(Syllabus)
 
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= Grounded Cognition – <span style="display:inline-block;"></span> <small style="white-space:nowrap;">2-IKV-236/15</small>=
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= Grounded Cognition – <span style="display:inline-block;"></span> <small style="white-space:nowrap;">2-IKV-236a/19</small>=
 
__TOC__
 
__TOC__
  
Riadok 7: Riadok 7:
 
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
Riadok 17: Riadok 18:
 
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 ==
  
Riadok 29: Riadok 30:
 
|Lecture
 
|Lecture
 
|Tuesday
 
|Tuesday
|10:00
+
|09:50 - 11:20
 
|I-23
 
|I-23
 
|[[Igor Farkas|Igor Farkaš]]
 
|[[Igor Farkas|Igor Farkaš]]
 
|-
 
|-
|Presentations
+
|Student presentation
 
|Tuesday
 
|Tuesday
|11:40
+
|11:40 - 13:05
 
|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> 27.09.
|Introduction to language and concepts.
+
|Introduction to language and concepts
<!--[http://dai.fmph.uniba.sk/courses/GC/Slides/lang-intro.4x.pdf slides]-->
+
[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]
 
|
 
|
 
♦ Wiki: [http://en.wikipedia.org/wiki/Language Language] <br>
 
♦ Wiki: [http://en.wikipedia.org/wiki/Language Language] <br>
♦ 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.
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|(2) <br>04.10.
|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?]   
Riadok 67: Riadok 71:
 
<!--♦ 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>11.10.
|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]--> <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)  
+
Bonini L. et al. (2022) [https://doi.org/10.1016/j.tics.2022.06.003 Mirror neurons 30 years later: implications and applications], <i>Trends in Cognitive Sciences.</i> <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).
+
[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>18.10.
|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-->     
 
|
 
|
Riadok 85: Riadok 88:
 
[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.): <i>Cognitive Psychology: Mind and Brain, </i>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 <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>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(5) <br>23.10.
+
|(5) <br>25.10.
|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<br>
+
♦ 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 Quarterly 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]-->
Riadok 101: Riadok 105:
 
[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>
<!--(<a href="courses/GroundedCog/Moderation/reichl.arbib.pdf">Dominik R.</a>)<br-->
+
<!--=============================================================================================-->
 
|-
 
|-
|30.10.  
+
|<br>01.11.
|fall break
+
 
|no class
 
|no class
 +
|autumn break / holiday
 +
<!--=============================================================================================-->
 
|-
 
|-
|(6) <br>06.11.  
+
|(6) <br>08.11.  
 
<!--/ 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. (2016) [https://doi.org/10.3389/fpsyg.2016.00156 Design features for linguistically-mediated meaning construction: The relative roles of the linguistic and conceptual systems in subserving the ideational function of language]. <i>Frontiers in Psychology.</i> </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.  
+
<!--=============================================================================================-->
 +
 
 
|-
 
|-
|(7) <br>13.11.
+
|(7) <br>15.11.
|Role(s) of language in cognition.
+
|Meaning as statistical covariation
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
+
|
+
♦ 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>
+
♦ Sakai, K.L., Perlovsky, L., eds. (2015)
+
[https://www.frontiersin.org/articles/10.3389/fnbeh.2014.00436/full Language and Cognition]. Lausanne: Frontiers Media. <br>
+
|-
+
|(8) <br>20.11.
+
|Symbol grounding problem.
+
|
+
♦ 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>
+
♦ 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>
+
|-
+
|(9) <br>27.11.
+
|Meaning as statistical covariation.
+
 
<!--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>
<!--♦ Louwerse M., Jeuniaux P. (2008)
+
<a href="http://www.madresearchlab.org/references/LouwerseJeuniauxBookChapter08.pdf">
+
Language comprehension is both embodied and symbolic.</a>
+
In: de Vega, Glenberg & Graesser (eds) <i>Symbols and Embodiment: Debates on Meaning and Cognition.</i>
+
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.<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
+
[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  
 +
<!--=============================================================================================-->
 +
|-
 +
|(8) <br>22.11.
 +
|Symbol grounding problem
 +
|
 +
♦ 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>
 +
♦ 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>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(10) <br>04.12.
+
|(9) <br>29.11.
|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
+
[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
 +
<!--=============================================================================================-->
 
|-
 
|-
|(11) <br>11.12.
+
|(10) <br>06.12.
|Grounding abstract concepts.
+
|Role(s) of language in cognition and thought
 +
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
 +
|
 +
♦ 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  <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/vygotsky-cog-rob.4x.pdf slides]--> <br>
 +
♦ Hendricks R. K., Boroditsky L. (2017). [https://onlinelibrary.wiley.com/doi/full/10.1111/tops.12279 New Space–Time Metaphors Foster New Nonlinguistic Representations]. <i>Topics in Cognitive Science.</i> <br>
 +
<!--♦ 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>, <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-->
 +
<!--=============================================================================================-->
 +
|-
 +
|(11) <br>13.12.
 +
|Grounding abstract concepts. Summary.
 
|
 
|
 
♦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 <!--[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
[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
+
<!--Barsalou L.W., Dutriaux L., Scheepers C. (2018)  
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[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 -->
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|(12) <br>18.12.
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|(12) <br>TBD
|Group presentations, summary.
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|Group presentations
|available references
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|Prepare a 20-minute presentation of the chosen topic.
 
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== Grading ==
 
== Grading ==
  
* <b>Activity during the semester (40%).</b> This includes weekly submitting inputs to the moderator and an active participation during discussions.<br>
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* <b>Weekly activity during the semester (40%).</b> This includes weekly submitting inputs to the moderator and 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 are to be sent to the mailing list gc2018 at cogsci.fmph.uniba.sk with the subject "Lx: inputs" (x denotes the lecture number). You will give a short intro and then moderate the discussion. The students will be divided into small groups.<br>
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* <b>Paper presentation and discussion moderation (30%).</b> You will present a selected topic (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). The inputs should will sent to the moderator, with the subject "author" (use the first author's surname). The moderator organizes the questions for discussion that he/she will moderate in the class.<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.
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* <b>Final group presentation (30%).</b> You will be organized in small groups (3-4 students) and will prepare a final presentation on the topic of your choice relevant for the course. <br>
* <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.
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* <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--->
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== Attendance ==
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You are expected to regularly attend the class. In case of absence, inform the teacher about the reason. Max. two absences are ok (i.e. without losing points).

Aktuálna revízia z 13:13, 4. september 2023

Grounded Cognition – 2-IKV-236a/19

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 09:50 - 11:20 I-23 Igor Farkaš
Student presentation Tuesday 11:40 - 13:05 I-23 students

Syllabus

Date Topic References
(1)
27.09.
Introduction to language and concepts

slides1 slides2

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

(2)
04.10.
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.

(3)
11.10.
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.
♦ Bonini L. et al. (2022) Mirror neurons 30 years later: implications and applications, Trends in Cognitive Sciences.

(4)
18.10.
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

(5)
25.10.
Language as action

♦ Fischer M.H., Zwaan R.A. (2008) Embodied language: A review of the role of the motor system in language comprehension. The Quarterly 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. </b>


01.11.
no class autumn break / holiday
(6)
08.11.
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. (2016) Design features for linguistically-mediated meaning construction: The relative roles of the linguistic and conceptual systems in subserving the ideational function of language. Frontiers in Psychology. </b>

(7)
15.11.
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

(8)
22.11.
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

(9)
29.11.
Unification attempts

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

(10)
06.12.
Role(s) of language in cognition and thought

♦ 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
♦ Hendricks R. K., Boroditsky L. (2017). New Space–Time Metaphors Foster New Nonlinguistic Representations. Topics in Cognitive Science.

(11)
13.12.
Grounding abstract concepts. Summary.

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

(12)
TBD
Group presentations Prepare a 20-minute presentation of the chosen topic.

Grading

  • Weekly activity during the semester (40%). This includes weekly submitting inputs to the moderator and active participation during discussions.
  • Paper presentation and discussion moderation (30%). You will present a selected topic (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). The inputs should will sent to the moderator, with the subject "author" (use the first author's surname). The moderator organizes the questions for discussion that he/she will moderate in the class.
  • Final group presentation (30%). You will be organized in small groups (3-4 students) and will prepare a final presentation on the topic of your choice relevant for the course.
  • Overall grading (in %): A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.

Attendance

You are expected to regularly attend the class. In case of absence, inform the teacher about the reason. Max. two absences are ok (i.e. without losing points).