Undergraduate Course: The Computational Mind (PHIL10134)
Course Outline
| School | School of Philosophy, Psychology and Language Sciences |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Available to all students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Credits | 20 |
| Home subject area | Philosophy |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This course provides an introduction to a series of recent foundational philosophical questions concerning computational explanations of the mind. Questions include whether such models are realist (do they provide an objective explanation of mental phenomena?), the relationship between computation and representation, and the relationship between computational explanation and internalism/externalism about the mind. Students will also gain a lively appreciation of how these issues play out with real-world examples of computational explanation in psychology and cognitive neuroscience. |
Information for Visiting Students
| Pre-requisites | None |
| Displayed in Visiting Students Prospectus? | Yes |
Course Delivery Information
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| Delivery period: 2012/13 Semester 2, Available to all students (SV1)
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Learn enabled: Yes |
Quota: 25 |
| Location |
Activity |
Description |
Weeks |
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Central | Seminar | | 1-11 | | 16:10 - 18:00 | | | |
| First Class |
Week 1, Tuesday, 16:10 - 18:00, Zone: Central. Room G.06, Dugald Stewart Building. |
| No Exam Information |
Summary of Intended Learning Outcomes
| To develop further the philosophical skills, and to extend as well as deepen the philosophical knowledge, acquired in previous philosophy courses. |
Assessment Information
Class participation assessment (worth 20% of assessment) and one 2,500-word end-of-term essay (worth 80%).
Class participation contributions will be graded primarily according to the quality of the content. The course guide will contain examples of good and bad posts, and guidelines for writing a strong post. Each student¿s grade will also take into account frequency of posting, and students who do not post every week without good reason will be unable to receive the full 20% grade for this component of assessment. The discussions will be made available to the external examiner, along with a grading sheet. These are the grade boundaries I expect to use:
* 18 ¿ 20% Contributes every week, with innovative and insightful content
* 13 ¿ 17% Contributes every week, content usually accurate
* 10 ¿ 12% Student misses two or more weeks without reason but content is good OR student contributes every week but content is poor, failing to demonstrate any understanding or analysis of the reading.
* 7 ¿ 9% Student misses three of more weeks but content is accurate.
* 1 ¿ 6% Student misses three or more weeks and content is weak
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Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
Not entered |
| Transferable skills |
Not entered |
| Reading list |
Not entered |
| Study Abroad |
Not entered |
| Study Pattern |
Not entered |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Mark Sprevak
Tel:
Email: msprevak@exseed.ed.ac.uk |
Course secretary | Miss Susan Richards
Tel: (0131 6)51 3733
Email: sue.richards@ed.ac.uk |
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© Copyright 2012 The University of Edinburgh - 31 August 2012 4:32 am
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