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The Cognitive Science Honors major provides students with the in-depth research experience of writing an Honors Thesis under the close supervision of a faculty mentor. Majors who are considering graduate study are strongly encouraged to participate. Students working on an empirical thesis are strongly encouraged to take a course in statistical analysis and/or experimental design (i.e., PSYCH 303, STATS 250, STATS 412, STATS 470, or equivalent).

Demystifying Honors at U-M

What is Honors in Cognitive Science vs. the LSA Honors Program vs. University Honors vs. Degrees with Distinction?

  • Honors in Cognitive Science. The requirements for receiving honors in Cognitive Science are being a declared Cognitive Science major, having a minimum cumulative GPA of 3.4, and submitting an approved thesis via the process outline above. Registration in the COGSCI Independent Study Courses (497 and 499) is optional. Students may pursue Honors in Cognitive Science without previous affiliation with the LSA Honors Program. Upon declaring the honors major (through an advising appointment at the Weinberg Institute) students are affiliated with the Honors Program and have access to all the resources they provide. Students who complete an honors thesis graduate with “honors,” “high honors,” or “highest honors,” which is noted on the diploma and the official transcript. These honors are given the department based on the quality of the work submitted.

  • LSA Honors Program. The LSA Honors Program is a four-year academic program divided into two parts: 1) Lower-division honors requirements and the honors core curriculum are completed by students who are admitted to the Honors Program as freshmen. 2) An honors major is completed by students who pursue an honors thesis (regardless of prior enrollment in the Honors Program).  

  • University Honors. The University Honors designation, noted on students' transcripts, is awarded on a term-by-term basis to students who earned a 3.5 grade point average or higher during a given term (at least 14 credits must have been elected that term, at least 12 of which were elected on a graded basis).

  • Degrees with Distinction. At graduation, degrees with distinction are awarded based on class ranking. Students who have been approved for graduation, have completed at least 45 graded in-residence credits, and rank in the top 3% of their class will receive a degree "with Highest Distinction." Those who rank in the top 10% of their class but not in the top 3% will receive a degree "with High Distinction." Those who rank in the top 25% of their class but not in the top 10% will receive a degree "with Distinction." Distinction levels are noted on the diploma and the official transcript. Degrees with Distinction may be awarded with or without Honors designation.

Honors Thesis Timeline and Application Process

The timeline below is based on a Winter semester graduation. If you plan to graduate in Fall or Summer term, please reach out to for an adjusted timeline.

Junior Year

By end of Fall Semester:

Let the Weinberg Institute know you are interested in pursuing an honors thesis. (Via advising appointment or the Honors Interest Form, typically sent out in early December.)

Read more about the Honors Summer Fellowship program and decide if you would like to apply.

By the end of Winter Semester:

Find faculty mentor and identify a proposed title of your project (for more details on choosing a faculty mentor see “Faculty Mentors and Thesis Defense” below)

During Spring/Summer Semester:

Register for COGSCI 497 for Fall Term (optional, see “Honors and Course Credit” below)

At a minimum, work on your thesis abstract and proposed timeline. Some students may choose to conduct thesis research over the summer as well.

Senior Year

September 1:

*Fall 2020 Deadline Extended to September 21st*                 

Deadline to submit the Honors Thesis Application

By the end of Fall Semester:

Register for COGSCI 499 for Winter Term (optional, see “Honors and Course Credit” below)

Contact a second faculty member who you would like to serve as your second reader

April 1:

Deadline to submit thesis to guarantee consideration for the following awards (See “Honors Awards” below for further details):

            --Marshall M. Weinberg Award for exceptional Cognitive Science Honors Thesis 

            --LSA Honors Awards

May 1:

Final deadline to submit thesis. Please email your thesis to and CC your faculty mentor and second reader. Your faculty mentor and second reader will receive guidance from the Weinberg Institute on grading recommendations for your thesis.

Finding a Faculty Mentor

Primary Faculty Mentor

Students work closely with their faculty mentor throughout the duration of their Honors Thesis experience. Students are encouraged to identify a faculty member as early as possible to receive guidance the faculty mentor from the beginning of the process. Students often have a working relationship with their faculty mentor, though this is not mandatory. Students pursuing an honors thesis are expected to coordinate regular meetings with their faculty mentor throughout the honors thesis process, and the thesis may not be submitted without the approval of the faculty mentor. Faculty mentors may belong to affiliated departments and are expected to have some familiarity with the topic.

Second Reader

In addition to their primary faculty mentor, students are encouraged to contact a second faculty member to serve as their second reader during the fall of their senior year. Second readers provide an instrumental role in thoughtfully critiquing the honors project and contributing to its success. Students are expected to incorporate the suggestions and edits of the second reader into subsequent drafts of the thesis, and the second reader must approve the final paper and communicate their approval to the student’s primary mentor. Ideally, this faculty member will be from a department separate from but affiliated with the student’s primary faculty mentor.

1. Find a research mentor or faculty sponsor

If you need support finding a research mentor/faculty sponsor, you may find the links below helpful:

  • Research Laboratories: On this website you will see a list of Cognitive Science related labs. 
  • Faculty Research Interests: This website will allow you to search for faculty who are doing research with your topic of interest. If a list of faculty appears after your search, check their research and teaching interests description on their profile. Contact the faculty if you want to know more about their research project or want to ask for opportunities to work in their lab.

Honors and Course Credit

Students writing an Honors Thesis may, but are not required to, register for one or two special independent study courses (COGSCI 497 and COSCI 499, non-repeatable). These do count toward the limit of 6 independent study credits allowed for the Cognitive Science major.

Honors Thesis Resources

The University of Michigan provides multiple resources to students writing an honors thesis.

University Resources:

  • The University Library has set up a Cognitive Science Research Guide which includes materials from linguistics, philosophy, psychology, neuroscience, and computer science. Each Cognitive Science track also has its own Library Specialist, whose contact information can be found on the left-hand side of the Research Guide.
  • The Honors Summer Fellowship program offers peer and monetary support for a small cohort of students starting the honors thesis process during the summer before their senior year. Spaces are limited, and applications are typically due at the beginning of the Winter semester of students’ junior year.
  • The LSA Honors Program, in conjunction with the Sweetland Writing Center, offers weekly thesis discussion groups for seniors involved in the process to give and receive feedback on their work, as well as learning ways to become a more effective writer. Read more and sign up here.

Funding Support:

  • LSA Honors Grants provide funding to thesis-related research, including research-related travel. 
  • The Weinberg Institute for Cognitive Science is able to provide funding for thesis-related research and travel via the funding request process

Other Resources:

  • Former Cognitive Science students who completed an honors thesis can be great resources. Please contact if you would like the Weinberg Institute to connect you with U-M alumni who have completed the process. You can also read previous Cognitive Science honors theses through the University's online research archive, Deep Blue.

Honors Awards

  • LSA Honors Awards. The LSA Honors Program awards several scholarships and prizes to thesis-writing students. Please see their website for details.

  • Marshall M. Weinberg Award. In recognition of the contributions made by Marshall M. Weinberg to the field of Cognitive Science and the University of Michigan, an annual prize may be awarded to an exemplary submitted Honors Thesis paper (written by a declared Cognitive Science student) in recognition of outstanding research performance in the field of Cognitive Science.

  • Sam Epstein Award for Contributions to Theoretical Cognitive Science. For the 2020-2021 academic year, we will also be considering honors theses for the Sam Epstein Award for Contributions to Theoretical Cognitive Science. Theses eligible for this award will demonstrate significant engagement with foundational, theoretical, or conceptual issues in cognitive science.


Presenting Your Research

Cognitive Science majors are encouraged to present their research publicly. Opportunities to do so include:

In addition, consider publishing your research in the Undergraduate Research Journal.


Past Honors Awards in Cognitive Science


Meryl Rueppel
- Marshall M. Weinberg Thesis Award



Camille Phaneuf
- Marshall M. Weinberg Thesis Award

Jocelyn E. Brickman - Donna Wessel Walker Award


Past Honors Theses in Cognitive Science


Nick Hollman

Aggression and Weight Bias in the Trolley Problem
Supervisor - Dr. Stephanie Preston, Department of Psychology

Meryl Rueppel
Relationships Among Internalizing vs. Externalizing Symptoms, Post-Error Slowing, and Gender
Supervisor - Dr. Bill Gehring, Department of Psychology

Alice Sorel
Impaired brain development caused by Actb overexpression
Supervisor - Dr. Richard Lewis



Rohini Majumdar
Decisional Authority and Values in Shared Decision-Making: Are They Enough?
Supervisor - Dr. Patricia Deldin

Jocelyn E. Brickman
The Linguistics Cues Observed when Lying in Realistic Personal Stake Situations
Supervisor - Dr. Julie Boland

Kelly Kendro
The Lasting Effects of Language Acquisition: Testing Cognitive Abilities after L2 Attrition
Supervisor - Dr. Julie Boland

Camille Phaneuf
Cell Phone Dependence and Socialization: Digital Devices and their Impact on Undergraduate Communication and Behavior
Supervisor - Dr. Daniel Kruger



Rennie Pasquinelli
Neurocognitive Basis of Prosody Perception in Children
Supervisor - Dr. Ioulia Kovelman

Tyree S. Cowell
Can Natural Language Processors Help Unlock the Black Box of Language Comprehension
Supervisor -Dr. Jonathan Brennan 

Sanuri Gunawardena
Does Improvisation Promote Divergent Thinking and Tolerance of Uncertainty?
Supervisor - Dr. Colleen Seifert

Kira Breeden
What Factors are Most Effective in Predicting Noun Learning in English-Learning Children?
Supervisor - Dr. Twila Tardif

Alexander Brown
The Evolution of Cooperation, the Superorganism, the Emergent Properties
Supervisor - Dr. James Joyce 

Logan Bickel
Feeling Dispassionate about Environmental Harm is Linked to Late Emotion Regulation Strategies
Supervisor - Dr. Stephanie Preston