Mental architecture and basic processes

Goals

The course aims to provide students with a comprehensive understanding of the fundamental structures and mechanisms underlying human cognition. Learning objectives include gaining insights into the mental frameworks that support language, learning and thought. Students will explore key theories and models of cognitive architecture, learn to analyze basic cognitive processes, and develop critical thinking skills to evaluate research in cognitive psychology and related areas. Additionally, the course seeks to enhance students’ ability to apply theoretical knowledge to research scenarios, fostering an appreciation for the complexity and interconnectedness of mental functions.

 

Course plan

1. Learning and Reasoning

2. Numerical Cognition

3. Language Processing

 

Assessment

The course is based on lectures, autonomous readings of articles related to each topic and in-class group presentations and discussion.

The evaluation will be the sum of the grades obtained in three in-class group presentation sessions (20 points each, for a total of 60 points) and a multiple-choice exam at the end of the term (40 points).

Giving a minimum of two presentations and taking the exam is required to qualify for evaluation. If a student qualifies for evaluation but does not achieve an overall grade of 50 or more, re-evaluation of the exam is allowed. Presentations are not subject to reevaluation. In this case, the final grade will be the sum of the grades obtained in the presentation sessions and the grade obtained in the re-evaluation exam.

 

Examination-based assessment

Under exceptional and justified circumstances, a single examination (100% of the grade) can be scheduled. Students must request this alternative during the first 20 days after the course start.

If a grade of 50 is not achieved, re-evaluation is allowed taking a second exam with the same characteristics as the original one. The same criterion used in the first assessment is applied to calculate the final grade.

 

Bibliography

Books

Holyoak, K. & Morrison, R. (2005). The Cambridge Handbook of Thinking and Reasoning. Cambridge University Press.

Dehaene, S. (2011). The number sense: how the mind creates mathematics. Oxford University Press.

Kemmerer, D. (2022). Cognitive neuroscience of language. Routledge.

Poeppel, D., Emmorey, K., Hickok, G., & Pylkkänen, L. (2012). Towards a new neurobiology of language. Journal of Neuroscience, 32(41), 14125-14131.

Hagoort, P. (Ed.). (2019). Human language: From genes and brains to behavior. MIT Press.

 

Articles

Matute, H., Blanco, F., Díaz Lago, M. (2019). Learning mechanisms underlying accurate and biased contingency judgments. Journal of Experimental Psychology: Animal Learning and Cognition, 45, 373 389.

Tversky, A., & Kahnemann, D. (1974). Judgement under Uncertainity: Heuristics and Biases. Science, 185, 1124-1131

Stanovich, K., E., & West, R., F., (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioral and Brain Sciences, 23, 645-726.

Matute, H., Blanco, F., Yarritu, I., Díaz-Lago, M., Vadillo, M. A., & Barberia, I. (2015) Illusions of causality: How they bias our everyday thinking and how they could be reduced. Frontiers in Psychology, 6, 888.

Perales, J. C., & Shanks, D. R. (2007). Models of covariation-based causal judgment: A review and synthesis. Psychonomic Bulletin & Review, 14(4), 577–596.