‭Module three - perceptions‬

‭ lide notes (recent - old)‬

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‭M4‬
‭December 5th - Linguistics‬
‭Understand the difference between postulates of Computationalism (Classical/Orthodox‬
‭Cognitive Science) and the 4E Cognition‬
‭Know what each "E" in the 4E Cognition stands for and argues for‬
‭How action is understood within these cognitive frameworks‬
‭Understand the arguments for centrality of social cognition in humans‬
‭Understand the arguments for centrality of social cognition in humansKnow the basics of the‬
‭Speech Act Theory and be able to characterize examples of utterances as direct/indirect speech‬
‭acts‬
‭Understand what Felicity Conditions are and how they can be violated‬
‭Understand how the gestural examples discussed in class can act as speech acts‬
‭-‬ ‭Computationalism‬‭(the sandwich model)‬
‭-‬ ‭Action is the resultant outcome of thinking (thinking -> action)‬
‭-‬ ‭For both low level thought ( reflexes) & high level (conscious thought)‬
‭-‬ ‭4E Cognition‬‭/Embodied, Embedded, Enacted, Extended‬
‭-‬ ‭Action does not always require thinking (can have thinking or not thinking to have‬
‭action) when it is not thinking‬
‭-‬ ‭Direct perception (Ecological, phycology,‬‭Embodiment‬‭)‬
‭-‬ ‭Role of the body shaping cognition‬
‭-‬ ‭The bodily experience with the environment change our thoughts‬
‭-‬ ‭Phycology to represent the not separable connection between body, mind‬
‭and environment where the growth are connected to the dynamic‬
‭interactions with their habitat‬
‭-‬ ‭Similar to enactive but focus on body role‬
‭-‬ ‭Cognitive artifacts (‬‭Extended‬‭cognition)‬
‭-‬ ‭Extends beyond boundaries on a given individual of interest‬
‭-‬ ‭Externals to the individual must be considered as a PART OF the‬
‭cognitive system ie; cognition can be offloaded onto things‬
‭-‬ ‭Notebooks, smartphones, calculators and tech in general‬
‭-‬ ‭Thing-ing (‬‭Enactive‬‭Cognition)‬
‭-‬ ‭Ideas that cognition is NOT in matter of internal mental processes‬
‭-‬ ‭Shaped by actions and interactions with environment‬
‭-‬ ‭Similar to direct perception but focus on the environment‬
‭-‬ ‭Embedded‬
‭-‬ ‭Embedded physically in the environment‬
‭-‬ ‭Discussed in embodied‬
‭-‬ ‭Embedded socially in the social-cultural environment‬
‭-‬ ‭Aka situated‬
 ‭-‬ I‭ nvolves communicative abilities of people (speak/sign) and‬
‭particulars of the context in where communication occurs‬
‭(material and social environment)‬
‭-‬ ‭“Public social process embedded within a historically shaped‬
‭world”‬
‭-‬ ‭asserts that cognitive processes are intricately tied to the context‬
‭and environment in which they take place.‬
‭-‬ ‭Social cognition‬
‭-‬ ‭Cog processes are associated with the info about other people and social‬
‭situations‬
‭-‬ ‭Essentially how cog processing is used in social interactions and‬
‭reasoning‬
‭-‬ ‭Inclusive approach‬‭that considers all social interactions with people and‬
‭animals‬
‭-‬ ‭Arguments for social cog‬
‭-‬ ‭Paredoilia‬‭(seeing faces in not faces like cars and trees) such that‬
‭it can influence how people interpret and attribute meaning to‬
‭perceived patterns.‬
‭-‬ ‭impact how people perceive and interact with inanimate‬
‭objects that exhibit face-like features. This can lead to a‬
‭sense of familiarity or social connection with the‬
‭perceived patterns‬
‭-‬ ‭Social pain = physical pain‬
‭-‬ ‭Share the same neural pathways‬
‭-‬ ‭The understanding that social pain is processed in brain‬
‭regions associated with physical pain may influence‬
‭social behavior. Individuals may be more considerate of‬
‭the potential emotional impact of their actions,‬
‭recognizing that social experiences can have tangible‬
‭effects on well-being‬
‭-‬ ‭Point-light walkers‬
‭-‬ ‭Point-light walkers can convey social cues, such as body‬
‭language and emotional expressions, even with minimal‬
‭visual information. Research using these stimuli explores‬
‭how individuals extract meaningful social information‬
‭from point-light displays and how this information‬
‭contributes to social cognition.‬
‭-‬ ‭Wason selection task‬
‭-‬ ‭Each card has a number on one side and color on the‬
‭other which card or cards must be turned over to test the‬
‭idea that if a card shows an even number on one face‬
‭then it’s opposite face is blue‬
 ‭-‬ ‭ uccess rate went up when refarmed with alc and soda‬
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‭and numbers as age ie; cant be under 18 if alc! Quick‬
‭association‬
‭-‬
‭Speech act theory‬
‭-‬ ‭Language is used to perform action ie;‬
‭-‬ ‭Saying “ this coat looks very good on you “ is a physical‬
‭utterance and a speech act of “complimenting”‬
‭-‬ ‭REC DVD‬‭(representatives, expressives, commissives,‬‭declaratives,‬
‭verdictives, directives )‬
‭-‬ ‭Direct speech acts‬
‭-‬ ‭statements , questions commands‬
‭-‬ ‭A direct relationship between the linguistic form and the function‬
‭-‬ ‭Indirect speech act‬
‭-‬ ‭A mismatch between the linguistic form and the function‬
‭-‬ ‭Can you close the door?‬
‭-‬ ‭Questions if they have the ability to close the door‬
‭(direct)‬
‭-‬ ‭Requests to close the door (indirect)‬
‭-‬ ‭Felicity conditions‬
‭-‬ ‭For a speech act to “work” as intended, certain conditions must‬
‭be in place and certain criteria must be satisfied‬
‭-‬ ‭Each type of speech acts has its own felicity conditions‬
‭-‬ ‭Violating the felicity conditions‬
‭-‬ ‭(1) The speaker has a gap in knowledge about some state‬
‭of affairs‬
‭-‬ ‭(2) The speaker is aware of this gap in their knowledge‬
‭and wishes to obtain the missing information‬
‭-‬ ‭(3) The speaker must believe that the hearer possesses‬
‭this missing piece of information and can provide it to‬
‭the speaker upon request‬
‭-‬ ‭Gestures‬
‭-‬ ‭Conventional and culturally specific‬
‭-‬ ‭• Thumbs up, thumbs down, OK -> evaluations‬
‭-‬ ‭• Pinky swear -> commissive (promise)‬
‭-‬ ‭• Waving hand (hello) -> expressive (greeting)‬
‭-‬ ‭• Clapping hands -> verdictive (approval)‬
‭-‬ ‭• Clapping on someone’s shoulder -> expressive (sympathy)‬
‭November 28th - CPSC‬
‭An ability to discuss a hierarchical computational model in terms of Tom's sandwich diagram.‬
‭An ability to compare servo motor movement and control with eye movement and control.‬
‭An ability to discuss voluntary inhibition vs. involuntary control as it relates to systemic‬
‭expression of will.‬
‭An ability to discuss eye movement as an illustration of embodied/extended cognition‬