Posts by Collection






CS1 Introduction to Computation

TA, Caltech, Fall 2007, 2008, & 2009

CS 1 is an introduction to the automated processing of information, including computer programming. This course gives students the conceptual background necessary to understand and construct programs (i.e., specify computations, understand evaluation models, use and understand major constructs, including functions and procedures, scoping and environments, data storage, side-effects, conditionals, recursion and looping, and higher-order functions). CS 1 introduces key issues that arise in computation (e.g., universality, computability, complexity, representation, abstraction management). This course puts the components of computer science in context, serving as an overview for students specializing in computational disciplines and alerting all students to important subtleties that may arise when applying computation in their studies, research, and work. At the end of this course, students should be able to read and write (synthesize, analyze, understand) small programs (100 lines) and have the intellectual framework necessary to rapidly assimilate new computer languages as the need arises. (Instructors: Michael Vanier, Donnie Pinkston)

9.85 Infant and Early Childhood Cognition

TA, MIT, Fall 2012 & 2013

Introduction to cognitive development focusing on childrens’ understanding of objects, agents, and causality. Develops a critical understanding of experimental design. Discusses how developmental research might address philosophical questions about the origins of knowledge, appearance and reality, and the problem of other minds. Provides instruction and practice in written communication as necessary to research in cognitive science (including critical reviews of journal papers, a literature review and an original research proposal), as well as instruction and practice in oral communication in the form of a poster presentation of a journal paper. (Instructor: Laura Schulz)

9.S93 Try this at home: family fun with cognitive development

Instructor, MIT, IAP 2014

Project-based class in which students develop an “at home lab activity” to teach parents about some aspect of cognitive development. Examples include measuring the child’s N-knower level or plotting a habituation curve. Students will be responsible for reading several papers about a scientific finding in cognitive development, piloting a parent-friendly version with local families, and preparing a written and video guide to trying it at home.

9.46 Neuroscience of Morality

TA, MIT, Fall 2014

Advanced seminar that covers both classic and cutting-edge primary literature from psychology and the neuroscience of morality. Addresses questions about how the human brain decides which actions are morally right or wrong (including neural mechanisms of empathy and self-control), how such brain systems develop over childhood and differ across individuals and cultures, and how they are affected by brain diseases (such as psychopathy, autism, tumors, or addiction). Instruction and practice in written and oral communication provided. (Instructor: Rebecca Saxe)