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Cognitive Science of Science (fakultet) 0500-KS1-2CSS
Wykład (WYK) Rok akademicki 2019/20

Informacje o zajęciach (wspólne dla wszystkich grup)

Liczba godzin: 30
Limit miejsc: (brak limitu)
Literatura:

Selected literature:

Atmanspacher, H.; Maasen, S. (eds.) (2016), Reproducibility: Principles, Problems, Practices, and Prospects, Wiley: Hoboken, NJ.

Bird, A. (2019), Understanding the Replication Crisis as a Base Rate Fallacy, British Journal for the Philosophy of Science.

Button, K.S., Ioannidis, J.P.A., Mokrysz, C., Nosek, B. ..., (2013), Power Failure: Why Small Sample Size Undermines the Reliability of Neuroscience, Nature Reviews Neuroscience 14(877): 365-376.

Chavalarias, D. & Ioannidis, J.P.A. (2009), Science Mapping Analysis Characterizes 235 Biases in Biomedical Research, Journal of Clinical Epidemiology 63: 1205-1215.

Craver, C. (2005), Beyond Reduction: Mechanism, Multifield Integration and the Unity of Neuroscience, Studies in History and Philosophy of Biological and Biomedical Sciences 36: 373–395.

Cronbach, L.J. (1957), The two disciplines of scientific psychology, American Psychologist, 12(11), 671-684.

Darden, L.; Maull, N. (1977), Interfield Theories, Philosophy of Science (44) 1: 43–64.

Fanelli, D. (2009), How Many Scientists Fabricate or Falsify Research? A Systematic Review and Meta-Analysis of Survey Data, PLoS ONE 4(5): e5738, doi:10.1371/journal.pone.0005738

Giere R. (2006), Scientific Perspectivism, Chicago: University of Chicago Press.

Machamer, P.; Darden, L.; Craver, C. (2000), Thinking about Mechanisms, Philosophy of Science (67) 1: 1–25.

Ioannidis, J.P.A. (2005), Why Most Published Research Findings are False, PLoS Med 2(8): e124.

Kraft, P., Zeggini, E., Ioannidis, J.P.A. (2009), Replication in genome-wide association studies, Statistical Science 24(4): 561-573.

Magnani, L., Nersessian, N.J., Thagard, P. (eds.) (1999), Model-Based Reasoning in Scientific Discovery, Springer: New York.

Merton R.K. (1968), The Matthew effect in science: The reward and communication systems of science are considered, Science, 159, 56–63.

Merton R.K. (1988), The Matthew effect in science II: Cumulative advantage and the symbolism of intellectual property, Isis, 79, 606–623.

Miłkowski, M., Hensel, W.M. & Hohol, M. (2018), Replicability or Reproducibility? On the Replication Crisis in Computational Neuroscience and Sharing Only Relevant Detail, Journal of Computational Neuroscience 45(3): 163-172.

Nosek, B.A., Ebersole, C.R., DeHaven, A.C., Mellor, D.A. (2018), The Preregistration Revolution, PNAS 115(11): 2600-2606.

Patel, C.J., Burford, B., Ioannidis, J.P. (2015), Assessment of vibration of effects due to model specification can demonstrate the instability of observational associations, Journal of clinical epidemiology 68(9), 1046–1058.

Redner S. (2004), Citation statistics for more than a century of Physical Review, https://arxiv.org/pdf/physics/0407137.pdf

Sawyer R.K. (2012), Explaining Creativity: The Science of Human Innovation, Oxford: Oxford University Press.

Sawyer R.K. (2011) The Cognitive Neuroscience of Creativity: A Critical Review, Creativity Research Journal, 23 (2), 137-154.

Simonton, D.K. (2014), The Wiley Handbook of Genius, London: Wiley.

Stodden, V., Seiler, J., & Ma, Z. (2018), An Empirical Analysis of Journal Policy Effectiveness for Computational Reproducibility, Proceedings of the National Academy of Sciences, 115(11), 2584-2589.

Thagard, P. (1992), Conceptual Revolutions, Princeton: Princeton UP.

Thagard, P. (2012), The Cognitive Science of Science: Explanation, Discovery and Conceptual Change, Cambridge, MA: The MIT Press.

Zytkow, J. & Simon, H. (1986), A Theory of Historical Discovery: The Construction of Componential Models, Machine Learning, 1: 107-136.

Efekty uczenia się:

K_W03: wie na czym polega interdyscyplinarny charakter kognitywistyki nauki oraz specyfika interdyscyplinarnych programów badawczych

K_W04: rozumie podstawowe pojęcia dyscyplin wchodzących w skład kognitywistyki nauki

K_W05: zna metody badawcze stosowane w kognitywistyce nauki

K_W15: rozumie społeczny, instytucjonalny i normatywny wymiar poznania naukowego

K_U15: porozumiewa się z wykorzystaniem różnych kanałów i technik komunikacyjnych ze specjalistami dyscyplin kognitywistycznych w języku angielskim

K_U17: przygotowuje wystąpienia ustne w języku angielskim dotyczące szczegółowych zagadnień kognitywistyki nauki

K_K07 przyjmuje postawę krytyczną w dyskusjach naukowych

Metody i kryteria oceniania:

Written exam (multiple choice)

Zakres tematów:

I. The rationality of science: Popper's aprioristic fallibilism, definition of scientific progress in terms of increasing verisimilitude, conceptual difficulties of Popper's view, Kuhn's view of scientific rationality, Lakatos's methodology of research programs, Laudan's notion of scientific progress, computational models of theory change: STAHL and Thagard's model of conceptual change

II. Cognitive science of science vs. the formal-logical approach

Expanding the conceptual background: mechanism, representationalism, theories as models vs. theories as sets of statements, idealizations, neo-mechanistic notion of explanation, the notion of a scientific field, the notion of a theoretical perspective, reduction and other interfield relations

III. An interdisciplinary perspective on scientific method - the case of repeatability, replicability and reproducibility (RRR) of research: history of RRR, reproducibility and credibility, replication crisis in psychology and neuroscience - extent, causes, proposed solutions

IV. The accomplished scientist: correlational psychology vs. cognitive psychology, historiometrics, role of intelligence, the threshhold hypothesis, personality traits, creativity research (standard measures, stages of the creative process, empirical evidence, neurobiological data, artificial systems), the anthropology and sociology of scientific achievement (collaborative creativity, lifetime productivity curves, domain specificity, centers of scientific excellence, Price's law, Lotka's law, Zipf's law, the Matthew effect, the reward system of science, age bias, etc.)

Metody dydaktyczne:

Lecture with elements of student participation (in-class discussions, brief student presentations)

Grupy zajęciowe

zobacz na planie zajęć

Grupa Termin(y) Prowadzący Miejsca Akcje
1 (brak danych), (sala nieznana)
Witold Hensel 42/ szczegóły
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