version 2014-01-15

brain and neuron COGS Q540 Philosophical Foundations of Cognitive Science

Spring 2014 Schedule and Syllabus
Meeting time: MW 2:30-3:45; Location: Cedar Hall (AC) C116


(Prof.) Colin Allen <>
Offices: Goodbody Hall 113 and Eigenmann 802
Office hours: Tuesdays 3:30-4:30 in Eigenmann 802, Wednesdays 1:30-2:30 (after CogLunch) usually in IU Gallery Coffee Shop (email me for verification), and by appointment

Course Description

The cognitive sciences began with great enthusiasm for the prospects of a successful multi-disciplinary attack on the mind. This enthusiasm was fueled by the faith that computational ideas could put flesh on abstract notions of mental representation, providing the means to make good physical sense of questions about the nature of mental information processing. The challenges of understanding how minds work have turned out to be much greater than many of the early enthusiasts predicted — in fact they have turned out to be so great that many (especially here at IU) have argued that we need new paradigms to replace the standard computationalist-representationalist assumptions of traditional cognitive science. This course aims to provide an understanding of the philosophical issues underlying this discussion and to apply this understanding to a specific cutting edge topic. For Spring 2014 that issue will be the question of whether and how apes and humans read the minds of others.


  1. Readings provided electronically; see schedule below
  2. Required book: Andrews, K. 2012 Do Apes Read Minds? Toward a new folk psychology. MIT Press
    [IU Library access (may require being on campus or use of VPN)] [Amazon link]
  3. Optional/recommended text book: Andy Clark Mindware 2nd Edition, OUP.
    Relevant chapters to assigned readings are listed as Clark # on the schedule below.
    [Amazon link]

Course Objectives

By the end of this course you should have broad knowledge of the history, philosophy, and major concepts and programmatic trends in the philosophy of cognitive science, along with an appreciation for the philosophical issues that motivated the emergence of cognitive science and underlie the controversies within it. By the end of the course you should have the ability to read works written for professional academic cognitive scientists and philosophers of cognitive science, and to summarize them accurately both orally and in writing using your own words. You should also be able to relate foundational issues in cognitive science to your own research interests.

Grading Basis

Grades will be based holistically on overall performance in the following six categories:

  1. Reaction pieces 1-9 due most Wednesdays, beginning January 15 [max. 400 words]*
  2. Reaction piece 10 in form of book review [max. 1000 words]* of Andrews book, due April 16.
  3. Paper proposals considered Mar 12-26 [2 pages]
  4. Draft of paper due any time before Apr 23 [approx 10 pages]
  5. Final paper due May 01 [approx 15 pages]
  6. Oral presentation** and classroom participation***

* Weekly reaction pieces due before midnight on due dates (see calendar below). Electronic delivery preferred (all common formats can be handled), but paper delivery in class on Wednesday also acceptable. For Reactions 1-9, identify which items you have read from the reading list for that week, and write a short (250-400 word) reaction to at least one of them. This should not be a summary or restatement of the reading. Rather, write an argumentative response to something you read. State what you liked or disliked most about the idea(s) and why, with special attention to the strength of the arguments that were presented. For Reaction10, identify a journal in philosophy, cognitive science, or your primary field that does book reviews and write a short (1000-1200 word) review of Kristin Andrews' book in the style of that journal, highlighting the aspects of the book most relevant to researchers in that area.

** All students will be scheduled to give a classroom presentation on an assigned reading, 15 minutes maximum, which like the reaction pieces should not be a linear summary of the reading, but in which you should identify and evaluate an argument contained in the piece.

*** This is a discussion-oriented class. If you do not speak up regularly during class discussions, you may also be gauged by an oral exam to be scheduled at the instructor's discretion during finals week.

Schedule of Readings and Presentations

Articles for the first part of the semester are available to you via the links below for your personal use under fair use doctrine. Items preceded with bullets "•" are required readings; items preceded with daggers "†" are suggested optional readings. DARM?: indicates chapters from Andrews' book. This schedule may be altered in response to events in class.

DateTopicReading AssignmentsWriting Assignments, etc.
Week 1
Jan 13Organization and Overview COGS Colloquium 4 pm Steve Franconeri, Northwestern University
Jan 15Cognitive Prehistory • Descartes selections from Discourse on Method
• Hume Enquiry section 2 and section 3
• Tolman (1948) html pdf
Reaction1 due
Jan 17PHIL-COGS talk 4 p.m. WH121 Anya Farennikova ""Expect surprises: prediction in perception of absence"
Week 2
Jan 20MLK DayNo Class
Jan 22Beyond Behaviorism • Chomsky (1959/1967) html pdf
• Shepard & Metzler (1971) jstor pdf or here
• Goldstone & Kersten (2003) pdf
† [Vigo (2010) pdf]
Reaction2 due
Jan 24PHIL-COGS talk 4 p.m. Nicoletta Orlandi
Week 3
Jan 27Turing Machines, Functionalism, & Computational Theory of Mind • "Turing Machine" article at Wikipedia or SEP
• SEP "Computational Theory of Mind" html
† [Clark 1]
Jan 29AI as Empirical Enquiry (or not) • Newell & Simon (1975) pdf
• Schank & Abelson (1977) pdf
† [Clark 2]
† [Schank & Abelson (1995) pdf]
Reaction3 due
Jan 31PHIL-COGS talk 4 p.m. Neil van Leeuwen
Week 4
Feb 03Cognition ← → Brain? • Fodor (1974) pdf
• Marr (1982) chapter 1 pdf and chapter 6 pdf
• Figdor (2010) pdf
† [Clark 3]
† [SEP "Multiple Realizability" html]
COGS Colloquium Michael Frank, Stanford University
Feb 04PHIL-COGS talk Farid Masrour
Feb 05Turing Test & Chinese Room • Turing (1950) html pdf
• Searle (1980) preprint pdf
Reaction4 due
Week 5
Feb 10Instrumentalism & Rational Believers • Dennett (1981) pdf
• Tversky & Kahneman (1974) jstor pdf
• Todd & Gigerenzer (2007) pdf
Feb 12Connectionism and Eliminativism • Medler (1998) pdf
• Ramsey et al. (1991) jstor pdf
• Churchland 2005 preprint pdf
† [SEP "Connectionism" html]
† [Clark 4]
† [Play with Backprop simulator]
Reaction5 due
Week 6
Feb 17Embodiment • Brooks (1991) pdf
• Clark (1998) pdf
• Barsalou, Smith & Breazeal (2007) pdf
† [Clark 5]
COGS Colloquium Richard Aslin, Department of Brain and Cognitive Sciences, University of Rochester
Feb 19Dynamical Systems • Van Gelder (1995) pdf
• Beer (2000) pdf
• Silberstein & Chemero (2008) pdf
† [Clark 6 & 7]
Reaction6 due
Week 7
Feb 24Extended and Collective Minds • Clark & Chalmers (1998) pdf
• Adams & Aizawa 2010 pdf
• Theiner et al. (2010) pdf
Feb 26Theories of theory of mind • Gallese & Goldman (1998) pdf
• Call & Tomasello (2008) pdf
• Santos et al. (2007) pdf preprint
• Allen (2011) pdf
Reaction7 due
Final paper requirements will be discussed
Week 8
Mar 03Do Apes Read Minds?DARM:Preface+Ch1
Mar 05DARM:Ch2Reaction8 due
Week 9
Mar 10DARM:Ch3COGS Colloquium Marian Stewart Bartlett, University of California, San Diego and Emotient, Inc.
Mar 12tbdstart consideration of paper proposals
Week of Spring Break
Mar 17spring breakno class meeting
Mar 19spring breakno class meeting
Week 10     [Gerd Gigerenzer at IU as Patten Lecturer]
Mar 24Gerd Gigerenzer in classtbd
Mar 26DARM:Ch4last date for submission of paper proposals
Week 11
Mar 31DARM:Ch5COGS Colloquium Dennis Proffitt, University of Virginia
Apr 02DARM:Ch6Reaction9 due
Week 12
Apr 07DARM:Ch7COGS Colloquium Tom Palmeri, Vanderbilt University
Apr 09DARM:Ch8
Week 13
Apr 14DARM:Ch9
Apr 16DARM:Ch10Reaction10 (book review) due
Week 14
Apr 21DARM:Ch11COGS Colloquium Arthur Glenberg, Arizona State University
Apr 23DARM:Ch12+Conclusionpaper draft due
Week 15
Apr 28Paper workshops
Apr 30Paper workshops
Finals Week
May 05Final paper due

Statement for Students with Disabilities
The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact IU Disability Services for Students.

Statement about Academic Misconduct
University rules concerning academic misconduct will be rigorously enforced in this class. See IU Code of Ethics, Part II for details. As a student at IU, you are expected to adhere to the standards and policies detailed in the Code of Student Rights, Responsibilities, and Conduct. When you submit a paper with your name on it in this course, you are signifying that the work contained therein is all yours, unless otherwise cited or referenced. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged. If you are unsure about the expectations for completing an assignment or taking a test or exam, be sure to seek clarification beforehand. All suspected violations of the Code will be handled according to University policies. Sanctions for academic misconduct may include a failing grade on the assignment, reduction in your final grade, a failing grade in the course, among other possibilities, and must include a report to the Dean of Students.

Valid HTML 4.01!