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  • 80 271: Philosophy and Psychology

    9.00 Credits
    Carnegie Mellon University

    This course has two parts. First, we will look at basic concepts used in psychology (and cognitive science broadly) through the lens of philosophy including: representation, computation, information, explanation, modularity, attention, automaticity and control. Having some concrete proposals about these ideas will allow us to formulate psychological claims more concretely. Second, we will reverse course and look at traditional philosophical problems through the lens of psychology focusing on three topics: consciousness, agency, and perception. Specifically: what is consciousness, what is it to be an agent, what is it to perceive?
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  • 80 275: Metaphysics

    9.00 Credits
    Carnegie Mellon University

    The topical agenda of this course will vary. Typical topics include the problem of personal identity, the nature of human freedom, the nature of the self, the nature of reality and being, the nature of causality, and the question of whether solutions to such problems can be given. Classical as well as contemporary philosophic texts will be studied. For Spring 2011: Issues we will consider, in no particular order, include: Do properties exist? Why should you think there is an external world? What is a number? Why should you think other people have mental states? What are natural kinds? What constitutes the identity of things through time? What constitutes the identity of persons through time? What does determinism mean? Is there freedom of the will? What is possibility? What is necessity? Are there other possible worlds? When does one event cause another, and what does that mean? What could a deity be, and should you think there is one?
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  • 80 281: Language and Thought

    9.00 Credits
    Carnegie Mellon University

    The course addresses issues related to the connections between thought and language, particularly the ways in which we express thoughts and attitudes through language. Is language necessary for thought? What are the referents of linguistic expressions: cognitive or mental entities of some sort, or things out there in the world? Does the meaning of sentences come before their truth conditions, or the truth conditions of an expression are sufficient to determine its meaning? What kind of knowledge makes it possible for speakers of a language to communicate with one another? Is the meaning of expressions determined by norms and social conventions? What is a metaphor? What exactly serves as the context of an utterance in discourse? Do speakers of different languages perceive the world differently because of their language differences? The first part of the course addresses classical philosophical issues concerning the relation of truth and meaning, as well as issues related to the meaning of verbs of propositional attitude and pragmatics. The second part of the course focuses on more recent proposals in cognitive semantics, particularly theories that utilize conceptual spaces as the main framework to represent semantic information. We will also consider `hybrid? theories that describe the form-meaning relation as an idealized account of the process whereby the recipient of an utterance comes to grasp the thoughts that the utterance contains. A basic course in logic is recommended but not required.
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  • 80 282: Phonetics and Phonology

    9.00 Credits
    Carnegie Mellon University

    This course seeks to describe the sounds of human languages in a linguistically relevant fashion. The challenge is that at a sheer physical level, every speech sound is different than every other speech sound. This is true within the speech of an individual, between sounds produced by different speakers of the same dialect, and across dialects within a language. Still, some sounds are considered by speakers to be the same as other sounds, and this is a crucial property, making spoken language possible. On the flip side, sounds must also be recognized as different from each other. This is the phonological concept of contrast and without it, sounds could not be combined together as morphemes to carry meaning. In this course students get hands-on practice in describing sounds in articulatory and acoustic terms (how they are made and what their physical properties are) and in using these descriptions to study the phonological systems of contrast within languages. We look at earlier attempts to devise such phonological systems, and conclude with the study of modern optimality theory. In optimality theory, contrast and sameness are captured in terms of an input-output device which selects the most optimal candidate faithful enough to the requirements of contrast.
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  • 80 283: Syntax and Discourse

    9.00 Credits
    Carnegie Mellon University

    This course builds on and expands the basic syntactic analysis skills learned in 80-180 Nature of Language, and applies them to an exploration of the ways in which syntactic structure can be manipulated in different languages to reflect the status of content as old or new, foregrounded or backgrounded, connected to ongoing discourse or not. More generally, the course provides an examination of the interaction between syntactic structure and discourse structure, with reference to English and other languages. The course will begin with review of the basic syntax from Nature of Language (head/argument structure, constituency tests, complement/adjunct distinction) and will then develop this basic syntactic theory further, based on analysis of declarative sentences in English and one other language. We will then begin the analysis of manipulations of basic sentence structure such as fronting, left- and right- dislocation, clefting and passivization, exploring in parallel the syntactic description of such structures and their semantic/pragmatic functions, using appropriate theoretical concepts. The course will provide students with tools to reason about and represent syntactic structure, and to accurately characterize the discourse-related properties of different sentence types. Prerequisite: 80-180
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  • 80 294: Internship

    9.00 Credits
    Carnegie Mellon University

    No course description available.
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  • 80 305: Rational Choice

    9.00 Credits
    Carnegie Mellon University

    This course will cover selected topics in rational choice theory, which informally is the analysis of how to make a correct decision in a given context. The course offers an introduction to the main normative theories of rational choice: von Neumann-Morgenstern theory of expected utility, Anscombe-Aumann's account and Savage's theory of choice under uncertainty. The course also includes an introduction to the main descriptive accounts of decision making used in Psychology and Economics. Possible topics may include, and are not limited to: a review of the main theories of non-expected utility and related issues in the psychology of judgment and decision making (especially recent advances extending Rank Dependent Utility and Prospect theory from risk to uncertainty) , game-theoretic problems of conflict and coordination, the role of heuristics in choice behavior and strategic reasoning, as well as recent theories that abandon the Bayesian assumption that the decision maker's beliefs can always be represented by a unique probability distribution. This course will stress the role that formal methods can play in the analysis of decisions and alternative applications of decision theory to issues in philosophy and social science.
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  • 80 310: Logic and Computation

    9.00 Credits
    Carnegie Mellon University

    Among the most significant developments in modern logic is the formal analysis of the notions of provability and logical consequence for the logic of relations and quantification, known as first-order logic. These notions are related by the soundness and completeness theorems: a logical formula is provable if and only if it is true under every interpretation. This course provides a formal specification of the syntax and semantics of first-order logic and then proves the soundness and completeness theorems. Other topics may include: basic model theory, intuitionistic, modal, and higher-order logics.
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  • 80 311: Computability and Incompleteness

    9.00 Credits
    Carnegie Mellon University

    The course focuses on two central problems of mathematical logic: the undecidability of predicate logic (established by Church and Turing) and the incompleteness of formal theories (discovered by G?del for theories that contain a modicum of set or number theory). The solutions of these problems involve the concept of computation that turned out to be fundamental for computer science, but also cognitive science. We first discuss predicate logic and systematic ways of constructing proofs; that is followed by the formal development of elementary set theory. The concept of Turing machine computation is introduced and shown to be equivalent to the concept of recursive function. That provides the mathematical, methodologically adequate tools for establishing the results mentioned above. The mathematical and computational notions and results are among the most significant contributions of logic, not just to the solution of internal logical questions and to the foundation of computer science, but also to (the beginnings of) a deeper understanding of the human mind and mental processes.
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  • 80 312: Philosophy of Mathematics

    9.00 Credits
    Carnegie Mellon University

    The 20th century witnessed remarkable and novel developments of mathematics - with deep roots in the 19th century. The beginnings of these developments were beset with foundational problems and provoked a variety of programmatic responses: logicism, intuitionism, and finitism. For a deeper study of basic issues, we review a part of classical Greek mathematics (the theory of proportions) that is closely connected to the foundations of analysis in the 19th century. We analyze set theoretic and constructive approaches, and discuss fundamental metamathematical results and their philosophical implications. A "reductive structuralist" position will finally provide a perspective for understanding the abstract character of mathematics as well as its usefulness in applications.
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