Leibovitz, D. P. (2018) Emergic Modeling. Lecture first given to the “PSYC 4700B/5700: Cognitive Modeling” class, Carleton University, pp 1-40, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.2.30001.28002] (pdf)
Abstract: Unifying modeling and its philosophizing.
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Leibovitz, D. P. (2011) Vision, Spiders & Time. Talk presented at Carleton University, pp. 1-34, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.4201.9047]
Abstract: Ho
w is vision perception related to imagination and planning? What is the role of attention (saccades)? Can smart spiders shed light on human cognition?
Leibovitz, D. P. (2009) Metaphysics. Lecture given to the “FYSM 1400: Cognition: A Scientific Exploration of the Mind” class. Carleton University, pp. 1-2, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.2391.8563] (pdf)
Abstract: Introduces the importance of metaphysics (and philosophy) to cognitive science.
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Leibovitz, D. P. (2008) Plants, Cognition, Time (& Philosophy). Talk presented at Carleton University, pp. 1-28, Ottawa, Canada. [doi: 10.13140/RG.2.1.2470.3209]
Abstract: When plants are viewed 
under various time and spatial scales, their behaviour can appear quite intelligent. This presentation simply aims at questioning some of the basic terminology used by Philosophers of Mind, and Cognitive Scientists. The goal of the presentation is not to answer the following questions, but to stimulate discussion and reflection.
What do we mean by all the aforementioned terms, and how do we clarify them so that plants are once again relegated to simple stimulus-response systems?
The parting thought is in showing that a trivial stimulus-response system is Turing Complete, so perhaps pointing to individual plant processes and showing that each one alone is a stimulus-response portion might miss the overall system-wide intelligence…
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Students with disabilities are supprted by the Paul Menton Centre (PMC). In 2008, David tutored one such student.
External Links
Leibovitz, D. P. (2007) Language. Lecture given to the “PSYC 2700D: Introduction to Cognitive Psychology” class. Carleton University, pp. 1-29, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.3079.9847] (pdf)
Abstract: 
Introduces language from a cognitive science perspective.
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Leibovitz, D. P. (2007) Word Length Effect (In Serial Recall). Lecture given to the “PSYC 2700D: Introduction to Cognitive Psychology” class. Carleton University, pp. 1-39, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.4325.1688] (pdf)
Abstract: Intr
oduces the experimental paradigm in cognitive psychology.
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Leibovitz, D. P. (2005) Reformulating. Workshop presented to the “FYSM 1605: Language, Identity and Education” class. Carleton University, pp. 1-17, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.3125.0402] (pdf)
Abstract: Learn how reformulating an academic paper improves upon editing.
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Leibovitz, D. P. (2005) Academic Papers. Workshop presented to the “FYSM 1104: Human Rights: Issues and Investigations” class. Carleton University, pp. 1-24, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.1503.0242] (pdf)
Abstract: Learn how academic writing at the university level differs from that in high-school.
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Leibovitz, D. P. (2005) Peer Review. Workshop presented to the “FYSM 1307: Psychology and Criminal Justice” class. Carleton University, pp. 1-10, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.4386.6082] (pdf)
Abstract: Learn how to improve your writing via peer review.
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Leibovitz, D. P. (2005) Framing & Synthesizing. Workshop presented to the “FYSM 1307: Psychology and Criminal Justice” class. Carleton University, pp. 1-7, Ottawa, Ontario, Canada. [doi: 10.13140/RG.2.1.1109.8080] (pdf)
Abstract: Learn how to frame and synthesize for academic writing.
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E. Woods & D. P. Leibovitz (2005) ESL: Common Problems. Workshop presented to the “ESLA 1500: Intermediate English as a Second Language for Academic Purposes” class. Carleton University, pp. 1-3, Ottawa, Ontario, Canada [doi: 10.13140/RG.2.1.2617.1361] (plan, presentation)
Abstract: To encourage ESL students in their writing by showing them that many of the writing problems they experience are in fact experienced by many native writers as well. To collaborate with the students to come up with some solutions which may help them respond to these problems in future writing assignments. All of this should be interactive with very little ‘lecture style’ teaching.
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Historical Logo
During 2004-2005, David tutored individual students, and customized and led workshops for entire classes on improving all aspects of writing.
Customized and led workshops for the following classes:
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