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[[Category:Predmety 2-IKV]] {{DISPLAYTITLE:Grounded Cognition<small>2-IKV-236/15</small>}}
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[[Category:Predmety 2-IKV]] {{DISPLAYTITLE:Grounded Cognition<small>2-IKV-236a/19</small>}}
= Grounded Cognition – <span style="display:inline-block;"></span> <small style="white-space:nowrap;">2-IKV-236/15</small>=
+
= Grounded Cognition – <span style="display:inline-block;"></span> <small style="white-space:nowrap;">2-IKV-236a/19</small>=
 
__TOC__
 
__TOC__
  
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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
Line 17: Line 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 ==
  
Line 29: Line 30:
 
|Lecture
 
|Lecture
 
|Tuesday
 
|Tuesday
|10:00
+
|09:50 - 11:20
 
|I-23
 
|I-23
|[[Igor Farkas|Igor Farkaš]]
+
|[[Igor Farkas|Igor Farkaš]],[[Kristina Rebrova|Kristína Malinovská]]
 
|-
 
|-
 
|Presentations
 
|Presentations
 
|Tuesday
 
|Tuesday
|11:40
+
|11:40 - 13:10
 
|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> 22.09.
|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) [Igor]
 
[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>29.09.
|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.  [Kika]
 +
<!-- [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. <b>(Nina)</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>06.10.
|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. [Igor] <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/mns.4x.pdf slides]-->  <br>
♦ Ferrari PF, Rizzolatti G. (2014)  
+
♦ Rizzolatti G. et al. (2019) [https://www.researchgate.net/publication/332135641_The_Mirror_Neuron_Mechanism The Mirror Neuron Mechanism], Reference Module in <i>Neuroscience and Biobehavioral Psychology.</i><b>(Sinem)</b> <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>
+
<!--♦ 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>(XX)</b-->
<!--Giese M. & Rizzolatti G. (2015).
+
<!--♦ Ferrari PF, Rizzolatti G. (2014)  
[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. -->
+
[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-->
 +
<!--=============================================================================================-->
 
|-
 
|-
|(4) <br>16.10.
+
|(4) <br>13.10.
|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. [Kika]<!--[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   <b>(Andre)</b> <br>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(5) <br>23.10.
+
|(5) <br>20.10.
|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 Quaterly  Journal of Exp. Psych.,</i> 61 (6), 825-850 [Kika] <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>(David)</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>27.10.  
|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. [Igor] <!--[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>(Vanesa)</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.
+
|<br>03.11.
|Role(s) of language in cognition.
+
|no class
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
+
|autumn break
|
+
<!--=============================================================================================-->
♦ 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.
+
|(7) <br>10.11.
|Symbol grounding problem.
+
|Meaning as statistical covariation
|
+
♦ 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]  [Igor] <br>
 
<!--♦ Louwerse M., Jeuniaux P. (2008)
 
<!--♦ Louwerse M., Jeuniaux P. (2008)
 
<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.<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]--> <b>(Niko)</b><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 <b>(Veronika)</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(10) <br>04.12.
+
|(8) <br>17.11.
|Unification attempts.
+
|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.  [Kika]<!--[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  <b>(Jan-Ove)</b> <br>
 +
<!--=============================================================================================-->
 +
|-
 +
|(9) <br>24.11.
 +
|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 [Igor] <!--[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 <b>(Lena)</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|(11) <br>11.12.
+
|(10) <br>01.12.
|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  [Igor] <!--[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><b>(Marko)</b><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>, <b>(XXX)</b>  <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>08.12.
 +
|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>
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[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]--><b>(Surya)</b> <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>(Primož)</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
+
<!--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>15.12.
|Group presentations, summary.
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|Paper presentations
|available references
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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>
+
* <b>Activity during the semester (30%).</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.<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 paper (30%).</b> You will write a 4-page (conference) paper in PDF (30 lines per page), on the topic of your choice (from the 12 topics during the course), appropriately extended (including additional references). Deadline: TBA.
* <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>Final paper presentation (10%).</b> You will prepare a short presentation (10 min.) of your paper.
 
* <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--->

Latest revision as of 16:25, 28 September 2020

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,Kristína Malinovská
Presentations Tuesday 11:40 - 13:10 I-23 students

Syllabus

Date Topic References
(1)
22.09.
Introduction to language and concepts

slides1 slides2

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

(2)
29.09.
Towards embodied cognition

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

(3)
06.10.
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. [Igor]
♦ Rizzolatti G. et al. (2019) The Mirror Neuron Mechanism, Reference Module in Neuroscience and Biobehavioral Psychology.(Sinem)

(4)
13.10.
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. [Kika]
♦ 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 (Andre)

(5)
20.10.
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 Quaterly Journal of Exp. Psych., 61 (6), 825-850 [Kika]
♦ Arbib M., Gasser B., Barrès V. (2014) Language is handy but is it embodied?. Neuropsychologia, 55, 57–70. (David)

(6)
27.10.
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. [Igor]
♦ 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. (Vanesa)


03.11.
no class autumn break
(7)
10.11.
Meaning as statistical covariation

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

(8)
17.11.
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. [Kika]
♦ Coradeschi S., Loutfi A., Wrede B. (2013) A short review of symbol grounding in robotic and intelligent systems. Künstliche Intelligenz, 27:129–136 (Jan-Ove)

(9)
24.11.
Unification attempts

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

(10)
01.12.
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 [Igor]
♦ Hendricks R. K., Boroditsky L. (2017). New Space–Time Metaphors Foster New Nonlinguistic Representations. Topics in Cognitive Science.(Marko)

(11)
08.12.
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 (Surya)
♦ Pulvermüller F. (2018) The case of CAUSE: neurobiological mechanisms for grounding an abstract concept. Phil. Trans. R. Soc. B, 373: 20170129 (Primož)

(12)
15.12.
Paper presentations

Grading

  • Activity during the semester (30%). 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.
  • Final paper (30%). You will write a 4-page (conference) paper in PDF (30 lines per page), on the topic of your choice (from the 12 topics during the course), appropriately extended (including additional references). Deadline: TBA.
  • Final paper presentation (10%). You will prepare a short presentation (10 min.) of your paper.
  • Overall grading (in %): A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.