Grounded Cognition – 2-IKV-236/15
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.
|Introduction to language and concepts|
|Towards embodied cognition||
♦ Wilson M. (2002)
Six views of embodied cognition. Psychonomics Bulletin Review, 9(4), 625-636.
|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.
|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.
|Language as action||
♦ Martin H. 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
|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.
|Meaning as statistical covariation||
♦ Landauer T., Dumais D. (2008)
Latent semantic analysis, Scholarpedia, 3(11):4356.
|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.
♦ Louwerse M. (2010)
Symbol interdependency in symbolic and embodied cognition. Topics in Cognitive Science, 1-30
|Role(s) of language in cognition||
♦ 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
|Grounding abstract concepts||
♦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
|one more topic maybe||todo|
|Paper presentations, summary|
- Activity during the semester (40%). 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. The students will be divided into small groups.
- Final paper (20%). 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.