Hi Julia, - Cognitive Science



This Syllabus Template is based on Syllabus Guidelines (Annex 3 to Policy on Degree Programs)

COURSE SYLLABUS

COURSE TITLE

Embodied cognition: theory, philosophy, and applications.

Instructor:

Name, title Dr. J.F. Stins

Department

Central European University

Semester/term, year

Course level (MA, PhD)

# Credits (# ECTS Credits)

Pre-requisites (if applicable)

Course e-learning site:

Office hours: days, location

Course Description

{This as a rule is a narrative outlining the background, thematic scope of the course, its main aims and structure and whatever else the instructor believes important to be stated/highlighted at the outset of the course}

Cognitive psychology tries to explain cognition in terms of representations and computations. Sensory stimuli are considered incomplete, meaningless and ambiguous, so the perceiver needs to ‘process’ these stimuli in order to build a mental model of the outside world. These representations are in turn used to guide our behaviors in the social and physical environment. According to an alternative view, cognition emerges out of continuous interactions between the body, brain, and environment. This Embodied Cognition (EC) perspective has increased in popularity, and has made a significant impact across all of traditional cognitive psychology. This course is intended to give an overview of some core theoretical ideas, experimental findings, and real world applications of EC. We will discuss a number of papers that deal with a wide range of topics, such as problem solving, mental representations, psychiatric symptoms, language, and motor control, viewed through the ‘lens’ of EC. At the same time, we will look at these ideas with a critical eye, and identify shortcomings and pitfalls.

Learning Outcomes

{Specific statements of what students will know and be able to do as they leave the course, achievable and measurable through course assignments. Courses would normally have 4-6 learning outcomes. Those should in turn relate to learning outcomes of the program (as stated in program specifications). Some examples from different courses/subjects are given below}

By the end of this course, students will:

• have a good knowledge and understanding of the empirical, conceptual and philosophical foundations of the EC perspective

• have a good knowledge and understanding of the role of body and environment in the explanation of cognitive phenomena

• be able to critically engage with the literature and identify both the merits and the shortcomings of the EC thesis in its present form

• be able to analyse, present and discuss the central issues of this course both verbally and in writing

• be able to evaluate whether the EC perspective can be used to advance their own research agenda

Course Requirements

{In deciding on the number and kinds of assessment for the course the instructor should take care to make sure all the learning outcomes stated above can be adequately assessed through those methods. Additionally, the instructor should take care that formative assessment is in place – i.e. there is a mid-course assessment to make sure that the learning outcomes are being achieved by the students and to allow for mid-course corrections if necessary. There should thus be a minimum of two assessment methods in the course}.

Most sessions will involve writing short essays on selected topics and / or critically reflecting on the topics as discussed (details to follow). As part of this, students may be asked to give a short presentation during the class, where they outline their standpoint, and where there will be room for discussion within the group. Also, students will be asked to hand in discussion points and / or questions prior to discussion of the literature. The instructor will give regular feedback on the verbal and written contributions.

The overall assessment will be based on participation during the classes and on the quality of the written contributions.

COURSE SCHEDULE

Date. Session title.

Short description of the session

{Further information may be provided on sub-topics, seminar questions, assignments due, etc.}

Dates: each Thursday, from 11:00 - 12:30 (break included)

The course is divided in 12 sessions, as follows (mandatory literature added):

1: Kick off: setting the stage

reading: none

2: Embodied concepts (I)

reading:

• Harpaintner, M., Sim, E.J., Trumpp, N.M., Ulrich, M., & Kiefer, M. (2020). The grounding of abstract concepts in the motor and visual system: An fMRI study. Cortex; a journal devoted to the study of the nervous system and behavior, 124, 1-22.

• Gálvez-García, G., Aldunate, N., Bascour-Sandoval, C., Martínez-Molina, A., Peña, J., & Barramuño, M.(in press). Muscle activation in semantic processing: An electromyography approach. Biological psychology.

3: Embodied concepts (II)

reading:

• Stins, J.F., Marmolejo-Ramos, F., Hulzinga, F., Wenker, E., & Cañal-Bruland, R. (2017). Words That Move Us. The Effects of Sentences on Body Sway. Advances in cognitive psychology, 13(2), 156-65.

4: The extended mind (I)

reading:

• Kirsh, D. & Maglio, P. (1994). On distinguishing epistemic from pragmatic action. Cognitive Science, 18, 513–549.

• Bocanegra, B.R., Poletiek, F.H., Ftitache, B., & Clark, A. (2019). Intelligent problem-solvers externalize cognitive operations. Nature human behaviour, 3(2), 136-42. (only first part)

5: The extended mind (II)

reading:

• Risko, E. F. & Gilbert, S. J. (2016). Cognitive offloading. Trends in Cognitive Science, 20, 676–688.

• Werner, K., Raab, M., & Fischer, M.H. (2019). Moving arms: the effects of sensorimotor information on the problem-solving process. Thinking & Reasoning, 25:2, 171-191.

6: Radical enactivism

reading:

• Kiverstein, J. (2012). The meaning of embodiment. Topics in cognitive science, 4(4), 740-758.

• Chemero, A.(2013). Radical embodied cognitive science. Review of General Psychology, 17, 145-150.

7: Motor disabilities and cognition

reading:

• Maimon-Mor, R.O., Schone, H.R., Moran, R., Brugger, P., & Makin, T.R. (2020). Motor control drives visual bodily judgements. Cognition, 196, 104120.

• Nisticò, R., Cerasa, A., Olivadese, G., Dalla Volta, R., Crasà, M., Vasta, R., ... & Quattrone, A. (2019). The embodiment of language in tremor-dominant Parkinson's disease patients. Brain and cognition, 135, 103586.

8: Embodied Psychopathology

reading:

• Conson, M., Mazzarella, E., Esposito, D., Grossi, D., Marino, N., et al. (2015). ‘‘Put Myself Into Your Place’’: Embodied simulation and perspective taking in autism spectrum disorders. Autism Research, 8(4), 454-466.

• Tschacher, W., Giersch, A., & Friston, K. (2017). Embodiment and Schizophrenia: A Review of Implications and Applications. Schizophrenia bulletin, 43(4), 745-53.

9: The replication crisis in psychology and EC

reading:

• Miles, L. K., Nind, L. K., & Macrae, C. N. (2010). Moving through time. Psychological Science, 21, 222–223.

• Stins, J.F., Habets, L., Jongeling, W., & Cañal-Bruland, R. (2016). Being (un)moved by mental time travel. Consciousness and Cognition, 42, 374–381.

• Strack, F., Martin, L. L., & Stepper, S. (1988). Inhibiting and facilitating conditions of the human smile: A nonobtrusive test of the facial feedback hypothesis. Journal of Personality and Social Psychology, 54, 768–777.

• Wagenmakers, E.-J., Beek, T., Dijkhoff, L., Gronau, Q. F., Acosta, A., Adams, R. B., Jr., . . . Zwaan, R. A. (2016). Registered Replication Report: Strack, Martin, & Stepper (1988). Perspectives on Psychological Science, 11, 917–928.

10: Criticisms on EC

reading:

• Mahon, B.Z. (2015). What is embodied about cognition. Language, cognition and neuroscience, 30(4), 420-429.

• Goldinger, S.D., Papesh, M.H., Barnhart, A.S., Hansen, W.A., & Hout, M.C. (2016). The poverty of embodied cognition. Psychonomic bulletin & review, 23(4), 959-78.

11: Real world applications

reading:

• Kuo, C.Y., & Yeh, Y.Y. (2016). Sensorimotor-Conceptual Integration in Free Walking Enhances Divergent Thinking for Young and Older Adults. Frontiers in psychology, 7, 1580.

12: Conclusions

reading: none

Reading (see above):

Mandatory and optional

{Other divisions within readings are possible depending on the subject, e.g. primary and secondary sources, theoretical and applied sources, remedial (e.g. read this if you have difficulties reading the mandatory sources), enrichment/option (e.g. read this if you have an in-depth interest in this specific area, etc.}

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