Line 50: Line 50:
 
|-
 
|-
 
|(1) <br> 25.09.
 
|(1) <br> 25.09.
|Introduction to language and concepts.
+
|Introduction to language and concepts
 
[http://dai.fmph.uniba.sk/courses/GC/Slides/lang-intro.4x.pdf slides1] [http://dai.fmph.uniba.sk/courses/GC/Slides/concepts-intro.4x.pdf slides2]
 
[http://dai.fmph.uniba.sk/courses/GC/Slides/lang-intro.4x.pdf slides1] [http://dai.fmph.uniba.sk/courses/GC/Slides/concepts-intro.4x.pdf slides2]
 
|
 
|
Line 58: Line 58:
 
|-
 
|-
 
|(2) <br>02.10.
 
|(2) <br>02.10.
|Toward embodied cognition.
+
|Towards embodied cognition
 
|
 
|
 
♦ Wilson M. (2002)  
 
♦ Wilson M. (2002)  
Line 70: Line 70:
 
|-
 
|-
 
|(3) <br>09.10.
 
|(3) <br>09.10.
|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)  
Line 80: Line 80:
 
|-
 
|-
 
|(4) <br>16.10.
 
|(4) <br>16.10.
|Common coding theory, motor simulation, mental simulation.
+
|Common coding theory, motor simulation, mental simulation
 
<!--a href="Slides/common-coding.4x.pdf">slides</a-->     
 
<!--a href="Slides/common-coding.4x.pdf">slides</a-->     
 
|
 
|
Line 92: Line 92:
 
|-
 
|-
 
|(5) <br>23.10.
 
|(5) <br>23.10.
|Language as action.
+
|Language as action
 
<!--a href="Slides/lang-action.4x.pdf">slides</a-->
 
<!--a href="Slides/lang-action.4x.pdf">slides</a-->
 
<!--br>/ Indre <a href="courses/GroundedCog/Slides/indre.pileckyte.pdf">slides/a>--->
 
<!--br>/ Indre <a href="courses/GroundedCog/Slides/indre.pileckyte.pdf">slides/a>--->
Line 120: Line 120:
 
|-
 
|-
 
|(7) <br>13.11.
 
|(7) <br>13.11.
|Role(s) of language in cognition.
+
|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-->
 
|
 
|
Line 129: Line 129:
 
|-
 
|-
 
|(8) <br>20.11.  
 
|(8) <br>20.11.  
|Symbol grounding problem.
+
|Symbol grounding problem
 
|
 
|
 
♦ Steels L. (2008)
 
♦ Steels L. (2008)
Line 137: Line 137:
 
|-
 
|-
 
|(9) <br>27.11.
 
|(9) <br>27.11.
|Meaning as statistical covariation.
+
|Meaning as statistical covariation
 
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
 
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
 
|
 
|
Line 154: Line 154:
 
|-
 
|-
 
|(10) <br>04.12.
 
|(10) <br>04.12.
|Unification attempts.
+
|Unification attempts
 
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
 
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
 
|
 
|
Line 163: Line 163:
 
|-
 
|-
 
|(11) <br>11.12.
 
|(11) <br>11.12.
|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)  
Line 171: Line 171:
 
|-
 
|-
 
|(12) <br>18.12.
 
|(12) <br>18.12.
|Group presentations, summary.
+
|Group presentations, summary
 
|available references
 
|available references
  
Line 180: Line 180:
  
 
* <b>Activity during the semester (40%).</b> This includes weekly submitting inputs to the moderator and an active participation during discussions.<br>
 
* <b>Activity during the semester (40%).</b> This includes weekly submitting inputs to the moderator and an active participation during discussions.<br>
* <b>Paper presentation and moderation (30%).</b> You will select a topic for presentation (one of the papers in the syllabus), collect by email the inputs (one question or a discussion point) from other students in advance (until Sunday, 20:00), and organize them by topic. The inputs should be sent to the moderator, with the subject "author" (use the first author's surname). You will give a short intro and then moderate the discussion. The students will be divided into small groups.<br>
+
* <b>Paper presentation and moderation (30%).</b> You will select a topic for presentation (one of the papers in the syllabus), collect by email the inputs (one question or a discussion point) from other students in advance (until Saturday, 20:00), and organize them by topic. The inputs should be sent to the moderator, with the subject "author" (use the first author's surname). You will give a short intro and then moderate the discussion. The students will be divided into small groups.<br>
 
* <b>Final group presentation (10%).</b> You will prepare a group presentation (3-4 people) on a topic relevant for the course, something you would like to emphasize.
 
* <b>Final group presentation (10%).</b> You will prepare a group presentation (3-4 people) on a topic relevant for the course, something you would like to emphasize.
 
* <b>Final reflection (20%).</b> 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.
 
* <b>Final reflection (20%).</b> 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.
 
* <b>Overall grading (in %):</b> A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.
 
* <b>Overall grading (in %):</b> A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.
 
<!--You will randomly choose 3 out of these <a href="exam-questions.pdf">questions</a>.<br--->
 
<!--You will randomly choose 3 out of these <a href="exam-questions.pdf">questions</a>.<br--->

Revision as of 23:21, 18 November 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.


Syllabus

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

Date Topic References
(1)
25.09.
Introduction to language and concepts

slides1 slides2

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

(2)
02.10.
Towards 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. [Rafo]

(3)
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. [Jaša]
♦ Ferrari PF, Rizzolatti G. (2014) Mirror neuron research: the past and the future. Philos. Trans. R Soc. Lond. B Biol. Sci., 369: 20130169. [Jakob]

(4)
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 [Ela]

(5)
23.10.
Language as action

♦ Martin H. Fischer M.H., Zwaan R.A. (2008) Embodied language: A review of the role of the motor system in language comprehension. The Quaterly Journal of Exp. Psych., 61 (6), 825-850 [Alicja]
♦ Arbib M., Gasser B., Barrès V. (2014) Language is handy but is it embodied?. Neuropsychologia, 55, 57–70. [Martyna]

30.10. fall break no class
(6)
06.11.
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. [Maša]

(7)
13.11.
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 [Anna]
♦ Sakai, K.L., Perlovsky, L., eds. (2015) Language and Cognition. Lausanne: Frontiers Media. The articles can be found here.

(8)
20.11.
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. [Maria]
♦ Coradeschi S., Loutfi A., Wrede B. (2013) A short review of symbol grounding in robotic and intelligent systems. Künstliche Intelligenz, 27:129–136 [Raffael]

(9)
27.11.
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. [Benjamin]
♦ Bruni E., Tran N.K., Baroni M. (2014) Multimodal distributional semantics. Journal of Artificial Intelligence Research, 49, 1-47 [Zoran]

(10)
04.12.
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 [Aleš]

(11)
11.12.
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 [Maximilian]
♦ Barsalou L.W., Dutriaux L., Scheepers C. (2018) Moving beyond the distinction between concrete and abstract concepts. Phil. Trans. R. Soc. B, 373: 20170144 [Lenart]

(12)
18.12.
Group presentations, summary available references


Grading

  • Activity during the semester (40%). 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 (one of the papers in the syllabus), collect by email the inputs (one question or a discussion point) from other students in advance (until Saturday, 20:00), and organize them by topic. The inputs should be sent to the moderator, with the subject "author" (use the first author's surname). You will give a short intro and then moderate the discussion. The students will be divided into small groups.
  • Final group presentation (10%). You will prepare a group presentation (3-4 people) on a topic relevant for the course, something you would like to emphasize.
  • 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.