Language and Philosophy

School of Literature, Communication, and Culture, Georgia Tech

Educational Programs

• M.S.
• B.S.
• Cognitive Science Certificate

Click on the name of any course or instructor for more information.

PST 4875, Engl 3883a. Perspectives on the Nature and Development of Science.

How do scientific theories develop and change? What is the nature and role of observation and experimentation in science? What is the nature of scientific investigation? In what ways do the practices of a scientific community shape its product, scientific knowledge? How are these practices created? This seminar will provide a comparative analysis of these and related issues from the perspectives of different interpretive frameworks: philosophical, sociological, and cognitive. These perspectives will be discussed and compared in light of specific historical and contemporary case studies. Nersessian.

LCC 5791, CS 8113N, PSY 7011B. Cognitive Perspectives.

The focus of the course will be on cognitive models of science proposed by philosophers. We will address such questions as : by constructing cognitive models can we better understand how scientists devise and execute real world and thought experiments, construct arguments, create concepts, invent and use mathematical tools, communicate ideas and practices, and train practitioners? Can theories and methods in the cognitive sciences provide a means for reconstructing historical "discovery processes"? What area(s) of cognitive science offer the most potnetial for fruitful analyses: AI, psychology, cognitive neuroscience? What is the relation between cognitive and social models of science? Nersessian.

LCC 6003B, CS 8113R, ISyE 8100B. Educational Technology.

Many have claimed that technology can serve as the catalyst for changing education and training in revolutionary ways. In this course, we will survey existing theoretical approaches to learning, specific technologies, and resulting interaction styles. Topics include microworlds, constructionism, intelligent tutoring systems, student modelling, interactive learning environments, coaching/apprenticeship learning, collaborative learning, multimedia/hypermedia. Recker, Govindaraj.

LCC 6107. Quantitative Communication Research Methods.

This course provides an introduction to quantitative communication research methods, focusing on methods for the study of computer-mediated communication and multimedia users and products. The course covers basic research design issues and statistical concepts as well as specific statistical techniques and software packages. In addition, students are encouraged and expected to develop an understanding of basic issues in the visual display of quantitative data. Evans.

LCC 6204, PUBP 8100. Risk Communication.

How do laypersons think about the risks related to radon exposure, prescription drugs, AIDS, low-level electromagnetic fields and other science- and health-related issues? What are the characteristics of an effective risk communication campaign? This course considers the role of communication in public perceptions of risk. We will examine methods for assessing laypersons' cognitive models of risk and for developing effective risk communication strategies. Because much risk information is inherently probabilistic, we will explore laypersons' understandings of probability and consider various strategies for communicating probabilistic information, paying special attention to visual and verbal representations of risk. We will consider strategies for involving the public in risk decision-making, and explore the role of popular media in cultivating risk perceptions. The course will include extensive analysis of risk communication campaigns and documents, from print brochures to recent multimedia and Internet initiatives in risk communication. Bostrom, Evans.

LCC 8130A, CS 8113N, PSY 7011C. Cognitive Models of Science: Philosophical Perspectives.

We will examine to what extent models of human reasoning and representation proposed in the cognitive sciences can provide the basis for an enriched, more nuanced understanding of the nature and development of science. The focus of the course will be on the cognitive models of science proposed by philosophers. Some analyses by psychologists and AI researchers will also be considered. We will address such questions as: By constructing cognitive models, can we better understand how scientists devise and execute real world and thought experiments, construct arguments, create concepts, invent and use mathematical tools, communicate ideas and practices, train practitioners? Can theories and methods in the cognitive sciences provide a means for reconstruction of historical "discovery processes"? What area(s) of cognitive science offer the most potential for fruitful analyses: AI, psychology, or cognitive neuroscience? Can the cognitive practices of scientists inform us about learning in science education? What is the relation between cognitive and social models of science? Do cognitive analyses require abandoning traditional philosophical concerns with rationality and objectivity? Nersessian.