Cognitive Studies Concentration (CGST)
Director: Professor Roy O. Elveton
Cognitive studies examines different approaches to questions concerning the nature of mind, the representation of knowledge, the acquisition, comprehension, and production of language, the development of learning and intelligence, the use of information to draw inferences and make decisions, and the assessment of "goodness of fit" between purportedly similar systems (e.g., the computer and the mind). Exploration of some or all of these questions and is undertaken in such disciplines as cognitive psychology, linguistics, philosophy, artificial intelligence, neuroscience, social cognition and others. The concentration in cognitive studies therefore represents a formal means of bringing together students and faculty in different disciplines who share common interests. We seek to enrich the view provided by any one discipline through an exploration of the contributions of others.
The concentration is designed for students majoring in psychology, philosophy, computer science or linguistics (as a special major), although all students are welcome. In recent years, special majors in Cognitive Studies have been approved by the Academic Standing Committee. Special majors (approved by petition through the Academic Standing Committee) typically require students to complete all of the "core" concentration courses, plus four elective courses and integrative exercise.
Requirements for the Concentration:
To encourage breadth within the concentration, no more than four courses taken from a single department may be counted toward the minimum eight required.
Core Courses: (24 credits-four six-credit courses)
CGST 230 Introduction to Cognitive Science
CGST/PHIL/PSYC 300 level Special Topics in Cognitive Studies
(Note: For 2005-06, the designated seminar is CGST 395 Cognitive Anthropology
Plus any two of the following courses:
LING 115 Introduction to Theory of Syntax
PSYC 232/233 Cognitive Processes and Laboratory
PHIL 210 Logic or
CS 117 Introduction to Computer Science
Elective Courses: (24 credits) from the following list. At least one must be a 300-level course. No more than four courses from any one department (or cross-listed with any one department) may be counted toward the concentration.
BIOL 386 Neurobiology
CGST 360 Artificial Intelligence (not offered in 2005-2006)
CS 107 Explorations in Computer Science
CS 327 Artificial Intelligence (not offered in 2005-2006)
CS 395 Robotics
LING 215 Syntax of an Unfamiliar Language (not offered in 2005-2006)
LING 217 Phonetics and Phonology
LING 270 Language, Speech and Evolution (not offered in 2005-2006)
LING 317 Topics in Phonology
PHIL 110 Evolution and Mind
PHIL 212 Epistemology
PHIL 220 Philosophy of Language
PHIL 253 Philosophy of Cognitive Studies
PHIL 281 Advanced Logic
PHIL 395 Android Epistemology
PSYC 215 Memory and Amnesia (not offered in 2005-2006)
PSYC 216 Behavioral Neuroscience
PSYC 234/235 Psychology of Language
PSYC 236 Thinking, Reasoning and Decision-Making
PSYC 250 Developmental Psychology (not offered in 2005-2006)
PSYC 258 Social Cognition (not offered in 2005-2006)
PSYC 364 Psychology of Reading Words
PSYC 375 Language and Deception (not offered in 2005-2006)
PSYC 380 Cognitive Development During the Preschool Years (not offered in 2005-2006)
SOAN 260 Myth, Ritual, and Symbolism
The Dyad in Cognitive Studies
A dyad consists of two linked courses for entering students. For 2005-06, the Cognitive Studies Program is offering such a dyad, the theme of which is "Origins and Mind." Students will enroll simultaneously in the two sections described below.
Biology 125 Genes, Evolution, and Development (includes lab) and Philosophy 110 Evolution and Mind. An introduction to questions in the philosophy of mind and language by considering the importance of evolution theory for issues relating to the nature of cognition and language. Central questions to be discussed include: the nature of Darwinian evolution; the nature, structure and function of human language; the nature and role of consciousness; the possibility of innate structures of cognition and language; the universality and diversity of human culture and categorization of experience.
Biologists and philosophers are intrigued by evolution, cognition, and behavior but go about asking and answering questions in distinctive ways. For example, biologists consider the brain from a genetic and evolutionary frame of reference. Philosophers and cognitive scientists offer analyses of different theories of how the mind works. By combining these approaches, a more holistic appreciation for brain-mind-behavior relationships develop. The theory of evolution readily encompasses these approaches and raises additional questions as well, as current discussions in biology, cognitive science and philosophy reveal: How and why did the mind evolve? Can the roles of cognition and culture be effectively addressed by evolutionary theory? What can the biology of the gene and the psychology and philosophy of cognition tell us about language, learning, culture, ethics, consciousness and free will? Finally, what is the nature and explanatory power of the theory of evolution itself?
One way we will explore different perspectives on evolution and the mind is through common readings. For example, Paul Ehrlich's Human Natures: Genes, Cultures, and the Human Prospect reflects an evolutionary biologist's perspective, and Daniel Dennett's Freedom Evolves presents issues that center on the relationship of evolution to ethics and human freedom. Computer simulations and interdisciplinary case studies will also be used. Lab experiences will primarily be in biology. You will have a common weekly meeting with the faculty members to enhance the interdisciplinary nature of the program.
Cognitive Studies Courses
CGST 230. Introduction to Cognitive Science
Recently, psychologists, linguists, philosophers, biologists, and computer scientists have begun to share the insights their differing perspectives bring to certain issues involving perception, imagery, knowledge representation, thinking and consciousness. This class will give students a broad introduction to the history and practice of this multidisciplinary approach. Prerequisite: Any introductory psychology, linguistics, philosophy, or computer science course or consent of the instructor. 6 cr., SS, Winter—R. Elveton
CGST 360. Artificial Intelligence Intelligent agents, heuristic search, knowledge representation using logic, uncertain knowledge and reasoning, machine learning. Cognitive Studies 360 and Computer Science 327 occupy the same classroom, but the course requirements are different. Students taking Cognitive Studies 360 are expected to complete a series of analytical and mathematical problem assignments and exams (no computer programming). Prerequisite: Mathematics 111 and 121. 6 cr., MS, Not offered in 2005-2006.
CGST 395. Cognitive Anthropology
Recent work in cognitive science has supported theories of human cognition, culture and language that challenge more formalistic approaches to the study of cognition. Such theories have also been directly influenced by extensive research on how other cultures understand basic experiential structures such as space, time, events, society and the human body. This seminar will focus on the development of cognitive semantics in the work of Lakoff, Talmy and Levinson, as well as other linguists and cognitive scientists who seek across-cultural understanding of cognitive structure. Prerequisite: Cognitive Studies 230 or permission of the instructor. 6 cr., HU, Spring—R. Elveton
CGST 396. Directed Research in Cognitive Studies
Senior majors in cognitive studies will work with the director to develop a thesis proposal for their comps project. Prerequisite: Permission of the instructor. 3 cr., ND, Fall—R. Elveton
CGST 400. Integrative Exercise 3 cr., S/CR/NC, ND, Spring—Staff