Cognitive Science 101: Mind, Brain, and Computation
University of California, Merced
Readings:
Articles and book chapters posted as pdf files on CROPS
Course Description and Goals
The goals of cognitive science can be expressed in terms of the three words in this course’s title:
What are the cognitive functions that work together to create the human mind, what are the brain
mechanisms critical to understanding cognitive functions, and what are the computations that
comprise these functions and mechanisms? Cognitive scientists do not yet have definitive answers to
these questions, but we have started to identify the overall shape of the puzzle and even some of its
pieces. The overarching goal of this course is to give students an awareness and appreciation of
progress made towards solving puzzles of mind, brain, and
computation. The concepts, theories, and results from cognitive science research to be learned in this
course can be summarized as follows:
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Cognitive functions are flexible and adaptive at all levels of analysis
Cognitive functions have symbolic qualities that arise from subsymbolic processes
Cognitive functions are theorized as emergent properties of neural systems
Functional aspects of neural systems are defined in terms of their bodily, behavioral, and
environmental (both physical and social) contexts
Neural activity is constant and provides a dynamic background from which cognitive
functions are shaped
Learning in neural systems occurs over multiple time scales, through many different
mechanisms of plasticity
Computations in the brain are hierarchical, from task-specific and sensorimotor-specific to
task-general and sensorimotor-general
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Computations in the brain are not like computer programs, yet computer programs can be
used to simulate neural computations
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Computations in the brain reflect a balance of segregation versus integration of
information, and independence versus interdependence of subsystems
Course Learning Outcomes
In order to achieve the specific learning goals outlined above, each student will write two literature
reviews and one research proposal, and participate in questions and panels on the readings each
week. The outcomes will be that students:
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Use knowledge of cutting-edge cognitive science research
Analyze scholarly articles and book chapters
Organize and use cognitive science knowledge in writing and speech
Design a research project that builds on recent cognitive science research
To support student success coherently across Cognitive Science coursework, these CLOs help students
to reach the Cognitive Science Program Learning Outcome 1 through 3:
1. Explain and apply knowledge of landmark findings and theories in cognitive science.
2. Design, interpret, and evaluate simple behavioral and neuroscientific experiments.
3. Interpret and appreciate formal and computational approaches in cognitive science.
Grades
Three writing assignments (two literature reviews, one research proposal) will be each worth 25% of
each student’s final grade. A rubric will be provided for each writing assignment.
The final 25% of each student’s grade will be based on questions, answers, and panels related to the
readings. Each Tuesday, students will hand in one question about the reading, along with an answer
to the question. Each Thursday, a panel of 6-7 students will be led by the Professor to discuss the
questions and answers.
Questions must be substantive and relevant to the theories or experiments being discussed (not about
the author’s hometown, for instance, or other trivial or irrelevant facts). Each question must require a
small amount of research beyond the class readings to find an answer. A reference to the scholarly
source for each answer must be included with the submitted Q&A each week.
Q&As will be graded pass/fail based on having an adequate question and honestly researched answer,
rather than the correctness of the answer per se. Students will be selected at random to participate on
panels, and participation will also be graded pass/fail, based on attendance and a minimal amount of
substantive contribution to the discussion.
Q&As can only be submitted in writing in class on Tuesdays, and students must be able to participate
in panels on Thursdays. Each student may miss and/or fail up to 3 Q&As without penalty, and each
student must participate in one panel. Not participating in a panel is a 20% deduction from the Q&A
portion of the grade, respectively. 5% will be deducted from this portion of the grade for each Q&A
missed and/or failed after the first three. Q&As cannot be emailed or handed in late, under any
circumstances.
Students will also have the opportunity to participate in experiments for extra credit.
General Education
COGS 101 addresses at least four of the guiding principles for general education. In terms of
scientific literacy, COGS 101 students learn both empirical and computational scientific methods
used in studying cognition and human behavior. In terms of decision making, COGS 101 students
learn how to use diverse sources of empirical evidence, combined with logical argumentation, in
order to take positions in theoretical debates. In terms of communication, COGS 101 students learn
scientific writing skills by writing mock research proposals and theoretical position papers. In terms
of personal potential, COGS 101 students learn about neural and cognitive mechanisms that
underlie mental health and well‐being.
Schedule
This timeline and readings will likely be adjusted as the semester unfolds.
Thurs, Aug 23: Introduction
Read Slezak, P. (2000). The mind-brain problem [extended version]. In E. Gordon (Ed.),
Integrative Neuroscience (pp. 49-63). Amsterdam: Harwood Academic Publishers.
Tues, Aug 28: Overview: mind-brain, consciousness, homunculus, dynamics, representation,
symbolic vs. subsymbolic. Hand in questions and answers on Slezak reading.
Thurs, Aug 30: Wrap up overview, start symbolic approach. Discuss Slezak questions and answers.
Read Pinker, S. (1997). Thinking machines (Part 1). Chapter 2 in How the Mind Works. New York:
Norton.
Tues, Sept 4: Continue symbolic approach. Hand in questions and answers on Pinker Part 1 reading.
Thurs, Sept 6: Continue symbolic approach. Discuss Pinker Part 1 questions and answers. Read
Pinker, S. (1997). Thinking machines (Part 2). Chapter 2 in How the Mind Works. New York: Norton.
Tues, Sept 11: Finish symbolic approach. Hand in questions and answers on Pinker Part 2 reading.
Hand out first paper assignment.
Thurs, Sept 13: Start connectionist approach. Discuss Pinker Part 2 questions and answers. Read
McClelland et al. (1984). The appeal of parallel distributed processing. In D. E. Rumelhart,
J. L. McClelland, & The PDP Research Group (Eds), Parallel Distributed Processing: Volume 1,
Foundations. Cambridge: MIT Press.
Tues, Sept 18: Continue connectionist approach. Hand in questions and answers on McClelland
Part 2 reading.
Thurs, Sept 20: Finish connectionist approach, consider connectionist critique. Discuss McClelland
questions and answers. Read Marcus, G. (2001). Multilayer perceptrons. Chapter 2 in The Algebraic
Mind. New York: MIT Press.
Tues, Sept 25: Continue connectionist critique. First Paper Due in Class
Thurs, Sept 27: Read Spivey, M. (2008). Toward a continuity psychology. Chapter 1 in The
Continuity of Mind. New York: Oxford Press.
Tues, Oct 2: Start dynamics/continuity approach. Hand in questions and answers on Spivey Chapter
1.
Thurs, Oct 4: Continue dynamics/continuity approach. Discuss Spivey Chapter 1 questions and
answers. Read Kelso, J. A. S. (1995). Self-organization of behavior: The basic picture. Chapter 2 in
Dynamic Patterns: The Self-Organization of Brain and Behavior. Cambridge: MIT Press.
Tues, Oct 9: Continue dynamics/continuity approach. Hand in questions and answers on Kelso
Chapter 2.
Thurs, Oct 11: Finish dynamics/continuity approach. Discuss Kelso Chapter 2 questions and answers.
Read Clark, A. (2008). The active body. Chapter 1 in Supersizing the Mind. New York: Oxford Press.
Tues, Oct 16: Start situated/embodied approach. Hand in questions and answers on Clark Chapter
1.
Thurs, Oct 18: Continue situated/embodied approach. Discuss Clark Chapter 1 questions and
answers. Read Clark, A. (2008). The negotiable body. Chapter 2 in Supersizing the Mind. New York:
Oxford Press.
Tues, Oct 23: Continue situated/embodied approach. Hand in questions and answers on Clark
Chapter 2.
Thurs, Oct 25: Continue situated/embodied approach. Discuss Clark Chapter 2 questions and
answers. Hand out second paper assignment. Read Gibbs, R. W. (2005). Perception and action.
Chapter 3 in Embodiment and Cognitive Science. New York: Cambridge.
Tues, Oct 30: Continue situated/embodied approach. Hand in questions and answers on Gibbs
Chapter 3.
Thurs, Nov 1: Continue situated/embodied approach. Discuss Gibbs Chapter 3 questions and
answers. Read Gibbs, R. W. (2005). Perception and action. Chapter 4 in Embodiment and Cognitive
Science. New York: Cambridge.
Tues, Nov 6: Finish situated/embodied approach. Second Paper Due in Class.
Thurs, Nov 8: Start Bayesian approach. Read Chater, N. & Oaksford, M. (1999). Ten years of the
rational analysis of cognition. Trends in Cognitive Sciences, 3, 57-65. Read Chater, N. & Vitanyi, P.
(2003). Simplicity: a unifying principle in cognitive science? Trends in Cognitive Sciences, 7, 19-22.
Tues, Nov 13: Continue Bayesian approach. Hand in questions and answers on Chater & Oaksford.
Thurs, Nov 15: Finish Bayesian approach. Discuss Chater & Oaksford questions and answers. Read
Edelman, G. M. & Tononi, G. (2004). Consciousness and the brain. Part II, Chapter 4-6 in A Universe of
Consciousness: How Matter Becomes Imagination. New York: Basic Books.
Tues, Nov 20: Class Cancelled Thurs,
Nov 22: Thanksgiving
Tues, Nov 27: Continue consciousness and the brain. Hand in questions and answers on
Edelman & Tononi.
Thurs, Nov 29: Finish consciousness and the brain.
Tues, Dec 4: Topic to be announced
Thurs, Dec 6: Last day of class! Wrap-up, evaluations.
Tues, Dec 11: Proposal due at 11:59p on Wednesday, to be submitted electronically via CROPS (as
with previous two writing assignments). Due to grading deadlines, NO LATE PAPERS WILL BE
ACCEPTED! Please be sure to submit early, to avoid any last minute CROPS issues.