COGM313 Понятия и категоризация


The course has as its primary aim to introduce students into the contemporary discussions over the nature of concepts and their main cognitive functions. Special attention will be drawn to the different theories of categorization and conceptual change, to available evidence for and against these theories as well as to the major unsolved problems in the field.

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Когнитивна наука (на английски език)


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

Описание на курса:


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:

Учебни форми:

Език, на който се води курса:

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).