Line 59: Line 59:
 
|Toward embodied cognition.
 
|Toward embodied cognition.
 
|
 
|
♦ Wilson M. (2002).
+
♦ Wilson M. (2002)  
 
[http://www.indiana.edu/~cogdev/labwork/WilsonSixViewsofEmbodiedCog.pdf Six views of embodied cognition]. <i>Psychonomics Bulletin Review,</i> 9(4), 625-636.  <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/wilson.4x.pdf slides]--><br>
 
[http://www.indiana.edu/~cogdev/labwork/WilsonSixViewsofEmbodiedCog.pdf Six views of embodied cognition]. <i>Psychonomics Bulletin Review,</i> 9(4), 625-636.  <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/wilson.4x.pdf slides]--><br>
♦ Ziemke T. (2003).
+
♦ Ziemke T. (2003)  
 
[http://csjarchive.cogsci.rpi.edu/proceedings/2003/pdfs/244.pdf What's that thing called embodiment?]   
 
[http://csjarchive.cogsci.rpi.edu/proceedings/2003/pdfs/244.pdf What's that thing called embodiment?]   
 
<i>Proc. of the 25th Annual Conf. of the Cog. Sci. Society</i>, 1134-1139.  
 
<i>Proc. of the 25th Annual Conf. of the Cog. Sci. Society</i>, 1134-1139.  
Line 71: Line 71:
 
|Mirror neuron system and its role(s) in cognition.
 
|Mirror neuron system and its role(s) in cognition.
 
|
 
|
♦ Rizzolatti G. & Sinigaglia C. (2010).
+
♦ Rizzolatti G. & Sinigaglia C. (2010)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/rizzolatti.mns.nrn10.pdf The functional role of the parieto-frontal mirror circuit: Interpretations and misinterpretations]. <i>Nature Rev. Neurosci.,</i> 11, 264-274. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/mns.4x.pdf slides]-->  <br>
 
[http://dai.fmph.uniba.sk/courses/GC/References/rizzolatti.mns.nrn10.pdf The functional role of the parieto-frontal mirror circuit: Interpretations and misinterpretations]. <i>Nature Rev. Neurosci.,</i> 11, 264-274. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/mns.4x.pdf slides]-->  <br>
♦ Ferrari PF, Rizzolatti G. (2014)
+
♦ Ferrari PF, Rizzolatti G. (2014)  
 
[https://doi.org/10.1098/rstb.2013.0169 Mirror neuron research: the past and the future.] <i>Philos. Trans. R Soc. Lond. B Biol. Sci., </i>369: 20130169.<br>
 
[https://doi.org/10.1098/rstb.2013.0169 Mirror neuron research: the past and the future.] <i>Philos. Trans. R Soc. Lond. B Biol. Sci., </i>369: 20130169.<br>
 
<!--Giese M. & Rizzolatti G. (2015).  
 
<!--Giese M. & Rizzolatti G. (2015).  
Line 84: Line 84:
 
<!--♦ Jeannerod M.J. (2001).  
 
<!--♦ Jeannerod M.J. (2001).  
 
[http://dai.fmph.uniba.sk/courses/GC/References/jeannerod.simul-action.nimg01.pdf Neural simulation of action: A unifying mechanism for motor cognition], <i>NeuroImage</i>, 14, 103–109, doi:10.1006/nimg.2001.0832  <br>-->
 
[http://dai.fmph.uniba.sk/courses/GC/References/jeannerod.simul-action.nimg01.pdf Neural simulation of action: A unifying mechanism for motor cognition], <i>NeuroImage</i>, 14, 103–109, doi:10.1006/nimg.2001.0832  <br>-->
♦ Smith A.H. (2006).
+
♦ Smith A.H. (2006)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/smith.motor-cogn-simul.chap06.pdf Motor cognition and mental simulation]. Chapter in Smith E. & Kosslyn S. (eds.): Cognitive Psychology: Mind and Brain, Prentice Hall, pp. 451-481. <br>
 
[http://dai.fmph.uniba.sk/courses/GC/References/smith.motor-cogn-simul.chap06.pdf Motor cognition and mental simulation]. Chapter in Smith E. & Kosslyn S. (eds.): Cognitive Psychology: Mind and Brain, Prentice Hall, pp. 451-481. <br>
 
<!--(<a href="courses/GroundedCog/Moderation/knez.motor-cog.pdf">Simon K.</a>)<br-->
 
<!--(<a href="courses/GroundedCog/Moderation/knez.motor-cog.pdf">Simon K.</a>)<br-->
♦ van der Wel R., Sebanz N., Knoblich G. (2013).
+
♦ van der Wel R., Sebanz N., Knoblich G. (2013)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/vanderwel.common-coding.xx11.pdf Action perception from a common coding perspective]. Chapter in K. Johnson and M. Schiffrar (Eds.), <i>People Watching: Social, Perceptual, and Neurophysiological Studies of Body Perception</i>, Oxford University Press <br>
 
[http://dai.fmph.uniba.sk/courses/GC/References/vanderwel.common-coding.xx11.pdf Action perception from a common coding perspective]. Chapter in K. Johnson and M. Schiffrar (Eds.), <i>People Watching: Social, Perceptual, and Neurophysiological Studies of Body Perception</i>, Oxford University Press <br>
 
|-
 
|-
Line 95: Line 95:
 
<!--br>/ Indre <a href="courses/GroundedCog/Slides/indre.pileckyte.pdf">slides/a>--->
 
<!--br>/ Indre <a href="courses/GroundedCog/Slides/indre.pileckyte.pdf">slides/a>--->
 
|
 
|
♦ Glenberg A. & Kaschak M. (2002)
+
♦ Glenberg A. & Kaschak M. (2002)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/glenberg.lang-action.psychrevbul02.pdf Grounding language in action]. <i>Psychonomic Bulletin & Review,</i> 9(3), 558-565. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/glenberg.lang-action.4x.pdf slides]--><br>
 
[http://dai.fmph.uniba.sk/courses/GC/References/glenberg.lang-action.psychrevbul02.pdf Grounding language in action]. <i>Psychonomic Bulletin & Review,</i> 9(3), 558-565. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/glenberg.lang-action.4x.pdf slides]--><br>
 
<!--♦ Pulvermueller F. (2005)
 
<!--♦ Pulvermueller F. (2005)
 
[http://dai.fmph.uniba.sk/courses/GC/References/pulvermueller.lang-action.nrn05.pdf Brain mechanisms linking language and action]. <i>Nature Rev. Neurosci.,</i> 6(7), 576-582.<br>-->
 
[http://dai.fmph.uniba.sk/courses/GC/References/pulvermueller.lang-action.nrn05.pdf Brain mechanisms linking language and action]. <i>Nature Rev. Neurosci.,</i> 6(7), 576-582.<br>-->
♦ Arbib M., Gasser B., Barrès V. (2014).
+
♦ Arbib M., Gasser B., Barrès V. (2014)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/arbib.lang-emb.npsy14.pdf Language is handy but is it embodied?]. <i>Neuropsychologia,</i> 55, 57–70.
 
[http://dai.fmph.uniba.sk/courses/GC/References/arbib.lang-emb.npsy14.pdf Language is handy but is it embodied?]. <i>Neuropsychologia,</i> 55, 57–70.
 
<!--(<a href="courses/GroundedCog/Moderation/reichl.arbib.pdf">Dominik R.</a>)<br-->
 
<!--(<a href="courses/GroundedCog/Moderation/reichl.arbib.pdf">Dominik R.</a>)<br-->
Line 108: Line 108:
 
<!--a href="Slides/barsalou.lass.4x.pdf">slides</a-->
 
<!--a href="Slides/barsalou.lass.4x.pdf">slides</a-->
 
|
 
|
♦ Barsalou L. et al. (2008).
+
♦ Barsalou L. et al. (2008)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/barsalou.lang-simul.ch08.pdf Language and simulation in conceptual processing]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition</i>, OUP, 245-283. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/barsalou.lass.4x.pdf slides]--><br>
 
[http://dai.fmph.uniba.sk/courses/GC/References/barsalou.lang-simul.ch08.pdf Language and simulation in conceptual processing]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition</i>, OUP, 245-283. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/barsalou.lass.4x.pdf slides]--><br>
♦ Evans V. (2009).
+
♦ Evans V. (2009)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/evans.lccm.ch09.pdf Semantic representation in LCCM Theory]. In: New Directions in Cognitive Linguistics, ed. By V. Evans & S. Pourcel. John Benjamins.  
 
[http://dai.fmph.uniba.sk/courses/GC/References/evans.lccm.ch09.pdf Semantic representation in LCCM Theory]. In: New Directions in Cognitive Linguistics, ed. By V. Evans & S. Pourcel. John Benjamins.  
 
|-
 
|-
 
|06.11.
 
|06.11.
|Language as cognitive tool.
+
|Role(s) of language in cognition.
 
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
 
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
 
|
 
|
♦ Mirolli M., Parisi D. (2009).
+
♦ Mirolli M., Parisi D. (2009)  
 
[http://laral.istc.cnr.it/mirolli/papers/MirolliParisi2011TowardsVygotskyanCognitiveRobotics.pdf Towards a Vygotskyan cognitive robotics: The role of language as a cognitive tool]. <i>New Ideas in Psychology</i>, doi:10.1016/j.newideapsych.2009.07.001<br>
 
[http://laral.istc.cnr.it/mirolli/papers/MirolliParisi2011TowardsVygotskyanCognitiveRobotics.pdf Towards a Vygotskyan cognitive robotics: The role of language as a cognitive tool]. <i>New Ideas in Psychology</i>, doi:10.1016/j.newideapsych.2009.07.001<br>
 
♦ Sakai, K.L., Perlovsky, L., eds. (2015)  
 
♦ Sakai, K.L., Perlovsky, L., eds. (2015)  
Line 127: Line 127:
 
♦ Steels L. (2008)
 
♦ Steels L. (2008)
 
[https://ai.vub.ac.be/sites/default/files/steels-08e.pdf The symbol grounding problem has been solved, so what’s next?]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition,</i> OUP, 223-244. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/steels.grounding.4x.pdf slides]--><br>
 
[https://ai.vub.ac.be/sites/default/files/steels-08e.pdf The symbol grounding problem has been solved, so what’s next?]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition,</i> OUP, 223-244. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/steels.grounding.4x.pdf slides]--><br>
♦ Coradeschi S., Loutfi A., Wrede B. (2013). [http://dai.fmph.uniba.sk/courses/GC/References/coradeschi.sgp-review.ki13.pdf A short review of symbol grounding in robotic and intelligent systems]. <i>Künstliche Intelligenz</i>, 27:129–136 <br>
+
♦ Coradeschi S., Loutfi A., Wrede B. (2013)  
 +
[http://dai.fmph.uniba.sk/courses/GC/References/coradeschi.sgp-review.ki13.pdf A short review of symbol grounding in robotic and intelligent systems]. <i>Künstliche Intelligenz</i>, 27:129–136 <br>
 
|-
 
|-
 
|20.11.
 
|20.11.
Line 133: Line 134:
 
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
 
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
 
|
 
|
♦ Landauer T., Dumais D. (2008)
+
♦ Landauer T., Dumais D. (2008)  
 
[http://www.scholarpedia.org/article/Latent_semantic_analysis Latent semantic analysis],<i> Scholarpedia</i>, 3(11):4356.  
 
[http://www.scholarpedia.org/article/Latent_semantic_analysis Latent semantic analysis],<i> Scholarpedia</i>, 3(11):4356.  
 
[http://en.wikipedia.org/wiki/Latent_semantic_analysis wiki]<br>
 
[http://en.wikipedia.org/wiki/Latent_semantic_analysis wiki]<br>
Line 150: Line 151:
 
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
 
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
 
|
 
|
♦ Louwerse M. (2010).
+
♦ Louwerse M. (2010)  
 
[http://dai.fmph.uniba.sk/courses/GC/References/louwerse.symbol-interdependency.topics10.pdf Symbol interdependency in symbolic and embodied cognition]. <i>Topics in Cognitive Science,</i> 1-30, doi:10.1111/j.1756-8765.2010.01106.x <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/louwerse.sihypo.4x.pdf slides]--><br>
 
[http://dai.fmph.uniba.sk/courses/GC/References/louwerse.symbol-interdependency.topics10.pdf Symbol interdependency in symbolic and embodied cognition]. <i>Topics in Cognitive Science,</i> 1-30, doi:10.1111/j.1756-8765.2010.01106.x <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/louwerse.sihypo.4x.pdf slides]--><br>
♦ Dove G. (2011).
+
♦ Dove G. (2011)  
 
[http://dx.doi.org/10.3389/fpsyg.2010.00242 On the need for embodied and dis-embodied cognition]. <i>Frontiers in Psychology,</i> 1:242, doi:10.3389/fpsyg.2010.00242
 
[http://dx.doi.org/10.3389/fpsyg.2010.00242 On the need for embodied and dis-embodied cognition]. <i>Frontiers in Psychology,</i> 1:242, doi:10.3389/fpsyg.2010.00242
 
|-
 
|-
Line 158: Line 159:
 
|Grounding abstract concepts.
 
|Grounding abstract concepts.
 
|
 
|
♦Borghi A.M., Barca L., Binkofski F., Tummolini L. (2018)
+
♦Borghi A.M., Barca L., Binkofski F., Tummolini L. (2018)  
 
[http://dx.doi.org/10.1098/rstb.2017.0121 Varieties of abstract concepts: development, use and representation in the brain]. <i>Phil. Trans. R. Soc. B</i>, 373: 20170121<br>
 
[http://dx.doi.org/10.1098/rstb.2017.0121 Varieties of abstract concepts: development, use and representation in the brain]. <i>Phil. Trans. R. Soc. B</i>, 373: 20170121<br>
 
♦ Barsalou L.W., Dutriaux L., Scheepers C. (2018)  
 
♦ Barsalou L.W., Dutriaux L., Scheepers C. (2018)  

Revision as of 21:02, 11 September 2018

Grounded Cognition – 2-IKV-236/15

The course objective is to provide students with deeper insight into up-to-date research trends in cognitive science, from the perspective of various disciplines (psychological, neural and computational). The course focus is on grounded (embodied) cognition, and its relation to language. The course should also help students in their ability to interpret scientific papers, to formulate, present and defend ideas.

The course is a part of Master Programme in Cognitive Science.

News

11. 9. 2018
We start on Tuesday, 25th September, at 10:00 in room I-23


Syllabus

Note: Papers marked with (*) are offered for student's presentation.

Date Topic References
25.09. Introduction to language and key issues about concepts.

♦ Wiki: Language
♦ Margolis E., Laurence S. (2014) Concepts, The Stanford Encyclopedia of Philosophy.

02.10. Toward embodied cognition.

♦ Wilson M. (2002) Six views of embodied cognition. Psychonomics Bulletin Review, 9(4), 625-636.
♦ Ziemke T. (2003) What's that thing called embodiment? Proc. of the 25th Annual Conf. of the Cog. Sci. Society, 1134-1139.

09.10. Mirror neuron system and its role(s) in cognition.

♦ Rizzolatti G. & Sinigaglia C. (2010) The functional role of the parieto-frontal mirror circuit: Interpretations and misinterpretations. Nature Rev. Neurosci., 11, 264-274.
♦ Ferrari PF, Rizzolatti G. (2014) Mirror neuron research: the past and the future. Philos. Trans. R Soc. Lond. B Biol. Sci., 369: 20130169.

16.10. Common coding theory, motor simulation, mental simulation.

♦ Smith A.H. (2006) Motor cognition and mental simulation. Chapter in Smith E. & Kosslyn S. (eds.): Cognitive Psychology: Mind and Brain, Prentice Hall, pp. 451-481.
♦ van der Wel R., Sebanz N., Knoblich G. (2013) Action perception from a common coding perspective. Chapter in K. Johnson and M. Schiffrar (Eds.), People Watching: Social, Perceptual, and Neurophysiological Studies of Body Perception, Oxford University Press

23.10. Language as action.

♦ Glenberg A. & Kaschak M. (2002) Grounding language in action. Psychonomic Bulletin & Review, 9(3), 558-565.
♦ Arbib M., Gasser B., Barrès V. (2014) Language is handy but is it embodied?. Neuropsychologia, 55, 57–70.

30.10. Conceptual and linguistic systems - two theories.

♦ Barsalou L. et al. (2008) Language and simulation in conceptual processing. In: de Vega, Glenberg & Graesser (eds), Symbols and Embodiment: Debates on Meaning and Cognition, OUP, 245-283.
♦ Evans V. (2009) Semantic representation in LCCM Theory. In: New Directions in Cognitive Linguistics, ed. By V. Evans & S. Pourcel. John Benjamins.

06.11. Role(s) of language in cognition.

♦ Mirolli M., Parisi D. (2009) Towards a Vygotskyan cognitive robotics: The role of language as a cognitive tool. New Ideas in Psychology, doi:10.1016/j.newideapsych.2009.07.001
♦ Sakai, K.L., Perlovsky, L., eds. (2015) Language and Cognition. Lausanne: Frontiers Media.

13.11. Symbol grounding problem.

♦ Steels L. (2008) The symbol grounding problem has been solved, so what’s next?. In: de Vega, Glenberg & Graesser (eds), Symbols and Embodiment: Debates on Meaning and Cognition, OUP, 223-244.
♦ Coradeschi S., Loutfi A., Wrede B. (2013) A short review of symbol grounding in robotic and intelligent systems. Künstliche Intelligenz, 27:129–136

20.11. Meaning as statistical covariation.

♦ Landauer T., Dumais D. (2008) Latent semantic analysis, Scholarpedia, 3(11):4356. wiki
♦ Glenberg, A. M., & Mehta, S. (2008) Constraint on covariation: It’s not meaning. Italian Journal of Linguistics, 20, 33-53.
♦ Bruni E., Tran N.K., Baroni M. (2014) Multimodal distributional semantics. Journal of Artificial Intelligence Research, 49, 1-47

27.12. Unification attempts.

♦ Louwerse M. (2010) Symbol interdependency in symbolic and embodied cognition. Topics in Cognitive Science, 1-30, doi:10.1111/j.1756-8765.2010.01106.x
♦ Dove G. (2011) On the need for embodied and dis-embodied cognition. Frontiers in Psychology, 1:242, doi:10.3389/fpsyg.2010.00242

04.12. Grounding abstract concepts.

♦Borghi A.M., Barca L., Binkofski F., Tummolini L. (2018) Varieties of abstract concepts: development, use and representation in the brain. Phil. Trans. R. Soc. B, 373: 20170121
♦ Barsalou L.W., Dutriaux L., Scheepers C. (2018) Moving beyond the distinction between concrete and abstract concepts. Phil. Trans. R. Soc. B, 373: 20170144

11.12. Reflection, discussion. your mind


Grading

  • Activity during the semester (50%). This includes weekly submitting inputs to the moderator and an active participation during discussions.
  • Paper presentation and moderation (30%). You will select a topic for presentation, collect the inputs from other students in advance, organize them (details will be explained) and you will moderate the discussion.
  • Final reflection (20%). You will write a two-page essay, that will include answers to two points: 1. How you understood the main issues we dealt with (trying to include open questions, if any), 2. How the learnt content enriched your existing knowledge.
  • Overall grading (in %): A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.