9 | Last "R" date! (Note: NOT a class meeting day!) | ||||||
T | 13 |
Understanding Spoken Words:
Guest lecture: Paul Luce, (Cognitive) Psychology |
Ch.13: Societies | Ch.12: Categories | ||||
Th | 15 |
Cognitive Linguistics:
Guest lecture: |
MITECS:
"Culture.." |
|||||
After Zubin's guest lecture, please read Zubin & Köpcke 1986. |
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T | 20 |
Interdisciplinary CogSci:
Deictic-Center Project (cont'd) |
Ch.14: Future of CogSci |
Ch.13: Reasoning | Rapaport et al. 1989 | |||
Th | 22 | No class: Thanksgiving | (catch up on reading!) (or finish term-project report!!) | |||||
T | 27 | Interdisciplinary CogSci:
CVA Project Collect Reading Journals - Group A |
Ch.14: Conclusion | Rapaport & Kibby 2007 | ||||
Th | 29 |
CVA Project (continued)
Collect Reading Journals - Group B |
Ch.10: Turing, "Computing Machinery" |
MITECS:
"Turing";
Rapaport 2000d |
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T | Dec | 4 |
Turing's test of cognition & the Chinese Room Argument Collect Reading Journals - Group C |
Ch.9: Searle, "Minds, Brains, Programs" | MITECS: "CRA" | |||
Th | 6 | Last class:
Summary. |
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M | 10 | Term projects due. |
"Teachers open the door, but you must enter by yourself."
Chinese Proverb
"You can lead a horse to water, but you can't make him drink." American Proverb "You can lead a horse to water, but you must convince him it is water before there is any chance he will drink." Albert Goldfain "Education is not filling a bucket, but lighting a fire." William Butler Yeats |
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No matter how far we stray from the tentative schedule, if you do the readings at the assigned times, you will be able to finish everything by the end of the semester. (I recognize, however, that you may not have time to do anything else :-)
I reserve the right to collect these Journals at any time during, or at the end of, the semester and to include them in the grade calculation.
"The more you read, the more intelligent you are. It's really that simple." Ethan Hawke |
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Thagard is a textbook. Gardner is a history. Cummins is an anthology of classic papers. "Other" are other classic or useful papers. So, do you prefer to read a textbook? Or do you prefer historyfinding out how cognitive science got to where the textbook says it is? Or do you prefer reading original research papers by the people who made cognitive science what the textbook says it is and who are talked about in the history? It's pretty much up to you.
But here's a guide: There are 3 levels at which you can keep up with the reading assignments:
You should include all the "minimal" readings in your Reading Journal; you may include any "medium" or "maximal" readings, too.
Announcements may also be posted to the course website or the email Listserv.
You will automatically be placed on an email list (a "Listserv") for the
course. If you do not normally read email at the email address that
UB
has as your official address, please either do so for this course, or
else have your mail forwarded. I will use this list as my main
means of
communicating with you out of class.
And you can use it to communicate
with the rest of us.
You may send questions and comments
that are of general interest to the entire class using the Listserv:
Just send them to:
You can also send email just to me, at:
In any case, be sure to fill in the subject line, beginning with
"CSE 575: "
so that my mailer doesn't think it's spam.
If you send email just to me that I deem to be of general interest, I will
feel
free to remail it to the email list along with my reply
unless you explicitly tell me that you want to remain anonymous,
in which case I may choose to remail it to the email list preserving
your anonymity.
The emails will be
archived at the listserv website,
and
I will also archive them at
http://www.cse.buffalo.edu/~rapaport/575/F07/EMAIL/.
For more information, read the Listserv Information webpage.
The term project may be either a research report or a
programming project.
In either case, you must indicate how the topic is related
to cognitive science, preferably to the material covered in lectures and
readings.
Moreover, it should not just be a re-hash of either
(a) a paper you have done (or are doing) for another course or
(b) material that you are already
knowledgeable in. In other words, the paper should be a learning experience. So,
if you are majoring in cognitive-science-related academic
discipline X, and the term paper covers
disciplines X and Y, then the amount of material on X should
be no more than 50% (if it covers X, Y, and Z, then no more than 33%).
I may be willing to allow 2-to-3-person collaborative teams to
prepare the
report. Possibly, each student on the team should concentrate on an
academic discipline that is different
from their own. E.g, in a 2-person team representing
disciplines
X and Y, the student majoring in X should read the literature from discipline Y, and
vice versa. Then the expert from the other discipline can
answer questions and offer guidance. The final report must
clearly indicate who wrote what and/or what each person's
contribution was.
Restrictions analogous to those for the research report apply (e.g., you
can't submit a program that you're writing for another course or for
your dissertation).
The final report for a programming project must include:
For an example of such a report, see
Goldfain 2003.
All reports (whether a research report or a programming project)
should be about 10-15 pages, double-spaced (i.e.,
approximately 2500-4000 words), and printed on only one side of the
page.
All reports must follow the writing guidelines in the document
"How to Write",
which also contains helpful hints on American English punctuation and usage.
A proposal for your term project is due no later than
Thursday, October 11.
No late proposals will be accepted, and no term projects will be
accepted without an approved proposal. The project is due no later than
Monday, December 10.
(This may includebut
may not be limited toany
of the required or recommended readings for the course.)
Weights:
attendance/participation + Reading Journal | 50% (probably 25% each) |
term project | 50% |
For information on my philosophy of grading, see my web document on "How I Grade"
For more information on Incomplete policies, see the Graduate School web page,
"Incomplete Grades".
For some hints on how to avoid
plagiarism when writing essays for courses, see my website
"Plagiarism".
(*) The idea and wording for such reading-commentaries
are borrowed from the
assignments for
Stuart M. Shieber's
course
"Can Machines Think".
[Back to text]
Incompletes:
It is University policy that a grade of Incomplete
is to be given only when a small amount of work or a single exam is
missed due to circumstances beyond the student's control, and that
student is otherwise doing passing work. I will follow this policy
strictly! Thus, you should assume that I will not give
incompletes :-)
Any incompletes that I might give, in a lapse of judgment :-),
will have to be made up by the end of the
Spring 2008
ACADEMIC INTEGRITY:
While it is acceptable to discuss general
approaches with your fellow students, the work you turn in must be your
own. It is the policy of this department that any violation of
academic integrity will
result in an F for the course, that all departmental
financial support including teaching
assistantships, research assistantships, or scholarships
be
terminated, that notification of this
action be placed in the student's confidential
departmental record, and that the student be
permanently ineligible for future departmental financial
support. If you have any
problems doing the assignments, consult
Prof. Rapaport. Please be sure to read the webpage,
"Academic
Integrity: Policies and Procedures", which spells out all the
details of this, and related, policies.
CLASSROOM DISRUPTIONS:
In large classes (but surely not ours :-), students have been known to be
disruptive,
either to the instructor or to fellow students. The university's
policies on this topic, both how the instructor should respond and how
students should behave, may be found in the PDF document
"Obstruction or Disruption in the Classroom".
Copyright © 2007 by
William J. Rapaport
(rapaport@cse.buffalo.edu)
http://www.cse.buffalo.edu/~rapaport/575/F07/syl.html-20071205