Преподавател(и):

проф. Лилия Гурова  д-р
гл. ас. Йолина Петрова  д-р

Описание на курса:

Компетенции:

On completion of the course students:

1) should know:

- the main theories of concepts and categorization: classical theory, prototype theory, exemplar theory, theory-theory;

- the most important empirical findings in the study of concepts and categorization: typicality effects, basic level effects, exemplar effects, the effects of category structure.

- the way the main theories explain, or fail to explain, the most important empirical findings.

2) should be capable:

- to compare and critically evaluate the underlying assumptions of the main theories of concepts and categorization;

- to compare and critically evaluate the available evidence for and against the rival theories of concepts, categorization, and conceptual change.
Предварителни изисквания:
Proficiency in English at level В2.

Форми на провеждане:
Редовен

Учебни форми:
Лекция

Език, на който се води курса:
Английски

Теми, които се разглеждат в курса:

1. Introduction: What Concepts and Categories Are
2. A Brief History of the Categorization Debate in Cognitive Science.
3. The Classical View: Assessing the Criticism against It
4. Typicality Effects.
5. Exemplar Effects
6. Knowledge Effects
7. Basic Level Effects
8. The Role of Category Structure: Dense and Sparse Categories
9. Induction
10. Concepts in Infancy
11. Conceptual Development
12. Conceptual Change
13. Conceptual Combinations
14. Categorization Across Cultures: the World Colour Survey Database.
15. Final Discussion: What We Know and What We (Still) Do Not Know about Concepts and Categorization.

Литература по темите:

Cohen, H., Lefebvre, C. (Eds.) (2005). Handbook of Categorization in Cognitive Science. Amsterdam: Elsevier.

Fodor, J. (1998). Concepts. Where Cognitive Science Went Wrong. Oxford: Clarendon Press.

Fodor, J. (2004). Having Concepts: A Brief refutation of the 20th Century. Mind and Language, 19 (1), 29-112.

Gurova, L. (2010). Thirty Years Cognitive Studies of Categorization: What’s Behind the Reported Progress. (In print)

Margolis, E., Laurence, S. (Eds.) (1999). Concepts. Core Readings. Cambridge, MA: The MIT Press.

Murphy, G. (2002). The Big Book of Concepts. Cambridge, MA: The MIT Press.

Smith, E., Medin, D. (1981). Categories and Concepts. Cambridge, MA: Harvard University Press.

Smith, D. J., Minda, J. P. (2000). Thirty categorization results in search of a model. Journal of Experimental Psychology: Learning, Memory, & Cognition, 26, 3-27.

Thagard, P. (1992). Conceptual Revolutions. Princeton, N.J.: Princeton University Press.

Woo-Kyong, A, et al. (Eds.) (2005). Categorization Inside and Outside the Laboratory. Essays in Honor of D. Medin. Washington: American Psychological Association.

Средства за оценяване:

Grading procedure:

20% - participation in group discussions;

30% - one essay (1500-2000 words), on a topic related to lectures 4-14;

50% - a 30 min ppt presentation (recommended topics: 4-14).