(Syllabus)
 
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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
 
|Tuesday
|10:00
+
|09:50 - 11:20
 
|I-23
 
|I-23
 
|[[Igor Farkas|Igor Farkaš]]
 
|[[Igor Farkas|Igor Farkaš]]
 
|-
 
|-
|Presentations
+
|Student presentation
 
|Tuesday
 
|Tuesday
|11:40
+
|11:40 - 13:05
 
|I-23
 
|I-23
 
|students
 
|students
 
|}
 
|}
 
  
 
== Syllabus ==
 
== Syllabus ==
  
Note: Papers marked with (*) are offered for student's presentation. Slides of your presentations are [http://dai.fmph.uniba.sk/courses/GC/Presentations here].  
+
<!--Note: Papers marked with (*) are offered for student's presentation. <!--Slides of your presentations are [http://dai.fmph.uniba.sk/courses/GC/Presentations here]. -->
 
{| class="alternative table-responsive"
 
{| class="alternative table-responsive"
 
!Date
 
!Date
 
!Topic
 
!Topic
 
!References
 
!References
 +
<!--=============================================================================================-->
 
|-
 
|-
|26.09.
+
|(1) <br> 27.09.
|Introduction: concepts, language components, computational approaches to language processing.
+
|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]
|[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>04.10.
|Towards embodied cognition. Contrasting symbolic and 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.  
♦ 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. (Ales O.)
+
<i>Proc. of the 25th Annual Conf. of the Cog. Sci. Society</i>, 1134-1139. <b>[Xing]</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. (Caroline H.)
+
[http://www.cogsci.ucsd.edu/~ajyu/Teaching/Cogs202_sp12/Readings/barsalou08_grounded.pdf Grounded cognition]. Annual Reviews of Psychology, 59: 617-45.-->
 +
<!--=============================================================================================-->
 
|-
 
|-
|10.10.
+
|(3) <br>11.10.
|Mirror neuron system -- prerequisite for action understanding, social cognition and language?
+
|Mirror neuron system and its role(s) in cognition
 
|
 
|
♦ Rizzolatti G. & Sinigaglia C. (2010).
+
♦ Rizzolatti G. & Sinigaglia C. (2010)  
[http://dai.fmph.uniba.sk/courses/GC/References/rizzolatti.mns.nrn10.pdf The functional role of the parieto-frontal mirror circuit: Interpretations and misinterpretations]. <i>Nature Rev. Neurosci.,</i> 11, 264-274. [http://dai.fmph.uniba.sk/courses/GC/Slides/mns.4x.pdf slides] <br>
+
[http://dai.fmph.uniba.sk/courses/GC/References/rizzolatti.mns.nrn10.pdf The functional role of the parieto-frontal mirror circuit: Interpretations and misinterpretations]. <i>Nature Rev. Neurosci.,</i> 11, 264-274. <!--[http://dai.fmph.uniba.sk/courses/GC/Slides/mns.4x.pdf slides]--><br>
Giese M. & Rizzolatti G. (2015).
+
Bonini L. et al. (2022) [https://doi.org/10.1016/j.tics.2022.06.003 Mirror neurons 30 years later: implications and applications], <i>Trends in Cognitive Sciences.</i> <b>[Gašper]</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. (Sara J.)
+
<!--=============================================================================================-->
 
|-
 
|-
|17.10.
+
|(4) <br>18.10.
|Common coding theory, motor simulation, mental simulation.
+
|Common coding theory, motor simulation, mental simulation
 
<!--a href="Slides/common-coding.4x.pdf">slides</a-->     
 
<!--a href="Slides/common-coding.4x.pdf">slides</a-->     
 
|
 
|
♦ Jeannerod M.J. (2001).  
+
<!--♦ Jeannerod M.J. (2001).  
[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://www-psych.stanford.edu/~ashas/Cognition%20Textbook/chapter11.pdf Motor cognition and mental simulation].
+
[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>
Chapter in Smith E. & Kosslyn S. (eds.): Cognitive Psychology: Mind and Brain, Prentice Hall, 2007, pp. 451-481. (Imani R.)<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 (Gregory 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>[Digvijay]</b> <br>
 +
<!--=============================================================================================-->
 
|-
 
|-
|24.10.
+
|(5) <br>25.10.
|Language as action.
+
|Language as action
 
<!--a href="Slides/lang-action.4x.pdf">slides</a-->
 
<!--a href="Slides/lang-action.4x.pdf">slides</a-->
 
<!--br>/ Indre <a href="courses/GroundedCog/Slides/indre.pileckyte.pdf">slides/a>--->
 
<!--br>/ Indre <a href="courses/GroundedCog/Slides/indre.pileckyte.pdf">slides/a>--->
 
|
 
|
♦ 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. [http://dai.fmph.uniba.sk/courses/GC/Slides/glenberg.lang-action.4x.pdf slides]<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. (Anja L.)<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. (Alja D.)
+
♦ Arbib M., Gasser B., Barrès V. (2014)  
<!--(<a href="courses/GroundedCog/Moderation/reichl.arbib.pdf">Dominik R.</a>)<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. <b>[Tessa + AnaMarija]</b>
 +
<!--=============================================================================================-->
 
|-
 
|-
|31.10.  
+
|<br>01.11.
|No class.
+
|no class
|(holiday)
+
|autumn break / holiday
 +
<!--=============================================================================================-->
 
|-
 
|-
|07.11.  
+
|(6) <br>08.11.  
 
<!--/ Timo <a href="courses/GroundedCog/Slides/ahlers.lccm-theory.pdf">slides</a-->
 
<!--/ Timo <a href="courses/GroundedCog/Slides/ahlers.lccm-theory.pdf">slides</a-->
|Conceptual and linguistic systems - two theories.
+
|Conceptual and linguistic systems - two theories
 
<!--a href="Slides/barsalou.lass.4x.pdf">slides</a-->
 
<!--a href="Slides/barsalou.lass.4x.pdf">slides</a-->
 
|
 
|
♦ Barsalou L. et al. (2008).
+
♦ Barsalou L. et al. (2008)  
[http://dai.fmph.uniba.sk/courses/GC/References/barsalou.lang-simul.ch08.pdf Language and simulation in conceptual processing]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition</i>, OUP, 245-283. [http://dai.fmph.uniba.sk/courses/GC/Slides/barsalou.lass.4x.pdf slides]<br>
+
[http://dai.fmph.uniba.sk/courses/GC/References/barsalou.lang-simul.ch08.pdf Language and simulation in conceptual processing]. In: de Vega, Glenberg & Graesser (eds), <i>Symbols and Embodiment: Debates on Meaning and Cognition</i>, OUP, 245-283. <!-- [http://dai.fmph.uniba.sk/courses/GC/Slides/barsalou.lass.4x.pdf slides]--><br>
♦ Evans V. (2009).
+
♦ Evans V. (2016) [https://doi.org/10.3389/fpsyg.2016.00156 Design features for linguistically-mediated meaning construction: The relative roles of the linguistic and conceptual systems in subserving the ideational function of language]. <i>Frontiers in Psychology.</i> <b>[Luka + Tilen ]</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. (Marko B.)
+
<!--=============================================================================================-->
 +
 
 
|-
 
|-
|14.11.
+
|(7) <br>15.11.
|Developmental cognitive robotics.
+
|Meaning as statistical covariation
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
+
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
 
|
 
|
<!--Sugita & Tani (2005).
+
Landauer T., Dumais D. (2008)  
<a href="courses/GroundedCog/References/sugita.sem-combin-behav.ab05.pdf">
+
[http://www.scholarpedia.org/article/Latent_semantic_analysis Latent semantic analysis],<i> Scholarpedia</i>, 3(11):4356.  
Learning semantic combinatoriality from the interaction between linguistic and behavioral processes</a>, <i>Adaptive Behavior</i>, 13(1), 33-52.<br-->
+
[http://en.wikipedia.org/wiki/Latent_semantic_analysis wiki]  <br>
Mirolli M., Parisi D. (2009).
+
Glenberg, A. M., & Mehta, S. (2008)
[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>
+
[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>
♦ Farkaš I., Malík T., Rebrová K. (2012).
+
Bruni E.,  Tran N.K., Baroni M. (2014)
[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 (Franz P.)<br>
+
[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>[Ekin]</b>
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 (Anze I.)
+
 
|-
 
|-
|21.11.  
+
|(8) <br>22.11.  
|Symbol grounding, autonomous construction of meaning.
+
|Symbol grounding problem
<!--a href="Slides/symbol-grounding.4x.pdf">slides</a-->
+
 
|
 
|
 
♦ 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.<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>
Takáč M. (2008)
+
Coradeschi S., Loutfi A., Wrede B. (2013)  
[http://dai.fmph.uniba.sk/courses/GC/References/takac.cogsys08.pdf Autonomous construction of ecologically and socially relevant semantics]. <i>Cognitive Systems Research</i>, 9(4): 293-311. (Isabela B.)
+
[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>[Aral+Špela]</b> <br>
<!--(<a href="courses/GroundedCog/Moderation/hosseini.takac.pdf">Rahil H.</a>)<br-->
+
<!--=============================================================================================-->
 
|-
 
|-
|28.11.
+
|(9) <br>29.11.
|Meaning as statistical covariation.
+
|Unification attempts
<!--a href="Slides/covariation.4x.pdf">slides</a-->  
+
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
 
|
 
|
Landauer T., Dumais D. (2008)
+
Louwerse M. (2010)  
[http://www.scholarpedia.org/article/Latent_semantic_analysis Latent semantic analysis],<i> Scholarpedia</i>, 3(11):4356.  
+
[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://en.wikipedia.org/wiki/Latent_semantic_analysis wiki]<br>
+
Dove G. (2011)  
<!--♦ Louwerse M., Jeuniaux P. (2008)
+
[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>[Jelena]</b>
<a href="http://www.madresearchlab.org/references/LouwerseJeuniauxBookChapter08.pdf">
+
<!--=============================================================================================-->
Language comprehension is both embodied and symbolic.</a>
+
In: de Vega, Glenberg & Graesser (eds) <i>Symbols and Embodiment: Debates on Meaning and Cognition.</i>
+
OUP, 309-326.<br-->
+
♦ Glenberg, A. M., & Mehta, S. (2008)
+
[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. (Tim R.)<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. (Dafne M.)
+
 
|-
 
|-
|05.12.
+
|(10) <br>06.12.
|Unification attempts.
+
|Role(s) of language in cognition and thought
<!--a href="Slides/louwerse.sihypo.4x.pdf">slides</a-->
+
<!--a href="courses/GroundedCog/Slides/farkas-etal.icub.4x.pdf">slides</a-->
 
|
 
|
Louwerse M. (2010).
+
Mirolli M., Parisi D. (2009)  
[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://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>
Dove G. (2011).  
+
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>[Alyssa]</b> <br>
[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 (Tomaz B.)
+
<!--♦ 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-->
 +
<!--=============================================================================================-->
 
|-
 
|-
|12.12.
+
|(11) <br>13.12.
|Group discussion, reflection.
+
|Grounding abstract concepts. Summary.
|tba
+
|
 +
♦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>[Kaja]</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>TBD
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|Group presentations
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|Prepare a 20-minute presentation of the chosen topic.
 
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== Grading ==
 
== Grading ==
  
* Active participation during the course (40%).<br>
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* <b>Weekly activity during the semester (40%).</b> This includes weekly submitting inputs to the moderator and active participation during discussions.<br>
* Paper presentation (20%).<br>
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* <b>Paper presentation and discussion moderation (30%).</b> You will present a selected topic (one of the papers in the syllabus), collect by email the inputs (one question or a discussion point) from other students in advance (until Sunday, 20:00). The inputs should will sent to the moderator, with the subject "author" (use the first author's surname). The moderator organizes the questions for discussion that he/she will moderate in the class.<br>
* Final written-oral exam (40%).  
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* <b>Final group presentation (30%).</b> You will be organized in small groups (3-4 students) and will prepare a final presentation on the topic of your choice relevant for the course. <br>
* <b>Overall grading:</b> A (50-46), B (45-41), C (40-36), D (35-31), E (30-26), Fx (25-0).
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* <b>Overall grading (in %):</b> A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.
 
<!--You will randomly choose 3 out of these <a href="exam-questions.pdf">questions</a>.<br--->
 
<!--You will randomly choose 3 out of these <a href="exam-questions.pdf">questions</a>.<br--->
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== Attendance ==
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You are expected to regularly attend the class. In case of absence, inform the teacher about the reason. Max. two absences are ok (i.e. without losing points).

Latest revision as of 16:12, 18 October 2022

Grounded Cognition – 2-IKV-236a/19

The course objective is to provide students with deeper insight into up-to-date research trends in cognitive science, from the perspective of various disciplines (psychological, neural and computational). The course focus is on grounded (embodied) cognition, and its relation to language. The course should also help students in their ability to interpret scientific papers, to formulate, present and defend ideas.

The course is a part of Master Programme in Cognitive Science.


Course schedule

Type Day Time Room Lecturer
Lecture Tuesday 09:50 - 11:20 I-23 Igor Farkaš
Student presentation Tuesday 11:40 - 13:05 I-23 students

Syllabus

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

slides1 slides2

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

(2)
04.10.
Towards embodied cognition

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

(3)
11.10.
Mirror neuron system and its role(s) in cognition

♦ Rizzolatti G. & Sinigaglia C. (2010) The functional role of the parieto-frontal mirror circuit: Interpretations and misinterpretations. Nature Rev. Neurosci., 11, 264-274.
♦ Bonini L. et al. (2022) Mirror neurons 30 years later: implications and applications, Trends in Cognitive Sciences. [Gašper]

(4)
18.10.
Common coding theory, motor simulation, mental simulation

♦ Smith A.H. (2006) Motor cognition and mental simulation. Chapter in Smith E. & Kosslyn S. (eds.): Cognitive Psychology: Mind and Brain, Prentice Hall, pp. 451-481.
♦ van der Wel R., Sebanz N., Knoblich G. (2013) Action perception from a common coding perspective. Chapter in K. Johnson and M. Schiffrar (Eds.), People Watching: Social, Perceptual, and Neurophysiological Studies of Body Perception, Oxford University Press [Digvijay]

(5)
25.10.
Language as action

♦ Fischer M.H., Zwaan R.A. (2008) Embodied language: A review of the role of the motor system in language comprehension. The Quarterly Journal of Exp. Psych., 61 (6), 825-850
♦ Arbib M., Gasser B., Barrès V. (2014) Language is handy but is it embodied?. Neuropsychologia, 55, 57–70. [Tessa + AnaMarija]


01.11.
no class autumn break / holiday
(6)
08.11.
Conceptual and linguistic systems - two theories

♦ Barsalou L. et al. (2008) Language and simulation in conceptual processing. In: de Vega, Glenberg & Graesser (eds), Symbols and Embodiment: Debates on Meaning and Cognition, OUP, 245-283.
♦ Evans V. (2016) Design features for linguistically-mediated meaning construction: The relative roles of the linguistic and conceptual systems in subserving the ideational function of language. Frontiers in Psychology. [Luka + Tilen ]

(7)
15.11.
Meaning as statistical covariation

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

(8)
22.11.
Symbol grounding problem

♦ Steels L. (2008) The symbol grounding problem has been solved, so what’s next?. In: de Vega, Glenberg & Graesser (eds), Symbols and Embodiment: Debates on Meaning and Cognition, OUP, 223-244.
♦ Coradeschi S., Loutfi A., Wrede B. (2013) A short review of symbol grounding in robotic and intelligent systems. Künstliche Intelligenz, 27:129–136 [Aral+Špela]

(9)
29.11.
Unification attempts

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

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

♦ Mirolli M., Parisi D. (2009) Towards a Vygotskyan cognitive robotics: The role of language as a cognitive tool. New Ideas in Psychology, doi:10.1016/j.newideapsych.2009.07.001
♦ Hendricks R. K., Boroditsky L. (2017). New Space–Time Metaphors Foster New Nonlinguistic Representations. Topics in Cognitive Science.[Alyssa]

(11)
13.12.
Grounding abstract concepts. Summary.

♦Borghi A.M., Barca L., Binkofski F., Tummolini L. (2018) Varieties of abstract concepts: development, use and representation in the brain. Phil. Trans. R. Soc. B, 373: 20170121
♦ Pulvermüller F. (2018) The case of CAUSE: neurobiological mechanisms for grounding an abstract concept. Phil. Trans. R. Soc. B, 373: 20170129 [Kaja]

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

Grading

  • Weekly activity during the semester (40%). This includes weekly submitting inputs to the moderator and active participation during discussions.
  • Paper presentation and discussion moderation (30%). You will present a selected topic (one of the papers in the syllabus), collect by email the inputs (one question or a discussion point) from other students in advance (until Sunday, 20:00). The inputs should will sent to the moderator, with the subject "author" (use the first author's surname). The moderator organizes the questions for discussion that he/she will moderate in the class.
  • Final group presentation (30%). You will be organized in small groups (3-4 students) and will prepare a final presentation on the topic of your choice relevant for the course.
  • Overall grading (in %): A > 90, B > 80, C > 70, D > 60, E > 50, else Fx.

Attendance

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