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.
|Lecture||Tuesday||09:50 - 11:20||I-23||Igor Farkaš|
|Student presentation||Tuesday||11:40 - 13:00||I-23||students|
|Introduction to language and concepts|
|Towards embodied cognition||
♦ Wilson M. (2002)
Six views of embodied cognition. Psychonomics Bulletin Review, 9(4), 625-636.
|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.
|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.
|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
|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.
|no class||autumn break / holiday|
|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 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
|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
|Group presentations||Prepare a 20-minute presentation of the chosen topic.|
- 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.
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.