Emergic Modeling (Lecture)

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.



  • 2018-01-29: PSYC 4700B/5700: Cognitive Modeling
  • 2018-02-02: CGSC 3201: Empirical Issues in Cognitive Science


Vision, Spiders & Time (talk)

Leibovitz, D. P. (2011) Vision, Spiders & Time. Talk presented at Carleton University, pp. 1-34, Ottawa, Ontario, Canada. [doi10.13140/RG.2.1.4201.9047]

Abstract: How is vision perception related to imagination and planning? What is the role of attention (saccades)? Can smart spiders shed light on human cognition?

  • They have severe engineering restrictions
  • They take a long time to think
  • How does that affect cognition
I will relate spider time to practical matters. Hopefully, you will also come to appreciate spiders as well :).


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.



Plants, Cognition, Time (& Philosophy)

Leibovitz, D. P. (2008) Plants, Cognition, Time (& Philosophy). Talk presented at Carleton University, pp. 1-28, Ottawa, Canada. [doi10.13140/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…



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: Leibovitz (2007) LanguageIntroduces language from a cognitive science perspective.


  • pdf (7.51 MB)


Word Length Effect (In Serial Recall)

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: IntrLeibovitz (2007) PSYC 2700 Word Length Effect (In Serial Recall)oduces the experimental paradigm in cognitive psychology.


  • pdf (2.36 MB)