| Course | Fall | Winter | Spring | Summer 1 | Summer 2 |
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Introduction to Cognitive Science
A team-taught course highlighting development of the field and the broad range of topics covered in the major. Example topics include addiction, analogy, animal cognition, human-computer interaction, language, neuroimaging, neural networks, reasoning, robots, and real-world applications. |
BOYLE | STAFF | COULSON | ||
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Introduction to Computing
A practical introduction to computers. Designed for undergraduates in the social sciences. Topics include: basic operations of personal computers (MAC, PC), UNIX, word processing, e-mail, spreadsheets, and creating web pages using the World Wide Web. No previous background in computing required. |
BOYLE | BOYLE | BOYLE | T. BOYLE | |
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Cognitive Consequences of Technology
The role of cognition and computation in the development of state-of-the art technologies such as human computational interaction in aviation, air traffic control, medical diagnosis, robotics and telerobotics, and the design and engineering of cognitive artifacts. |
HOLLAN | ||||
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Minds and Brains
How damaged and normal brains influence the way humans solve problems, remember or forget, pay attention to things; how they affect our emotions, and the way we use language in daily life. |
BOYLE | BOYLE | BOYLE | M. BOYLE | |
| NUNEZ | NUNEZ | CREEL | BARRERA | ||
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Neurobiology of Cognition
Introduction to the organization and functions of the nervous system. Topics include molecular, cellular, developmental, systems, and behavioral neurobiology. Specifically, structure and function of neurons, peripheral and central nervous systems, sensory, motor, and control systems, learning and memory mechanisms. (Students may not receive credit for both Biology 12 and Cognitive Science 17. This course fulfills general-education requirements for Marshall and Roosevelt Colleges as well as Warren by petition.) |
JOHNSON | JOHNSON | JOHNSON | JOHNSON | |
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SCANS Presents
The department faculty and the Students for Cognitive and Neurosciences (SCANS) offer this seminar exploring issues in cognitive science. It includes informal faculty research presentations, investigations of topics not covered in the curriculum, and discussions on graduate school and careers. (May be repeated when topics vary.) |
STAFF | STAFF | |||
| SCHUL | |||||
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Sensation and Perception
An introduction to the experimental study of cognition with a focus on sensation and perception. Prerequisite: Cognitive Science 1. |
JOHNSON | JOHNSON | |||
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Learning, Memory, and Attention
A survey of the experimental study of learning, memory, and attention. Topics include conditioning, automaticity, divided attention, memory systems, and the nature of mental representation. Prerequisite: Cognitive Science 1. Recommended: Cognitive Science 101A. |
CREEL | ||||
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Language
An introduction to structure of natural language, and to the cognitive processes that underline its acquisition, comprehension, and production. This course covers findings from linguistics, computer science, psychology, and cognitive neuroscience to provide an integrated perspective on human language abilities. Recommended: Cognitive Science 101A. |
BERGEN | DAVENPORT | |||
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Distributed Cognition
Distributed cognition extends beyond the boundaries of the person to include the environment, artifacts, social interactions, and culture. Major themes are the study of socially distributed cognition and the role of artifacts in human cognition. Prerequisite: upper-division standing. Recommended: Cognitive Science 1 or Cognitive Science 10. |
HUTCHINS | ||||
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Cognitive Ethnography
This course examines memory, reasoning, language understanding, learning, and planning directly in everyday, real-world settings. The course work will include discussions of both the findings and the methodology of naturalistic studies of cognition. Prerequisite: Cognitive Science 102A. |
HUTCHINS | ||||
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Cognitive Design Studio
This is a project-based course focused on the process of cognitive design. Students work in teams to design and evaluate a prototype application or redesign an existing system. Three hours of lecture and two hours of design laboratory. Prerequisite: Cognitive Science 102B or consent of instructor. |
HOLLAN | ||||
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Neuroanatomy and Physiology
This first course in the sequence focuses on principles of brain organization, from neurons to circuits to functional networks. It explores developmental plasticity, neuronal connectivity, cellular communication, complex signaling, and how these various dimensions form functional brain systems. Prerequisite: Cognitive Science 1. |
PINEDA | BOYLE | |||
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Systems Neuroscience
(Conjoined with Cognitive Science 201) This course is a rigorous introduction to the neurophysiological and neuroanatomical basis of human and animal cognition, covering cellular neurophysiology and circuit modeling; development, visual, somatosensory, auditory, motor, and limbic systems; neuroimaging and language. Students in Cognitive Science 107B will have a textbook and will be given short-answer tests; students in Cognitive Science 201 will have a reader and written take-home assignments, in addition to a short final paper. Prerequisite: Cognitive Science 107A. |
NITZ | ||||
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Cognitive Neuroscience
This course studies brain systems implicated in attention, language, object recognition, and memory. Neurobiological evidence for functional subsystems within these processes and the way specialized systems develop are considered using findings from animal studies, human development, and behavioral and brain imaging. Prerequisites: Cognitive Science 107B and its prerequisites. |
JERNIGAN | ||||
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Modeling and Data Analysis
Exposure to the basic computational methods useful throughout cognitive science. Computing basic statistics, modeling learning individuals, evolving populations, communicating agents, and corpus-based lingusitics will be considered. Prerequisite: Cognitive Science 18 or equivalent programming course or consent of instructor. |
DE SA | GUPTA | |||
| DEAK | |||||
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Neurological Development and Cognitive Change
This course provides an overview of neurological development and explores the relations between physiological change and the experience for the child from the prenatal period through adolescence. Prerequisite: BILD 10 , or Cognitive Science 17, or HDP 110. |
TUMLIN | ||||
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Natural Computation I
This course is an introduction to computational modeling of biological intelligence, focusing on neural networks and related approaches to supervised learning. Topics include estimation, filtering, optimization, multilayer perceptrons, support vector machines, boosting, Bayes nets. Prerequisites: Cognitive Science 109, Mathematics 20E, Mathematics 20F, and Mathematics 180A or consent of instructor. |
SHENOY | ||||
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Human Computer Interaction
This course is an introduction to the field of human computer interaction (HCI). It provides an overview of HCI from the perspective of cognitive science. Recommended: Cognitive Science 10 and an introductory programming course. |
PIPER | ||||
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Human Computer Interaction Programming Studio
This course covers fundamentals of user interface design and implementation of Web-based systems. A major component is completion of a substantial programming project in which students work together in small teams. Three hours of lecture and one hour of laboratory. Prerequisites: Cognitive Science 120, Cognitive Science 18 or Cognitive Science 3 or Computer Science and Engineering 5A or Computer Science and Engineering 8A or Computer Science and Engineering 8B or Computer Science and Engineering 11 or Computer Science and Engineering 12 or Mechanical and Aerospace Engineering 9, or consent of instructor. |
PIPER | ||||
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Animal Cognition
Review of historical perspectives: introspectionist, behaviorist, and cognitivist models. Examination of how perceptual and motor constraints and ecological demands yield species-specific differences in cognitive repertoire. Contemporary issues in the comparative study of the evolution of human cognition. Prerequisite: upper-division standing. |
JOHNSON | ||||
| MARGHETIS | |||||
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Cognitive Foundations of Mathematics
How the human mind/brain creates mathematics: embodiment, innovation, and creativity. The emergence and power of abstract concepts, such as infinity, infinitesimals, imaginary numbers, or zero. Cognitive approaches that connect mathematics to human thought in general. Prerequisite: upper-division standing. |
NUNEZ | ||||
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Communication Disorders in Children and Adults
Neural bases of language use in normal adults, and neural bases of language and communication development in normal children. Evidence on the language and communication deficits in adults (especially aphasia and dementia) and children (specific language impairment, focal brain injury, retardation, and autism). Prerequisites: upper-division standing. |
STAFF | ||||
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Upper-Division Seminar on Special Topics
Special topics in cognitive science are discussed. (May be repeated when topics vary.) Prerequisite: department approval. |
DEAK | DEAK | DEAK | ||
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Upper-Division Seminar on Special Topics
Special topics in cognitive science are discussed. (May be repeated when topics vary.) Prerequisite: department approval. |
DE SA | BERGEN | YU | MUNTANYOLA | |
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Upper-Division Seminar on Special Topics
Special topics in cognitive science are discussed. (May be repeated when topics vary.) Prerequisite: department approval. |
SAYGIN | CHIBA | COULSON | ||
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Upper-Division Seminar on Special Topics
Special topics in cognitive science are discussed. (May be repeated when topics vary.) Prerequisite: department approval. |
KIRSH | NITZ | |||
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Upper-Division Seminar on Special Topics
Special topics in cognitive science are discussed. (May be repeated when topics vary.) Prerequisite: department approval. |
PIPER | ||||
| PINEDA | |||||
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Brain Disorders and Cognition
A review of the patterns of impaired and intact cognitive abilities present in brain-damaged patients in terms of damage to one or more components of a model of normal cognitive functioning. (Cognitive science majors may not receive elective credit for both Psychology 139 and Cognitive Science 172.) Prerequisite: Cognitive Science 107A. |
SAYGIN | ||||
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Drugs: Brain, Mind and Culture
This course explores how drugs interact with the brain/mind and culture. It covers evolutionary and historical perspectives, brain chemistry, pharmacology, expectancies and placebo effects, and models of addiction. It also provides a biopsychosocial survey of commonly used and abused substances. Prerequisite: upper-division standing. |
PINEDA | ||||
| NITZ | |||||
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Cognitive Aspects of Multimedia Design
Examines the cognitive basis of successful Web and multimedia design. Topics: information architecture, navigation, usability, graphic layout, transaction design, and how to understand user interaction. Prerequisites: Cognitive Science 3 or Cognitive Science 25; open to cognitive science majors with upper-division standing only. |
KIRSH | ||||
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Cognitive Aspects of Multimedia Design II
This course follows up on the basics of multimedia design taught in Cognitive Science 187A. Students will probe more deeply into selective topics, such as animation, navigation, graphical display of information, and narrative coherence. A large fraction of time will be spent on group projects. Prerequisites: COGS 187A; open to cognitive science majors with upper-division standing only. |
KIRSH | ||||
| GUPTA |