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Introduction

COGS 303. Research Methods in Cognitive Systems. Introduction. Web: http://www.cogsys.ubc.ca/cogs303/. “What is it that confers the noblest delight? What is that which swells a man’s breast with pride above that which any experience can bring to him? Discovery!

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Introduction

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  1. COGS 303 Research Methods in Cognitive Systems Introduction Web: http://www.cogsys.ubc.ca/cogs303/

  2. “What is it that confers the noblest delight? What is that which swells a man’s breast with pride above that which any experience can bring to him? Discovery! To know that you are walking where none others have walked; that you are beholding what human eye has not seen before...” —Mark Twain

  3. 1. Goal of the Course To teach you the basic skills needed to do effective analysis and research in the constituent disciplines associated with Cognitive Systems • Computer Science • Linguistics • Philosophy • Psychology Not just techniques for particular problems in particular sciences, but general ways of approaching the unknown…

  4. These skills include things such as: • Using words effectively • Reasoning effectively • Spotting problems in an argument • Observing more of what’s around you • Developing your creative abilities • Making better decisions • Designing experiments • Finding good research topics • Getting a feel for systems • Writing essays • Giving presentations

  5. 2. What You Will Hopefully Learn Doing research well is not governed by genetics, but by training. You can do it if you work at it.

  6. The Five Most Important Factors in Researchers: Curiosity 2. Open-mindedness 3. Persistence 4. Intuitive ability / imagination 5. Logical thinking / intelligence

  7. Amplify via the right kind of training Nature vs Nurture Early view — c. 1860-1910: Nature (genetics) Later view — c. 1910-1960: Nurture (learning) Synthesis — c 1960 - 2010: Both (Nurture = Learning) Emerging view — c 2010: Both (Nurture = Strategy) Effectiveness = Nature x Strategy

  8. 2. What You Will Hopefully Learn Doing research well is not governed by genetics, but by training. You can do it if you work at it. The skills needed are just more controlled forms of those used in everyday thinking. It’s all connected.

  9. Extensions: Recognize the weaknesses of human reasoning, and guard against them as much as possible Lessen the grip of your current beliefs, and open your mind to alternatives Develop a robustness that will let you “hang in there”, and live comfortably with uncertainty Learn to accept negative feedback so that you can continue to improve

  10. 2. What You Will Hopefully Learn Doing research well is not governed by genetics, but by training. You can do it if you work at it. The skills needed are just more controlled forms of those used in everyday thinking. It’s all connected. Community is an important part of research in the real world. Communication is critical.

  11. The Need for Communication Skills: Your careers will be determined largely by how well you speak, by how well you write, and by the quality of your ideas in that order. —Patrick Winston

  12. 3. In Other Words… The goal is to develop people who have - a depth of particular technical knowledge in one or more domains (efficiency) - the general skills to apply this knowledge in the right way (effectiveness)

  13. 4. The Approach Research, analysis, and science are just more controlled forms of the thinking done in everyday life Need to use more conscious control and more intuition, and handle these in the right way • back-and-forth use of these—systolic process

  14. Developing a skill requires practice. This course will largely be about such practice • readings to be done before class • seminar format class time will be largely devoted to discussions and exercises based on these points Focus will be on three kinds of skills (built up in layers):

  15. 4.1 Evaluating An Argument Need for controlled rational thinking(critical thinking) Much of thinking done via specialized modules • cognitive illusions - e.g., Darwinian algorithms • incomplete separations (confusions) - e.g., between correlation and causation Need to combat Many basic issues not resolved (especially in Cog Systems) • need to compare results/frameworks in different fields • many issues not even formalized

  16. 4.2 Finding An Explanation Need for controlled imagination(creativity) Much of the hypothesizing (guessing) done is suboptimal • failure of generative thinking - e.g., don’t consider all reasonable possibilities • failure of critical thinking (evaluation) - e.g., hold on to personal favourites Need to learn to generate and evaluate alternatives

  17. 4.3 Systematization Need for controlled exploration(science) • experiment design • operationalization of terms • critical experiment • systems thinking • hierarchies • power laws (80/20 rule) • the right research question • a difference that makes a difference • theories, models, paradigms, etc

  18. 4.4 Communication Skills Background mode; distributed throughout the course: • writing • clarity • conciseness • presentations • clarity • effective slide design • debates • exposure to both sides • effective verbal skills

  19. 5. Syllabus Group A Beltran, DanielCarter, DakotaChristie, ElizaDukic, JozefinaGharibnavaz, MazdakLau, David Litke, Julia Grace GMartin, AleksMorariu, OanaPham, Doris Tuyet BachSpeert, Nathaniel LawtonWong, SamsonYu, Amy

  20. 5. Syllabus Group B Aruldevarajan, ThayaliniChern, Kearny Cirstea, MariaElijah, Deng SimonKroeker, Vanessa StefanieLeon, Adelena MacLean, TrevorMitchell, Ryan AllanNg, Cheuk YinSamuel, DafTang, WinnieYip, Collin KaKui

  21. 5. Syllabus

  22. Structure of Most Classes 1. Context for material—why it’s important (5 min) 2. Brief quiz (5 min) 3. Comments about readings (5-15 min) 4. Group analyses (30-40 min) 5. Discussions / excercises (10-40 min) 6. Overview of assignment for next class (5 min) 7. Real-world segment (remaining time)

  23. 6. Evaluation 15% Quizzes 21% Submitted material - 12% written essays - 9% target articles / presentations 16% Analyses (groups) 12% Debates (teams) 12% Critique of research papers 9% Mid-term exam 15% Final exam

  24. 6. Evaluation 16% Analyses (groups) 15% Quizzes 15% Final exam 12% Debates (teams) 12% Critique of research papers 21% Submitted material - 12% written essays - 9% target articles / presentations 9% Mid-term exam

  25. 7. Contacts Website: http://www.cogsys.ubc.ca/cogs303/ Prof: theorose@interchange.ubc.ca evb@interchange.ubc.ca TA: cogs303@gmail.com

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