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Course Syllabus

Магистратура 2021/2022

Введение в когнитивную науку

Лучший по критерию «Полезность курса для Вашей будущей карьеры»
Лучший по критерию «Полезность курса для расширения кругозора и разностороннего развития»
Статус: Курс обязательный (Когнитивные науки и технологии: от нейрона к познанию)
Направление: 37.04.01. Психология
Кто читает: Департамент психологии
Где читается: Институт когнитивных нейронаук
Когда читается: 1-й курс, 1, 2 модуль
Формат изучения: без онлайн-курса
Охват аудитории: для своего кампуса
Преподаватели: Горбунова Елена Сергеевна
Прогр. обучения: Когнитивные науки и технологии: от нейрона к познанию
Язык: английский
Кредиты: 4
Контактные часы: 56

Course Syllabus

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

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

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

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

Assessment Elements

  • non-blocking Multiple choice test on topics 1-10
  • non-blocking TikTok video
    The task is to make an educational video and post it on the TikTok social network. Students create a shared account for the group where all videos are uploaded. 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). 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. Video example: https://vm.tiktok.com/ZSJWJxnaw/
  • non-blocking Test on topics 6-8
  • non-blocking In-class activity
  • non-blocking Preparing the TikTok video
    During the no-classes week, students are supposed to prepare the TikTok video, which will be graded as the separate form of control
Interim Assessment

Interim Assessment

  • 2021/2022 2nd module
    0.2 * Test on topics 6-8 + 0.2 * TikTok video + 0.4 * Multiple choice test on topics 1-10 + 0.2 * In-class activity
Bibliography

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