Cognitive Science

Program Offerings

Offering type
Minor

Cognitive Science is the interdisciplinary study of the mind, brain and intelligent systems, drawing predominantly on research from psychology, philosophy, computer science, linguistics, neuroscience and anthropology. The interdisciplinary character of cognitive science is reflected in its reliance on many levels of analysis and its employment of a variety of methodologies appropriate to each level. The goal of cognitive science is to integrate the insights from multiple disciplines and modes of research into a unified scientific account of minds — be they human or non-human, natural or artificial — and their place in nature and society.

Research in cognitive science includes, but is not limited to, work on perception, learning, reasoning, concepts, language, development, memory, consciousness and decision-making, all through an interdisciplinary lens. For instance, drawing upon psychology, philosophy, computer science and neuroscience, one ambition of cognitive science is to understand just how mental computations are realized in the brain, and how such neural realizations can ground the conscious, deliberate activity of thought and decision-making. Another interdisciplinary ambition is to investigate just how far mental processes of reasoning and language can be duplicated in complex computational structures that could be instantiated in machines. These are two examples among many — the field of cognitive science is dynamic and expanding, making it an ideal home for inquisitive minds that want to understand themselves and the other cognitive systems around them, be they human, non-human animal, or machine. The minor is open to undergraduates concentrating in any department.
 

 

Goals for Student Learning

Students who complete the program are expected to achieve the following learning goals: develop an ability to recognize and apply cognitive science concepts and methodologies across diverse kinds of minds and across levels of analysis; develop an ability to evaluate evidence and arguments regarding claims about diverse kinds of minds, including minds in social, cultural and technological contexts.

Admission to the Program

The program is open to undergraduates majoring in any department. Students should meet with the director or program manager, usually during sophomore year, to apply to the program and plan a course of study. Applicants will be accepted based on interest and a coherent, tentative academic plan.

Program of Study

Students are required to take five courses in cognitive science, at least three of which must be at the 300 level or above. At least one of the five courses must be from the following list of required CogSci Minor Courses (students should consult the Program in Cognitive Science website for the most up-to-date list):

PHI 207 Introduction to Philosophy of Cognitive Science (also CGS 207) 

PHI 322 Philosophy of the Cognitive Sciences (also CGS 322)

PSY 254 Developmental Psychology (also CGS 254) 

PSY 255 Cognitive Psychology (also CGS 255)

PSY 306 Memory and Cognition (also NEU 306) 

PSY 309 Psychology of Language (also LIN 309) 

PSY 315 Cognitive Science of Human Values

PSY 333 Unlocking the Science of Human Nature (also CHV 300)

PSY 360 Computational Models of Cognition (also COS 360) 

PSY 454 Probabilistic Model of Cognition

MUS 248 Music Cognition (also PSY 248)

The other four courses may be drawn from the list of required minor courses or from other academic units, provided that they meet the following requirements:

  • Courses must be taken in at least three different academic units (this refers to a course's primary course listing, not to additional cross-listings);
  • At most, students may count one course with the same primary course listing as their major, and at most two courses may be counted toward the minor that are also counted toward the student's major. 

The Program in Cognitive Science sponsors a lunchtime talk series with speakers from the Princeton cognitive science community, as well as from outside Princeton. Students are strongly encouraged to attend these talks. The program also offers funding opportunities to support students interested in pursuing research in cognitive science. Information about these opportunities is available on the website for the Program in Cognitive Science.

 

Faculty

  • Director

    • Tania Lombrozo

  • Executive Committee

    • Adam N. Elga, Philosophy
    • Adele E. Goldberg, Psychology
    • Sarah-Jane Leslie, Philosophy
    • Casey Lew-Williams, Psychology
    • Tania Lombrozo, Psychology
    • Elizabeth H. Margulis, Music
    • Karthik Narasimhan, Computer Science
    • Kenneth A. Norman, Psychology

  • Associated Faculty

    • Parastoo Abtahi, Computer Science
    • Sanjeev Arora, Computer Science
    • Lara M. Buchak, Philosophy
    • Danqi Chen, Computer Science
    • Jonathan D. Cohen, Psychology
    • Alin I. Coman, Psychology
    • Molly J. Crockett, Psychology
    • Nathaniel D. Daw, Princeton Neuroscience Inst
    • Benjamin Eysenbach, Computer Science
    • Agustin Fuentes, Anthropology
    • Elizabeth Gould, Psychology
    • Tom Griffiths, Psychology
    • Elizabeth Harman, Philosophy
    • Uri Hasson, Psychology
    • Grace E. Helton, Philosophy
    • Mark Johnston, Philosophy
    • Sanjeev R. Kulkarni, Dean of the Faculty, Office of
    • Andrés Monroy-Hernández, Computer Science
    • Yael Niv, Psychology
    • Kristina R. Olson, Psychology
    • Elizabeth L. Paluck, Psychology
    • Gideon A. Rosen, Philosophy
    • Carolyn M. Rouse, Anthropology
    • Olga Russakovsky, Computer Science
    • Beth Semel, Anthropology
    • Eldar Shafir, Psychology
    • Stacey A. Sinclair, Psychology
    • Una Stojnic, Philosophy
    • Diana I. Tamir, Psychology
    • Natalia Vélez, Psychology
    • Samuel S. Wang, Princeton Neuroscience Inst

  • Sits with Committee

    • Christiane D. Fellbaum
    • Victoria McGeer

For a full list of faculty members and fellows please visit the department or program website.

Courses

LIN 201 - Introduction to Language and Linguistics (also CGS 205) Fall/Spring EC

An introduction to the scientific analysis of the structure and uses of language. Core areas covered include phonetics and phonology, morphology, the lexicon, syntax, semantics and pragmatics, with data from a wide range of languages. Additional topics include language acquisition, language and the brain, and language change. C. Fellbaum, L. Kalin

PHI 315 - Philosophy of Mind (also CGS 315/CHV 315) Spring EC

Investigation of some of the following (or similar) topics: the mind-body problem, personal identity, the unity of consciousness, the unconscious, the problem of other minds, action, intention, and the will. Readings primarily from recent sources. Two lectures, one preceptorial. M. Johnston

PHI 322 - Philosophy of the Cognitive Sciences (also CGS 322) Not offered this year EC

An examination of philosophical problems arising out of the scientific study of cognition. Possible topics include methodological issues in the cognitive sciences; the nature of theories of reasoning, perception, memory, and language; and the philosophical implications of such theories. Two lectures, one preceptorial. Staff

PHI 352 - Philosophy of Bias: Psychology, Epistemology, and Ethics of Stereotypes (also CGS 352) Spring EC

Designed to introduce advanced students to empirical results in the psychology of group-based bias, to analyze these results along several philosophically important dimensions. We will discuss approaches to the semantics of generic statements, such as 'dogs bark', and consider whether these approaches extend to linguistic expressions of stereotypes, such as 'women are nurturing.' We will explore the psychological nature of stereotypes, as informed by both empirical findings and philosophical insights. The students will consider the epistemic import of stereotypes. Finally, we will consider several ethical views of stereotypes. G. Helton

PSY 254 - Developmental Psychology (also CGS 254) Fall EC

Babies, who look like helpless blobs, are capable of impressive feats of learning. 3-year-olds, who can't cross the street alone, know an astounding amount of information about their environments. We will focus on landmark studies that elucidate how children's biology, cognition, language, and social experiences interact to set the stage for what we do and who we are. Is the baby's world a 'blooming, buzzing confusion', or do babies enter the world prepared to make sense of their environments? How can we understand the collaboration between nature and nurture during development? Two lectures, one preceptorial. C. Lew-Williams

PSY 255 - Cognitive Psychology (also CGS 255) Spring SEN

The course will survey discoveries and progress made over the past 50 years of research, from classic experimental findings and fundamental theoretical principles to the cutting edge of research that lies increasingly at the interface of psychology with neuroscience (neural mechanisms underlying cognitive processes), computer science (artificial intelligence and machine learning), and mathematics (formal models of complex processes). Topics will include perception, attention, memory, decision making, reasoning, problem solving, language, and cognitive control. Two lectures, one preceptorial. J. Taylor