This is a preliminary day-by-day class schedule. Note that the schedule specifies a series of reading assignments. We expect that each student will have read therelevant paper prior to the class. In addition, the schedule specifies a presenter and a note taker for each class. The presenter will make a short (~20min) presentation on the topic to the class, and later post the presentation slides to the T square site for the class. The note taker will take notes on the class discussion and later post them to the T square site.
We will expect each student to have read the assigned readings before the class.
Date | Topic |
Readings |
1/7 | Introduction |
Thagard Ch. 1 |
1/9 |
Logic |
Thagard Ch. 2 |
1/14 |
Rules |
Thagard Ch. 3 |
1/16 |
Concepts |
Thagard Ch. 4 |
1/21 |
Analogies |
Thagard Ch. 5 |
1/23 |
Images |
Thagard Ch. 6 |
1/28 |
Connections |
Thagard Ch. 7 |
1/30 |
Review |
Thagard Ch. 8 |
2/4 |
Brains |
Thagard Ch. 9 |
2/6 |
Emotions |
Thagard Ch. 10 |
2/11 |
Consciousness |
Thagard Ch. 11 |
2/13 |
Body |
Thagard Ch. 12 |
2/18 |
Culture |
Thagard Ch. 13 |
2/20 |
Review |
Thagard Ch. 14 |
2/25 |
Levels of Analysis |
Poggio and Marr - The Levels of Understanding framework, revised |
2/27 |
Knowledge Reps. |
Davis, Shrobe, and Szolovits - What is Knowledge Representation? |
3/4 |
Brains |
Goel - The seats of reason? An imaging study of deductive and inductive reasoning |
3/6 |
Cognitive Architectures |
Langley and Laird - Cognitive architectures: Research issues and challenges |
3/11 |
Distributed Cognition |
Hutchins - How a Cockpit Remembers Its Speeds |
3/13 |
Creativity |
Boden - Computer Models of Creativity |
3/25 |
Mental Models |
Johnson and Laird - Mental models and human reasoning |
3/27 |
Scripts |
Schank and Abelson - Script, Plans, Goals, and Understanding |
4/1 |
Metaphors |
Lakoff - Ch 1: Concepts We Live By, Ch 2: The Systematicity of Metaphorical Concepts, and Ch 3: Metaphorical Systematicity: Highlighting and Hiding |
4/3 |
Analogies |
Getner and Markman - Structure Mapping in Analogy and Similarity |
4/8 |
Diagrams |
Larkin and Simon - Why a Diagram is (Sometimes) Worth Ten Thousand Words |
4/10 |
Structure |
Kemp and Tenenbaum - The discovery of structural form |
4/15 |
Theory of Mind Theory |
Baron-Cohen - Evolution of a Theory of Mind |
4/17 |
Cultural Origins |
Tomasello - Understanding and sharing intentions: The origins of cultural cognition |
4/22 |
Perceptual Symbols |
Barsalou - Perceptual symbol systems |
4/24 |
Thinking in Pictures |
Kunda and Goel - Thinking in Pictures as a Cognitive Account of Autism |
4/29 |
Final examination is due |