The Cognitive Science Track draws students from all majors who are interested in an interdisciplinary exploration of how the mind works. Students explore connections between Philosophy, Psychology, Artificial Intelligence, Linguistics, Neuroscience, and Anthropology. How does the track operate? The core requirements of the track include 15 credits. Nine of these credits are from three courses and the remaining six credits are applied to a two-semester thesis project (see description below). Upon completion of the thesis project, students present their research findings in a public forum. The Track is Ideal For: Majors in psychology, anthropology, biology, computer science, and philosophy, with a minimum 3.25 GPA Students who enjoy small classes and individual attention from faculty members Students who desire practical research experience Students who are preparing for graduate studies Curriculum: Cognitive Science: The Interdisciplinary Study of the Mind (CGSI 2000) Cognitive Science is an interdisciplinary study of the mind/brain. Students will gain an understanding of how the different constituent areas (Psychology, Anthropology, Neuroscience, Philosophy, and Linguistics) are the rich foundation of Cognitive Science by directly interacting with the experts in those fields. This will provide the student with an overview of the field of Cognitive Science and the general methodologies used within those fields. Prerequisites: PSY 1100, PHIL 1100, and any Biology Course Selected Topics in Cognitive Science (CGSI 3000) In this course, we will examine basic concepts and problems found in several of the disciplines that make up cognitive science. We will begin with a historical overview, a review of brain anatomy and physiology, and explore the impact of the computer metaphor in cognitive science. We will then explore some of the issues within Cognitive Science in depth. Topics will range from theories on how we construct our visual world, to the representation of the self. Prerequisite: CGSI 2000 Cognitive Psychology (PSY 3750) This course critically examines people’s information-processing capabilities and limitations. Emphasis is placed on the theoretical principles that underlie the attention, perception, and memory of events as well as current research problems. Prerequisite: PSY 2030 (recommended) Cognitive Science Honors Thesis I (CGSI 4010) This is a research-based course. Although students will have already been exposed to one research methods course prior to the thesis course, an overview of the logic of research and the methodology will be presented. Research methods open to the students include: computer modeling and simulations, experimental and quasi-experimental designs, qualitative research methodologies, discourse analysis, and thinking out loud protocols. The ‘how to’ of research will be explored in detail. Students, in consultation with faculty, will select a topic for their research project. The exploration of the research topic will be the primary focus of the course. Formal oral and written presentation of the research proposal will be completed. Prerequisite: CGSI 3000 Cognitive Science Honors Thesis II (CGSI 4020) This is the second component to the Cognitive Science Honors Thesis. Students will have already selected a research topic for their thesis, and the literature review will have been completed. The focus of this component of the thesis will be on data collection and analysis, and finally on the oral and written presentation of the students’ research. Prerequisite: CGSI 4010 What projects have students completed in the past? Students in the Cognitive Science Track have produced the following theses: Thesis Title Student Name Year The Effects of Bilingualism on Executive Functions Eman Al-Jayeh 2015 Type A Personality and Procrastination Samantha DiMeglio 2015 Expectations, goal orientation, and other factors affecting student success in mathematics Michelle Ginart 2015 Neural Outgrowth Assay: Effect of Drugs Used to Treat Autism and Psychosis Walter Barr 2014 The Relationship Between Musical Training and Mathematical Achievement Stacey Delos Santos 2014 Stress Levels, GPA, and Physical Activity of the College Student Colleen Devoti 2014 "Because They're Different Colors": Implicit Gender and Racial Biases in Preschool Children Brianna Franco 2014 Face Processing in Young Adults with Autism Spectrum Disorder Justine Martinelli 2014 Decision Making in Two Groups of Adolescents Torri Jamie 2014 ELPH: Prototype Therapy Chatbox for Subclinical Stress in College Students Daniel Molczyk 2014 Distributed Server System Modeled on Formicidae Behaviors and Structured Peer-to-Peer Network Architecture John Fromholtz 2013 Verbal Intelligence as a Predictor of False Memory Stephanie Guevara 2013 Discrete Trial Teaching Program for Autism Students William Landon 2013 Enhancing Emotion Recognition in a Child with Autism Spectrum Disorder: An Intervention Using the Transporters Corrine McCarthy 2013 Childhood Apraxia of Speech: A Case Study Katie McNamara 2013 Recall Tests at Elementary School Level: Implication for Teaching Methods Kelly Nuzzo 2013 Child Maltreatment Spans Three Decades of Controversy: Implications of Child Maltreatment Ashley Smith 2013 Do Self-stimulatory Behaviors Predict Higher Achievement of Language Goals in Young Children with Autism Spectrum Disorders? Janine Smith 2013 Priming Color Descriptions in a Conversational Setting Ezana Taddese 2013 Teaching Using Learning Style Methods: Will Students Learn More if they Learn About Themselves? Melissa Zolla 2013 Is morality universal? A Cross-Cultural Examination of Moral Attitudes Stephanie DeLaOsa 2012 A multi-Factorial View of How Hearing Impaired Children Acquire and Develop Literacy Skills with an Emphasis on Sign Language Laura Foreman 2012 Effect of TV Commercials on Children's Food Choices Aura-Marie Garcia 2012 The Effects of Exercise on Self-Esteem Poonam Gandhi 2012 First Language Awareness: Word Associations in Second Language Acquisition in Post Pubescent Learners Kristal Langford 2012 A Case for Determinism Carla Rainey 2012 Sex Differences in Mathematics Laura Jo Rieske 2012 What Factors and Influences Affect the Decision a Person Makes in Vehicle Purchasing? Vincent D’Antonio 2012 Anxieties Towards Mathematics in Our Schools Amanda Ruppel 2012 Early Gender Stereotypes in Preschoolers Melanie Bronstein 2011 Making Sense of Mathematics: Teachers' Use of Questions and Student Thinking Christina Depetro 2011 Does God Make Us Think? An Investigation of the Relationship between Abstract Reasoning and Religiosity Nadia Nieves 2011 Self Examination: A Psychological Survey Dale Prendergast 2011 How do I enroll? To enroll in the Cognitive Science Honors Track, contact the Director, Dr. Amy Learmonth, at (973) 720-3657 or at email@example.com. You could also contact Jan Pinkston at (973) 720-3776 or at firstname.lastname@example.org. A completed track application must also be submitted to the Honors College. About the Track Director: Dr. Learmonth is a developmental psychologist with a research focus on the development of memory and spatial ability. Most of her research is with young children and uses techniques such as deferred imitation and search tasks (both real world and virtual) to examine the changes in memory and spatial ability over the first six years. Her specific research is currently on the use of landmarks and geometric features in spatial memory and navigation. She is also currently working on a project that will look at early spatial competence and memory binding as a window into infantile amnesia. Recent publications by Dr. Learmonth have appeared in Developmental Science, Psychological Science, Memory and Cognition, and the Journal of Experimental Child Psychology.