Cogs303/2013-2014-1

From UBC Wiki

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:

  1. 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.
  2. Copy the following text:
    * IDENTIFIER: [LINK "TITLE"] ~~~~~
  3. Click the "edit" link next to the title of the target article you want to register for.
  4. 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:

Presentation 1A

Register Topic Here

to the human frontal lobe"] 17:26, 13 November 2013 (PST)

Presentation 1B

Register Topic Here.

  • 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)

Presentation 2A

Register Topic Here.

Presentation 2B

Register Topic Here

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

Business, Economics

Chemistry, Physics

Computer Science, Artificial Intelligence

Earth & Ocean Sciences, Astronomy

Education

History, Biography

Politics, Current Events, Opinion

Psychology

Critiques

Instructions

To register your 2 critique articles, please do the following:

  1. 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.
  2. Copy the following text:
    * IDENTIFIER ~~~~~:
    #[LINK1 "TITLE1"]
    #[LINK2 "TITLE2"]
  3. Click the "edit" link next to the critique registration section (below).
  4. 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):
  1. "Apple"
  2. "Microsoft"

Critique Registration

Register Papers Here

  • Valerie Wyns:
  1. "Ant colony system: A cooperative learning approach to the traveling salesman problem."
  2. "Chaotic ant swarm for the traveling salesman problem."
  • Gaby B:
  1. "Shapley Ratings in Brain Networks"
  2. "The human brain is intrinsically organized into dynamic, anticorrelated functional networks"
  • Kristine Kwok:
  1. "Creating False Memories: Remembering Words Not Present In Lists"
  2. "Pupil Size Changes During Recognition Memory"
  • Pardeep S:
  1. "An investigation of long-term effects of group music therapy on agitation levels of people with Alzheimer's Disease"
  2. "Effects Of Music On Alzheimer Patients"

Carmen W:

  1. "Brain Structures Differ between Musicians and Non-Musicians"
  2. "Can Music Education Enhance Brain Functioning and Academic Learning?"

Kristen W:

  1. "Exposure effects in person perception: Familiarity, similarity, and attraction"
  2. "'Familiarity and Attraction to Pictures of Children’s Faces"

Kate B.

  1. "Longitudinal Evidence that Psychopathy Scores in Early Adolescence Predict Adult Pscyhopathy"
  2. "AIDS Care: Psychological and Socio-medical Aspects of AIDS/HIV"
  • Michelle W (3) 19:44, 20 October 2013 (PDT):
  1. "MRI analysis of an inherited speech and language disorder: structural brain abnormalities"
  2. "Co-localisation of abnormal brain structure and function in specific language impairment"
  • Hervyn M:
  1. "Psychopathology of social phobia and comparison to avoidant personality disorder"
  2. "Social Anxiety Disorder: More Than Just a Little Shyness"
  • Hannah K:
  1. "Childhood predictors differentiate life-course persistent and adolescence-limited antisocial pathways among males and females"
  2. "Age trends in early behavioral predictors of serious antisocial behaviors"
  • Sarah H:
  1. "The Relation of Eye Movements During Sleep to Dream Activity: An Objective Method for the Study of Dreaming"
  2. "Dream recall and total sleep time"
  • Stephanie C:
  1. "The Reality of Repressed Memories"
  2. "Memory Development in Children-Implications for Children as Witnesses in Situations of Possible Abuse"
  • Braden T:
  1. "Strategies for improving cognition with aging: insights from a longitudinal study of antioxidant and behavioral enrichment in canines"
  2. "BDNF and 5-HT: a dynamic duo in age-related neuronal plasticity and neurodegenerative disorders"
  • Danielle C:
  1. "Capgras syndrome: a novel probe for understanding the neural representation of the identity and familiarity of persons"
  2. "Capgras syndrome presenting with violence following heavy drinking"
  • Sogol G 02:33, 29 November 2013 (PST):
  1. "Mental Disorder, Intellectual Deficiency, and Crime Evidence From a Birth Cohort"
  2. "Psychiatric admissions at different levels of the national health care services and male criminality: the Northern Finland 1966 Birth Cohort study"
  • Louisa H:
  1. "Placing the Face in Context: Cultural Differences in the Perception of Facial Emotion"
  2. "Cross-cultural Recognition of Posed Facial Expressions of Emotion"
  • Samuel K 16:15, 24 October 2013 (PDT):
  1. "The Capacity of Visual Short-Term Memory is Set Both by Visual Information Load and by Number of Objects"
  2. "Delay of auditory input in "simultaneous" auditory and visual short-term memory"
  • Damian G 17:59, 24 October 2013 (PDT):
  1. "The Retinex Theory of Colour Vision"
  2. "Color Perception in Trout"
  • Taylor Reid:
  1. "The neural basis of economic decision making in the ultimatum game"
  2. "Neural correlates of economic and moral decision making"
  • Shazia Damji:
  1. "Control of resolution and perception in working memory"
  2. "Sleep, Memory, and Plasticity"
  • Simran Sachdeva:
  1. "Global vs. local processing of compressed representations: A computational model of visual search"
  2. "Where in the brain does visual attention select the forest and the trees?"
  • Jenna Kuck-Chang:
  1. "Parental alcoholism and childhood psychopathology."
  2. "Spatial learning deficits in adult children of alcoholic parents."
  • Ted G:
  1. "An eye tracking approach to inattentional blindness"
  2. "Gorillas in our midst: sustained inattentional blindness for dynamic events"
  • Vincent Tang:
  1. "Eye-movement patterns are associated with communicative competence in autistic spectrum disorders"
  2. "Mutual eye gaze facilitates person categorization for typically developing children, but not for children with autism"
  • Mary Forbes
  1. Coloured speech perception: Is synaesthesia what happens when modularity breaks down?
  2. "Sounds like a rainbow" - sound-colour mappings in vowel perception.
  • Noam Ascher
  1. "Polyphonic Audio Matching and Alignment for Music Retrieval"
  2. "Identifying Saxophonists from Their Playing Styles"
  • Fiona Brough:
  1. "Personality predicts academic performance: Evidence from two longitudinal university samples"
  2. "Personality traits and abilities as predictors of academic achievement."
  • Lizzie Kwon:
  1. "I Am Too Just Like You: Nonconscious Mimicry as an Automatic Behavioral Response to Social Exclusion"
  2. "Being Unpredictable: Friend or Foe Matters"
  • Louie C.:
  1. "When Counselors Are Heard But Not Seen: Initial Impact of Physical Attractiveness"
  2. "Therapist Physical Attractiveness: An Unexplored Influence on Client Disclosure"
  • Nastassia R.:
  1. "Social Evaluation by Preverbal Infants"
  2. "Influence of the Reason for the Other's Affect on Preschoolers' Empathic Response"
  • Michelle Wong(2) 05:02, 28 November 2013 (PST):
  1. "Music therapy for schizophrenia or schizophrenia-like illnesses"
  2. [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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.

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