課程大綱

課程資訊

課程名稱	認知科學 Cognitive Science
開課學期	106-1
授課對象	醫學院腦與心智科學研究所
授課教師	吳恩賜
課號	GIBMS7004
課程識別碼	454 M0050
班次
學分	3.0
全/半年	半年
必/選修	必修
上課時間	星期五6,7,8(13:20~16:20)
上課地點	共302
備註	大學三年級以上學生欲修課者，需取得指導教授同意。與苑舉正、蘇以文、馮怡蓁、謝舒凱、李佳霖、邱振豪、蔡振家、葉怡玉、曹峰銘、葉俊毅、郭柏呈、黃從仁、王道一合授限學士班三年級以上總人數上限：30人
Ceiba 課程網頁	http://ceiba.ntu.edu.tw/1061GIBMS7004_
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課程概述	認知科學Cognitive Science (3學分，M字頭課程) *本課程與語言學研究所合併上課，由腦心所吳恩賜老師及語言所馮怡蓁老師主持。本課程包括方法學與哲學基礎，語言歷程，知覺和高等認知，以及應用。
課程目標	了解認知科學的基礎內容。
課程要求	授課對象：腦與心智科學研究所研究生，語言所研究生，心理所研究生，及其他對認知科學有興趣的研究生；大學部高年級學生需經授課老師同意（一二年級同學請勿選修）。成績評量：每次上課之後老師會提出一個題目給學生思考。學生需就每次演講後，寫思考心得（每題A4，single space，12 point，最長限兩頁），每演講一週內1:00 pm之前繳交, 用CEIBA上傳。14次思考心得佔 80分。上課發言以及出席佔20分。上課發言評分方法如下：除了第一週，學生需就每次演講之前題寫一個關於演講題目的問題。問題需每演講三日1:00 pm之前（星期二）繳交，用CEIBA上傳。遲交不計分。作業可用英文或中文書寫(或由授課教師決定)。
預期每週課後學習時數
Office Hours
指定閱讀	Required Readings: Bermudez, J.L. (2010). Cognitive science. Cambridge: Cambridge University Press. Chapter 1-3. Godfrey-Smith, P. (2003). Theory and Reality: An Introduction to the Philosophy of Science (1st edition). Chicago: University of Chicago Press. Chapter 1-4. Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology: A Student’s Handbook (7 edition). Psychology Press. Fernandez & Cairns (2011) The speaker: Producing speech. Fundamentals of Psycholinguistics, Ch. 5 (focus on pp. 153-168) Perrier, P., & Fuchs, S. (2015). Motor Equivalence in Speech Production. The handbook of speech production, Ch. 11 (pp. 225-247). Sobel, C. P., & Li, P. (2013). The Cognitive Sciences: An Interdisciplinary Approach (2nd ed. edition). Thousand Oaks: SAGE Publications, Inc. Chapter 6 (p200-212, 228-229). McClelland, J. L. (2009). The place of modeling in cognitive science. Topics in Cognitive Science, 1(1), 11-38. Susan Blackmore (2012). Consciousness: An Introduction. Second Edition, New York: Oxford University Press. Chapter 1-2 Duh, S., Paik, J. H., Miller, P. H., Gluck, S. C., Li, H., & Himelfarb, I. (2016). Theory of mind and executive function in Chinese preschool children. Developmental Psychology, 52(4), 582–591. Lee, J. K., Wendelken, C., Bunge, S. A., & Ghetti, S. (2016). A Time and Place for Everything: Developmental Differences in the Building Blocks of Episodic Memory. Child Development, 87(1), 194–210. Longhi, E., Senna, I., Bolognini, N., Bulf, H., Tagliabue, P., Cassia, V. M., & Turati, C. (2015). Discrimination of biomechanically possible and impossible hand movements at birth. Child Development, 86(2), 632–641. Smith, C. E., & Warneken, F. (2016). Children’s reasoning about distributive and retributive justice across development. Developmental Psychology, 52(4), 613–628. Hofer, S. M., & Alwin, D. F. (2008). Handbook of cognitive aging: Interdisciplinary perspectives. Sage Publications, Inc. Chapter 7, 9-12, 19-21. Chatterjee, A., & Vartanian, O. (2014). Neuroaesthestics. Trends in Cognitive Sciences, 18(7), 370-375. Required Youtube Clips: https://www.youtube.com/watch?v=GH_iFqYs4F8 https://www.youtube.com/watch?v=Lj8Igu9-b1M https://www.youtube.com/watch?v=i9arOkHm0f0 Suggested Readings: Churchland, A. K., & Abbott, L. F. (2016). Conceptual and technical advances define a key moment for theoretical neuroscience. Nature Neuroscience, 19(3), 348-349. (From a NN special issue on Neural Computation @ http://ppt.cc/nXx9H); Farkaš, I. (2012). Indispensability of computational modeling in cognitive science. Journal of Cognitive Science, 13(12), 401-435 Farrell, S., & Lewandowsky, S. (2010). Computational models as aids to better reasoning in psychology. Current Directions in Psychological Science, 19, 329-335. Bjorklund, D. F. (2011). Children’s Thinking (5 edition). Belmont, CA: Wadsworth Publishing. Chapter 1-3. Dubois, et al. (2016). Preclinical Alzheimer’s disease: Definition, natural history, and diagnostic criteria. Alzheimer’s & Dementia, 12(3), 292–323 蔡振家、曾念生（2015）〈高齡者的音樂治療：認知神經科學的觀點〉，《人文社會與醫療學刊》第2期，第87-106頁 Salimpoor, V. N., Zald, D. H., Zatorre, R. J., Dagher, A., & McIntosh, A. R. (2015). Predictions and the brain: how musical sounds become rewarding. Trends in Cognitive Sciences, 19(2), 86–91.
參考書目	Please see reading list.
評量方式 (僅供參考)

課程進度

週次	日期	單元主題
Week 1	9/15	Introduction, History, and Methods (Bermudez, Ch. 1-3)
Week 2	9/22	Philosophy of Science (Godfrey-Smith, Ch. 1-4)
Week 3	9/29	Language Comprehension (Eysenck, Ch. 10)
Week 4	10/06	Speech Production (Fernandez & Cairns 2011; Perrier & Fuchs 2015)
Week 5	10/13	Speech Perception (Eysenck, Ch. 9)
Week 6	10/20	Language Use (Goodwin & Duranti 1992, pp. 1-42)
Week 7	10/27	Semantic Knowledge (Sobel, Ch. 6, p200-212, 228-229)
Week 8	11/03	Visual Perception (Eysenck, Ch. 2-4)
Week 9	11/10	Attention (Eysenck, Ch. 5)
Week 10	11/17	Memory (Eysenck, Ch. 6-8)
Week 11	11/24	Decision Making (Eysenck, Ch. 12-14)
Week 12	12/01	Mind and Consciousness (Blackmore, Ch. 1-2)
Week 13	12/08	Cognitive Development: Understanding Others Minds (Duh et al. 2016; Lee et al. 2016; Longhi et al. 2015; Smith et al. 2016; Youtube clips 1 to 3)
Week 14	12/15	Computation (McClelland, whole article (Churchland; Farkas; Farrell))
Week 15	12/22	Aesthetics: Music, Visual Arts, and the Default Mode Network (Chatterjee, whole article (蔡; Sallimpoor))
Week 16	12/29	Cognitive Aging (Hofer, Ch. 7, 9-12, 19-21 (Dubois))
Week 17	1/05	No class