Cogs303/2011-2012-2
Welcome to the Cognitive Systems 303 wiki for 2013-2014 term 1!
Using the Wiki
The Cogs 303 wiki is hosted on UBC Wiki, which runs the same software used for Wikipedia. Anyone with a CWL may create or edit wikis on UBC Wiki. If you are unfamiliar with using wiki software, the following articles provide a good basic overview of how to use/edit the wiki:
Target Articles
Target Article Registration
Instructions
To register your target article, please do the following:
- Login with your CWL using the CWL button at top right of this page. Unfortunately, this will redirect you to the main UBC Wiki page, so you'll have to press the back button twice to get back to this page and then hit refresh so that it knows you are logged in.
- Copy the following text:
* IDENTIFIER: [LINK "TITLE"] ~~~~~ - Click the "edit" link next to the title of the target article you want to register for.
- Paste the text you copied in step 2 to the bottom of the entry form that opens and replace "IDENTIFIER", "LINK" and "TITLE" with your information. For target articles 1A and 1B, replace IDENTIFIER with your code name. For the rest of them, replace it with your first name and last initial. Be careful not to overwrite someone else's submission.
This will add a timestamped entry that looks something like this:
- VANCOUVER: "School Accused of Using Laptops To Spy on Students" 15:11, 11 September 2010 (UTC)
Presentation 1A
Register Topic Here
- Desoxyn: "The Open Source Software Development Phenomenon: An Analysis Based on Social Network Theory" 20:39, 13 November 2013 (PST)
- Focalin: "Swarm Intelligence: Literature Overview" 11:49, 11 November 2013 (PST)
- Dexadrine: "Six Degrees of Separation in Online Society" 19:49, 12 November 2013 (PST)
- Kristen W: "Hierarchical clustering of brain activity during human nonrapid eye movement sleep" 21:32, 12 November 2013 (PST)
- Feprapax: "Obesity spreads to friends, study concludes" 00:46, 13 November 2013 (PST)
- Desyrel: "Small-World Networks and Functional Connectivity in Alzheimer's Disease" 01:36, 13 November 2013 (PST)
- Zoloft: "Facebook cuts six degrees of separation to four" 16:26, 13 November 2013 (PST)
- Strattera: "Hierarchical clustering of WWW image search results using visual, textual and link information" 17:12, 13 November 2013 (PST)
- Cipralex: [http://www.cog.brown.edu/research/badrelab/papers/badrenatneuro09.pdf "Hierarchical cognitive control deficits following damage
to the human frontal lobe"] 17:26, 13 November 2013 (PST)
- Wellbutrin: "Disrupted small-world networks in schizophrenia" 18:12, 13 November 2013 (PST)
- Tramal: "A “SMALL-WORLD” NETWORK MODEL OF COGNITIVE INSIGHT" 18:48, 13 November 2013 (PST)
- Vyvanse:“Analysis of oncogenic signaling networks in glioblastoma identifies ASPM as a molecular target”" 03:16, 14 November 2013 (PST)
Presentation 1B
Register Topic Here.
- Ludiomil: "A Comparative Approach to Identify Unsafe Older Drivers" 23:58, 20 October 2013 (PDT)
- Prozac: "Effect of students' learning styles on classroom performance in problem-based learning" 16:12, 9 November 2013 (PST)
- Kate B:
"A Nationwide study of Developmental and Gender Prevalence for Psychopathology in Childhood and Adolescence" 15:54, 7 November 2013 (PST)
- Elavil:
"Bridging human and animal research" 1:10, 9 November 2013 (PST)
- Dothiepin:
"Girls more likely to study science in single-sex schools" 12:48, 9 November 2013 (PST)
- Danielle C: "Errors and Strategies in Child Second Language Acquisition" 14:22, 10 November 2013 (PST)
- Vivalan: "The impact of orthographic consistency on dyslexia: A German-English comparison" 19:26, 10 November 2013 (PST)
- Aida S: "A dog's got personality: a cross-species comparative approach to personality judgments in dogs and humans." 8:00 Pm November 11 ]
- Adapin: "The mentally handicapped person with epilepsy: a comparative study investigating psychosocial functioning" 20:36, 11 November 2013 (PST)
Presentation 2A
Register Topic Here.
- Mary Forbes: "CATIE and CUtLASS: can we handle the truth?" 16:39, 16 November 2013
- Gaby Baasch: "Deployment and Mental Health Diagnoses Among Children of US Army Personnel" 18:46, 16 November 2013 (PST)
- Hervyn Mayuga: "Behavioural Study of Obedience" 13:06, 17 November 2013
- Louisa H: "The Robustness of Critical Period Effects in Second Language Acquisition" 21:52, 18 November 2013 (PST)
- Michelle Wong: "Caffeinated energy drinks—A growing problem" 12:44, 19 November 2013 (PST)
- Shazia D: "Twin studies of pain" 18:14, 19 November 2013 (PST)
- Louie C: "Prenatal depression effects on neonates" 20:10, 19 November 2013 (PST)
- Noam Ascher: "Culturomics 2.0: Forecasting large-scale human behavior using global news media tone in time and space" 20:52, 19 November 2013 (PST)
- Sogol Gh: "Effects of Physical Activity on Psychological Variables in Adolescents" 15:24, 20 November 2013 (PST)
- Kristine Kwok: "Studies of independence and conformity: I. A minority of one against a unanimous majority." 09:29, 20 November 2013 (PST)
- Kristen W: "Cognitive Consequences of Forced Compliance" 11:42, 20 November 2013 (PST)
- Jenna KC: "Automaticity of Social Behavior: Direct Effects of Trait Construct and Stereotype Activation on Action" 13:02, 20 November 2013 (PST)
- Stephanie C: "Effects of Violent Video Games on Aggressive Behavior, Aggressive Cognition, Aggressive Affect, Physiological Arousal, and Prosocial Behavior: A Meta-Analytic Review of the Scientific Literature" 14:10, 20 November 2013 (PST)
- Sarah H: "A gradient of childhood self-control predicts health, wealth, and public safety" 17:21, 20 November 2013 (PST)
- Pardeep S: "Cannabis use and mental health in young people: cohort study" 18:13, 20 November 2013 (PST)
- Sam K: "Deficits in short-term memory in adult survivors of childhood abuse" 22:17, 20 November 2013 (PST)
- Taylor Reid: “Comparison of Multi-objective Evolutionary Algorithms: Empirical Results”
Presentation 2B
Register Topic Here
- Michelle W (3): "Power-Law Relationship of Heart Rate Variability as a Predictor of Mortality in the Elderly" 22:30, 12 November 2013 (PST)
- Danielle C: "Diagnoses by general practitioners: accuracy and reliability " 20:38, 14 November 2013 (PST)
- Braden T: "Resting Network Plasticity Following Brain Injury" 23:06, 15 November 2013 (PST)
- Aida Sepehr "Do customer loyalty programs really work?" 22:30, 16 November 2013
- Vincent T: "The Web of Human Sexual Contacts" 01:37 Nov 17 2013 (PST)
- Fiona B: "A use statistic for collection management: The 80/20 rule revisited" 19:20, 17 November 2013 (PST)
- Kate B: "Betting on the 80/20 Rule"
Carmen W: "Buy, Don’t Borrow." Nov 18 2013
Target Article Bank
The following are articles used by previous Cogs 303 students for their target articles. They are provided to facilitate (and expedite) your target article search. You are, however, both allowed and encouraged to find your own articles.
Keep in mind the following points:
- Some of these articles are better than others (that is some provide more clear demonstrations of the particular writing blunder under discussion than others) and you may be able to find even better examples on your own.
- The articles are provided in random order categorized roughly by subject. It is up to you to match the article to the given writing error for each submission.
- Some of the articles are rather lengthy. Typically, what people do is crop out a section 400 words or less for their submission.
- Even if you are using one of the below articles you must still register it above (and only one person can register each article and this is done on a first-come, first-served basis).
- Some articles may not display correctly unless accessed from campus or through UBC's VPN.
Biology, Health Sciences
- "Is Red Bull A Gateway Drug? Some John Hopkins Experts Say Caffeine Drinks Need Warning Labels"
- "Cell City Analogy"
- "The germ theory of diseases"
- "Mercury in vaccines as a cause of autism and autism spectrum disorders (ASDs): A failed hypothesis"
- "Political Preference Is Half Genetic"
- "Suicides ‘Linked to Phone Masts’ "
- "Cancer Risk in Daily Pint of Beer"
- "Genes may affect popularity, researchers say"
- "The greater your weight, the lower your IQ, say scientists"
- "Severe weight loss caused by chewing gum"
- "Concurrent ART/TB Treatment Finally Proven to Be Beneficial"
- "Anticancer Agents from the Australian Tropical Rainforest: Spiroacetals"
- "Teen & Adult Drug Use Statistics that will blow your mind"
- "Myths About Alcohol"
- "Obesity spreads to friends, study concludes"
- "Mechanisms of change"
- "When Green Dry Cleaning Services Mislead Consumers"
- "Weinberg Equilibrium"
- "Root Canal Cover-Up Conceals Numerous Side Effects"
- "Towards responsible use of cognitive-enhancing drugs by the healthy"
- "Health Care Industry"
- "Statistics on misuse of drugs have been misused"
- "Do Not Take A Swine Flu Vaccine!"
Business, Economics
- "Gasoline use up 2.8% since early time change"
- "Violence-related injury and the price of beer in England and Wales"
- "Poll predicts $500 million in online Christmas sales"
Chemistry, Physics
- "Physicists Debunk Claim Of a New Kind of Fusion"
- "There is a Fifteen Percent Disagreement in the 238U Decay Constant?"
- "The Uncertainty Principle"
- "Electricity: The Mouse Cheese Analogy"
- "Flatland - A romance of many dimensions"
- "A Short History of Fiber Optics"
- "Two Revolutionary Optical Technologies"
- "Transgressing the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity"
Computer Science, Artificial Intelligence
- "Computer Analogies"
- "Swarm Intelligence: Literature Overview"
- "Application of 80/20 Rule in Software Engineering Waterfall Model"
- "Minds, Brains and Programs"
- "Microsoft's CEO: 80-20 Rule Applies To Bugs, Not Just Features"
Earth & Ocean Sciences, Astronomy
- "Climate change not caused by humans: academic"
- "Global warming will increase world death rate "
- "How Long Would It Take the Moon to Recede from Earth to Its Present Position?"
- "The Age of the Earth"
- "The Flat Earth Society"
- "Continental Drift; 1996"
- "Heliocentric system"
- "Continental Drift"
Education
- "Scientific Teaching Analogies"
- "Girls more likely to study science in single-sex schools"
- "Open Letter To Kansas School Board"
- "‘Woe is us’ — bad grammar permeates language"
History, Biography
Politics, Current Events, Opinion
- "Illegal aliens murder 12 Americans daily"
- "President Bush's Troop Announcement"
- "Gene find casts doubt on double 'cot death' murders"
- "Virginia Tech Massacre"
- "B.C. school districts evade parental rights concerns"
- "FOX News Poll: Obama Leads Going Into Election Day "
- "Hamas delivers ceasefire demands to Egyptian negotiators"
- "Are Libraries Becoming Obsolete?
- "If seeing is believing"
- "Fixed"
- "Anti-Drug Messaging: Making the Message Matter"
Psychology
- "GameSpeak: Jack Thompson"
- "Consciousness and the Voices of the Mind"
- "Cup of coffee may foster human kindness, report says"
- "'Visual diet' links to attraction "
- "Study Exams the Psychology Behind Students Who Don't Cheat"
- "Boys With Unusual Names More Likely to Break Law"
- "Seeing trees OR seeing forests in simultanagnosia: Attentional capture can be local or global"
- "Has Generation Y overdosed on self-esteem?"
- Praseodymium: "Transplant journal retracts three papers over possible organ trafficking" 01:50, 9 March 2013 (PST)
Critiques
Instructions
To register your 2 critique articles, please do the following:
- Login with your CWL using the CWL button at top right of this page. Unfortunately, this will redirect you to the main UBC Wiki page, so you'll have to press the back button twice to get back to this page and then hit refresh so that it knows you are logged in.
- Copy the following text:
* IDENTIFIER ~~~~~:
#[LINK1 "TITLE1"]
#[LINK2 "TITLE2"] - Click the "edit" link next to the critique registration section (below).
- Paste the text you copied in step 2 to the bottom of the entry form that opens and replace "IDENTIFIER", "LINK1", "LINK2", "TITLE1" and "TITLE2" with your information. Replace "IDENTIFIER" with your first name and last initial. Be careful not to overwrite someone else's submission.
This will create an entry that looks like the following:
- BRETT S. 22:18, 21 October 2010 (UTC):
Critique Registration
Register Papers Here
- Valerie Wyns:
- "Ant colony system: A cooperative learning approach to the traveling salesman problem."
- "Chaotic ant swarm for the traveling salesman problem."
- Gaby B:
- "Shapley Ratings in Brain Networks"
- "The human brain is intrinsically organized into dynamic, anticorrelated functional networks"
- Kristine Kwok:
- "Creating False Memories: Remembering Words Not Present In Lists"
- "Pupil Size Changes During Recognition Memory"
- Pardeep S:
- "An investigation of long-term effects of group music therapy on agitation levels of people with Alzheimer's Disease"
- "Effects Of Music On Alzheimer Patients"
Carmen W:
- "Brain Structures Differ between Musicians and Non-Musicians"
- "Can Music Education Enhance Brain Functioning and Academic Learning?"
Kristen W:
- "Exposure effects in person perception: Familiarity, similarity, and attraction"
- "'Familiarity and Attraction to Pictures of Children’s Faces"
Kate B.
- "Longitudinal Evidence that Psychopathy Scores in Early Adolescence Predict Adult Pscyhopathy"
- "AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV"
- Michelle W (3) 19:44, 20 October 2013 (PDT):
- "MRI analysis of an inherited speech and language disorder: structural brain abnormalities"
- "Co-localisation of abnormal brain structure and function in specific language impairment"
- Hervyn M:
- "Psychopathology of social phobia and comparison to avoidant personality disorder"
- "Social Anxiety Disorder: More Than Just a Little Shyness"
- Hannah K:
- "Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females"
- "Age trends in early behavioral predictors of serious antisocial behaviors"
- Sarah H:
- "The Relation of Eye Movements During Sleep to Dream Activity: An Objective Method for the Study of Dreaming"
- "Dream recall and total sleep time"
- Stephanie C:
- "The Reality of Repressed Memories"
- "Memory Development in Children-Implications for Children as Witnesses in Situations of Possible Abuse"
- Braden T:
- "Strategies for improving cognition with aging: insights from a longitudinal study of antioxidant and behavioral enrichment in canines"
- "BDNF and 5-HT: a dynamic duo in age-related neuronal plasticity and neurodegenerative disorders"
- Danielle C:
- "Capgras syndrome: a novel probe for understanding the neural representation of the identity and familiarity of persons"
- "Capgras syndrome presenting with violence following heavy drinking"
- Sogol G 02:33, 29 November 2013 (PST):
- "Mental Disorder, Intellectual Deficiency, and Crime Evidence From a Birth Cohort"
- "Psychiatric admissions at different levels of the national health care services and male criminality: the Northern Finland 1966 Birth Cohort study"
- Louisa H:
- "Placing the Face in Context: Cultural Differences in the Perception of Facial Emotion"
- "Cross-cultural Recognition of Posed Facial Expressions of Emotion"
- Samuel K 16:15, 24 October 2013 (PDT):
- "The Capacity of Visual Short-Term Memory is Set Both by Visual Information Load and by Number of Objects"
- "Delay of auditory input in "simultaneous" auditory and visual short-term memory"
- Damian G 17:59, 24 October 2013 (PDT):
- Taylor Reid:
- "The neural basis of economic decision making in the ultimatum game"
- "Neural correlates of economic and moral decision making"
- Shazia Damji:
- Aida Sepehr:
- "A dog's got personality: a cross-species comparative approach to personality judgments in dogs and humans."
- "Understanding Personality by Understanding Companion Dogs"
- Simran Sachdeva:
- "Global vs. local processing of compressed representations: A computational model of visual search"
- "Where in the brain does visual attention select the forest and the trees?"
- Jenna Kuck-Chang:
- "Parental alcoholism and childhood psychopathology."
- "Spatial learning deficits in adult children of alcoholic parents."
- Ted G:
- "An eye tracking approach to inattentional blindness"
- "Gorillas in our midst: sustained inattentional blindness for dynamic events"
- Vincent Tang:
- "Eye-movement patterns are associated with communicative competence in autistic spectrum disorders"
- "Mutual eye gaze facilitates person categorization for typically developing children, but not for children with autism"
- Mary Forbes
- Coloured speech perception: Is synaesthesia what happens when modularity breaks down?
- "Sounds like a rainbow" - sound-colour mappings in vowel perception.
- Noam Ascher
- "Polyphonic Audio Matching and Alignment for Music Retrieval"
- "Identifying Saxophonists from Their Playing Styles"
- Fiona Brough:
- "Personality predicts academic performance: Evidence from two longitudinal university samples"
- "Personality traits and abilities as predictors of academic achievement."
- Lizzie Kwon:
- "I Am Too Just Like You: Nonconscious Mimicry as an Automatic Behavioral Response to Social Exclusion"
- "Being Unpredictable: Friend or Foe Matters"
- Louie C.:
- "When Counselors Are Heard But Not Seen: Initial Impact of Physical Attractiveness"
- "Therapist Physical Attractiveness: An Unexplored Influence on Client Disclosure"
- Nastassia R.:
- "Social Evaluation by Preverbal Infants"
- "Influence of the Reason for the Other's Affect on Preschoolers' Empathic Response"
- Michelle Wong(2) 05:02, 28 November 2013 (PST):
- "Music therapy for schizophrenia or schizophrenia-like illnesses"
- [pmmp.cnki.net/Resources/CDDPdf/evd%5C200801%5CEvidence%20Based%20Mental%20Health%5C%E9%9A%8F%E6%9C%BA%E5%AF%B9%E7%85%A7%E8%AF%95%E9%AA%8C%5CEBMH2007100377.pdf "Music therapy improves symptoms in adults hospitalised with
schizophrenia"]
Frequently Asked Questions
If a source was used for a target article from earlier in the term, can I still use it for the upcoming target article?
Yes. The same source may be fitting for multiple target article assignments and so they may be reused. The restriction is only on having the same source used by two different students for a target article due on the same day.
- Brett
I'm not sure what the target article assignment is asking me to do? What does X mean?
A good starting point is to do the readings for day the target article is due. The target article topics coincide with the readings for the due date, so this should be helpful. There are also two sample target articles one the main course page that may be helpful to look over as an example of how to do the target article assignments. Of course, if after doing the readings, you still find the topic confusing, feel free to contact the TAs for further clarification.
- Brett
Do I need to cite my sources for the essays? If so, what format should I use?
You don't need to reference any papers for the essays, but if you do gather information from some sort of source (e.g. from a book, website, journal, etc.), you should include it in a references section. We won't get picky about requiring proper MLA format, but make sure you include enough information for any sources you list such that we could find the relevant information from your reference. You can include references from either the course readings or other sources if you wish. Also, note that your references section does not count toward the 400 word limit of the essay.
That said, you may find that referencing other peoples ideas, research, etc. may strengthen your argument. I didn't use any sources in my essays for 303 last year, but a lot of people did (and so did the people who got 10/10 on the sample essays listed on the course page). It's up to you to decide.
- Brett
How can I improve my essays?
See the section "Essay Tips" in the wiki. Also, feel free to contact the TAs if you would like to go over any essays that have been marked for additional feedback and advice.
- Brett
How can I do better on the quizzes? I've done the readings, but I still have trouble with the quizzes!
The following are tips that Haven and I came up with for how we did well in the quizzes last term:
- Reading the essays once or just scanning the pages will not be enough to do well on the quizzes. You need to actively engage the material multiple times.
- Do the readings a few days in advance. As you’re reading, highlight or underline important points and circle key terms. Aim to underline no more than one-third of the essay. This forces you to read actively as you need to pay attention to determine what is most important in the reading.
- Now that you’ve underlined important points and circled key terms in advance, come to class early and review the parts you’ve underlined and circled. This will ensure the material is fresh in your mind.
- Remember that a lot of the terms from the readings have a common usage and a technical usage. They are not the same. You need to know the technical usage presented in the readings. You will not get marks for describing the common usage of the term. (For example, if the quiz asked something like “what is an argument” and you wrote something like “an argument is when two people disagree on something,” you are using the common usage of the term. A more appropriate response would be something like “an argument is a position that is stated and then backed up with evidence so as to persuade others to adopt the same position”)
- Brett
Essay Writing Tips
Include a Brief Introductory Paragraph
Although you are working with a word limit, it is always a good idea to start an essay with a quick, "This is what I will be discussing, and here's how I'm going to do it." For these essays, it will usually look something like three:
"The compositional hierarchy is a valid model for a variety of natural systems. It is a good model to use whenever appropriate, since it is easy to understand and talk about. Three areas of research that could benefit from modeling data this way are: (1) cellular biology, (2) nuclear physics, and (3) visual perception."
Note how in the above example the three main points of the paper are clearly identified. The following paragraphs will each take-up one of these points and argue for it fully.
Conclusions Can Be Ommitted
Conclusions are usually a good idea, but these essays are so short that they are not really necessary (and waste space).
Choose an Interpretation of the Topic, State it, and Stick with it
Often, your essay topics will be a bit vague. For essay 1, you might have wondered, "What the heck does useful mean?" You can frame the essay as you like, as long as your framing is clearly stated and consistently followed.
Define Important Terms
This is just as much for you as for the reader. If you are worried that definitions take up word count, do this: briefly define key words in the intro, write your paper with those definitions in mind, and then remove the definitions if you run out of room. That way, there will be consistency within your essay. Definitions aren't a requirement, but they are a good thing to have if you can fit them in without breaking the flow.
Define Technical Terms
These essays should be readable by most Cogs students. Don't isolate your reader by using a technical term and assuming she'll know what it means. If you are worried about breaking the flow, use a footnote.
Don't Define Terms that are Used in their Common Usage
Although it is important to define terms, stick to defining the terms that are likely to cause confusion to your reader. Defining terms that are used in their common usage wastes space and bores the reader. For example, if the topic is "kittens are cute," you do not need to write something like "I define 'kittens' for the purpose of my essay as 'domesticated felines under the age of 2 years' and I define 'cute' as meaning 'of a certain aesthetic that is found to be endearing and heart-warming to human beings.'"
Stick to defining terms only in cases where you are using terms outside of their common usage or are making a sharper distinction between two terms than is common.
State the Paragraph's Point at it's Beginning
Each of the paragraphs following your introductory paragraph, should each be making a point that supports your thesis. State the point your paragraph is making right at the beginning of the paragraph and then use the rest of the paragraph to provide evidence, arguments, etc., that support this point.
When you do the opposite of this, and make your point at the end of your paragraph, it creates confusion for the reader as they do not know where the argument is going, and by the time they do (at the end of the paragraph) they will need to go back and reread the paragraph to understand how the evidence you offered supports the point you were making. In general, this can confuse and/or frustrate the reader.
Use as Few Words as Possible
For example, don't say, "One example of a research area that I could think of in which compositional hierarchies could prove useful is cell biology due to the fact that cells are actually compositional hierarchies." Rather, say something like "Cells are compositional hierarchies, so it is natural and useful to model them as such."
Research and Graduate School Resources
For more information on research at UBC, graduate school, and writing and critical thinking skills visit the COGS 303 Wiki Resources page.