Cognitive Science 102A The BIG Questions Of Cognitive Science .
What the course is aboutCognitive Science 102ADistributed Cognition The BIG questions of Cognitive Science How shall we explain or understand processeslike thinking, reasoning, speaking, decisionmaking, planning, and so on?How did cognitive science get where it is?Where can cognitive science go from here?Professor Edwin Hutchins http://hci.ucsd.edu/102a What is mind?Cognitive science as a slice ofscientific cakeCOGNITIVE SCIENCE ANTHROPOLOGYLinguisticAnthropologyCultural ogyNEUROSCIENCENeurobiologyBIOLOGYCHEMISTRY MathematicsPSYCHOLOGY What is special about minds (even your cat’smind) as opposed to inanimate objects?And what is special about human mindscompared to other animal minds?Mindfulness is just matter nicely orchestratedPHYSICSSUB-ATOMIC PHYSICSWhere is the mind? The mind in the brainMany cognitive scientists say that the mindis in the brain. Or they say that the mind iswhat the brain does.Is this right?Is it the best approach?(Van Essen Lab)Understanding cognition is largely understanding thedynamic flow of information through the systemFrom a WA talk by Jochen Triesch 20031
DisembodiedCognition?Is the mind in the nervous system? A brain in a vat is avery poor model of thehuman cognitivesystem.The brain gets inputfrom and sends outputto other parts of thenervous y/body/factfiles/nervous anatomy.shtmlPerhaps we need to add the body toexplain the mindThe mind in the interaction of the bodywith the worldConsider two example situations Situation 1: driving your car while having a conversationSituation 2: reading out aloud while tapping your feet to therhythm of some musicThe body is in aphysical world, and thestructure of that worldinteracts with the bodyand the nervous systemand the brain to shapewhat we think and howwe think.Same input/ouptut modules, yet different information flow!Photo: Ron Church, The Surfer’s Journal Volume 9, No. 4From a WA talk by Jochen Triesch 2003Mind in the interaction of the brain andbody with a culturally constructed world Human life is lived incomplex socialenvironments that arefilled with culturalartifacts.Our cognition and ourmindfulness emergefrom the interactions ofour brains and bodieswith this socio-culturalworld.The ingredients of a new kind ofscientific investigation Theory: Distributed CognitionMethod:Cognitive Ethnography (COGS 102B)Human activity systems: Photo: Edwin Hutchins, 2003 Ship Navigation (CitW)Science LaboratoriesCommercial Aviation any other activity you can think of2
Distributed Cognition Fundamental premise: Cognition, in all itsforms, emerges from the interactions amongthe elements of complex systems.Specific hypothesis: High-level human cognition depends oninteractions with the material and social world. Cognition in the Wild (1995)An extended case study of distributedcognition Mindware (2001)Weak Dcog: Cognition is affected by or shaped byinteractions with the material and social world.Strong Dcog: Some forms of human cognition areconstituted in interactions of brain and body withmaterial and social world.Examples from ship navigationHow institutions thinkWhere is computation/cognition/mind?Embodied cognition in cultural contextCognitive properties of groupsIndividual and institutional learningThe costs of ignoring culture when studyingcognitionThe development of cognitive science Andy Clark’s combination history and criticalreflection.Mindfulness as (some sort of) computation.Recent wrinkles Andy ClarkPhilosopherof Cognitive Science EmbodimentRoboticsDynamicsInteraction with the material world3
Supersizing the Mind (2008)Andy ClarkPhilosopherof Cognitive ScienceBasis of your Grade%How to Succeed in thisCourse Plagiarism Tutorial5 5 Exercises @15 ea. 75 Final Examhttp://hci.ucsd.edu/102a/TotalEssay writing exercise topics1.2.3.4.5.Meaning and spaceRelations in a cognitive ecosystemCultural practices as cognitive enzymesMovement in a cultural worldPerceiving and “seeing as”20100The thinking/writing process Careful readingAdditional researchNote takingDrawing diagrams and ing and giving constructive critical advice4
Evaluation and self-evaluation Engage the ideasStaying on topicSuccessful expressionClarityReflection on your own writing/thinkingprocessSuggest and justify a letter grade for yourown paperDo the Readings Keep up with the reading schedule http://hci.ucsd.edu/102a/schedule.htmlRead carefully and criticallyUse the guidance provided on the classwebsiteTHINK ABOUT WHAT YOU ARE READING!Get a good Dictionary and use it MeaningsWord choiceUsage conventionsSpellingLanguage is a social tool. Knowledge ispower. Workout and get strongSpend some Time on the Course The registrar expects you to work 12 hoursper week for a 4 unit course!5
Come to Lecture Sessions Clean, sober, and awakeDo NOT sleep in classCell phones OFF!Be here. No IM or web surfing in classIf you don’t understand something, ASK forclarification.You may take notes if you like. Remember,the lectures will be podcast and the slides willbe posted on the course website.Do the Assigned Work Start ahead of timeBe sure you understand each assignmentMake your essays easy to read andunderstand (consult the HowToEssay page ofthe course website). Discuss the readings and lecturesClarify issuesWork on your essaysPrepare for the final examVisit Office Hours We are here to help youYou (or your parents) are paying for our timeExplore ideasClarify assignmentsPROOFREAD! Check spelling and grammarTurn projects in ON TIMEDo NOT attempt to CHEAT! Go to SectionDo your own work. You are encouraged totalk to other students about ideas, but do not“borrow” material from other students.Understand the concepts in the plagiarismtutorial.Do NOT look at your neighbor’s paper duringthe final exam.Be Creative Learning can be fun.This course is about ideas, not thememorization of facts.Ideas never stand alone. They are alwaysrelated to other ideas. Explore the world ofideas.6
Appreciate the Challenge of CognitiveScience Many of the central questions in this field arestill unanswered.Most of them relate directly to your daily lifein some way. Be alert for connections to yourown experience.For Tuesday Buy Cognition in the Wild and Supersizing the Mind(Both available at the bookstore) Review the material on the course web site: http://hci.ucsd.edu/102a/In particular, consult reading guidance for Tuesday’sassignment on website schedule pageRead these two papers (available on the website) Mitch Resnick “Learning about life”Edwin Hutchins, “Cognition, Distributed”Cognitive Science 102ADistributed CognitionProfessor Edwin Hutchinshttp://hci.ucsd.edu/102a7
Cognitive properties of groups Individual and institutional learning The costs of ignoring culture when studying cognition Mindware (2001) Andy Clark Philosopher of Cognitive Science The development of cognitive science Andy Clark's combination history and critical reflection.
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Wei Yang Introduction to Mean field games and applications. Introduction Our results and applications Mean field game Methodology consider an N-playerstochastic dynamic game study amean field game(a limit for N !1) which can be expressed bya system of coupled equations: Fokker-Planck equation Hamilton-Jacobi-Bellman equation any solution to the mean field game is an -equilibriumto the N .
