• Theory of Cognitive Linguistics, I.
    Cognitive Science 206 (undergraduate) & 406 (graduate). Fall 2014. 5:30-8pm. 618 Crawford.
  • Theory of Cognitive Linguistics, II.
    Cognitive Science 307 (undergraduate) & 407 (graduate). Spring 2015.
    Note that 206 & 307 can be taken in either order. They cover complementary material. 206 is not a prerequisite for 307.
  • Mind and Media.
    Cognitive Science 311 (undergraduate) & 411 (graduate). Spring 2015. (Originally taught Spring 2014 as a special topics course, numbered 301/ 401.)
  • Conceptual Integration.
    Cognitive Science 304 (undergraduate) & 404 (graduate).
  • Decision-Making.
    Cognitive Science 316 (undergraduate) & 416 (graduate).
  • Mental Space Theory.
    Cognitive Science 315 (undergraduate) & 415 (graduate).
  • The Artful Mind.
    Cognitive Science 301 (undergraduate) & 401 (graduate).
  • Workshop in Cognitive Linguistics, I.
    Cognitive Science 408.
  • Workshop in Cognitive Linguistics, II.
    Cognitive Science 409.
  • Human Cognition in Evolution and Development.
    Cognitive Science 201.
  • The Life of the Mind SAGES First Seminar.
    FSCC 100.

Theory of Cognitive Linguistics, I.

Introduction to the study of language, grounded in the study of the mind. Requires consent of instructor, which can be requested through SIS. There are no other prerequisites except an interest in language and the mind. This introductory course serves as part of any undergraduate education or as a gateway to further study in cognitive science. Students will be given access to a private website of instructions, readings, and materials for the course. Students who wish to begin reading early are invited to email Professor Turner at turner@case.edu.

Theory of Cognitive Linguistics, II. (COGS 307/407)

What is language? What does it mean to know a language? An ancient and current view is this: to know a language is to know a range of form-meaning pairs, called “constructions,” and how those constructions can be combined to make expressions. The most obvious constructions are words: the form “dog,” spoken or written, prompts for some meaning potential in the mind of the language-user. But form is marvelously supple: When spoken, “Are we ready?” differs from “We are ready” in having the subjects and verbs in opposite places, and we know that this placement of subject and verb indicates something about whether a question is being asked. To know a language is to know a relational network of such constructions and to know, too, the operations according to which they blend to make an expression, and the constraints on that blending. It turns out that blending constructions to make expressions is interesting and complicated: the meaning of an expression is not, for example, a linear sum of the “meanings” of its “words” or even the meanings of the various constructions it blends. It is much more interesting than that. One feels that one understands an expression when one has located a network of constructions that blend to create that particular expression. “Constructionist” approaches to understanding language have enjoyed a great resurgence in the last several decades. This course is dedicated to these approaches. It will also present a branch of cognitive science known as “cognitive grammar,” which is in important ways a constructionist approach. Why study constructionist approaches to language? Because they view language as a window on the mind and usually spend as much effort investigating meaning and mind as they do language and form; because they provide guidance in teaching and learning languages; because they give us tools for improving communication situations; because they say a lot about persuasion and argument and ideology; because they are useful for computational approaches that deploy or model language; because they tell you a surprising amount about who you are and how you operate whenever you speak or listen; and because they provide fascinating insight into the way we think and the origin of ideas.

Requires consent of instructor, which can be requested through SIS. COGS 307 can be used to satisfy the requirement for a SAGES Departmental Seminar. 307/407 is self-contained and independent of 206/406. 307/407 & 206/406 can be taken in either order. This course includes guided tutorials on how to do research in cognitive linguistics, including the use of databases such as those available within the Red Hen laboratory. Students will also be given access to a private website of instructions, readings, and materials for the course. Students who wish to begin reading early are invited to email Professor Turner at turner@case.edu.

Mind and Media (COGS 311/411)

No prerequisites. Requires consent of instructor, which can be requested through SIS. An introduction to the study of mind and media, including the study of multimodal communication. This course investigates patterns of human cognition that are ancient to human beings and upon which media have converged for powerful, immersive effect. The cognitive processes studied include perception, sensation, imagination, joint attention, narrative conception, simulation, dreaming, identity construction, imaginative play, and implicit learning. Students engage in hands-on media analysis to study how basic human menal operations are used in media to achieve a variety of effects. Students will be given access to a private website of instructions, readings, and materials for the course, and will be introduced to a range of vast, rich, searchable databases of media. Students will have ample opportunity to do research inside such databases. For example, one focus of research in the class has historically been to explore whether media techniques can be used to improve learning and instruction. Students have turned such research into capstone projects and explored whether the capstone products might be marketed to providers of online education and instruction, or even to teachers in traditional classrooms eager to use supplementary instructional materials. All the readings for this course consist of files that can be downloaded by students. They will be available via links on a Google Site dedicated to the course. Students who wish to begin reading early are invited to email Professor Turner at turner@case.edu. Background: Modern human beings today live and thrive surrounded by media, despite the fact that archeological evidence for robust mediation seems to be relatively recent, reaching back to only 50,000 or perhaps 100,000 years ago. How does the mind work to invent and understand media even though mediation is—unlike vision, hearing, motion, force, and so on—not a robust part of human operation before about the Upper Paleolithic Age? Our class will emphasize the world-wide phenomenon of broadcast network news and introduce students to a vast, rich, searchable database (the Distributed Little Red Hen Lab, called “Red Hen” for short) of over 220,000 hours of such recorded news, a database that ingests another 100 or so hours of broadcast network news daily. (See https://sites.google.com/site/distributedlittleredhen/ for details, presentations, introductions.) Students will have ample opportunity to do research inside Red Hen. But broadcast network news draws on all the antecedent and parallel forms of media—film, graphics, music, comics, manga, painting, sculpture, dance—and students may work equally on these forms of mediation, as well as video games and other interactive forms.