Introduction to Cognitive Science

2023/2024

Category 'Best Course for Broadening Horizons and Diversity of Knowledge and Skills'

Category 'Best Course for New Knowledge and Skills'

Type: Mago-Lego

Delivered by: Institute for Cognitive Neuroscience

When: 1, 2 module

Open to: students of all HSE University campuses

Instructors: Elena S. Gorbunova, Olga Rubtsova

Language: English

ECTS credits: 6

Contact hours: 56

Full 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 material
A 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 proposal
Students 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 test
Multiple choice test on topics 1-10

Interim Assessment

2023/2024 2nd module
0.3 * 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

Authors

Gorbunova Elena Sergeevna

Course Syllabus