Universität Wien FIND

180199 KU Cognitive Science Peer Teaching Course (2019W)

5.00 ECTS (3.00 SWS), SPL 18 - Philosophie
Prüfungsimmanente Lehrveranstaltung

* Vorbesprechung für MEi: CogSci Studierende: Fr 27.9.2019, 13:00
HS 2i d. Inst. f. Philosophie, NIG, 2. Stock

Achtung: Keine Bachelorarbeiten möglich!!!

An/Abmeldung

Details

max. 25 Teilnehmer*innen
Sprache: Englisch

Lehrende

Termine

Fr Sept 27, 2019 | 13.00-20.00 | HS 2i (NIG, Universitäststrasse 7, 2nd floor) | Introductory/Information Meeting and Teambuilding (only for MEi:CogSci students!)
Mo Oct 14, 2019 | 13.00-18.00 | HS 2i (NIG, Universitäststrasse 7, 2nd floor) | Cognitivism/Symbol Manipulation (+ Introductory meeting for non MEi:CogSci students)
Mo Oct 21, 2019 | 13.00-18.00 | HS 2i (NIG, Universitäststrasse 7, 2nd floor) | Neural Computation and Connectionism 1 (consolidation)
Mo Oct 28, 2019 | 13.00-18.00 | HS 2i (NIG, Universitäststrasse 7, 2nd floor) | Neural Computation and Connectionism 2
Mo Nov 4, 2019 | 13.00-18.00 | HS 2i (NIG, Universitäststrasse 7, 2nd floor) | Dynamical Systems and 4E Approaches
Mo Jan 27, 2020 | 13.00-18.00 | HS 2i (NIG, Universitäststrasse 7, 2nd floor) | Semester Feedback and Focus Group

* IMPORTANT: You have to *register* for this course via https://uspace.univie.ac.at/ | Otherwise we cannot issue a grade. Further information about the registration period can be found in the description of this course and here: https://ssc-phil.univie.ac.at/en/


Information

Ziele, Inhalte und Methode der Lehrveranstaltung

This course is complementary to the „Introduction to Cognitive Science“ Lecture and aims at consolidating the concepts having been presented and discussed in the lecture. Furthermore, this course prepares students for the exam of the lecture. This course is highly recommended for all students of the MEi:CogSci program and for those who want to deepen their knowledge in Cognitive Science.

This is achieved by practicing a peer-teaching format: students collaborate in interdisciplinary teams and jointly discuss on the concepts having been presented in the lecture by working on core issues/questions (e.g., what is cognition, knowledge (representation), cognitive model/architecture, learning, etc.) and on premises on which these paradigms are based. As students have different disciplinary backgrounds, it will be necessary to make explicit their respective background assumptions; students will „explain“ to each other their specific understanding of the concepts in their language and will learn to engage in a truly interdisciplinary dialogue. The role of the instructor is to facilitate these knowledge processes and to provide an enabling and safe environment supporting these interactions.
At the end of every session each group gives a short presentation of their results and insights; they will be discussed by the whole group.

In the final session we will work in a focus group setting on a joint review and feedback of the semester.

Questions:
What was your most positive (learning) experience during this semester?
What was your most negative (learning) experience during this semester?
What could be improved?
Which difficulties did you experience during this semester? Why?

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If you are interested in being informed about cognitive science activities at the University of Vienna and in Vienna, have a look at the Vienna Cognitive Science Hub -> https://cogsci.univie.ac.at/
and subscribe to one of the mailing lists: https://cogsci.univie.ac.at/news-media/mailing-lists/

Art der Leistungskontrolle und erlaubte Hilfsmittel

- Active participation in the course
- 3 group presentations (originality, didactics, conceptual understanding)
- Semester feedback paper (submit before feedback session via Moodle)

Mindestanforderungen und Beurteilungsmaßstab

Minimum requirements for passing the course:
- Successful registration and being accepted for this course
- Your presence at the first meeting (otherwise you will loose your place for this course)
- Active participation in the course and teamwork sessions (you may miss max. 1 session [please inform the instructor ahead of time])
- 3 group presentations (originality, didactics, conceptual understanding)
- Semester feedback paper (submit before feedback session via Moodle)

Assessment criteria:
3 * 25% | 3 group presentations in the course sessions
25% | Semester feedback paper (submit prior to feedback session via Moodle)

%/points | grade
93-100 | sehr gut (1)
81-92 | gut (2)
71-80 | befriedigend (3)
61-70 | genügend (4)
0-60 | nicht genügend (5)

Important notes:
* Take a look at the Moodle-Webpages for further details.
* By registering for this course, you agree that the automated plagiarism check software Turnitin will check all written partial performances submitted by you (in Moodle).
* if you decide *not* to participate in the seminar, please inform the instructor immediately and de-register until the date displayed in this course description! Otherwise you will receive a negative grade.
* See below for possibilities of accreditation.

Prüfungsstoff

Literatur

Suggested readings:
Bechtel, W. and A. Abrahamsen (2002). Connectionism and the mind. Parallel processing, dynamics, and evolution in networks (second ed.). Malden, MA; Oxford, UK: Blackwell Publishers.
Clark, A. (2001). Mindware. An introduction to the philosophy of cognitive science. New York: Oxford University Press.
Clark, A. (2008). Supersizing the mind. Embodiment, action, and cognitive extension. Oxford, New York: Oxford University Press.
Clark, A. (2013). Whatever next? Predictive brains, situated agents, and the future of cognitive science. Behavioral and Brain Sciences 36(3), 1–73.
Clark, A. (2016). Surfing uncertainty. Prediction, action, and the embodied mind. Oxford, New York: Oxford University Press.
Fingerhut, J., R. Hufendiek, and M. Wild (2013). Philosophie der Verkörperung. Einleitung. In J. Fingerhut, R. Hufendiek, and M. Wild (Eds.), Philosophie der Verkörperung. Grundlagentexte zu einer aktuellen Debatte, pp. 9–102. Berlin: Suhrkamp.
Friedenberg, J. and G. Silverman (2012). Cognitive science. An introduction to the study of the mind (second ed.). Thousand Oaks, CA: Sage Publications.
Froese, T. and E.A. Di Paolo (2011). The enactive approach. Theoretical sketches from cell to society. Pragmatics & Cognition 19(1), 1–36.
Harre, R. (2002). Cognitive science. A philosophical introduction. London: SAGE Publications.
Heras-Escribano, M. (2019). Pragmatism, enactivism, and ecological psychology: towards a unified approach to post-cognitivism. Synthese 196, 1–27.
Hohwy, J. (2013). The Predictive Mind. Oxford: Oxford University Press.
Krippendorff, K. (2006). The semantic turn. A new foundation for design. Boca Raton, FL: Taylor and Francis CRC Press.
Menary, R. (Ed.). (2010). The extended mind. Cambridge, MA: MIT Press.
Varela, F.J., E. Thompson, and E. Rosch (1991). The embodied mind: cognitive science and human experience. Cambridge, MA: MIT Press.
Walter, S. (2014). Kognition. Stuttgart: Reclam Verlag.

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Mi 02.10.2019 10:08