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

Introduction

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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! - PowerPoint PPT Presentation

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Page 1: Introduction

Introduction Research Methods in Cognitive Systems

Web: http://www.cogsys.ubc.ca/cogs303/

Page 2: Introduction

“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

Page 3: Introduction

Goal of the Course1.

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…

Page 4: Introduction

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

Page 5: Introduction

What You Will Hopefully Learn2.

1. Doing research well is not governed by genetics, but by training. You can do it if you work at it.

Page 6: Introduction

5. Logical thinking / intelligence

The Five Most Important Factors in Researchers:

2. Open-mindedness

1. Curiosity

4. Intuitive ability / imagination

3. Persistence

Page 7: Introduction

Early view — c. 1860-1910: Nature (genetics)

Nature vs Nurture

Effectiveness = Nature x Strategy

Later view — c. 1910-1960: Nurture (learning)

Synthesis — c 1960 - 2010: Both (Nurture = Learning)

Emerging view — c 2010: Both (Nurture = Strategy)

Amplify via the right kind of training

Page 8: Introduction

What You Will Hopefully Learn2.

1. Doing research well is not governed by genetics, but by training. You can do it if you work at it.

1. The skills needed are just more controlled forms of those used in everyday thinking. It’s all connected.

Page 9: Introduction

a) Recognize the weaknesses of human reasoning, and guard against them as much as possible

a) Lessen the grip of your current beliefs, and open your mind to alternatives

a) Develop a robustness that will let you “hang in there”, and live comfortably with uncertainty

Extensions:

a) Learn to accept negative feedback so that you can continue to improve

Page 10: Introduction

What You Will Hopefully Learn2.

1. Doing research well is not governed by genetics, but by training. You can do it if you work at it.

1. The skills needed are just more controlled forms of those used in everyday thinking. It’s all connected.

1. Community is an important part of research in the real world. Communication is critical.

Page 11: Introduction

The Need for Communication Skills:

Your careers will be determined largely byhow well you speak, by how well you write, and by the quality of your ideas

in that order. —Patrick Winston

Page 12: Introduction

In Other Words…3.

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 knowledgein the right way (effectiveness)

Page 13: Introduction
Page 14: Introduction

The Approach4.

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

Page 15: Introduction

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):

Page 16: Introduction

Evaluating An Argument4.1

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

Page 17: Introduction
Page 18: Introduction

Finding An Explanation4.2

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

Page 19: Introduction
Page 20: Introduction

Systematization4.3

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

Page 21: Introduction
Page 22: Introduction

Communication Skills4.4

• writing- clarity- conciseness

• presentations- clarity- effective slide design

• debates- exposure to both sides- effective verbal skills

Background mode; distributed throughout the course:

Page 23: Introduction

Syllabus5.

Group ABeltran, Daniel Carter, DakotaChristie, ElizaDukic, JozefinaGharibnavaz, MazdakLau, David Litke, Julia Grace GMartin, AleksMorariu, OanaPham, Doris Tuyet BachSpeert, Nathaniel LawtonWong, SamsonYu, Amy

Page 24: Introduction

Syllabus5.

Group BAruldevarajan, ThayaliniChern, Kearny Cirstea, MariaElijah, Deng SimonKroeker, Vanessa StefanieLeon, Adelena MacLean, TrevorMitchell, Ryan AllanNg, Cheuk YinSamuel, DafTang, WinnieYip, Collin KaKui

Page 25: Introduction

Syllabus5.

Page 26: Introduction
Page 27: Introduction

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)

Page 28: Introduction

Evaluation6.

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

Page 29: Introduction

Evaluation6.

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

Page 30: Introduction

Contacts7.

Website: http://www.cogsys.ubc.ca/cogs303/

TA: [email protected]

Prof: [email protected]@interchange.ubc.ca

Page 31: Introduction

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