Markman, A. B. (1999). Knowledge Representation. Erlbaum.
Anderson, J.R. (1993). Rules of the Mind. Erlbaum.
Special note: These books will be available the Engineers Bookstore at 748 Marietta Street (just off campus). Both texts should be available after Friday, Aug 15.
Cognitive modeling is a core research technique in cognitive science,
perhaps because it directly utilizes cognitive science's central metaphor of
the mind as a computer program. This metaphor implies that theories of
cognition can be instantiated as computer models that simulate human
performance. By comparing a computer model's performance with that of humans or
other intelligent animals, we can clarify the precise strengths and weaknesses
of a cognitive theory in a way that is impractical with noncomputational
modeling techniques.
This view of cognitive modeling has changed little during the last
half-century. What has changed -- and what continues as an issue for debate --
are the methodological considerations behind cognitive modeling. Researchers
are becoming more discerning about what cognitive models allow us to infer
about cognition, when are they appropriate, and which techniques should be used
to fit the model results to human data. The models themselves have become more
sophisticated in response to these concerns.
Therefore, to understand cognitive modeling, we must learn about both the
models and the methodology, exploring these issues in the context of a wide
variety of current cognitive models. In addition, we must also practice
developing own own models so we can understand the constraints imposed by
particular modeling mechanisms. Finally, we must learn to work with researchers
from other disciplines whose terminologies and methods are unfamiliar, even if
the cognitive phenomena they study are the same.
Participating in cognitive modeling is almost inevitably an interdisciplinary
process, where work is done as teams. For this reason, the class will include
both standard lectures and project-based learning.
In this course, we will focus on five central areas of cognition: categorization,
memory, problem-solving, analogy, and visual attention. However, we may emphasize
particular aspects of these areas based on the interests of the class (and
the projects they undertake).