Cognitive science goal to understand different types of mind 1 Input senses within mind and body a I e if you re hungry stomach tells brain brain 2 Computation 3 Output Mind either one module or consists of different modules for different domains Return of mentalism Cognitive Science HARLOW Preplanning makes an appeal to behavior planning happening before behavior monkey experiment animals and humans have innate preferences CHOMSKY Sentence structure highly complex and didn t agree w skinner Children can construct mental grammar through stimuli complex asf Parents speak to children in simplistic way Pushed linguistics as a science Information Theory Claude Shannon Transporting information has a price Is there a way in which we send information to be smaller Every word that you hear get a sense of what s coming next in the sentence What kind of words are likely to come next Predictable information redundant information i e constants and vowels any random combination can be a word Can cut out acoustic predictable information depending on prior information Humans can detect allows children to learn grammar learning about filtering out Leaving out information in transmission redundancies Cybernetics Norbert Wiener and John von Neumann the science of any system that has some goal and that operates through control communication feedback and self regulation Artificial intelligence Movement to model implement human animal behavior in computers Can we design a robot with moving parts that mimic behavior This is opposed to the natural intelligence that we find in humans and other animals While this often means that the goal is to make machines do things that humans do this is not a principled limitation and it is easy to think of something that what we would like a machine to do is outside the range of what humans can do Cryptology Neuroscience Alexander Luria Sparked by the war Behavior of people are changing Take a mentalistic approach The Cognitive Revolution and the birth of Cognitive Science Rejecting behaviorism CogSci Three level approach The functional level We ask what does the module do Function Inputs Outputs Solves the problem of how children can construct grammar What is the function of the module Applied to language Assuming there is a Universal Grammar language module Why do we need it which problem does it solve How does it facilitate the growth of the Mental Grammar What is the nature of the input and output What are the submodules What is the format in terms of which units and rules are represented computational level sometimes called the functional level what does the system do e g what problems does it solve or overcome and similarly why does it do these things The algorithmic level We ask what are the rules inside the module Explicit rules An actual description of the internal organization of the mental grammar module which shows explicitly how utterances are structured in the form of a rule system which can be called an algorithm but not yet in the sense of a computer program algorithmic level sometimes representational level how does the system do what it does specifically what representations does it use and what processes does it employ to build and manipulate the representations The implementational level We ask how are the rules represented in the brain or in a computer simulation A neurological model of how the actual brain processes language A specification of the algorithms in the form of a computer program Implementational sometimes called the physical level how is the system physically realized in the case of biological vision what neural structures and neuronal activities implement the visual system