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The course is a part of [http://dai.fmph.uniba.sk/w/Master_program_in_Cognitive_Science/en Master Programme in Cognitive Science].
 
The course is a part of [http://dai.fmph.uniba.sk/w/Master_program_in_Cognitive_Science/en Master Programme in Cognitive Science].
  
 +
<!---
 
== News ==  
 
== News ==  
 
;11. 9. 2018
 
;11. 9. 2018
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Your grades are <a href="gc-grading.2016.pdf">here</a>.<BR>
 
Your grades are <a href="gc-grading.2016.pdf">here</a>.<BR>
 
Current status of the grading can be found <a href="courses/GroundedCog/gc2014-body.pdf">here</a-->
 
Current status of the grading can be found <a href="courses/GroundedCog/gc2014-body.pdf">here</a-->
<!--
+
 
 
== Course schedule ==
 
== Course schedule ==
  
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|I-23
 
|I-23
 
|students
 
|students
|}-->
+
|}
  
 
== Syllabus ==
 
== Syllabus ==
  
Note: Papers marked with (*) are offered for student's presentation. <!--Slides of your presentations are [http://dai.fmph.uniba.sk/courses/GC/Presentations here]. -->
+
<!--Note: Papers marked with (*) are offered for student's presentation. <!--Slides of your presentations are [http://dai.fmph.uniba.sk/courses/GC/Presentations here]. -->
 
{| class="alternative table-responsive"
 
{| class="alternative table-responsive"
 
!Date
 
!Date
 
!Topic
 
!Topic
 
!References
 
!References
 +
<!--=============================================================================================-->
 
|-
 
|-
|(1) <br> 25.09.
+
|(1) <br> 24.09.
|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 55: Line 57:
 
♦ Margolis E., Laurence S. (2014)
 
♦ Margolis E., Laurence S. (2014)
 
[https://plato.stanford.edu/entries/concepts/ Concepts], The Stanford Encyclopedia of Philosophy. <br>
 
[https://plato.stanford.edu/entries/concepts/ Concepts], The Stanford Encyclopedia of Philosophy. <br>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(2) <br>02.10.
+
|(2) <br>03.10.
|Toward embodied cognition.
+
|Towards 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. <b>[Rafo]</b>
+
<i>Proc. of the 25th Annual Conf. of the Cog. Sci. Society</i>, 1134-1139. <b>(Maša)</b>
 
<!--(<a href="courses/GroundedCog/Moderation/grujicic.ziemke.pdf">Lidija G.</a>)--><br>
 
<!--(<a href="courses/GroundedCog/Moderation/grujicic.ziemke.pdf">Lidija G.</a>)--><br>
 
<!--♦ Barsalou L. (2008).  
 
<!--♦ Barsalou L. (2008).  
 
[http://www.cogsci.ucsd.edu/~ajyu/Teaching/Cogs202_sp12/Readings/barsalou08_grounded.pdf Grounded cognition]. Annual Reviews of Psychology, 59: 617-45.-->
 
[http://www.cogsci.ucsd.edu/~ajyu/Teaching/Cogs202_sp12/Readings/barsalou08_grounded.pdf Grounded cognition]. Annual Reviews of Psychology, 59: 617-45.-->
 +
<!--=============================================================================================-->
 
|-
 
|-
|(3) <br>09.10.
+
|(3) <br>08.10.
|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)  
[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]--> <b>[Jaša]</b> <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)  
+
♦ Casile A., Caggiano V., Ferrari P.F. (2011) [http://dai.fmph.uniba.sk/courses/GC/References/casile-etal.mns.nsci11.pdf  The Mirror Neuron System: A Fresh View.] <i>The Neuroscientist,</i> 17(5): 524-38. <b>(Ena)</b>
[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. <b>[Jakob]</b><br>
+
<!--♦ 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-->
 
<!--Giese M. & Rizzolatti G. (2015).  
 
<!--Giese M. & Rizzolatti G. (2015).  
 
[http://dai.fmph.uniba.sk/courses/GC/References/giese.visual-motor-reps.neuron15.pdf Neural and computational mechanisms of action processing: Interaction between visual and motor representations]. <i>Neuron,</i> 88, 167-180. -->
 
[http://dai.fmph.uniba.sk/courses/GC/References/giese.visual-motor-reps.neuron15.pdf Neural and computational mechanisms of action processing: Interaction between visual and motor representations]. <i>Neuron,</i> 88, 167-180. -->
 +
<!--=============================================================================================-->
 
|-
 
|-
|(4) <br>16.10.
+
|(4) <br>15.10.
|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 85: Line 91:
 
[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. [http://dai.fmph.uniba.sk/courses/GC/Slides/motor-cognition.4x.pdf slides]    <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 <b>[Ela]</b> <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   <b>(Rebecca)</b> <br>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(5) <br>23.10.
+
|(5) <br>22.10.
|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>--->
 
|
 
|
♦ Martin H. Fischer M.H., Zwaan R.A. (2008) [http://dai.fmph.uniba.sk/courses/GC/References/fischer.emb-lang-review.qjep08.pdf Embodied language: A review of the role of the motor system in language comprehension]. <i>The Quaterly  Journal of Exp. Psych.,</i> 61 (6), 825-850 <b>[Alicja]</b><br>
+
♦ Martin H. Fischer M.H., Zwaan R.A. (2008) [http://dai.fmph.uniba.sk/courses/GC/References/fischer.emb-lang-review.qjep08.pdf Embodied language: A review of the role of the motor system in language comprehension]. <i>The Quaterly  Journal of Exp. Psych.,</i> 61 (6), 825-850 <br>
 
<!--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]-->
 
[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]-->
Line 101: Line 108:
 
[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. <b>(Ozan + Viki)</b>
 
<!--(<a href="courses/GroundedCog/Moderation/reichl.arbib.pdf">Dominik R.</a>)<br-->
 
<!--(<a href="courses/GroundedCog/Moderation/reichl.arbib.pdf">Dominik R.</a>)<br-->
 +
<!--=============================================================================================-->
 
|-
 
|-
|30.10.
+
|(6) <br>31.10.  
|fall break
+
|no class
+
|-
+
|(6) <br>06.11.  
+
 
<!--/ Timo <a href="courses/GroundedCog/Slides/ahlers.lccm-theory.pdf">slides</a-->
 
<!--/ Timo <a href="courses/GroundedCog/Slides/ahlers.lccm-theory.pdf">slides</a-->
|Conceptual and linguistic systems - two theories.
+
|Conceptual and linguistic systems - two theories
 
<!--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.  <b>[Maša]</b>
+
[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.  <b>(Dina + Alan)</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(7) <br>13.11.
+
|(7) <br>05.11.
|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-->
 
|
 
|
 
♦ 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 <b>[Anna]</b><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 [http://dai.fmph.uniba.sk/courses/GC/Slides/vygotsky-cog-rob.4x.pdf slides] <br>
♦ Sakai, K.L., Perlovsky, L., eds. (2015)  
+
♦ Ohta S., Fukui N., Sakai K. (2013) [https://doi.org/10.3389/fnbeh.2013.00204 Computational principles of syntax in the regions specialized for language: integrating theoretical linguistics and functional neuroimaging], <i>Frontiers in Behavioral Neuroscience</i>, <b>(Patricija)</b> <br>
[https://www.frontiersin.org/articles/10.3389/fnbeh.2014.00436/full Language and Cognition]. Lausanne: Frontiers Media. <br>
+
♦ Sakai, K.L., Perlovsky, L., eds. (2015) [https://www.frontiersin.org/articles/10.3389/fnbeh.2014.00436/full Language and Cognition]. Lausanne: Frontiers Media. The articles can be found [http://mind.c.u-tokyo.ac.jp/Sakai_Lab_files/Papers/Language_and_Cognition_2015.PDF here].<br>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(8) <br>20.11.  
+
|(8) <br>12.11.  
|Symbol grounding problem.
+
|Symbol grounding problem
 
|
 
|
 
♦ 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. <b>[Maria]</b><!--[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)  
 
♦ 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 <b>[Raffael]</b> <br>
+
[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 <b>(Oskar)</b> <br>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(9) <br>27.11.
+
|(9) <br>19.11.
|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 145: Line 152:
 
<a href="http://www.madresearchlab.org/references/LouwerseJeuniauxBookChapter08.pdf">
 
<a href="http://www.madresearchlab.org/references/LouwerseJeuniauxBookChapter08.pdf">
 
Language comprehension is both embodied and symbolic.</a>
 
Language comprehension is both embodied and symbolic.</a>
In: de Vega, Glenberg & Graesser (eds) <i>Symbols and Embodiment: Debates on Meaning and Cognition.</i>
+
In: de Vega, Glenberg & Graesser (eds) <i>Symbols and Embodiment: Debates on Meaning and Cognition.</i> OUP, 309-326.<br-->
OUP, 309-326.<br-->
+
 
♦ Glenberg, A. M., & Mehta, S. (2008)
 
♦ Glenberg, A. M., & Mehta, S. (2008)
[http://dai.fmph.uniba.sk/courses/GC/References/glenberg.covar-not-meaning.ling09.pdf Constraint on covariation: It’s not meaning]. <i>Italian Journal of Linguistics,</i> 20, 33-53. <b>[Benjamin]</b> <br>
+
[http://dai.fmph.uniba.sk/courses/GC/References/glenberg.covar-not-meaning.ling09.pdf Constraint on covariation: It’s not meaning]. <i>Italian Journal of Linguistics,</i> 20, 33-53. [http://dai.fmph.uniba.sk/courses/GC/Slides/covariation.4x.pdf slides] <br>
 
♦ Bruni E.,  Tran N.K., Baroni M. (2014)
 
♦ Bruni E.,  Tran N.K., Baroni M. (2014)
[http://dai.fmph.uniba.sk/courses/GC/References/bruni.multimodal-distr-sem.jair14.pdf Multimodal distributional semantics]. <i>Journal of Artificial Intelligence Research</i>,  49, 1-47 <b>[Zoran]</b>
+
[http://dai.fmph.uniba.sk/courses/GC/References/bruni.multimodal-distr-sem.jair14.pdf Multimodal distributional semantics]. <i>Journal of Artificial Intelligence Research</i>,  49, 1-47 <b>(Matej)</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(10) <br>04.12.
+
|(10) <br>28.11. (Thu!)
|Unification attempts.
+
|Unification attempts
 
<!--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 [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 <b>[Aleš]</b>
+
[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 <b>(Julia)</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(11) <br>11.12.
+
|(11) <br>03.12.
|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)  
[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 <b>[Maximilian]</b><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 [http://dai.fmph.uniba.sk/courses/GC/Slides/abstractness.4x.pdf slides] <br>
Barsalou L.W., Dutriaux L., Scheepers C. (2018)  
+
♦ Pulvermüller F. (2018) [http://dx.doi.org/10.1098/rstb.2017.0129 The case of CAUSE: neurobiological mechanisms for grounding an abstract concept.] <i>Phil. Trans. R. Soc. B</i>, 373: 20170129 <b>(Milagros)</b>
[http://dx.doi.org/10.1098/rstb.2017.0144 Moving beyond the distinction between concrete and abstract concepts]. <i>Phil. Trans. R. Soc. B</i>, 373: 20170144 <b> [Lenart]</b>
+
<!--Barsalou L.W., Dutriaux L., Scheepers C. (2018)  
 +
[http://dx.doi.org/10.1098/rstb.2017.0144 Moving beyond the distinction between concrete and abstract concepts]. <i>Phil. Trans. R. Soc. B</i>, 373: 20170144 -->
 +
<!--=============================================================================================-->
 
|-
 
|-
|(12) <br>18.12.
+
|(12) <br>12.12. (Thu!)
|Group presentations, summary.
+
|Group presentations, summary
 
|available references
 
|available references
  
 
|}
 
|}
 
  
 
== Grading ==
 
== Grading ==
  
 
* <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 (two questions or discussion points) 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 (30 lines per page), 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. Your paper (in PDF) can include references. Deadline: 15th January 2020 (delayed submissions will be penalized, by one point less per day).
 
* <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 10:20, 25 February 2020

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.


Course schedule

Type Day Time Room Lecturer
Lecture Tuesday 10:00 I-23 Igor Farkaš
Presentations Tuesday 11:40 I-23 students

Syllabus

Date Topic References
(1)
24.09.
Introduction to language and concepts

slides1 slides2

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

(2)
03.10.
Towards embodied cognition

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

(3)
08.10.
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. slides
♦ Casile A., Caggiano V., Ferrari P.F. (2011) The Mirror Neuron System: A Fresh View. The Neuroscientist, 17(5): 524-38. (Ena)

(4)
15.10.
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. slides
♦ 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 (Rebecca)

(5)
22.10.
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
♦ Arbib M., Gasser B., Barrès V. (2014) Language is handy but is it embodied?. Neuropsychologia, 55, 57–70. (Ozan + Viki)

(6)
31.10.
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. slides
♦ Evans V. (2009) Semantic representation in LCCM Theory. In: New Directions in Cognitive Linguistics, ed. By V. Evans & S. Pourcel. John Benjamins. (Dina + Alan)

(7)
05.11.
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 slides
♦ Ohta S., Fukui N., Sakai K. (2013) Computational principles of syntax in the regions specialized for language: integrating theoretical linguistics and functional neuroimaging, Frontiers in Behavioral Neuroscience, (Patricija)
♦ Sakai, K.L., Perlovsky, L., eds. (2015) Language and Cognition. Lausanne: Frontiers Media. The articles can be found here.

(8)
12.11.
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. slides
♦ Coradeschi S., Loutfi A., Wrede B. (2013) A short review of symbol grounding in robotic and intelligent systems. Künstliche Intelligenz, 27:129–136 (Oskar)

(9)
19.11.
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. slides
♦ Bruni E., Tran N.K., Baroni M. (2014) Multimodal distributional semantics. Journal of Artificial Intelligence Research, 49, 1-47 (Matej)

(10)
28.11. (Thu!)
Unification attempts

♦ Louwerse M. (2010) Symbol interdependency in symbolic and embodied cognition. Topics in Cognitive Science, 1-30 slides
♦ Dove G. (2011) On the need for embodied and dis-embodied cognition. Frontiers in Psychology, 1:242 (Julia)

(11)
03.12.
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 slides
♦ Pulvermüller F. (2018) The case of CAUSE: neurobiological mechanisms for grounding an abstract concept. Phil. Trans. R. Soc. B, 373: 20170129 (Milagros)

(12)
12.12. (Thu!)
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 (30 lines per page), 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. Your paper (in PDF) can include references. Deadline: 15th January 2020 (delayed submissions will be penalized, by one point less per day).
  • Overall grading (in %): A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.