How the Brain Makes Meaning (85407 | 85707) Professor Brad Mahon

T/Th 1:25-2:45 bmahon@andrew.cmu.edu

Conceptual knowledge underpins all aspects of everyday experience, from language, to thinking, to recognizing familiar
objects, people and places. This seminar will explore basic questions that must be answered by any theory of how the
brain represents ‘meaning.’ The goal of the seminar is to introduce students to key issues and debates about how the
brain represents meaning. Particular emphasis is placed on the causes of consistent functional specialization across
individuals in the neural organization of the systems that represent meaning. Assignments are designed to engage
students in the core practices of critical reading, writing, theoretical analysis and development of novel experiments.

Date Reading Due Topic Presenter

Foundations
T, 1/18 - - Intro & Overview Mahon
Th, 1/20 1 RBQ | Slides What do we need in a theory? Mahon
T, 1/25* 2 RBQ | Slides What is a concept? Feinstein
Th, 1/27 3 RBQ | Slides What is a stimulus? Pandey
T, 2/1 4|5 RBQ | Slides Hierarchical Structure Huang + Bou Alwan
Th, 2/3 6|7 RBQ | Slides What is the structure of infants’ knowledge Aruede + Bharadhwaj
T, 2/8 No Class
Knowledge Organization
Th, 2/10 8 RBQ | Slides Category-Specific Semantic Deficits Mahon
T, 2/15 9 + 10 RBQ | Slides Genetic contributions to knowledge organization Feinstein + Aruede
Th, 2/17 11 RBQ | Slides Neural Organization: Functional specialization Chang
T, 2/22 12 RBQ | Slides Neural Organization: Information decoding Boldery + Feng
Th, 2/24 13 + 14 RBQ | Slides Reverse engineering structure from use Bou Alwan + Pandey
T, 3/1 15 RBQ | Slides What would it mean for reading to be innate?
Th, 3/3
T, 3/8 Spring Break!
Th, 3/10
Knowledge Representation
T, 3/15 16 RBQ | Slides Format vs. Content in Representation Mahon
Th, 3/17 17 + 18 RBQ | Slides Grounding versus Embodiment Chang + Huang
T, 3/22 19 RBQ | Slides The case for embodied cognition Bharadhwaj
Th, 3/24 20 RBQ | Slides The case against embodied cognition Boldery
T, 3/29 21 RBQ | Slides Motor Theories of Perception and Representation Feng
Th, 3/31 22 - 25 RBQ | Slides In class debate** Everyone
T, 4/5 BYOAs Slides Paper Pitches (1 slides, 4min) Everyone
Th, 4/7 No Class
T, 4/12 No Class
Th, 4/14 BYOAs NA Flex Class | Office Hours Mahon
T, 4/19 BYOAs NA Flex Class | Office Hours Mahon
Th, 4/21 NA Slides Final Presentations (20min) Everyone/3
T, 4/26 NA Slides Final Presentations (20min) Everyone/3
Th, 4/28 NA Slides Final Presentations (20min) Everyone/3
5/6 Final Papers*** Due
5/12 Grades Due for Graduating Students
5/17 Grades Due for All Students
*Class ends 230pm (early)
**Come prepared to represent both sides— assigned in class
***2k words, excluding references, figure legends (and all bs)
RBQ = Reading Based Question (You will be given 3-5 minute to answer a question from the reading at the start of class)
BYOA(s) = Bring your own article(s)
Organization of Grading (all % are of final grade)
25% Presentations (n = 2)
• Organization, Content, Creativity of Argument (15%) | Slides and delivery (10%)
50% In-class participation
• Contribution to class discussion (25%) | RBQ (25%; drop lowest 3, out of 17)
25% Final Paper
• Content: Clarity of structure and novelty of argument (15%) | Clarity of writing (10%)

Last Update 01192022

Required Readings

1. Poeppel, D. (2012). The maps problem and the mapping problem: Two challenges for a cognitive
neuroscience of speech and language. Cognitive Neuropsychology, 1-2, 34–55.

2. Tolman, E.C. (1948). Cognitive maps in rats and men. Psychological Review, 55, 189-208.

3. Chomsky, N. (1959). A Review of B. F. Skinner's Verbal Behavior. Language, 35, 26-58.

4. Simon, H. (1962). “The architecture of complexity,” Proceedings of the American Philosophical Society,
106(6): 467-482.

5. Collins, A. M., & Quillian. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and
Verbal Behavior, 8, 240-247.

6. Spelke, ES and Kinzler, KD (2007). Core Knowledge. Developmental Science, 10, p89– 96

7. Baillargeon, R. (2004). Infants' Physical World. Current Directions in Psychological Science.

8. Caramazza A, Shelton JR. (1998). Domain specific knowledge systems in the brain: the animate-
inanimate distinction. J Cognitive Neuroscience, 10. 1–34.

9. Farah MJ, Rabinowitz C. (2003). Genetic and environmental influences on the organization of semantic
memory in the brain: Is “living things” an innate category? Cognitive Neuropsychology, 20:401–8

10. Abbasi, N., Duncan, J. & Rajimehr, R. Genetic influence is linked to cortical morphology in category-
selective areas of visual cortex. Nat Commun 11, 709 (2020).

11. Chao LL, Haxby JV, Martin A. 1999. Attribute-based neural substrates in posterior temporal cortex for
perceiving and knowing about objects. Nat. Neurosci. 2:913–19.

12. Kriegeskorte, N., M. Mur, D. A. Ruff, R. Kiani, J. Bodurka, H. Esteky, K. Tanaka, and P. A. Bandettini.
2008. Matching categorical object representations in inferior temporal cortex of man and monkey.
Neuron 60:1126–1141.

13. Gould, SJ and Lewontin, RR (1979). The spandrels of San Marco and the Panglossian paradigm: a
critique of the adaptationist programme". Proceedings of the Royal Society B: Biological Sciences. 205,
581–598

14. Dehaene, S. and Cohen, L. (2007). Cultural Recycling of Cortical Maps. Neuron, 56, 384-398.

15. Bouhali, F., Thiebaut de Schotten, M., Pinel, P., Poupon, C., Mangin, J-F., Dehaene, S.. and Cohen. L.
(2014). Anatomical Connections of the Visual Word Form Area. Journal of Neuroscience, 34, 15402-
15414.

16. Pylyshyn, Z. (2003). Return of the mental image: Are there really pictures in the brain? Trends in
Cognitive Sciences, 7(3), 113–118.

17. Allport, DA. Distributed memory, modular subsystems and dysphasia. In: Newman, SK.; Epstein, R.,
editors. Current Perspectives in Dysphasia. New York: Churchill Livingstone; 1985. p. 207-44.

18. Martin, A. (2016). GRAPES—Grounding representations in action, perception, and emotion systems:
How object properties and categories are represented in the human brain. Psychonomic Bulletin &
Review, 23.

Last Update 01192022

 19. Pulvermüller, F. (2013a). Semantic embodiment, disembodiment or misembodiment? In search of
meaning in modules and neuron circuits. Brain and Language, 127, 86–103.

20. Mahon, B.Z. (2015). What is embodied about cognition? Language, Cognition and Neuroscience, 30,
420-429.

21. Hickok, G. (2009). Eight problems for the mirror neuron theory of action understanding in monkeys and
humans. Journal of Cognitive Neuroscience, 21, 1229–1243.

22. Glenberg, A. (2015). Few Believe the World Is Flat: How Embodiment Is Changing the Scientific
Understanding of Cognition. Canadian Journal of Experimental Psychology, 69, 165-71

23. Mahon, B.Z. (2015). The burden of embodied cognition. Canadian Journal of Experimental Psychology,
69, 172-178.

24. Glenberg, A. (2015). Response to Mahon: Unburdening cognition from abstract symbols. Canadian
Journal of Experimental Psychology, 69, 181-2.

25. Mahon, B.Z. (2015). Response to Glenberg: Conceptual content does not constrain the
representational format of concepts. Canadian Journal of Experimental Psychology, 69, 179-180.

Last Update 01192022

Respect in the Classroom. It is my intent to present materials and activities that are respectful to the diverse
backgrounds and perspectives of students in the classroom. You may feel free to let me know ways to improve
the effectiveness of the course for you personally or for other students or student groups. If you feel
uncomfortable discussing this with me, you may voice your concerns to the Chair of the Department (Mike
Tarr, michaeltarr@cmu.edu) or the Chair of the Diversity and Inclusion Committee, Jessica Cantlon
(jcantlon@andrew.cmu.edu). Drs. Tarr and Cantlon is available to hear your concerns related to respect for
diversity for any psychology class you are taking.

Academic Integrity: There is zero tolerance for academic dishonesty. Any evidence of copying, duplication or
any evidence of plagiarism (copying someone else's writing, or failing to cite the work, ideas or writings of
someone else, and presenting it as your own) will result in an automatic zero on the assignment, and
submission of an Academic Honesty Incident Form. This applies to oral presentations with equal force as to
written assignments. If you have questions on any issue related to academic honesty, please consult the
University Policy at: https://www.cmu.edu/policies/student-and-student-life/academic-integrity.html and speak
with me.

Special Needs: Students with physical handicaps, learning disabilities or who speak English as a second
language are encouraged to contact the instructor in order to identify needed instructional support.
Arrangements will be made as appropriate.

Taking Care of Yourself. Please do your best to take of yourself and maintain a healthy lifestyle. This will help
you achieve your goals and manage stress. We all need support when we are struggling. There are many
resources available on campus and it is important to seek assistance sooner than later. If you or someone you
is experiencing academic stress, difficult life events, or feelings of anxiety or depression, we strongly
encourage you to seek support. Counseling and Psychological Services (CaPS) is available at 412-268-2922
or through their website: www.cmu.edu/counseling. Please reach out to a friend, faculty or staff member or
family member you trust and to help connect you to resources for help and support. If you or someone you
know is danger of harming themself call CaPS immediately, or the Resolve Crisis Network (888-796-8226). If
the situation is life threatening call CMU police (412-268-2323) or 911.

Last Update 01192022

Resources from the Student Academic Success Center (SASC)
SASC focuses on creating spaces for students to engage in their coursework and approach learning through a
variety of group and individual options. SASC offers many opportunities for students to deepen their
understanding of who they are as learners, communicators, and scholars. SASC services and workshops are
free to the CMU community and meet the needs of all disciplines and levels of study. SASC programs to
support student learning include the following:

● Academic Coaching--This program provides holistic, one-on-one peer support and group workshops
to help undergraduate and graduate students implement habits for success. Academic Coaching assists
students with time management, productive learning and study habits, organization, stress management, and
other skills. Request an initial consultation here.
● Peer Tutoring--Peer Tutoring is offered in two formats for students seeking support related to their
coursework. Drop-In tutoring targets our highest demand courses through regularly scheduled open tutoring
sessions during the fall and spring semesters. Tutoring by appointment consists of ongoing individualized and
small group sessions.You can utilize tutoring to discuss course related content, clarify and ask questions, and
work through practice problems. Visit the webpage to see courses currently being supported by Peer Tutoring.
● Communication Support--Communication Support offers free one-on-one communication consulting
as well as group workshops to support strong written, oral, and visual communication in texts including IMRaD
and thesis-driven essays, data-driven reports, oral presentations, posters and visual design, advanced
research, application materials, grant proposals, business and public policy documents, data visualisation, and
team projects. Appointments are available to undergraduate and graduate students from any discipline at
CMU. Schedule an appointment (in-person or video), attend a workshop, or consult handouts or videos to
strengthen communication skills. Specific resources for multilingual students are also available.
● Language and Cross-Cultural Support--This program supports students seeking help with language
and cross-cultural skills for academic and professional success through individual and group sessions.
Students can get assistance with writing academic emails, learning expectations and strategies for clear
academic writing, pronunciation, grammar, fluency, and more. Make an appointment with a Language
Development Specialist to get individualized coaching.
● Supplemental Instruction (SI)--This program offers a non-remedial approach to learning in historically
difficult courses at CMU. It utilizes a peer-led group study approach to help students succeed and is facilitated
by an SI leader, a CMU student who has successfully completed the course. SI offers a way to connect with
other students studying the same course, a guaranteed weekly study time that reinforces learning and
retention of information, as well as a place to learn and integrate study tools and exam techniques specific to a
course. Visit the website to see courses with SI available here.

Accommodations for Students with Disabilities

If you have a disability and have an accommodations letter from the Disability Resources office, I encourage
you to discuss your accommodations and needs with me as early in the semester as possible. I will work with
you to ensure that accommodations are provided as appropriate. If you suspect that you may have a disability
and would benefit from accommodations but are not yet registered with the Office of Disability Resources, I
encourage you to contact them at access@andrew.cmu.edu.

Last Update 01192022

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