Магистратура
2023/2024
Введение в когнитивную науку
Статус:
Курс обязательный (Когнитивные науки и технологии: от нейрона к познанию)
Направление:
37.04.01. Психология
Кто читает:
Институт когнитивных нейронаук
Где читается:
Институт когнитивных нейронаук
Когда читается:
1-й курс, 1, 2 модуль
Формат изучения:
без онлайн-курса
Охват аудитории:
для всех кампусов НИУ ВШЭ
Прогр. обучения:
Когнитивные науки и технологии: от нейрона к познанию
Язык:
английский
Кредиты:
6
Контактные часы:
56
Course Syllabus
Abstract
Cognitive science is the interdisciplinary research field, traditionally including psychology, neuroscience, linguistics, computer science, philosophy and anthropology. In this course, we will discuss the origin of cognitive science, its history, main issues, methods and problems. What is the relation between different fields of cognitive science such as psychology and neuroscience? Why cognitive science needs philosophy? What is consciousness? How is brain related to cognition? We will study the main approaches to those questions in this course. Finally, we will discuss the contemporary state and prospects of cognitive science, as well as applications of cognitive science in real life and technology.
Learning Objectives
- The main goal of this course is to introduce students into basic concepts of cognitive science, the basic methods of cognitive science and the main researches in the field of cognitive science.
Expected Learning Outcomes
- Able to choose an adequate method of cognitive science, in accordance with the research task.
- Able to use knowledge and methods of cognitive science in applied research
- Know basic contribution of disciplines such as philosophy, psychology, neuroscience and artificial intelligence to cognitive science
- Know the basic methods and researches in symbolic approach, modular approach, connectionism
- Know the subject and main concepts of cognitive science, its fields, connections with other disciplines, and how it bridges knowledge from multiple perspectives
- Knows the essence of the main methodological problems of cognitive science
- Knows the main areas of development of cognitive science
- Knows the main paradigms and studies of learning and memory
- Knows the main paradigms and studies of perception and attention
- Knows the main paradigms and studies of thinking and speech
Course Contents
- The basic concepts of cognitive science
- History of cognitive science
- Approaches in cognitive science: symbolic, modular, connectionism
- Interdisciplinary research methods in cognitive science: eye tracking and brain study methods
- Methodological problems of cognitive science: the problem of consciousness and the problem of the substrate of cognitive processes
- Interdisciplinary studies of perception and attention
- Interdisciplinary studies of learning and memory
- Interdisciplinary studies of thinking and speech
- Applied cognitive science
- Development and prospects of cognitive science
Assessment Elements
- In-class activity
- Preparation of the video materialA 5-minute popular science video about a phenomenon or method of cognitive science. The task is to make an educational video. The content of the video is a description of one of the cognitive science phenomena or methods (from the proposed list or chosen independently, in the latter case, coordination with the lecturer is required). This could be a mini-lecture, a demonstration of a phenomenon with an explanation. The form of work is group, 1-3 people in a group. Students can provide a short description of the video for a preliminary consultation. Students send a link to the video via email. All members of the project team receive the same grade. The teacher has the right not to accept the task after the deadline.
- Poster presentation of a research proposalStudents form groups (up to 3 people) and prepare a poster describing a research proposal on a chosen topic related to cognitive science. Topics should be verified by the teacher. Topics should not duplicate the themes of students’ course works (masters thesis). A topic should be engaging and relevant to the current field of cognitive research and be presented as if it is proposed for grant funding (students should convince the “committee” that the study is worth sponsoring). Students should present the information in simple terms, as if they present it to the general public or researchers from other fields. Students can provide a short description of the research proposal for a preliminary consultation. Students present their posters during the class. All members of the group should be present and participate it the presentation. All members of the project team receive the same grade. The teacher has the right not to accept the task after the deadline.
- Final testMultiple choice test on topics 1-10
Interim Assessment
- 2023/2024 2nd module0.3 * Final test + 0.2 * In-class activity + 0.25 * Poster presentation of a research proposal + 0.25 * Preparation of the video material
Bibliography
Recommended Core Bibliography
- Adamo, S. H., Cain, M. S., & Mitroff, S. (2012). Self-induced attentional blink: A cause of errors in multiple-target visual search. Visual Cognition, 20(9), 1003–1007. https://doi.org/10.1080/13506285.2012.726448
- Chaminade, T., Rosset, D., Da Fonseca, D., Nazarian, B., Lutcher, E., Cheng, G., & Deruelle, C. (2012). How do we think machines think? An fMRI study of alleged competition with an artificial intelligence. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.89F2C211
- Cowan, N. (2008). What are the differences between long-term, short-term, and working memory? Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.7773D73D
- Daniel J Simons, & Christopher F Chabris. (1999). Gorillas in our midst: sustained inattentional blindness for dynamic events. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.8DCD4595
- Edson Amaro Jr. A, & Gareth J. Barker A. (2005). Study design in fMRI: Basic principles. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.89C26522
- McClure, S. M., Li, J., Tomlin, D., Cypert, K. S., Montague, L. M., & Montague, P. R. (2004). Neural Correlates of Behavioral Preference for Culturally Familiar Drinks. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.E79E6101
- Norman, D. A. (2013). The Design of Everyday Things : Revised and Expanded Edition (Vol. Revised and expanded edition). New York: Basic Books. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=658202
- O’Craven, K. M., Downing, P. E., & Kanwisher, N. (1999). FMRI evidence for objects as the units of attentional selection. Nature, 401(6753), 584. https://doi.org/10.1038/44134
- Robertson, E. M., Théoret, H., & Pascual-Leone, A. (2003). Studies in Cognition: The Problems Solved and Created by Transcranial Magnetic Stimulation. Journal of Cognitive Neuroscience, 15(7), 948–960. https://doi.org/10.1162/089892903770007344
- Thagard, P. (2009). Why Cognitive Science Needs Philosophy and Vice Versa. Topics in Cognitive Science, 1(2), 237–254. https://doi.org/10.1111/j.1756-8765.2009.01016.x
- Wiese, E., Wykowska, A., Zwickel, J., & Müller, H. J. (2012). I See What You Mean: How Attentional Selection Is Shaped by Ascribing Intentions to Others. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.E271D704
- Wojciulik, E., & Kanwisher, N. (1999). The Generality of Parietal Involvement in Visual Attention. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.EB693EAF
Recommended Additional Bibliography
- Gomila, A., & Calvo, P. (2008). Handbook of Cognitive Science : An Embodied Approach (Vol. 1st ed). Amsterdam: Elsevier Science. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=248785