(Syllabus)
(Syllabus)
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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>=
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= Grounded Cognition – <span style="display:inline-block;"></span> <small style="white-space:nowrap;">2-IKV-236a/19</small>=
 
__TOC__
 
__TOC__
  
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|-
 
|-
 
|Lecture
 
|Lecture
|Tuesday
+
|Monday
|10:00
+
|09:50 - 11:20
|I-23
+
|I-9
 
|[[Igor Farkas|Igor Farkaš]]
 
|[[Igor Farkas|Igor Farkaš]]
 
|-
 
|-
|Presentations
+
|Student presentation
|Tuesday
+
|Monday
|11:40
+
|11:40 - 13:00
|I-23
+
|I-9
 
|students
 
|students
 
|}
 
|}
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<!--=============================================================================================-->
 
<!--=============================================================================================-->
 
|-
 
|-
|(1) <br> 22.09.
+
|(1) <br> 20.09.
 
|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]
 
|
 
|
 
♦ 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>29.09.
+
|(2) <br>27.09.
 
|Towards embodied cognition
 
|Towards embodied cognition
 
|
 
|
Line 67: Line 67:
 
♦ 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>(XXX)</b>
+
<i>Proc. of the 25th Annual Conf. of the Cog. Sci. Society</i>, 1134-1139.  <b>[Teja  Š.]</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).  
Line 73: Line 73:
 
<!--=============================================================================================-->
 
<!--=============================================================================================-->
 
|-
 
|-
|(3) <br>06.10.
+
|(3) <br>04.10.
 +
|Mirror neuron system and its role(s) in cognition
 +
|
 +
♦ 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>
 +
♦ 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>[Stefanie A. H.]</b><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-->
 +
<!--♦ 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-->
 +
<!--=============================================================================================-->
 +
|-
 +
|(4) <br>11.10.
 
|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 80: 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. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/motor-cognition.4x.pdf slides]-->   <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   <b>(XXX)</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>[Elisabet D.M.]</b> <br>
 
<!--=============================================================================================-->
 
<!--=============================================================================================-->
 
|-
 
|-
|(4) <br>13.10.
+
|(5) <br>18.10.
|Mirror neuron system and its role(s) in cognition
+
|
+
♦ 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>
+
♦ 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>
+
<!--♦ 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).
+
[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. -->
+
<!--=============================================================================================-->
+
|-
+
|(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 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]-->
Line 109: 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. <b>(XXX)</b>
+
[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>[Ana M.P. + Adrian L.]</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-->
 
<!--=============================================================================================-->
 
<!--=============================================================================================-->
 
|-
 
|-
|(6) <br>27.10.  
+
|(6) <br>25.10.  
 
<!--/ 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
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|
 
|
 
♦ 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>[Udo S. + Aljaž A. ]</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>(XXX)</b> (to be replaced by newer --- doi: 10.3389/fpsyg.2016.00156):
+
 
<!--=============================================================================================-->
 
<!--=============================================================================================-->
 
|-
 
|-
|(9) <br>03.11.
+
|<br>01.11.
 +
|no class
 +
|autumn break / holiday
 +
<!--=============================================================================================-->
 +
|-
 +
|(7) <br>08.11.
 
|Meaning as statistical covariation
 
|Meaning as statistical covariation
 
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
 
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
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♦ 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)
 
<!--♦ Louwerse M., Jeuniaux P. (2008)
 
<a href="http://www.madresearchlab.org/references/LouwerseJeuniauxBookChapter08.pdf">
 
<a href="http://www.madresearchlab.org/references/LouwerseJeuniauxBookChapter08.pdf">
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[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>
 
[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>(XXX)</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>[Ursek S. + Clara S.]</b>
 
<!--=============================================================================================-->
 
<!--=============================================================================================-->
 
|-
 
|-
|(8) <br>10.11.  
+
|(8) <br>15.11.  
 
|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. <!--[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>(XXX)</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>[Maruša S.]</b> <br>
 
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|-
 
|-
|(10) <br>17.11.
+
|(9) <br>22.11.
 
|Unification attempts
 
|Unification attempts
 
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
 
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
Line 157: Line 160:
 
[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>
 
[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 <b>(XXX)</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>[Tanja K.]</b>
 
<!--=============================================================================================-->
 
<!--=============================================================================================-->
 
|-
 
|-
|(7) <br>24.11.
+
|(10) <br>29.12.
|Role(s) of language in cognition
+
|Role(s) of language in cognition and thought
 
<!--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 <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/vygotsky-cog-rob.4x.pdf slides]--> <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>
♦ 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>  --- (to som pridal monily rok, chcel som nieco so syntaxou, mozeme vymenit) <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>[Andrej Ž.]</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>
+
<!--♦ 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>01.12.
+
|(11) <br>06.12.
|Grounding abstract concepts
+
|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 <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/abstractness.4x.pdf slides]--> <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>
♦ 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>(XXX)</b>
+
♦ 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>[Yilan L.]</b>
 
<!--Barsalou L.W., Dutriaux L., Scheepers C. (2018)  
 
<!--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 -->
 
[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>08.12.
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|(12) <br>13.12.
|one more topic maybe
+
|Group presentations
|todo
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|Prepare a 20-minute presentation of the chosen topic.
 
+
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|-
+
|(13) <br>15.12.
+
|Paper presentations, summary
+
|
+
 
+
 
|}
 
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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>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 (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>Paper presentation and discussion 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). The inputs should be 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.<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 (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 (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--->
 +
 +
== Attendance ==
 +
 +
You are expected to regularly attend the class, physically or online. In case of absence, inform the teacher about the reason. Max. two absences are ok.

Revision as of 19:03, 10 October 2021

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 Monday 09:50 - 11:20 I-9 Igor Farkaš
Student presentation Monday 11:40 - 13:00 I-9 students

Syllabus

Date Topic References
(1)
20.09.
Introduction to language and concepts

slides1 slides2

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

(2)
27.09.
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. [Teja Š.]

(3)
04.10.
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
♦ Rizzolatti G. et al. (2019) The Mirror Neuron Mechanism, Reference Module in Neuroscience and Biobehavioral Psychology. [Stefanie A. H.]

(4)
11.10.
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 [Elisabet D.M.]

(5)
18.10.
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. [Ana M.P. + Adrian L.]

(6)
25.10.
Conceptual and linguistic systems - two theories

♦ Barsalou L. et al. (2008) Language and simulation in conceptual processing. In: de Vega, Glenberg & Graesser (eds), Symbols and Embodiment: Debates on Meaning and Cognition, OUP, 245-283.
♦ Evans V. (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. [Udo S. + Aljaž A. ]


01.11.
no class autumn break / holiday
(7)
08.11.
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 [Ursek S. + Clara S.]

(8)
15.11.
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 [Maruša S.]

(9)
22.11.
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 [Tanja K.]

(10)
29.12.
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.[Andrej Ž.]

(11)
06.12.
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 [Yilan L.]

(12)
13.12.
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 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). The inputs should be 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.
  • 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, physically or online. In case of absence, inform the teacher about the reason. Max. two absences are ok.