CGSC270 Introduction to Cognitive Science

Examination #4

Answer the three questions below (one question from A, plus B &C). Your answers should be roughly three pages each, and, in any case, your entire examination should be no longer than ten pages. All examinations, in hardcopy, are due in my mailbox (46 E. Delaware Ave.) by 12:30 p.m. on December 17. Late examinations are not accepted. Please see the class web site for other instructions and cautions: e.g., on proofing, copying, etc.

A. Answer ONE of the following questions:

1. Discuss the role of performance (vs. competence) in the explanation of one area from Group A (domains of representation) and one from Group B (applications):

Group A: musical knowledge, mathematical knowledge

Group B: reading, second language acquisition, mathematics learning/teaching

2. Discuss the relation between innate (or "factory installed") knowledge and learned knowledge. Your claims and illustrations must make reference to at least two separate topics covered in class since the last exam (theory of mind, music, math, reading, math learning, second language learning, and consciousness). For instance, you can show the relation between innate and learned knowledge in theory of mind and between the two in math learning.

B. What is theory of mind? What role does metarepresentation play in determining theory of mind? How does autism shed light on metaprepresentation and theory of mind? What alternatives are there to theory of mind?

C. The readings on consciousness (Flanagan & Dryden, Gazzaniga et al.) and class discussion have come down on the side of consciousness as a real phenomenon with a casual role in both mental life and in explanations thereof. Defend the opposite viewpoint and argue that consciousness is not a useful notion. Your argument and illustrations must be technical and use the findings from cognitive science.