Course web site: http://www.csulb.edu/~cwallis/482/482.html
Labs web site: http://www.csulb.edu/~cwallis/482/labs.html

Books

There are no textbooks for this course.  Reading materials will consist of articles made available through the syllabus and the lecture slides.

Course Description:

This course introduces students to the basics of Cognitive Science including elements of Philosophy, Computer Science, Cognitive Psychology, Neuroscience, and Linguistics. Serving as an independent introduction to the field of Cognitive Science, the course will focus upon on the historical development, foundational philosophical presuppositions, methodologies, and results from a selection of core topics in Cognitive Science. In addition to covering the theoretical contributions of the various disciplines of Cognitive Science, the course provides students with an introduction to the underlying theoretical framework of Cognitive Science, including its central problems, explanatory structure, and experimental methodologies. Students participate in several labs designed to promote active learning and give students a deeper understanding of the foundational presuppositions and methodology of Cognitive Science.

I focus primarily upon ways in which Cognitive Scientists explain human and animal abilities through the hypothesis of various types of cognitive architectures acting to perform cognitive tasks. A cognitive architecture combines representational structures, computational processes, and control structures to specify the information-processing capacities of a natural or artificial system. A task specification includes: (1) A characterization of the task in terms of inputs and outputs which represent the information available/utilized (inputs) and the information inferred from that initial input (outputs). (2) A characterization of computational strategy employed by the system, particularly the environmental and heuristic constraints exploited by the system in the generation of tractable, and reliable task solutions.

I base undergraduate evaluations upon the following: (1) 10 Beachboard Quizzes (35%), (2) 5 approximately one page tests/research assignments (30%) assigned during the term, (3) four labs [one lab from each lab set] (25%), and  (3) 10 randomly taken attendance points (10%).

Upon completion of the course, should have made satisfactory progress towards the following four goals: (1) Students learn to read and evaluate scholarly journal articles from the some of the core disciplines of Cognitive Science; Computer Science, Linguistics, Neuroscience, Philosophy, and Psychology. (2) Students gain significant insight into many of the research areas, theories, and methodologies found in Cognitive Science and its constituent academic disciplines. (3) Students gain an sense of the potential impact of research in Cognitive Science upon their lives, conceptions of self, and societies. (4) Students improve their writing abilities, particularly with respect to their ability to write concise, highly organized, and self-contained expositions of theories and empirical findings. (5) Students gain familiarity with research techniques and available databases applicable to the cognitive sciences.

Readings and Schedule (Approximate):

Finals Week
Short Answer #5 Due in Dropbox
Wednesday, May 13, 2020 2:45PM - 4:45PM
University Finals Schedule

 

Evaluations: I base undergraduate evaluations upon the following: (1) 10 Beachboard Quizzes (35%), (2) 5 approximately one page tests/research assignments (30%) assigned during the term, (3) four labs [one lab from each lab set] (25%), (3) 10 randomly taken attendance points (10%).

Make-up exams: I try to be flexible with regard to deadlines for assignments.  For instance, I generally permit extensions of deadlines, make-up exams, etc.. for serious illness, personal tragedies, and religious holidays not recognized in the University calendar.  In some cases, I may require a physicians' note for illness.  If you cannot meet a deadline,  it is your responsibility to send me an e-mail or a message on my voicemail (985-5344) within 4 hours either prior to or after the deadline.  Your message must include contact information, such as a telephone number or e-mail address where I can reach you to arrange appropriate accommodation.

Cheating and Plagiarism: The CSULB Policy on Cheating and Plagiarism will be followed strictly. (See 2005-6 Catalog, pp. 75-6.) Students who have any questions or uncertainty whatsoever about this policy are responsible for meeting individually with the instructor to discuss the policy. All tests and papers are submitted to Turnitin for evaluation.  Students discovered cheating or plagiarizing on any exam, quiz, or other course element will be FAILED for the COURSE and will be reported to the Office of Judicial Affairs for possible probation, suspension, or expulsion.

Withdrawals: I follow the university policy on withdrawals.  I have no disinclination towards signing withdrawal forms up until the last date allowed by the university policy.   

Disabilities: I am happy to accommodate any students with disabilities.  It is the student's responsibility to inform me of their disability and need for accommodation.  The office of Disabled Student Services (5-5061) serves as an information source and evaluates students’ needs.  DSS often proctors tests for students with disabilities.

Goals: I have four basic goals for this course: (1) Students learn to read and evaluate scholarly journal articles from the some of the core disciplines of Cognitive Science; Computer Science, Linguistics, Neuroscience, Philosophy, and Psychology.  (2) Students gain significant insight into many of the research areas, theories, and methodologies found in Cognitive Science and its constituent academic disciplines.  (3) Students gain an sense of the potential impact of research in Cognitive Science upon their lives, conceptions of self, and societies.  (4) Students improve their writing abilities, particularly with respect to their ability to write concise, highly organized, and self-contained expositions of theories and empirical findings.

Web Resources: This web site contains the syllabus, lecture slides from lectures already given, links, and test questions.  Lecture slides and links are not required course material, nor are they an adequate substitute for class attendance. They are posted solely to further aid students in their studies.  However, students often comment upon the usefulness of this material and I strongly encourage students to visit the site at least once.

Need some help with your writing? Try the Style and Writing Tips page.

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