(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__
  
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 (empirical and computational). The course focus is on grounded (embodied) cognition, with emphasis on language. The course should also help students in their ability to interpret scientific papers, to formulate, present and defend ideas.
+
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 [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 ==  
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<!---
;4. 9. 2017
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== News ==  
: We start on Tuesday, 26th September.
+
;11. 9. 2018
 +
: We start on Tuesday, 25th September, at 10:00 in room I-23
 
<!-- [[#Archív noviniek|Archív noviniek…]]-->  
 
<!-- [[#Archív noviniek|Archív noviniek…]]-->  
  
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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
 
|}
 
|}
 
  
 
== Syllabus ==
 
== Syllabus ==
  
<br>Note: Papers marked with (*) are offered for student's presentation.  
+
<!--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
 +
<!--=============================================================================================-->
 
|-
 
|-
|26.09.
+
|(1) <br> 20.09.
|Introduction: concepts, language components, computational approaches to language processing.
+
|Introduction to language and concepts
<!--a href="Slides/lang-intro.4x.pdf">slides</a-->
+
[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://en.wikipedia.org/wiki/Language Language]
+
|
 +
♦ Wiki: [http://en.wikipedia.org/wiki/Language Language] <br>
 +
♦ Margolis E., Laurence S. (2014)
 +
[https://plato.stanford.edu/entries/concepts/ Concepts], The Stanford Encyclopedia of Philosophy. <br>
 +
<!--=============================================================================================-->
 
|-
 
|-
|03.10.
+
|(2) <br>27.09.
|Towards embodied cognition. Contrasting symbolic and embodied cognition.
+
|Towards embodied cognition
<!--a href="Slides/wilson.4x.pdf">slides</a-->
+
 
|
 
|
♦ 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.<br>
+
[http://www.indiana.edu/~cogdev/labwork/WilsonSixViewsofEmbodiedCog.pdf Six views of embodied cognition]. <i>Psychonomics Bulletin Review,</i> 9(4), 625-636.  
♦ Ziemke T. (2003).
+
<!-- [http://dai.fmph.uniba.sk/courses/GC/Slides/wilson.4x.pdf slides]--><br>
 +
♦ 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>[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).  
[http://www.cogsci.ucsd.edu/~ajyu/Teaching/Cogs202_sp12/Readings/barsalou08_grounded.pdf Grounded cognition]
+
[http://www.cogsci.ucsd.edu/~ajyu/Teaching/Cogs202_sp12/Readings/barsalou08_grounded.pdf Grounded cognition]. Annual Reviews of Psychology, 59: 617-45.-->
</a>. Annual Reviews of Psychology, 59: 617-45. (*)
+
<!--=============================================================================================-->
 
|-
 
|-
|10.10.
+
|(3) <br>04.10.
|Mirror neuron system -- prerequisite for action understanding, social cognition and language?
+
|Mirror neuron system and its role(s) in cognition
<!--a href="Slides/mns.4x.pdf">slides-evidence</a>, <a href="Slides/mns-models.4x.pdf">slides-models</a--> 
+
 
|
 
|
♦ 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.<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>
Giese M. & Rizzolatti G. (2015).  
+
♦ 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>
[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. (*)
+
<!--♦ 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-->
 +
<!--=============================================================================================-->
 
|-
 
|-
|17.10.
+
|(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-->     
 
|
 
|
♦ van der Wel R., Sebanz N., Knoblich G. (2013).
+
<!--♦ Jeannerod M.J. (2001).  
[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/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>-->
♦ Jeannerod M.J. (2001).  
+
♦ Smith A.H. (2006)  
[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/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>
♦ Smith A.H. (2006).
+
[http://www-psych.stanford.edu/~ashas/Cognition%20Textbook/chapter11.pdf Motor cognition and mental simulation].
+
Chapter in Smith E. & Kosslyn S. (eds.): Cognitive Psychology: Mind and Brain, Prentice Hall, 2007, pp. 451-481. (*)
+
 
<!--(<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)
 +
[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>
 +
<!--=============================================================================================-->
 
|-
 
|-
|24.10.
+
|(5) <br>18.10.
|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>--->
 
|
 
|
♦ Glenberg A. & Kaschak M. (2002)
+
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>
[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.<br>
+
<!--Glenberg A. & Kaschak M. (2002)  
♦ Pulvermueller F. (2005)
+
[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/pulvermueller.lang-action.nrn05.pdf Brain mechanisms linking language and action]. <i>Nature Rev. Neurosci.,</i> 6(7), 576-582. (*)<br>
+
<!--♦ Pulvermueller F. (2005)
♦ Arbib M., Gasser B., Barrès V. (2014).
+
[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/arbib.lang-emb.npsy14.pdf Language is handy but is it embodied?]. <i>Neuropsychologia,</i> 55, 57–70. (*)
+
♦ 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>[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-->
 +
<!--=============================================================================================-->
 
|-
 
|-
|31.10.
+
|(6) <br>25.10.  
|No class.
+
|(holiday)
+
|-
+
|07.11.  
+
 
<!--/ 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.<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. (*)
+
<!--=============================================================================================-->
 
|-
 
|-
|14.11.
+
|<br>01.11.
|Developmental cognitive robotics.
+
|no class
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
+
|autumn break / holiday
|
+
<!--=============================================================================================-->
<!--♦ Sugita & Tani (2005).
+
<a href="courses/GroundedCog/References/sugita.sem-combin-behav.ab05.pdf">
+
Learning semantic combinatoriality from the interaction between linguistic and behavioral processes</a>, <i>Adaptive Behavior</i>, 13(1), 33-52.<br-->
+
♦ 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
+
♦ Farkaš I., Malík T., Rebrová K. (2012).
+
[http://www.frontiersin.org/neurorobotics/10.3389/fnbot.2012.00001/abstract Grounding the meanings in sensorimotor behavior using reinforcement learning]. <i>Frontiers in Neurorobotics</i> 6(1). doi: 10.3389/fnbot.2012.00001 (*)<br>
+
♦ Lallee S. et al. (2010).
+
[http://www.frontiersin.org/neurorobotics/10.3389/fnbot.2010.00008/abstract Linking language with embodied and teleological representations of action for humanoid cognition]. <i>Frontiers in Neurorobotics</i>, doi:10.3389.10/fnbot.2010.00008 (*)
+
 
|-
 
|-
|21.11.
+
|(7) <br>08.11.
|Symbol grounding, autonomous construction of meaning.
+
|Meaning as statistical covariation
<!--a href="Slides/symbol-grounding.4x.pdf">slides</a-->
+
|
+
♦ 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.<br>
+
♦ Takáč M. (2008)
+
[http://dai.fmph.uniba.sk/courses/GC/References/takac.cogsys08.pdf Autonomous construction of ecologically and socially relevant semantics].</a> <i>Cognitive Systems Research</i>, 9(4): 293-311. (*)
+
<!--(<a href="courses/GroundedCog/Moderation/hosseini.takac.pdf">Rahil H.</a>)<br-->
+
|-
+
|28.11.
+
|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)
 
<!--♦ 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]--> <br>
Mikolov T. et al. (2013). [https://arxiv.org/abs/1301.3781 Efficient estimation of word representations in vector space]. ArXiv.org, Cornell University Library.
+
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>[Ursek S. + Clara S.]</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|05.12.
+
|(8) <br>15.11.
|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.  [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>[Maruša S.]</b> <br>
 +
<!--=============================================================================================-->
 +
|-
 +
|(9) <br>22.11.
 +
|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<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 <b>[Tanja K.]</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|12.12.
+
|(10) <br>29.12.
|Group presentations.
+
|Role(s) of language in cognition and thought
|tba
+
<!--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><b>[Andrej Ž.]</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>, <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>06.12.
 +
|Grounding abstract concepts. Summary.
 +
|
 +
♦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>
 +
♦ 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)
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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>13.12.
 +
|Group presentations
 +
|Prepare a 20-minute presentation of the chosen topic.
 
|}
 
|}
 
  
 
== Grading ==
 
== Grading ==
  
* Active participation during the semester (36%).<br>
+
* <b>Weekly activity during the semester (40%).</b> This includes weekly submitting inputs to the moderator and active participation during discussions.<br>
* Paper presentation (20%).<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>
* Group presentation of a chosen (integrative) topic (14%).<br>
+
* <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>
* Final written-oral exam (30%).  
+
* <b>Overall grading (in %):</b> A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.
* <b>Overall grading:</b> A (50-46), B (45-41), C (40-36), D (35-31), E (30-26), Fx (25-0).
+
 
<!--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 20:38, 28 November 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. slides
♦ 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. slides
♦ 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. slides
♦ 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 slides
♦ 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.