COGM101 Основи на когнитивната наука


The aim of the course is to acquaint the students with the main assumptions, methods and research programs that define contemporary cognitive science as an interdisciplinary field of study.

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Когнитивна наука (на английски език)


проф. Лилия Гурова  д-р
проф. Елена Андонова  д-р
проф. Морис Гринберг  д-р
гл. ас. Армине Джанян  д-р
гл. ас. Иво Попиванов  д-р
ас. Маргарита Павлова  д-р

Описание на курса:


On completion of the course students:

1) should know:

- the foundational ideas that define the subject of cognitive science;

- the main approaches to, and achievements in, the study of perception, action, memory, reasoning, concepts, language, consciousness and emotions;

- the current and emerging new research programs in the field.

2) should be capable:

- to critically discuss the strengths and weaknesses of the different approaches and research programs in the study of cognition.

Предварителни изисквания:
Proficiency in English at level В2.

Форми на провеждане:

Учебни форми:

Език, на който се води курса:

Теми, които се разглеждат в курса:

  1. Introduction: What cognitive science is about – history and core themes.
  2. The representational theory of mind.
  3. The computational theory of mind; cognitive architectures.
  4. Abstract concepts in horizontal space.
  5. Abstract concepts in vertical space.
  6. Developmental Psycholinguistics (Language Acquisition).
  7. Bilingualism, language processing, and cognition.
  8. Eye movement trajectories and what they tell us.
  9. Contemporary cognitive models of social interactions.
  10. Visual neuroscience. Perception of objects, faces and bodies.
  11. Cognitive decline. Neuropathology, assessment and treatment.
  12. Student presentations and discussion

Литература по темите:

Bateson, P. (2017). Robustness and plasticity in development: Robustness and plasticity in development. Wiley Interdisciplinary Reviews: Cognitive Science, 8(1–2).

Behrens, H. (2021). Constructivist approaches to first language acquisition. Journal of Child Language 48.5, 959-983.

Bialystok, E. (2021). Bilingualism: Pathway to cognitive reserve. Trends in cognitive sciences, 25(5), 355-364.

Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological bulletin, 143(3), 233-262.

Bialystok, E., Craik, F. I., & Luk, G. (2012). Bilingualism: consequences for mind and brain. Trends in cognitive sciences, 16(4), 240-250.

Bjorklund, D. F., & Causey, K. B. (2018). Children’s thinking: Cognitive development and individual differences (Sixth Edition). SAGE.

Casasanto, D. (2009). Embodiment of abstract concepts: good and bad in right-and left-handers. Journal of Experimental Psychology: General, 138(3), 351.

Casasanto, D. (2011). Different bodies, different minds: the body specificity of language and thought. Current Directions in Psychological Science, 20(6), 378-383.

Frankish, K., Ramsey, W. (Eds.) (2012). The Cambridge Handbook of Cognitive Science. Cambridge: Cambridge University Press.

Goswami, U. (Ed.). (2011). The Wiley‐Blackwell Handbook of Childhood Cognitive Development (2nd ed.). Wiley-Blackwell.

Kolb, B. & Whishaw (2015). Fundamentals of Human Neuropsychology. Macmillan Learning.

Meier, B. P., & Robinson, M. D. (2004). Why the sunny side is up: Associations between affect and vertical position. Psychological science, 15(4), 243-247.

Palmer, S.E., (1999) Vision Science. MIT Press.

Средства за оценяване:

Grading Procedure:

50% - 20 min. presentation on one of the topics 4 – 12.

50% - an essay (1500-2000 words) on one of the topics 4 – 12.