Cognition at Stanford Jay McClelland & Lera Boroditsky Spring, 2009.
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Cognition at Stanford Jay McClelland & Lera Boroditsky Spring, 2009
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Transcript of Cognition at Stanford Jay McClelland & Lera Boroditsky Spring, 2009.
Cognition at Stanford
Jay McClelland & Lera Boroditsky
Spring, 2009
language
memory
learning &development
perceptiondecisionmaking
the cognitive faculties
semantic cognition
executivefunctions
language
memory
learning &development
perceptiondecisionmaking
the cognitive faculty
semantic cognition
executivefunctions
some of the questions• How do we get so smart? How does neural tissue think?
• How do we acquire, construct, store and use knowledge?
• How do we make meaning out of sensory data?
• How do we learn language and communicate?
• How does your brain translate the strange series of hisses, tones, puffs, and pops I am producing with my mouth into meaningful thoughts?
• How do language, experience, and culture shape the way we think?
• How do we remember, why do we forget?
• What does it mean to imagine?
• How do we reason and make decisions?
• How does sophisticated behavior emerge out of simple building blocks?
the methods
• testing adults – individually & in interactions
– in the lab and out in the world
– measuring all aspects & products of human behavior
the methods
• testing adults – individually & in interactions
– in the lab and out in the world
• testing children
the methods
• testing adults – individually & in interactions
– in the lab and out in the world
• testing children
• fMRI, EEG, MEG, TMS
the methods
• testing adults – individually & in interactions
– in the lab and out in the world
• testing children
• fMRI, EEG, MEG, TMS
• patient populations
• J
• L
Semantic dementiapatient’s drawing of a swan
the methods
• testing adults – individually & in interactions
– in the lab and out in the world
• testing children
• fMRI, EEG, MEG, TMS
• patient populations
• computational modeling
ContextRelation Cue
Response
Neo-Cortex
Hippocampus
the methods
• testing adults – individually & in interactions
– in the lab and out in the world
• testing children
• fMRI, EEG, MEG, TMS
• patient populations
• computational modeling
• cross-cultural comparisons
the methods
• testing adults – individually & in interactions
– in the lab and out in the world
• testing children
• fMRI, EEG, MEG, TMS
• patient populations
• computational/mathematical modeling
• cross-cultural comparisons
• linguistic analyses
Lera Boroditsky
How can we mentally represent things we could never see or touch?
How do the languages we speak shape the ways we think?
What does it mean to imagine?
wife: I’m leaving.husband: Who is he?
Herb Clark
Cognitive and social processes in language use and discourse.
What speakers mean in saying
what they say.
Pretense, deception, irony…
Special interest in conversation.
Jay McClelland*
• computational modeling• cognitive development• context effects• critical periods• concepts• continuity in processing,
representation and learning• causal reasoning• comprehension• convergent contributions
of collaborating brain areas
How does complex behavior emerge from simple processing and learning mechanisms?
*according to l.b.
Ewart Thomas
Statistical methods.
Mathematical and experimental analyses of information processing, equity, and small-group processes.
Life after StanfordSteven Kosslyn HarvardDavid Rumelhart StanfordLarry Barsalou EmoryBob Sternberg YaleKeith Holyoak UCLABeth Loftus UC IrvineRichard Shiffrin IndianaJohn Anderson CMUSteve Sloman BrownBrian Ross IllinoisMark Gluck RutgersLarry Maloney NYUGreg Murphy NYULynn Cooper Columbia
Life after Stanford
Danny Oppenheimer Princeton
Tom Griffiths Brown, Berkeley
Lera Boroditsky MIT, Stanford
Alex Huk UT Austin
Noam Sobel Berkeley
Silvia Bunge UC Davis, Berkeley
Beth Marsh Duke
Jeff Zacks Wash U
Jonathan Demb Michigan
Anthony Wagner MIT, Stanford
Sharon Thompson-Schill UPenn
