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Damian Blasi is a professor at the Pompeu Fabra University in Barcelona. We talk about his article 'Over-reliance on English hinders cognitive science', linguistic diversity, how to study across the world's languages, his career path, and much more.BJKS Podcast is a podcast about neuroscience, psychology, and anything vaguely related, hosted by Benjamin James Kuper-Smith.Support the show: https://geni.us/bjks-patreonTimestamps0:00:00: Why Damian studied physics0:06:31: How to deal with small, sparse, incomplete, imbalanced, noisy, and non-independent observational data0:09:38: Evolutionary advantages of different languages0:14:01: How Damian started doing research on linguistics0:20:09: How to study a language you don't speak0:28:58: Start discussing Damian's paper 'Over-reliance on English hinders cognitive science'0:48:25: What can experimental scientists do about the vast differences between cultures, especially of difficult to reach peoples? And how different are languages and cultures really?1:10:15: Why is New Guinea so (linguistically) diverse?1:17:34: Should I learn a common or a rare language? And where?1:29:09: A book or paper more people should read1:32:31: Something Damian wishes he'd learnt sooner1:33:56: Advice for PhD students/postdocsPodcast linksWebsite: https://geni.us/bjks-podBlueSky: https://geni.us/pod-bskyDamian's linksWebsite: https://geni.us/blasi-webGoogle Scholar: https://geni.us/blasi-scholarBlueSky: https://geni.us/blasi-bskyBen's linksWebsite: https://geni.us/bjks-webGoogle Scholar: https://geni.us/bjks-scholarBlueSky: https://geni.us/bjks-bskyReferencesWorld Atlas of Languages: https://en.wal.unesco.org/world-atlas-languagesThe Andamanese group that's hostile to strangers: https://en.wikipedia.org/wiki/Sentinelese"the war situation has developed not necessarily to Japan's advantage" https://en.wikipedia.org/wiki/Hirohito_surrender_broadcastBakker (2022). The sounds of life.Blasi ... Neubig (2021). Systematic inequalities in language technology performance across the world's languages. arXiv.Blasi ... Bickel (2019). Human sound systems are shaped by post-Neolithic changes in bite configuration. Science.Blasi ... Majid (2022). Over-reliance on English hinders cognitive science. Trends in cognitive sciences.Everett (2023). A myriad of tongues.Floyd ... Enfield (2018). Universals and cultural diversity in the expression of gratitude. Royal Society Open Science.Gordon (2004). Numerical cognition without words: Evidence from Amazonia. Science.Hossenfelder (2018). Lost in math.Koyama & Rubin (2022). How the world became rich.Nettle (1998). Explaining global patterns of language diversity. Journal of anthropological archaeology.Pica ... Dehaene (2004). Exact and approximate arithmetic in an Amazonian indigene group. Science.Skirgård ... Gray (2023). Grambank reveals the importance of genealogical constraints on linguistic diversity and highlights the impact of language loss. Science Advances.
Dans cet épisode, Clément et Olivier accueillent Ingrid Sem, experte en ludopédagogie et en pédagogie active. Ensemble, ils explorent cette approche pédagogique qui implique directement les apprenants en les rendant acteurs de leur apprentissage. Découvrez des méthodes telles que l'apprentissage par les pairs, les jeux pédagogiques, la classe inversée, ainsi que les références scientifiques clés (Piaget, Dehaene, Lebrun...) qui vous permettront de mieux appréhender tous les concepts de la pédagogie active. Ingrid souligne également l'importance cruciale du débriefing pour transformer durablement les expériences vécues en apprentissages concrets. Un épisode riche en conseils pour rendre vos formations plus interactives et impactantes ! A écouter absolument !Hébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.
Val Duchesse, un château situé à Auderghem, est devenu un symbole des négociations politiques difficiles en Belgique, depuis les années 60. Ce lieu a accueilli des discussions cruciales, notamment en 1963 lors de la fixation de la frontière linguistique, en 1985 lors des débats sur les budgets austères du gouvernement Martens-Gol, et en 1993 pour le plan global d'assainissement de la Belgique sous Dehaene. Ces moments ont souvent été caractérisés par des compromis difficiles et des décisions impopulaires. Dans les années 2000, Val Duchesse reste un lieu de négociation stratégique. Yves Leterme y échoue en 2007 avec l'Orange Bleue, tandis que Bart de Wever y fait ses débuts politiques en observant l'impasse du pays. Aujourd'hui, il revient à Val Duchesse avec l'ambition de prendre la tête du gouvernement belge, mais si cela échoue, il pourrait prôner un séparatisme plus marqué pour la Flandre. À travers les décennies, Val Duchesse reste un témoin des crises politiques belges et des compromis forcés, mais aussi un lieu où l'histoire continue de se jouer. Merci pour votre écoute Les coulisses du Pouvoir c'est également en direct tous les jours de la semaine vers 7h40 sur www.rtbf.be/lapremiere Retrouvez tous les épisodes de Les coulisses du Pouvoir sur notre plateforme Auvio.be :https://auvio.rtbf.be/emission/11443 Retrouvez tous les contenus de la RTBF sur notre plateforme Auvio.beRetrouvez également notre offre info ci-dessous :Le Monde en Direct : https://audmns.com/TkxEWMELes Clés : https://audmns.com/DvbCVrHLe Tournant : https://audmns.com/moqIRoC5 Minutes pour Comprendre : https://audmns.com/dHiHssrLes couleurs de l'info : https://audmns.com/MYzowgwMatin Première : https://audmns.com/aldzXlmEt ses séquences-phares : L'Invité Politique : https://audmns.com/LNCogwP L'humour de Matin Première : https://audmns.com/tbdbwoQTransversales : notre collection de reportages infos longue forme : https://audmns.com/WgqwiUpN'oubliez pas de vous y abonner pour ne rien manquer.Et si vous avez apprécié ce podcast, n'hésitez pas à nous donner des étoiles ou des commentaires, cela nous aide à le faire connaître plus largement.
The trio dives into the insights and research of renowned neuroscientist Stanislas Dehaene on the cognitive science of reading. Dehaene's work has revolutionized our understanding of how the brain learns to read, from the development of the visual word form area to the neural markers of dyslexia. The hosts unpack Dehaene's explanations of the brain's recycling of pre-existing circuits for reading, the competition and collaboration between reading and facial recognition, and the different subtypes of reading challenges. Throughout the discussion, they highlight Dehaene's practical teaching recommendations grounded in the latest neuroscience, providing educators with a roadmap to foster reading proficiency in all learners.SHOW NOTESLiteracy Leaders:Stanislas DehaeneSally ShaywitzResources:Video—Stanislas Dehaene Summit 2024 Virtual KeynoteHow We Learn: Why Brains Learn Better Than Any Machine . . . for NowVideo—Eyes on Reading: Dr. Stanislas Dehaene with Emily HanfordTerms:The Matthew Effect: The Matthew effect of accumulated advantage, sometimes called the Matthew principle, is the tendency of individuals to accrue social or economic success in proportion to their initial level of popularity, friends, and wealth. It is sometimes summarized by the adage or platitude "the rich get richer and the poor get poorer".Chat about this episode in The Science of Reading Collective.Explore the Reading Horizons Discovery® Product Suite.Access past show notes.Read the transcripts.
durée : 02:56:20 - Le 7/10 - par : Nicolas Demorand, Léa Salamé, Sonia Devillers, Anne-Laure Sugier - Les invités de la Matinale de France Inter ce mardi 22 octobre 2024 seront : Ioulia Navalnaïa / Stanislas Dehaene / Débat sur les séries politiques / Eddy Mitchell / Gaëlle Choisne
Welcome to The Nonlinear Library, where we use Text-to-Speech software to convert the best writing from the Rationalist and EA communities into audio. This is: Abandoning functionalism: Some intuition pumps, published by Alfredo Parra on July 12, 2024 on The Effective Altruism Forum. There seems to be a widely-held view in popular culture that no physicist really understands quantum mechanics. The meme probably gained popularity after Richard Feynman famously stated in a lecture (transcribed in the book "The Character of Physical Law") "I think I can safely say that nobody understands quantum mechanics", though many prominent physicists have expressed a similar sentiment. Anyone aware of the overwhelming success of quantum mechanics will recognize that the seeming lack of understanding of the theory is primarily about how to interpret its ontology, and not about how to do the calculations or run the experiments, which clearly many physicists understand extremely well. But even the ontological confusion is debatable. With the proliferation of interpretations of quantum mechanics - each varying in terms of, among others, which classical intuitions should be abandoned - at least some physicists seem to think that there isn't anything weird or mysterious about the quantum world. So I suspect there are plenty of physicists who would politely disagree that it's not possible to really understand quantum mechanics. Sure, it might take them a few decades of dedicated work in theoretical physics and a certain amount of philosophical sophistication, but there surely are physicists out there who (justifiably) feel like they grok quantum mechanics both technically and philosophically, and who feel deeply satisfied with the frameworks they've adopted. Carlo Rovelli (proponent of the relational interpretation) and Sean Carroll (proponent of the many-worlds interpretation) might be two such people. This article is not about the controversial relationship between quantum mechanics and consciousness. Instead, I think there are some lessons to learn in terms of what it means and feels like to understand a difficult topic and to find satisfying explanations. Maybe you will relate to my own journey. See, for a long time, I thought of consciousness as a fundamentally mysterious aspect of reality that we'd never really understand. How could we? Is there anything meaningful we can say about why consciousness exists, where it comes from, or what it's made of? Well, it took me an embarrassingly long time to just read some books on philosophy of mind, but when I finally did some 10 years ago, I was captivated: What if we think in terms of the functions the brain carries out, like any other computing system? What if the hard problem is just ill-defined? Perhaps philosophical zombies can teach us meaningful things about the nature of consciousness? Wow. Maybe we can make progress on these questions after all! Functionalism in particular - the position that any information system is conscious if it computes the appropriate outputs given some inputs - seemed a particularly promising lens. The floodgates of my curiosity were opened. I devoured as much content as I could on the topic - Dennett, Dehaene, Tononi, Russell, Pinker; I binge-read Brian Tomasik's essays and scoured the EA Forum for any posts discussing consciousness. Maybe we can preserve our minds by uploading their causal structure? Wow, yes! Could sufficiently complex digital computers become conscious? Gosh, scary, but why not? Could video game characters matter morally? I shall follow the evidence wherever it leads me. The train to crazy town had departed, and I wanted to have a front-row seat. Alas, the excitement soon started to dwindle. Somehow, the more I learned about consciousness, the more confused and dissatisfied I felt. Many times in the past I'd learned about a difficult topic (for instance, in physics, computer science, or mathematics) and, sure, the number of questions would mul...
Wat zit er in De 7 vandaag?De zonnepanelen- en laadpalengroep EnergyVision werkt aan een introductie op de Brusselse beurs. Het zou het eerste debuut in jaren zijn in België.Ons land staat voor de grootste saneringsoefening sinds die van premier Jean-Luc Dehaene, dertig jaar geleden. Vandaag wordt het startschot gegeven met een rapport van de Europese Commissie.En we hebben het over de chip die onze Rode Duivels maandag de gelijkmaker heeft gekost. Welk Duits bedrijf zit er achter die technologie en wat doen ze er nog mee? Host: Bert RymenProductie: Lara Droessaert Al bezig met je belastingbrief en op zoek naar goeie tips?Check dan deze De 7 Extra. Daarin brengen host Roan Van Eyck en experte Petra De Rouck van De Tijd je zeven gouden tips voor je belastingbrief.Leuker kunnen we dat niet maken, maar wel makkelijker.Luisteren zou ik zeggen! See omnystudio.com/listener for privacy information.
De Belgen hebben zondag 9 juni 2024 niet alleen Europese verkiezingen, maar ook nationale en nog veel meer. Maar wat weten wij Nederlanders daar eigenlijk van? Hun fascinerende politieke cultuur lijkt ons te ontgaan.Hoe onterecht! Hier ontmoeten Noord en Zuid in Europa elkaar. Germaans en Latijns. Koning Boudewijns vrome soberheid en Berlusconi-achtige joyeuze handigheid. Jaap Jansen en PG Kroeger schetsen een tableau der Belgen en hun rijke politieke cultuur in zes portretten.Zes premiers die dat land hun kleurrijk stempel opdrukten. Een loodgieter, een vader, een dandy, een staatsman, ‘da joenk' en ‘Saucissen Pol'.***Deze aflevering is mede mogelijk gemaakt met donaties van luisteraars die we hiervoor hartelijk danken. Word ook vriend van de show!Deze aflevering bevat een advertentie van Podimo. Ga voor meer informatie naar podimo.com/nl/luisterbeterEn ook een advertentie van Lendahand. Ga naar Lendahand.com en gebruik de code betrouwbarebronnen500Heb je belangstelling om in onze podcast te adverteren of ons te sponsoren? Zend een mailtje naar adverteren@dagennacht.nl en wij zoeken contact.Op sommige podcast-apps kun je niet alles lezen. De complete tekst en een overzicht van al onze eerdere afleveringen vind je hier***1] Paul-Henri Spaak – de staatsmanSociaaldemocraat Spaak stond politiek aan de top gedurende vele decennia. Nationaal was hij een belangrijk sociaal vernieuwer. Strateeg van de buitenlandse politiek. De Brusselse socialist speelde hoofdrollen bij alle grote doorbraken en vernieuwingen. Hij bedacht in Londen, in ballingschap de Benelux en realiseerde deze meteen; leidde (als eerste!) de VN; de Raad van Europa, de EGKS, de NAVO en bedacht Euratom en de EEG. Als strategisch denker en vurig spreker was Spaak een briljant voorzitter en onderhandelaar.2] Gaston Eyskens - vader der crisesDe Vlaamse christendemocraat Eyskens werd als premier van zes kabinetten gedurende vier decennia een soort vader des vaderlands. Hij wist schijnbaar onverstoorbaar de grootste crises te bedwingen en een duidelijke koers vast te houden.Hij botste hevig met Koning Leopold III en diens zoon Boudewijn. Maar ze konden niet om 'vader Eyskens' heen. Koningskwestie, bloederige dekolonisatie van Kongo, financiële en sociale ellende en de taalstrijd tekenden zijn loopbaan. Hij begon met panache de Belgische staat te hervormen. "Les dernières cinq minutes!" De laatste vijf minuten van elke crisissessie waren de belangrijkste, vertelde hij en had daar een joyeus geheim bij!3] VDB - ‘Saucissen Pol'Flamboyanter premiers dan Paul Vanden Boeynants zijn nimmer geweest. Een Brussels Ketje dat als slagerszoon een vleesimperium bouwde en vastgoedmagnaat werd en niet vies was van zaken doen in wapentuig. Hij was een rechtse Waal, maar wars van volksnationalisme en bleef zo een 'chrétien social'. Politiek was hij de eerste moderne media ster. Van 'JFK' jatte hij het 'VDB' idee. Fameus werd hij als minister van Landsverdediging en als schepen van Brussel die daar een Manhattan aanlegde. Als premier wierp hij zijn charisma, onnavolgbaar proza en zakelijk vaak dubieuze streken in de strijd. Na zijn loopbaan werd hij wereldberoemd. Gangsters ontvoerden hem en wekenlang onderhandelde hij zélf over zijn losgeld. "Ze hebben geen traan van me gezien!"4] Jean-Luc Dehaene – de loodgieter"De afgelopen 50 jaar de grootste premier van allemaal." EU-president Van Herman Rompuy wond er geen doekjes om. Dehaene kon alles. Al jong was hij de onmisbare klusjesman van premier Wilfried Martens. Oplossingenmachine, saneerder, architect van doorbraken, formateur van coalities. Boudewijn en Albert zwoeren bij Dehaenes toverkunsten. "Sire, geef mij honderd dagen!"De ongelikte volksjongen had daarbij geen vijanden, was bemind bij pers en opponenten door zijn gebrek aan kapsones en zijn schuddebuikende humor. En hij werd een groot Europeaan, ondanks dat-ie Jacques Delors niet mocht opvolgen. De EU van nu is in hoge mate zijn 'loodgieterswerk'.5] Guy Verhofstadt – van ‘Baby Thatcher' tot vurig EuropeaanDe liberale premier van het Belgische 'Paars' schreef daarmee geschiedenis. Maar eigenlijk had hij drie politieke levens. Hij begon als de jonge, provocatieve 'Baby Thatcher' die de begroting van bankroet België gretig saneerde. Gehaat als 'da joenk'. Zijn politieke experimenten als liberaal leider mislukten aanvankelijk. Maar zijn comeback - gelouterd en vernieuwd - was een triomf. Hij smeedde paarse coalities en saneerde het failliette pensioenstelsel.Ook hij werd gepassioneerd Europeaan en leider van de liberalen in Europa, Spitzenkandidat in 2014. Hij geselde extreemrechts en leidde de Toekomstconferentie die Macron had bedacht.6] Elio Di Rupo - Een sprookjeHij is een unicum. Eerste migrantenkind als leider van het land en eerste openlijke homo als premier. Uit het allerarmste mijnwerkersmilieu verloor hij met één jaar oud zijn vader. Zijn brille en volharding gaven hem een wetenschappelijke en een politieke carrière die ongekend mogen heten. Hij veroverde bijna planmatig de macht in de rode burcht van Wallonië. Hervormde en saneerde zijn Parti Socialiste met harde hand, pakte corruptie en verkalkte structuren aan. Met Italiaanse elegantie, charme, kunstzin en welsprekendheid niettemin een spijkerhard ambitieus politiek dier.Hij werd premier na de langste parlementaire crisis ooit. Saneerde en hervormde met succes de vastgelopen politieke verhoudingen. Nu wil hij als elder statesman naar het Europees Parlement, net als eerder Dehaene, de premier die hem zo fel verdedigde tegen vuige geruchten. Zijn unieke levenslot duidde hij zo: "Mijn leven is als een sprookje. Je kunt zoiets nooit verzinnen, zelf."Beschreef Elio Di Rupo daarmee niet zijn vaderland? België is immers het enige land op aarde dat in de opera begon, het land van de magie van Magritte en Kuifje, het land van levensgenieters en van kunstenaars als Brel en Stromae.***Verder luisteren391 - België wordt voorzitter van de EU. Waarom de Nederlanders hun zuiderburen nooit helemaal zullen begrijpen373 - Nederland en België: de scheiding die niemand wilde282 - Hoe Sammy Mahdi - de nieuwe Vlaamse leider - de christendemocraten er weer bovenop wil helpen252 - Guy Verhofstadt over Oekraïne, Rusland en zijn ontluikende vriendschap met Poetin, die plots voorbij was229 - Kristof Calvo: wat de Nederlandse en Belgische politiek van elkaar kunnen leren190 - Napoleon, 200 jaar na zijn dood: zijn betekenis voor Nederland en Europa49 - De koningen van Hispanje die wij altijd hebben geëerd385 - Jan de Koning en het verschil tussen een greppel en de laatste gracht***Tijdlijn00:00:00 – Deel 100:38:39 – Deel 201:20:00 – Deel 301:42:33 – Einde Zie het privacybeleid op https://art19.com/privacy en de privacyverklaring van Californië op https://art19.com/privacy#do-not-sell-my-info.
durée : 02:59:13 - Le 6/9 - Aujourd'hui dans le 6-9, nous recevons, à 7h50, Jean-Noël Barrot, ministre délégué chargé de l'Europe, vice-président du MoDem et à 8h20 dans le grand entretien, le neuropsychologue Stanislas Dehaene, président du Conseil scientifique de l'éducation nationale.
Chapter 1 What's Consciousness and the Brain Book by Stanislas Dehaene"Consciousness and the Brain: Deciphering How the Brain Codes Our Thoughts" is a book written by Stanislas Dehaene, a renowned cognitive neuroscientist. Published in 2014, the book explores the relationship between consciousness and the workings of the brain. Dehaene delves into the fascinating field of neurobiology, discussing how the brain generates different states of awareness and determines our thoughts and perceptions. He explores various experiments, observations, and theories, providing insights into the neural mechanisms that underlie consciousness. Dehaene's book aims to bridge the gap between the field of neuroscience and the concept of consciousness, offering a comprehensive understanding of how our brains give rise to our conscious experiences.Chapter 2 Is Consciousness and the Brain Book A Good BookYes, "Consciousness and the Brain" by Stanislas Dehaene is generally considered a good book. It is highly regarded among scientists and scholars in the field of neuroscience and consciousness studies. Dehaene presents a comprehensive and accessible exploration into the relationship between consciousness and the brain, drawing on both scientific research and philosophical insights. The book offers valuable insights and theories related to the nature of consciousness and how it arises from neural processes. However, as with any book, opinions may vary, so it is a good idea to read reviews and sample some of the content before determining if it aligns with your specific interests and preferences.Chapter 3 Consciousness and the Brain Book by Stanislas Dehaene Summary"Consciousness and the Brain: Deciphering How the Brain Codes Our Thoughts" is a book written by Stanislas Dehaene, a renowned cognitive neuroscientist. In this book, Dehaene explores the relationship between consciousness and the brain, aiming to unravel the mechanisms that underlie our thoughts.The book begins with an introduction to the concept of consciousness and the historical debates surrounding it. Dehaene acknowledges that consciousness is a complex phenomenon that has been difficult to understand and define. He then proposes a fresh perspective on consciousness, suggesting that it should be viewed as a representational system in the brain.Dehaene delves into the research and discoveries in the field of neurobiology to support his theories. He introduces the concept of neuronal workspace, which refers to a global workspace in the brain where information from different cognitive functions is integrated. This concept helps explain how we become aware of certain thoughts and disregard others.The book explores various aspects of consciousness, including perception, attention, and decision-making. Dehaene discusses experiments and studies that have shed light on these processes, emphasizing the role of the brain in shaping our conscious experiences.Moreover, Dehaene investigates altered states of consciousness, such as those induced by anesthesia or coma. He examines the patterns of brain activity observed in these states and tries to understand the underlying mechanisms that lead to a loss of consciousness.Throughout the book, Dehaene skillfully combines scientific evidence with philosophical reflections. He addresses questions such as the nature of free will and the relationship between the brain and the mind. Dehaene draws on his extensive research and expertise to offer compelling arguments and theories that challenge traditional views.In conclusion, "Consciousness and the Brain" by Stanislas Dehaene is a thought-provoking exploration of the profound relationship between our conscious experiences and the workings of the brain....
De Belgische politieke partij CD&V gebruikt een deepfake van oud-premier Jean-Luc Dehaene in haar verkiezingscampagne. In de deepfake-video roept de oud-premier met eigen stem en gewaarwording op tot respect naar de burger. De video met het neppe beeld van de oud-premier krijgt online veel kritiek. Toch claimt de politieke partij wel proportioneel gehandeld te hebben. Zo zou de familie van Dehaene vooraf om toestemming gevraagd zijn. De zoon van Dehaene vertelt in een interview dat de partij heel correct is geweest. Toch noemen privacy-experts het zorgelijk. Een overleden persoon kan zichzelf niet beroepen op zijn privacy, en die keuze zou niet bij familieleden mogen liggen. Bij de camapgnevideo op X staat duidelijk aangegeven dat het om een deepfake-video gaat. Verder in deze Tech Update: Eerste details over compromissen bij Europese AI-wetgeving lekken uit Berichten Facebook Messenger veiliger na update Britse overheid beschuldigd Rusland van cyberaanvallen See omnystudio.com/listener for privacy information.
Waarom wil de N-VA opkomen in Wallonië? CD&V brengt Dehaene tot leven en hernieuwt de band met de Franstalige zusterpartij. De MR komt reclame maken in Antwerpen en richt zich op de rechtse kiezer in Wallonië. En er zijn meer en meer peilingen. Hoe kijkt men in Wallonië naar de Vlaamse peilingen, kunnen we straks nog een regering maken? En kan Georges-Louis Bouchez Nederlands of niet?Met Nicolas Bouteca prof. politicologie aan de Ugent en Christian Laporte, columnist op Doorbraak.Support the show
Explorez l'univers atypique d'Arthur Dehaene, directeur des services à l'Institut de France, entité placée sous la protection du président de la République ! Partie 1 - (1'45) Arthur Dehaene, fortement marqué par son expérience du breakdance, suit un parcours tourné droit et sciences politiques (Assas, SciencesPo) avant de réussir le concours de l'ENA. Il s'engage aussi en fondant l'Équipée, association d'égalité des chances, en 2018, dont il sera président trois ans. Comme promis dans le podcast, vous pouvez retrouver les vidéos des battles l'opposant à la Belgique (demi finale, finale), pour apprécier "Spider" ! Partie 2 - (24'22) À Bercy en sortie de l'ENA, il apprend l'urgence liée à la crise des gilets jaunes, alors en charge des minimas sociaux, avant de comprendre le temps long de la stratégie nucléaire. Surtout, c'est son expérience à l'Institut de France, avec son très haut niveau de recherche scientifique, ses traditions ancrées, ses lieux dans toute la France, ses spécificités et son organisation particulière, qu'il livre dans cette partie 2. Partie 3 - (1'03'54) Conseils pro et concours : comment arriver dans une administration en crise et conseils sur la prépa, c'est l'objet de cette partie 3. N'hésitez pas à partager autour de vous et à suivre AmbitionPublique sur les réseaux sociaux (Instagram, LinkedIn) Soutenez-nous sur Tipeee !
Er komt een verbod op de import van ruwe Russische diamanten. Daarnaast moet een nieuw traceringssysteem de herkomst van diamanten kunnen achterhalen. Welke gevolgen heeft dat voor ons land? CD&V heeft oud-premier Jean-Luc Dehaene doen "herleven" in een opmerkelijk campagnefilmpje gemaakt met AI-technologie. Wat moeten we daarvan denken? VN-baas António Guterres heeft artikel 99 van het VN-handvest ingeroepen om de situatie in de Gazastrook aan te kaarten. Wat betekent die uitzonderlijke zet?
In de jaren negentig liet chirurg Réginald Moreels zich opmerken als staatssecretaris van Ontwikkelingssamenwerking in de regering Dehaene. Daarvoor was hij acht jaar lang voorzitter van Artsen zonder Grenzen. Grenzen die hij opnieuw opzoekt: derdewereldlanden en oorlogsgebieden waar je je als mens schaamt voor zoveel gruwel en zoveel leed. In alles is hij de ‘soixante-huitard' gebleven. De idealist die gaat voor een betere wereld, kost wat het kost. Maar hoe moet het verder?
Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.06.23.546249v1?rss=1 Authors: Cogitate Consortium,, Ferrante, O., Gorska-Klimowska, U., Henin, S., Hirschhorn, R., Khalaf, A., Lepauvre, A., Liu, L., Richter, D., Vidal, Y., Bonacchi, N., Brown, T., Sripad, P., Armendariz, M., Bendtz, K., Ghafari, T., Hetenyi, D., Jeschke, J., Kozma, C., Mazumder, D. R., Montenegro, S., Seedat, A., Sharafeldin, A., Yang, S., Baillet, S., Chalmers, D. J., Cichy, R. M., Fallon, F., Panagiotaropoulos, T. I., Blumenfeld, H., Devore, S., Jensen, O., Kreiman, G., de Lange, F. P., Luo, H., Boly, M., Dehaene, S., Koch, C., Tononi, G., Pitts, M., Mudrik, L., Melloni, L. Abstract: Different theories explain how subjective experience arises from brain activity. These theories have independently accrued evidence, yet, confirmation bias and dependence on design choices hamper progress in the field. Here, we present an open science adversarial collaboration which directly juxtaposes Integrated Information Theory (IIT) and Global Neuronal Workspace Theory (GNWT), employing a theory-neutral consortium approach. We investigate neural correlates of the content and duration of visual experience. The theory proponents and the consortium developed and preregistered the experimental design, divergent predictions, expected outcomes, and their interpretation. 256 human subjects viewed suprathreshold stimuli for variable durations while neural activity was measured with functional magnetic resonance imaging, magnetoencephalography, and electrocorticography. We find information about conscious content in visual, ventro-temporal and inferior frontal cortex, with sustained responses in occipital and lateral temporal cortex reflecting stimulus duration, and content-specific synchronization between frontal and early visual areas. These results confirm some predictions of IIT and GNWT, while substantially challenging both theories: for IIT, a lack of sustained synchronization within posterior cortex contradicts the claim that network connectivity specifies consciousness. GNWT is challenged by the general lack of ignition at stimulus offset and limited representation of certain conscious dimensions in prefrontal cortex. Beyond challenging the theories themselves, we present an alternative approach to advance cognitive neuroscience through a principled, theory-driven, collaborative effort. We highlight the challenges to change people's mind and the need for a quantitative framework integrating evidence for systematic theory testing and building. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC
Check out the latest episode of Your Child's Brain. Join Dr. Brad Schlaggar President and CEO of Kennedy Krieger Institute and his guests Heidi Daniel, president and CEO at the Enoch Pratt Free Library in Baltimore, and Dr. Tzipi Horowitz-Kraus, a developmental neuroscientist at Kennedy Krieger Institute as we discuss children's reading, literacy, and the impact of technology on both. Links to visit: Enoch Pratt library Summer Reading Program https://www.prattlibrary.org/summer-break The Neurobiology of Reading podcast https://urlisolation.com/browser?clickId=796DE2A7-3F7F-4DA8-A057-296FDC84DFF0&traceToken=1682690228%3Bkennedykrieger_hosted%3Bhttps%3A%2Fwww.youtube.com%2Fwatch%3Fv%3DS&url=https%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DS_7brlIMa_k Dr. Brad Schlaggar (BS): Welcome to Your Child's Brain, a podcast series produced by Kennedy Krieger Institute with assistance from WYPR. I'm Dr. Brad Schlaggar, pediatric neurologist and president and CEO of Kennedy Krieger Institute. One of the most distinctive features of the human brain is its capacity for language. Arguably, our brains have evolved to produce spoken and heard language. But exactly when that capacity emerged in humans is debated, in the scientific literature, spoken language likely emerged no less than a couple of 100,000 years ago and perhaps as long ago as one million or more years. On the other hand, the invention of the written form of language and therefore the origins of reading, came roughly 5,000 years ago. Simply put, while our brains evolved for spoken language, reading and writing are far too recent to have been drivers for the evolution of our brains. It has only been in the last several 100 years that human society has put such a premium on the value of reading that large portions of society learned to read. That said, in Maryland and in the US as a whole and while estimates vary, roughly one in five adults has very low or absent literacy skills, contributing to significant challenges for the health and welfare of those individuals. For some, reading difficulty is largely the consequence of lack of access to quality education while for others, the issue is dyslexia or a reading impairment, despite sufficient intellectual ability and access to quality education. For so many reasons, it is critically important for us to understand the full complexity of how our brains learn to read and how factors in our children's life, like screen time, for example, impact the development of this crucial skill. Today, I'm joined by two guests, both with expertise that is highly relevant to a discussion of reading development and literacy. Dr. Tzipi Horwitz-Kraus from the Department of Neuropsychology at Kennedy Krieger Institute is an international leader in the neuroscience of reading development. She's an associate professor in the Department of Psychiatry and Behavioral Science at Johns Hopkins University School of Medicine. She's also an associate professor of education and science and technology and in biomedical engineering at the Technion, Israel Institute of Technology. For full disclosure, Tzipi and I are research collaborators on the neuroscience of reading development and we published several papers together. Heidi Daniel is the president and CEO of the Enoch Pratt Free Library, a true gem in Baltimore, Maryland, where she has been at the helm since July of 2017. Welcome, Tzipi and Heidi. Heidi, you're completing your sixth year leading the Enoch Pratt Free Library. I know that literacy is one of the pillars of the library's strategic plan, especially focused on digital literacy and pre-literacy. Tell us about the library's approach to literacy. Heidi Daniel (HD): The library approaches literacy the way we approach most things through the lens of access. You mentioned having access to high-quality education and high-quality materials is really important for the development of reading and literacy in our population. The library's focus is really on making sure that we're approaching learning and reading as a whole person way of looking at it. We're very focused on family literacy and for our pre-literacy skills and wanting to make sure that we're empowering parents and caregivers and the community around children to be fully literate themselves, to have the skillsets that they need to develop literacy in the children and their families and their care and their communities. Then giving access to high-quality materials to help them develop. That looks like a lot of things. It could be providing access to programming around development of brain, development of reading. It's modeling, it's doing programs that model, seeing, read, play with your children. It's providing play rich environments where children have the opportunity to play and explore while also having a lot of rent around them integrated into their play scape. Because we know that children learn through play. It's also that digital literacy piece. As we recognize that digital literacy is critical to the communities that we service and through really our whole world. We're all connected to devices and screens. How does that play out when we start to talk about children learning to read and children's brain development. Even in our teens, how does that interact with their continued growth and development? We really want to make sure that parents are educated on the impact of devices, and that they have access to high-quality apps and materials on those devices. We're not telling people to stay away from screens and only take out print books. If you know anything about the library, we've got tons of electronic resources for folks to access. But what we want to make sure is that caregivers feel empowered to make decisions around high-quality electronic usage. What apps are really educational and useful? How much screen time kids should be having? Really looking at all of the things that come into play when we talk about the interaction of literacy and devices and that they know how to correctly use them for empowerment so that it's not just that junk food approach, doing what feels good, but maybe what isn't like super nutritional for your brain. We take that approach as well as connecting families to all the additional resources they might need to support growth and learning in their home. BS: That sets us up so well for the discussion that we're about to have. Tzipi, tell us a bit about your work on understanding how our brains learn to read. Tzipi Horwitz-Kraus (TH-K): I've been working on the neurobiology of reading for I think 15 years now. I started coming out from a very personal place with having several family members with dyslexia, with the basically difficulty in reading, struggle with reading along the years. I saw that aside to wonderful thinking skills, great intelligence, right ability to manage in your environment. It struck me, how can it be, how can these intelligent individuals struggle with this ability that most of us are doing so naturally? I started digging in and doing the academic journal that I'm having for many years. I started looking for biomarkers, for reading difficulties, and we started looking at different neuroimaging tools or tools that helps us to understand how the brain works. We found that individuals with dyslexia, when they are adults, their brain basically does not recognize that they're making reading errors. Then we said, let's see if this is modifiable. Can we train them to better recognize words and can their brain actually realize that they made reading errors? We found that the brain is plastic, so we moved on to kids and we found that the kid's brain, even if they have dyslexia, is even more plastic than the adult brain that has dyslexia. In the past years, aside to work that we are doing with children with dyslexia and reading difficulties, and we will talk more about it, we started looking at younger kids at pre-reading age and we're trying to see whether we can minimize reading difficulties, and for better effect, not only reading difficulties, let's make all kids love reading because this is one of the most enjoyable activities that kids can do themselves and definitely can do with their parents. BS: As I mentioned earlier, human spoken language dates back on the order of probably 100,000 or a couple of 100,000 years ago. But written language and therefore reading, it's really been around just 5,000 years. What are the implications of how relatively new reading is for the human experience? How does that affect the way you think about investigating the way the brain learns to read? TH-K: This is an amazing question and there is a lot of literature about it that relates to this whole process as recycling these brain networks that were originally aimed to listen, to see, to pay attention to things in order to work together, so reading is accomplished. I think when we're talking about recycling these networks. This is a term coined by a researcher named Dehaene 2009. We kind of understand that maybe not all people can recycle these networks and maybe these brain networks cannot be recycled as easily for everybody. That only emphasizes how much this process is not really intuitive. Which means that in order for these networks to be active together, in order for us to see the words, to listen to the words in our thought and to pay attention to the words, then the timing of this activity needs to be very, very precise. The teaching or the tutoring of this process needs to be very explicit. So it's not intuitive for all kids. BS: Along those lines, what does the research tell us about the best approaches and at what ages it's best to introduce a child to reading? TH-K: Oh, wow. If we go back to the American Pediatric Association, they will tell you that a child should be exposed to reading from birth basically. If we talk about these brain regions that are related to reading, which are visual regions, auditory listening regions, attention regions, meaning, so language and vocabulary these brain networks are really ready to perceive this information at birth. I think that a fine stimulation of these brain regions using storytelling in a different way that matches the child age, using different methods like as batteries or speaking in a voice or reading the story and the voice that the young child can listen and process and then when the child is older, showing the words with the finger that the parent is reading is a great way even at early ages. We do see some of our studies that are looking at children at pre-reading age that are exposed massively or even not massively, are exposed to more hours of stories told by their parents and that they're exposed to more books in their household that even in their close environment basically show greater engagement of brain regions related to imagination when they just listen to stories so they're not seeing anything, but they can imagine the stories. BS: So Heidi, along those same lines of this early exposure, can you talk about some of the programs that you've implemented at the Enoch Pratt Free Library for early reading opportunities for young children. HD: As we talked about, it's really important that caregivers feel less self-conscious about doing anything right and use these intuitive techniques that come naturally to us when we're working with small and young children reading in a calm voice, letting them take breaks and walk away, letting them come back. Singing, playing with them while you're reading, letting them touch the words, pointing out the words. We do all of that naturally through our programming that we do with young children that is family-oriented. We have what people call the traditional story time at the library, we still have all of those. Then we also do some extra programs. We have a program called Books For Me that's been quite successful that really focuses in on groups of parents that partake in a cohort together and from their child's very young, we love to start at birth, right through as their children get older and even including older siblings and the experience of coming together and reading. The program really focuses on that modeling of using different techniques and there's five or six that the American Library Association really encourage parents to use that include things like singing, playing rhyming. Rhyming is really important. Showing the words doing left to right and focusing in on that phonological awareness. A lot of that can happen best through print. We also, through part of that program built home libraries because it's really important that children have access to literature and quality books in their home. I think a lot of studies show that the number of books in the home correlates with better educational outcomes later in life. So for us, we recognize that the cost of books is a big barrier and obviously we want you to come to the library and take out as many books as possible. But so many of our programs now focus on also building that home library for young children and then also even during our summer break programming for older kids and adults as well. Because it's also really important for young children to see the adults in their life reading as well so that they see that this is something important, this is something enjoyable. As the library we love to focus in on, like let your child love to read, especially as they get older, don't worry quite so much about that reading level. Obviously, there's markers and signs that you want to be thoughtful of if they're not developing correctly. But also really just let your child read books. My son is a reluctant reader and he loves Captain Underpants and I let him read that well past his level of reading, he was well beyond it lexical wise, but he just enjoyed reading them and it was the same with Diary of a Wimpy Kid. Just let them have fun and enjoy it. That's part of the beauty of reading is you get this wonderful experience out of it and it develops empathy and kindness in our brains, and really the ability to think about other people. I think sometimes when we work with parents at the public library, we have the privilege and ability to be able to say, make this a really enjoyable bonding experience with your child. Even if you're making up part of the story and they were walking away and they're coming back, it is okay, the idea of the written word being an enjoyable experience, it's also really important and having a lot of print rich environments for your child to explore is also a key development piece. BS: We've used this term dyslexia a couple of times now. So Tzipi, let's talk about it. What is dyslexia exactly? Why do some children have difficulty learning to read, despite all the other efforts being made to enhance the environment, access to education, intellectual ability, all of that. Why still do some children have difficulty learning to read? TH-K: Let's start with the definition for dyslexia. Dyslexia is defined as slow and inaccurate reading despite average IQ and higher. The typical exposure to written language. The reason for dyslexia is neurobiological. It's basically a brain that is active differently. Based on what we said at the beginning of the recycling of these networks that we're actually supposed to see and listen and pay attention to something that is happening in your visual field or when you hear something, there's really not surprising that there are situations that individuals just have difficulties reading. In our studies, this is exactly what we research. Is there a specific brain activity that we see in individuals with dyslexia? Can it be modified? Do we have different profiles of children with reading difficulties? Those who have attention difficulties in reading difficulties, are they the same as those with just reading difficulties? Because this reading network is so complex, it is really not surprising that reading difficulties can occur due to error sort of say, in different places in the network. We see children with epilepsy that suffer from reading difficulties, those with autism disorder, that suffer from reading difficulties and many, many more. I can say that the classical finding that was replicated by several researchers is that individuals with dyslexia show a greater engagement of the right side of the brain when they read as opposed to the average population, the children engagement of the left side of the brain when they read. This is a pattern that we're seeing in several studies, regardless or in most languages, I would like to say. BS: How early can reading issues such as you're describing be identified in a child? Can you talk about pre literacy skills and whether difficulty attaining those reading skills, those pre literacy skills predicts difficulty reading. TH-K: I think that Heidi touched upon some of these early markers. If we think about reading, as I said, I think that reading start developing when the child is born because the infrastructure for reading start developing right there and even beforehand in the uterus. I would say that early markers for future reading difficulties or for the occurrence of future reading difficulties would be related to the awareness to the tiny little sounds in language, the ability to repeat a word that you're hearing, the naming of the letters was found that the ability to name letters fast and accurately, which together is called automatically, is a marker for a future reading achievement. These kind of markers would probably predict the occurrence of feeding difficulties in future .BS: A significant direction of your work and something that you and I have collaborated on over the years is the role of executive function in reading. You talked about attention so broadly, executive function and how that influences reading development. Can you talk about how executive functioning is linked to reading issues and does treating executive dysfunction improve reading outcomes for example in children that have both ADHD and dyslexia? TH-K: Executive functions might be a term that not everybody are familiar with, and also in the field of psychology, this is like an umbrella term for many sub cognitive abilities that are related to learning from our own mistakes for example these include working memory, which is our ability to capture several items in our memory and to manipulate them. Speed of processing. How fast we process information and inhibition our ability not to respond immediately, but to hold that thought and wait with it. Some also referred to attention as part of executive function and some do not. We think, and what we find our studies is that executive functions might be the synchronizer of the reading system. What do I mean by that? We talked about the visual system that we see that is related to the ability to read words orthographically. To read the words holistically without decoding each letter at a time. We have the auditory system that is located in a different region in the brain that is related to the phonological processing steps. The ability to be aware that the tiny little sounds in language and also to decode letter and sound. In order to have a fluent reading, these two systems must be active in a synchronous manner. What we see in our studies is that executive functions or brain regions that are related to executive functions usually mapped to the frontal lobe but my neuroscience fellows will absolutely not like what I'm saying now, because this is an overall simplicity of this situation. But for now, let's just say in frontal regions of the brain, these regions basically synchronize the visual and auditory regions in our brain and we think that this is a critical role of executive functions. In a way, we can think about a metaphor of an orchestra where you have lots of tools in your orchestra, but you have the conductor who synchronize them altogether into a nice melody and we think that this is what executive functions are doing during the reading process. BS: One of the topics that has come up already, we've talked about screen time, different types of technology of how we are now viewing the written word. What do we know about how the use of technology or screen time affects the developing brain and pre literacy, learning to read? TH-K: This is a question My kids always tell me, please mom do not talk with my friends about screen, please. I can only speak for what we know scientifically. Let's put all our belief aside. What we found in several very innovative neuroimaging studies that are looking at neurobiological correlates for screen time. That children already at the age of three to five years when they're exposed to higher screen time. And that involves tablets and smartphones and television and all kinds of screens. The greater the time is, the less organized the white matter tracks in the brain. What are these white matter track? These are basically, we can think about them as the roads that connect the cities and if we're talking about cities, let's talk about the visual and the auditory regions that we just talked about and the executive functions related regions. These are the cities. They communicate with each other by roads that connect them. These are exactly the white matter tracks that I'm talking about. What the research shows is that the higher the screen time is, the less organized these roads are. If you're driving in a less organized road and you have a bump or you have a hole or you have whatever during your ride, the information or the car will move much slower than what we find is that for 3-5 year old kids, the higher the screen exposure is, the lower the organization is in these white matter, we also see that the cities themselves or the gray matter of regions that are part of the visual, auditory and executive function system is different. It's less thick. The cortex is less thick in these regions and this is in pre literacy age. We do not really know what is happening earlier in a younger age group. BS: I was going to ask you about these younger age group because we know that multiple guidelines from professional societies, medical, psychological and others, they recommend no screen time for children less than two years of age. That's a pretty stark recommendation. What is the level of evidence that we have at this time for zero screen time for under two years? TH-K: I think that unfortunately we cannot have a definitive answer for this question because in order to be able to answer this question, we will have to have longitudinal studies tracking screen time from birth onwards and see how that affects the child's brain. However, birth to five years old is really the critical time for brain development. There are different processes like the synaptogenesis. Where these synopsis are created and the pruning where it's cut when it's not being used, so many processes in this. Within these five years, if our results from 3-5 year old kids show this dramatic effect, I can only assume that kids that are younger than that, screen exposure will not be beneficial for them. BS: Right. I think it's reasonable to say that we should limit screen time. The research is not there yet to be really determinative. It is also fair to say that it's okay to FaceTime with grandma, it's okay to read back and forth, pointing to the words on a screen with your child if you're engaged in reading. It's not that all screen time necessarily is aversive to the brain's development, but we do know and we can extrapolate is that large quantities of screen time are probably to be avoided. We've been talking about reading off the screen. Does it even matter? Does it matter if you're reading off of the printed page or off of a screen in terms of how the brain is processing the printed word? TH-K: This is an excellent question that we really wanted to answer using MRI. MRI is this tube and this huge magnetic field. It's really hard to get a book inside the MRI to really see how your brain is active when you read a paper-printed based book, but you can use other tools for that. You can use EEG, electroencephalogram, which is this cap with the electrodes that measures brain electricity signal from your scalp. This is what we've done, a really freshly published paper that looked at brain activation of children that are 6-8 years old that are reading from the computer screen versus reading from a printed paper. What we found is that when children were reading from the screen, their brain activation looked like a brain activation of a distracted person. Patterns that look like a cognitive overload that's probably related to the way the individual is screening the screen, so the pattern of actual reading while reading from the screen, and there are behavioral studies supporting that. That there is a greater cognitive overload when you read from a screen versus when you read from a paper, both in adults and both in children. This is what we found. Again, would love to run greater studies compared to that one. BS: Heidi, how do you approach this question, reading from the screen versus the printed page? HD: We approach that in the same way. Start with the professional guidelines and the research which does show that young children tend to be more distracted when they're reading from screens and that there's less exchange verbally between the parent and the child also when they're reading from a screen or looking at images on the screen than when they're reading from print. It reduces that exchange of words between the caregiver and the child and it also means that there's less bonding going on, less intimacy in their reading experience. But it's very distracting when you're reading from the screen because there are things that come along, that are pop-ups, they're ads and that again gets to the quality of what you're putting on the screen in front of your child as well. Most of our children's librarians have taken a lot of media literacy classes to learn how to vet and evaluate apps. If we're loaning devices, the apps that are on those devices have been prevented to make sure that they don't have pop-ups, or distracting graphics, or things that would take away from the experience of reading with the child. Again, it gets back to what I said earlier about that junk food approach. Not everything is created equal just because you can access it. We recognize that a lot of parents are looking for those free apps, so a lot of times we will purchase the app, load up a device, and let parents borrow them so that we're ensuring that they're getting higher-quality experiences with their children that are appropriately aged 3-5, for that screen time so that it's more quality screen time as well. As a mom, like I can tell you I've handed my child a device in the shopping cart just so that I can get my things done, but we want to make sure that what we're giving them is high quality exposure. TH-K: To your point, Heidi, you were talking about destruction and I wanted to share really interesting study that we conducted looking at the effect of smartphone existence and text messages that are sent to the parents while they're reading a book to the child. Let's say you decided to read a book to the child. Great. Good for you. You're reading it dialogically, so with a lot of excitement in the air. Then all of us parents, we have our phone and we just got a text message, so we're just peeking at it. What is happening to this dialogue and to this interaction that we just had with the kids? Luckily, neuroimaging data can reveal what is happening between these two brains. What we found using a really interesting neuroimaging technique that is called hyperscanning, so we collect data both from the parent and from the child while they're reading a book, we saw that the ability of the parent and child to pay attention to each other, what we call joint attention, that we can actually measure looking at the brain correspondence of these two goes down. For us, it was striking because it opened up so many questions. Does it go back? Do we go back to synchronization with the child after it is interrupted by the device? If you are choosing to read a book for the child, put the phone aside for a couple of minutes. [LAUGHTER] BS: Exactly. Heidi, the library has rolled out some programs including with the summer coming, I know Summer Break Baltimore. Can you describe that program, how does it work, and what are some of the early outcomes from it? HD: This Summer Break Baltimore program is really our new take on the classic summer reading program. We changed the focus because it's not just about reading. We also include a lot of experiences in that program as well. There's rewards for attending programs, there's rewards for going to cultural places throughout the community. But the idea is that you keep your child or the child in your care engaged throughout the summer because it combats that summer slide. The fact that children lose usually about a grade level of reading in the summer if they're not engaged in some learning activity. We want to make sure that those levels stay up, so we try to engage children in a wide variety of activities. We have camps during the summer for all age groups, and the earliest readers even get to be read to and get rewards and parents can get rewards for reading as well because we know that that's fun. We really focus on the rewards being building your home library. We give away a lot of books during the summer. The outcomes have been pretty great actually. We had seen quite a dip in summer reading over the years because people are engaged in camps, they're engaged in a lot of activities. Rarely now, as time has changed, you see the two parent, one parent at home available to take their kid to a program at 10:00 AM. It's a lot busier and kids are engaged in a lot more activities. We started going out to camps as well as having camps. We've gone to rec centers, we've partnered with the schools, and we really take this program out so that this way we can incorporate reading into every single piece of the summer experience throughout the community. What we've seen is our numbers were slipping, we had in the low thousands of families participating, and last summer, we had over 20,000 families that finished. We're really excited about how families are engaging with this and I think that piece of also building a summer library, having those books in your home to keep have been really an important piece as well because parents realized that having those books around for children to go back to over and over is really valuable in your child's learning journey. It's been great. We hope more families will engage with it or continue to engage with it so that we can keep those summer scores up. BS: If we can, let's put a link to the library summer books program on our website or web page for this episode so we could direct families to it. The other thing I'd like to link, if we could, is I know that the two of you were part of a webinar through the library that was recorded on April 17th. It's probably a similar conversation I would imagine, but perhaps a bit longer and more in-depth, but I think we should be able to link that webinar to the web page for this episode as well. That would be great. TH-K: Definitely. BS: Thank you both. I want to thank our guests for this fascinating discussion on reading development. We hope you our listeners have found this topic interesting and informative and that you'll consider sharing this podcast and rating it. You can check out our entire library of topics on Your Child's Brain at Wypr.org, KennedyKrieger.org, Wypr.org/studios, or wherever you get your podcasts. You've been listening to Your Child's Brain. Your Child's Brain is produced by Kennedy Krieger Institute with assistance from WYPR and producer Spencer Bryant. Please join us next time as we examine the mysteries of your child's brain.See omnystudio.com/listener for privacy information.
Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.03.04.531109v1?rss=1 Authors: van Kerkoerle, T., Pape, L., Ekramnia, M., FENG, X., Tasserie, J., Dupont, M., Li, X., Jarraya, B., Vanduffel, W., Dehaene-Lambertz, G., Dehaene, S. Abstract: The emergence of symbolic thinking has been proposed as a dominant cognitive criterion to distinguish humans from other primates during hominization. Although the proper definition of a symbol has been the subject of much debate, one of its simplest features is bidirectional attachment: the content is accessible from the symbol, and vice versa. Behavioral observations scattered over the past four decades suggest that this criterion might not be met in non-human primates, as they fail to generalize an association learned in one temporal order (A to B) to the reverse order (B to A). Here, we designed an implicit fMRI test to investigate the neural mechanisms of arbitrary audio-visual and visual-visual pairing in monkeys and humans and probe their spontaneous reversibility. After learning a unidirectional association, humans showed surprise signals when this learned association was violated. Crucially, this effect occurred spontaneously in both learned and reversed directions, within an extended network of high-level brain areas, including, but also going beyond the language network. In monkeys, by contrast, violations of association effects occurred solely in the learned direction and were largely confined to sensory areas. We propose that a human-specific brain network may have evolved the capacity for reversible symbolic reference. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC
Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.02.28.530443v1?rss=1 Authors: Desbordes, T., Dehaene, S., Lakretz, Y., Chanoine, V., Benar, C., Badier, J.-M., Oquab, M., Caron, R., Trebuchon, A., King, J.-R. Abstract: A sentence is more than the sum of its words: its meaning depends on how they combine with one another. The brain mechanisms underlying such semantic composition remain poorly understood. To shed light on the neural vector code underlying semantic composition, we introduce two hypotheses: First, the intrinsic dimensionality of the space of neural representations should increase as a sentence unfolds, paralleling the growing complexity of its semantic representation, and second, this progressive integration should be reflected in ramping and sentence-final signals. To test these predictions, we designed a dataset of closely matched normal and Jabberwocky sentences (composed of meaningless pseudo words) and displayed them to deep language models and to 11 human participants (5 men and 6 women) monitored with simultaneous magneto-encephalography and intracranial electro-encephalography. In both deep language models and electrophysiological data, we found that representational dimensionality was higher for meaningful sentences than Jabberwocky. Furthermore, multivariate decoding of normal versus Jabberwocky confirmed three dynamic patterns: (i) a phasic pattern following each word, peaking in temporal and parietal areas, (ii) a ramping pattern, characteristic of bilateral inferior and middle frontal gyri, and (iii) a sentence-final pattern in left superior frontal gyrus and right orbitofrontal cortex. These results provide a first glimpse into the neural geometry of semantic integration and constrain the search for a neural code of linguistic composition. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC
Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.01.30.526188v1?rss=1 Authors: Lubineau, M., Potier-Watkins, C., Glasel, H., Dehaene, S. Abstract: Purpose: Which processes induce variations in reading speed in young readers with the same amount of education, but different levels of reading fluency? Here, we tested a prediction of the dual-route model: as fluency increases, these variations may reflect a decreasing reliance on decoding and an increasing reliance on the lexical route. Method: 1,500 French 6th graders passed a one-minute speeded reading-aloud task evaluating fluency, and a 10-minute computerized lexical decision task evaluating the impact of word length, word frequency and pseudoword type. Results: As predicted, the word length effect varied dramatically with reading fluency, with the least fluent group showing a length effect even for frequent words. The frequency effect also varied, but solely in proportion to overall slowness, suggesting that frequency affects the decision stage in all readers, while length impacts poor readers disproportionately. Response times and errors were also affected by pseudoword type (e.g. letter substitutions or transpositions), but these effects did not vary much with fluency. Overall, lexical decision variables were excellent predictors of reading fluency (r=0.62). Conclusion: Our results call attention to middle-school reading difficulties and encourage the use of lexical decision as a test of students' mental lexicon and the automatization of reading. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC
Si vous pouviez réunir dans une pièce 100 de vos intellectuels contemporains préférés et leur poser une seule question, laquelle serait-ce ? Ici je vous propose « Quel concept scientifique mérite d'être mieux connu ? », pour vous faire (re)découvrir le site web https://www.edge.org/ Le lien pour permettre que mon prochain livre voie le jour : https://fr.ulule.com/livre-homofabulus/ Ce n'est que grâce à votre soutien que je peux affecter mes gènes à la production de vidéos ! Si vous aimez leur travail et souhaitez qu'il continue, faites augmenter ma fitness sur uTip ou Tipeee : https://utip.io/homofabulus https://tipeee.com/homofabulus/ Vous pouvez aussi acheter mon livre pour me soutenir (Grand Prix du livre sur le cerveau 2022 !) : https://amzn.to/3ytE7kH (le livre est aussi commandable dans n'importe quelle librairie.) Sachez quand même que je touche moins de 2€ par livre vendu, donc votre soutien sur uTip sera toujours plus important pour moi. Sélection de livres à lire au moins une fois dans sa vie (moins pompeusement, disons que si vous aimez les thèmes que j'aborde, vous aimerez ces livres. Attention, ce lien Amazon est sponsorisé, ce qui veut dire que je toucherai une commission si vous achetez en passant par lui (mais ça ne change rien pour vous)) : https://amzn.to/3cDhU6i Sur Facebook : https://www.facebook.com/H0moFabulus/ Sur Twitter : https://twitter.com/homofabulus pour les infos strictement liées à la chaîne et https://twitter.com/stdebove pour mon compte perso alimenté plus régulièrement Sur Insta : https://www.instagram.com/stephanedebove/ Musique : epidemicsound Références (les petits numéros qui s'affichent en bas à droite de la vidéo) : 1. Heyer, E. L'odyssée des gènes Illustrated édition. isbn : 978-2-08-142822-5 (FLAMMA RION, Paris, 2020). 2. Heyer, E. & Mazel, A. La vie secrète des gènes Illustrated édition. isbn : 978-2-08- 028975-9 (FLAMMARION, oct. 2022). 3. Dehaene, S. Apprendre ! : Les talents du cerveau, le défi des machines isbn : 978-2-7381- 4542-0 (JACOB, Paris, sept. 2018). 4. Marr, D. & Ullman, S. Vision : A Computational Investigation into the Human Repre sentation and Processing of Visual Information isbn : 978-0-262-51462-0 (The MIT Press, Cambridge, Mass, 1982). 5. Jablonski, N. G. & Chaplin, G. The Evolution of Human Skin Coloration. Journal of Human Evolution 39, 57-106. issn : 0047-2484 (Print)r0047-2484 (Linking) (2000). 6. Jensen, T. Z. T. et al. A 5700 Year-Old Human Genome and Oral Microbiome from Chewed Birch Pitch. Nature Communications 10, 5520. issn : 2041-1723 (déc. 2019). 7. Forsell, E. et al. Predicting Replication Outcomes in the Many Labs 2 Study. Journal of Economic Psychology. Replications in Economic Psychology and Behavioral Economics 75, 102117. issn : 0167-4870 (déc. 2019). 8. Nosek, B. A. et al. Replicability, Robustness, and Reproducibility in Psychological Science. Annual Review of Psychology 73, 719-748 (2022).
Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2022.11.10.515773v1?rss=1 Authors: Zhan, M., Pallier, C., Dehaene, S., Cohen, L. Abstract: In expert readers, a brain region known as the visual word form area (VWFA) is highly sensitive to written words, exhibiting a posterior-to-anterior gradient of increasing sensitivity to orthographic stimuli whose statistics match those of real words. Using high-resolution 7T fMRI, we ask whether, in bilingual readers, distinct cortical patches specialize for different languages. In 21 English-French bilinguals, unsmoothed 1.2 mm fMRI revealed that the VWFA is actually composed of several small cortical patches highly selective for reading, with a posterior-to-anterior word similarity gradient, but with near-complete overlap between the two languages. In 10 English-Chinese bilinguals, however, while most word-specific patches exhibited similar reading specificity and word-similarity gradients for reading in Chinese and English, additional patches responded specifically to Chinese writing and, surprisingly, to faces. Our results show that the acquisition of multiple writing systems can indeed tune the visual cortex differently in bilinguals, sometimes leading to the emergence of cortical patches specialized for a single language. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC
Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2022.10.15.512361v1?rss=1 Authors: Planton, S., Al Roumi, F., Wang, L., Dehaene, S. Abstract: According to the language of thought hypothesis, regular sequences are compressed in human working memory using recursive loops akin to a mental program that predicts future items. We tested this theory by probing working memory for 16-item sequences made of two sounds. We recorded brain activity with functional MRI and magneto-encephalography (MEG) while participants listened to a hierarchy of sequences of variable complexity, whose minimal description required transition probabilities, chunking, or nested structures. Occasional deviant sounds probed the participants' knowledge of the sequence. We predicted that task difficulty and brain activity would be proportional to minimal description length (MDL) in our formal language. Furthermore, activity should increase with MDL for learned sequences, and decrease with MDL for deviants. These predictions were upheld in both fMRI and MEG, indicating that sequence predictions are highly dependent on sequence structure and become weaker and delayed as complexity increases. The proposed language recruited bilateral superior temporal, precentral, anterior intraparietal and cerebellar cortices. These regions overlapped extensively with a localizer for mathematical calculation, and much less with spoken or written language processing. We propose that these areas collectively encode regular sequences as repetitions with variations and their recursive composition into nested structures. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC
Dertigers gaan soms feesten. Als de kinderen bij oma en opa slapen, de laptop is dichtgeklapt na een werkweek en er een fles wijn is ontkurkt, dan wordt er al eens gedanst. Dat lijkt een evidentie, maar dat is lang niet voor iedereen zo. Zeker niet voor een premier. Credits op standaard.be/podcastSee omnystudio.com/listener for privacy information.
Friends, here's another favorite episode from our archives while we're still on summer break. Enjoy! ---- It's an old question: How does experience shape our minds and brains? Some people play the piano; others drive taxis; others grow up trilingual. For years now, scientists have examined how these and other kinds of life experiences can lead to subtle differences in our concepts and cortexes. But to really push on the question, to really explore the limits of how experience can rewire us, some researchers have turned to an especially dramatic case: blindness. What does a life without visual input do to the mind and brain? My guest today is Dr. Marina Bedny, an Associate Professor of Psychological and Brain Sciences at Johns Hopkins University. For more than a decade now, Marina has been researching blindness and, in particular, what blindness can tell us much about where our concepts come from and about how are brains get organized. Here, Marina and I discuss how people who have been blind since birth nonetheless develop rich, sophisticated understandings of the visual world. We talk about how the visual cortex in blind folks gets repurposed for other decidedly non-visual functions, like language. We consider the intriguing findings that blind people very often outperform sighted people in certain kinds of tasks. On the way, we also touch on John Locke and the British empiricists; the notion of cortical recycling; the possibility of re-opening the brain's critical periods; and a bunch else. This was a super thought-provoking conversation—I thoroughly enjoyed it, and I think you will too. But, before we get to it, a final reminder about the Diverse Intelligences Summer Institute, or DISI. This year's DISI will be not only in-person but held in the charming seaside city of St Andrews, Scotland. More details at disi.org. The application window is only open for a little while longer, so better act fast. Alright friends, on to my chat with Dr. Marina Bedny. Enjoy! A transcript of this episode is available here. Notes and links 3:30 – A popular article and video on the ideas of John Locke and other empiricists. 4:50 – One of the original articles by the philosopher Frank Jackson on Mary the color scientist. 7:35 – The 1985 book by Dr. Barbara Landau and Dr. Lila Gleitman on language acquisition in (a few) blind children. 11:00 – Dr. Bedny's first study involving blind subjects, in collaboration with Dr. Alvaro Pascual-Leone and Dr. Rebecca Saxe. 15:00 – A recent study in Dr. Bedny's lab, led by Dr. Judy Kim, comparing color knowledge in blind and sighted adults. 23:30 – A recent study by Dr. Bedny and collaborators on blind people's understanding of visual verbs like sparkle, glow, peek, and stare. 30:30 – A recent study in Dr. Bedny's lab, led by Dr. Judy Kim, comparing knowledge of animal appearance in blind and sighted adults. 34:00 – Tour an interactive model of the visual cortex—and the rest of the brain—here. 36:00 – A now-classic paper by Dr. Norihiro Sadato and colleagues on how reading Braille activates blind people's “visual” cortex. 37:30– The “metamodal” hypothesis and the “pluripotent” hypothesis are compared in Dr. Bedny's recent article in TiCs. 45:30 – A 2011 paper by Dr. Bedny and colleagues about how, in blind people, the “visual” cortex is involved in language processing. 49:00 – A paper showing that “visual” areas in blind people are highly synchronized when listening to stories. A more recent paper in a similar vein. 53:00 – A now-classic paper by Dehaene and Cohen on the “cultural recycling” of certain brain areas. 56:00 – A paper by Dr. Bedny and colleagues on sensitive periods and cortical specialization. 1:01:00 – A recent paper from Dr. Bedny's lab, led by Karen Arcos, showing superior verbal working memory in blind relative to sighted adults. 1:03:30 – Another study from Dr. Bedny's lab showing that blind people are less likely than sighted people to be led astray by garden-path sentences. Dr. Bedny recommends: Her TiCs article on the “pluripotent cortex” Recent papers (e.g. here and here) from her lab led by Dr. Judy Kim A now-classic paper on cortical recycling. You can read more about Dr. Bedny's work at her lab's website. Many Minds is a project of the Diverse Intelligences Summer Institute (DISI) (https://disi.org), which is made possible by a generous grant from the Templeton World Charity Foundation to UCLA. It is hosted and produced by Kensy Cooperrider, with help from assistant producer Cecilia Padilla. Creative support is provided by DISI Directors Erica Cartmill and Jacob Foster. Our artwork is by Ben Oldroyd (https://www.mayhilldesigns.co.uk/). Our transcripts are created by Sarah Dopierala (https://sarahdopierala.wordpress.com/). You can subscribe to Many Minds on Apple, Stitcher, Spotify, Pocket Casts, Google Play, or wherever you like to listen to podcasts. We welcome your comments, questions, and suggestions. Feel free to email us at: manymindspodcast@gmail.com. For updates about the show, visit our website (https://disi.org/manyminds/), or follow us on Twitter: @ManyMindsPod.
From 11th of August to the 16th October, some of the most prolific costumes from TV shows and movies, shot in Ireland, will be displayed in Russborough House, Wicklow. The Art of Costume Exhibition is the brainchild of Costume Designer Eimer Ni Mhaoldomhnaigh and Costume Practitioner Veerle Dehaene. Dave spoke to Veerle to find out more about it
Dans cet épisode, Florine vient nous parler de la prise en charge des troubles du langage écrit chez l'enfant. Nous rappellerons combien notre métier d'orthophoniste a sa place dans ce domaine en se démarquant du soutien scolaire auquel il est encore parfois associé. Florine nous partagera son parcours de créatrice de matériel, de l'étude des bases théoriques jusqu'à sa réalisation concrète; on parlera entre autres de base de données lexicales, de références bibliographiques et d'entraînement à la lecture. Références et ressources citées dans l'épisode : Prise en charge des troubles du langage écrit - S. Casalis, G. Leloup, F. Bois Parriaud, Traitement du langage oral chez l'enfant - M.A. Schelstraete, Le français et son orthographe - D. Luzzati, Didactiques de l'orthographe - Jean-Pierre Jaffré, Blog "tout cuit dans le bec", Page Instagram de Maud Gagnon : maudeg_orthophoniste, Chaîne Youtube Linguisticae, Podcasts du Collège de France, cours de S. Dehaene. Pour contacter Florine / matériels : "Langage et Compagnie" sur YouTube et Instagram Instagram : https://www.instagram.com/langageetcompagnie/ YouTube : https://www.youtube.com/channel/UCNBa1Sn5Gn81SPgcE8Joayw 100 mots SANS erreur 1000 phrases SANS erreur
Have you ever wondered WHO exactly YOU are? We are more than our name, our job title or perhaps how we are viewed in our personal lives. Whatever part of the world you are listening to this podcast from, today's episode is going to stretch your mind, like it did mine, as we expand our field of view from our individual schools or workplaces to our cities, to go far outside of where we operate on a day-to-day basis to think on a different level than we usually think about ourselves, or those around us. We are going to use a brilliant article written by author, Chevening Alumnus (MSc in Psychology of Education--University of Bristol) and former National Geographic Learning Consultant, Andre Hedlund[i] called Learning Cosmos: A Voyage into the Learner's Universe[ii] to help take our imaginations on a trip, where we will “consider the multitude of principles, theories and frameworks that address learning, and compare (them) to the expanding universe. Different spheres, each one influencing the others.” Watch this interview on YouTube with visuals here https://youtu.be/wsJ8NpYawdM On this episode you will learn: ✔︎ How Andre Hedlund compared learning to the Cosmos for a Macro vs Micro view of learning. ✔︎ How the 6 SEL Competencies compare to the Cosmos and Larger Universe. ✔︎ How Andre took the most current and well-known educational frameworks and theories and mapped them to the Cosmos for a deeper look at learning. ✔︎ How looking at something from a new angle (Macro vs Micro) can give you a new perspective, solve problems, and open your eyes to new possibilities. Today Andre will look at neuroscience and psychology and try to bring together principles about cognition, emotion, attitudes and beliefs, motivation, learning design, and context (many of the topics we have been talking about on this podcast for the past 3 years) into an illustration that resembles the universe so we can see how we fit into our world, from a different point of view, and Andre's hope is that this “Learning Cosmos Angle can help students, teachers, schools, families and policymakers admire and reflect on the amazing universe surrounding our learners.” (Hedlund). Welcome back to The Neuroscience Meets Social and Emotional Learning podcast, EPISODE #205, I'm Andrea Samadi, author and educator from Toronto, Canada, now in Arizona, and today's guest is an expert in Education, the Science of Learning, Neuroscience, Psychology, Pedagogy, and the Methodology Behind how we learn. If you are interested in neuroscience and learning, which I'm sure you are, if you've been tuning into our podcast, I know this episode will expand your thinking, like it did mine, as we hear from Andre's perspective why neuroscience alone cannot tell us how we learn. We must look at psychology and education for these answers, but next, he takes it a step further with an empowering, mind-boggling thought. Imagine this if you will… “The Cosmos is within us. We are all made of star stuff. We are a way for the Universe to know itself.” –Astrophysicist, Carl Sagan[iii] This quote opens Andre's article, and it took me back to the day I was first introduced to this topic of neuroscience, before I knew how the brain and learning were connected. I had many questions. How on the earth (pun intended) is the learning connected to Cosmos? Wait, what is the Cosmos again? It's been a while since I studied the planets and I never really got into Star Trek or those out of space shows. What does it mean when he says “the cosmos is within us?” I've been wrapped up in the brain for the past few years and had to look up what exactly this means. The funny part of researching and coming up with some questions for Andre to help us to dive deeper into this topic, was that I shared on LinkedIn that I was looking forward to this interview, as I spent Friday night reading Andre's new book, The Owl Factor: Reframing Your Teaching Philosophy A Reflective and Practical Guide for Teachers and Trainers, and Greg Link, who I've mentioned before on this podcast, who took Stephen Covey's 7 Habits book to great heights, commented on the post and got me to think even harder about the questions I was going to come up with. I don't think there are any accidents in life, and when Andre caught Greg's attention, I felt like I had better dig deep into this topic and see if we can all reframe our teaching philosophy with this new perspective. Let's meet Andre Hedlund, and take this Voyage into the Learner's Universe.[iv] Welcome Andre, all the way from Brazil. We do have a good number of listeners from your past of the world, and after reading your article, it really did make sense to me, showing me how someone in another country, can hold so much passion for this topic, (like I think I do) but with a different angle. Thank you very much for contacting me and sharing your work that I know will help us to all see things in a different way today. INTRO Q: So, this podcast is The Neuroscience Meets Social and Emotional Learning Podcast, as you know, and I clearly remember when we made the connection with Neuroscience and the SEL competencies that we talk about all the time on this podcast. How on the earth did you make the connection with learning and the cosmos? Q1: Where do we begin? What is the science of learning? What should we all know about how our genetics and epigenetics impact our learning? (for ourselves, our own children, and our students?). What does this mean for the future? Gene editing? Q2: I like the idea of looking at things from a different perspective to learn something new but I've got to say that using diagrams, or frameworks have been a key component for me to break down difficult concepts. Even Greg Link mentioned it to me when looking for ideas to promote my book to schools, and he asked me “are the concepts in your book clear like Covey's 7 Habits?” and it made me think of the importance of using frameworks or images to convey what I wanted to teach. So I picked these 6 SEL Competencies that we have been focused on throughout this podcast. How did you take ALL the theories and frameworks connected to learning and compare it to the Universe/Cosmos? What is the first competency that's important? Is it our SELF-AWARENESS (who we are), our identity? To me, you've put the self-worth or identity first, with The Four Pillars of Learning (attention, engagement, error feedback, and consolidation) (Dehaene 2020) which overlaps with the Engage, Build, Consolidate Framework (Paul Howard Jones 2018). 4 Pillars of Learning -How do these make us self-aware? Do you have examples or ideas to build on this? Then you compare the cognitive sphere to earth's conditions to support life (like the presence of liquid water or breathable air). Do you mean that self-awareness that comes with motivation, attitudes and beliefs, emotional and cognitive skills is integral for us, like water and air is on the planet? (Do I understand this correctly?) Q3: Is Self-regulation next? With the research on Emotional Intelligence by Salovey and Mayer (1990S) popularized by Daniel Goleman (1995), Emotion Regulation by James Gross and Ross Thompson and the Theory of Constructed Emotion (Lisa Feldman Barrett 2017). Then you compare our emotions to our planet's climate and say “our mood is like earth's weather.” Q4: Next is our attitudes and beliefs about learning (or how learning works) that should include Metacognition, (thinking about thinking or learning how to learn), Growth Mindset (one's belief they can improve their intelligence through commitment and effort) and Self-Efficacy (one's ability to set and achieve goals). Q5: Motivation is important and must include autonomy, relatedness and competence. Daniel Pink believes what drives people is autonomy, mastery and purpose. Q6: Macrocosm vs Solar System Level? Earth and why it's perfect for life. Design our lessons so student's flourish. Flexible, active and desirable difficulties. Q7: Interstellar Level? Systems Theory (we just mentioned this with Joshua Freedman Interview). What impacts an individual's development. Q8: Environmental? Q9: Conclusion--What was your purpose/goal of creating this theory? What feedback have you received so far? Q10- What's next? Andrea closes this episode with her thoughts on how thinking "macro vs micro" can help us to look at things in a different way, like André did with education, to solve problems, create new ideas, and innovate. FOLLOW ANDRÉ HEDLUND Twitter https://twitter.com/andrelshedlund LinkedIn https://www.linkedin.com/in/andr%C3%A9-hedlund-msc-he-him-83411621/ Instagram https://www.instagram.com/andre_hedlund/?hl=en Website https://edcrocks.com/ BIO: Andre Hedlund is a Chevening Alumnus (MSc in Psychology of Education - University of Bristol) and former National Geographic Learning Consultant and Materials Reviewer. His work includes teacher education for Academy of Distinction (Italy), Gallery Teachers (Europe), and Amolingua, with several international projects including LINGO+(awarded Erasmus+ funding). Andre is a Bilingual Program Mentor for Edify Education and a guest lecturer on Multilingualism, Global Education, and Neuroscience at PUCPR. He is also a member of the BRAZ-TESOL Mind, Brain, and Education (MBE) SIG, and he blogs at edcrocks.com REFERENCES: [i] https://edcrocks.com/ [ii] https://www.academia.edu/49459091/Learning_Cosmos_Article [iii] We Are Made of Star Stuff Published on YouTube Nov. 3, 2014 https://www.youtube.com/watch?v=2bm479V8qPs [iv] Learning Cosmos by Andre Hedlund Published on YouTube March 13, 2022 https://www.youtube.com/watch?v=Yuv5g71wiEQ&t=1067s
It's an old question: How does experience shape our minds and brains? Some people play the piano; others drive taxis; others grow up trilingual. For years now, scientists have examined how these and other kinds of life experiences can lead to subtle differences in our concepts and cortexes. But to really push on the question, to really explore the limits of how experience can rewire us, some researchers have turned to an especially dramatic case: blindness. What does a life without visual input do to the mind and brain? My guest today is Dr. Marina Bedny, an Associate Professor of Psychological and Brain Sciences at Johns Hopkins University. For more than a decade now, Marina has been researching blindness and, in particular, what blindness can tell us much about where our concepts come from and about how are brains get organized. Here, Marina and I discuss how people who have been blind since birth nonetheless develop rich, sophisticated understandings of the visual world. We talk about how the visual cortex in blind folks gets repurposed for other decidedly non-visual functions, like language. We consider the intriguing findings that blind people very often outperform sighted people in certain kinds of tasks. On the way, we also touch on John Locke and the British empiricists; the notion of cortical recycling; the possibility of re-opening the brain's critical periods; and a bunch else. This was a super thought-provoking conversation—I thoroughly enjoyed it, and I think you will too. But, before we get to it, a final reminder about the Diverse Intelligences Summer Institute, or DISI. This year's DISI will be not only in-person but held in the charming seaside city of St Andrews, Scotland. More details at disi.org. The application window is only open for a little while longer, so better act fast. Alright friends, on to my chat with Dr. Marina Bedny. Enjoy! A transcript of this episode will be available soon. Notes and links 3:30 – A popular article and video on the ideas of John Locke and other empiricists. 4:50 – One of the original articles by the philosopher Frank Jackson on Mary the color scientist. 7:35 – The 1985 book by Dr. Barbara Landau and Dr. Lila Gleitman on language acquisition in (a few) blind children. 11:00 – Dr. Bedny's first study involving blind subjects, in collaboration with Dr. Alvaro Pascual-Leone and Dr. Rebecca Saxe. 15:00 – A recent study in Dr. Bedny's lab, led by Dr. Judy Kim, comparing color knowledge in blind and sighted adults. 23:30 – A recent study by Dr. Bedny and collaborators on blind people's understanding of visual verbs like sparkle, glow, peek, and stare. 30:30 – A recent study in Dr. Bedny's lab, led by Dr. Judy Kim, comparing knowledge of animal appearance in blind and sighted adults. 34:00 – Tour an interactive model of the visual cortex—and the rest of the brain—here. 36:00 – A now-classic paper by Dr. Norihiro Sadato and colleagues on how reading Braille activates blind people's “visual” cortex. 37:30– The “metamodal” hypothesis and the “pluripotent” hypothesis are compared in Dr. Bedny's recent article in TiCs. 45:30 – A 2011 paper by Dr. Bedny and colleagues about how, in blind people, the “visual” cortex is involved in language processing. 49:00 – A paper showing that “visual” areas in blind people are highly synchronized when listening to stories. A more recent paper in a similar vein. 53:00 – A now-classic paper by Dehaene and Cohen on the “cultural recycling” of certain brain areas. 56:00 – A paper by Dr. Bedny and colleagues on sensitive periods and cortical specialization. 1:01:00 – A recent paper from Dr. Bedny's lab, led by Karen Arcos, showing superior verbal working memory in blind relative to sighted adults. 1:03:30 – Another study from Dr. Bedny's lab showing that blind people are less likely than sighted people to be led astray by garden-path sentences. Dr. Bedny recommends: Here TiCs article on the “pluripotent cortex” Recent papers (e.g. here and here) from her lab led by Dr. Judy Kim A now-classic paper on cortical recycling. You can read more about Dr. Bedny's work at her lab's website. Many Minds is a project of the Diverse Intelligences Summer Institute (DISI) (https://disi.org), which is made possible by a generous grant from the Templeton World Charity Foundation to UCLA. It is hosted and produced by Kensy Cooperrider, with help from assistant producer Cecilia Padilla. Creative support is provided by DISI Directors Erica Cartmill and Jacob Foster. Our artwork is by Ben Oldroyd (https://www.mayhilldesigns.co.uk/). Our transcripts are created by Sarah Dopierala (https://sarahdopierala.wordpress.com/). You can subscribe to Many Minds on Apple, Stitcher, Spotify, Pocket Casts, Google Play, or wherever you like to listen to podcasts. We welcome your comments, questions, and suggestions. Feel free to email us at: manymindspodcast@gmail.com. For updates about the show, visit our website (https://disi.org/manyminds/), or follow us on Twitter: @ManyMindsPod.
"A la mazur", c'est le titre du nouveau disque du pianiste Gaspard Dehaene. Cet enregistrement propose notamment 3 cycles de mazurkas ainsi que des pièces au cœur desquelles il y a une mazurka. A l'occasion de la sortie de cet album, j'ai interrogé l'artiste sur l'histoire de la mazurka et ce qu'elle represente pour chopin. Crédits : - Production et réalisation : Anne-Sandrine Di Girolamo ✉️ vade@vaderousseau.com - Musique : Jahzzar - Boulevard St Germain. CC by SA - Design des vignettes : Jean-Louis Duralek (c) Anne-Sandrine Di Girolamo / VADÉ / GANG FLOW Hébergé par Ausha. Visitez ausha.co/politique-de-confidentialite pour plus d'informations.
Gaspard Dehaene vient nous présenter son tout nouvel album, "À la Mazur", dans lequel les émotions d'un jeune homme, tiraillé entre deux passions, sont retranscrites : le tennis, qui aurait pu faire de lui un sportif de très haut niveau, et le piano transmis par Chopin et "La 4e Ballade" qu'il a écoutée à l'âge de 16 ans.
Pour ce premier épisode made in Amérique Latine, je vous propose un thème très populaire auprès des gens qui suivent Neurosapiens sur Instagram : les neurotechnologies ! Alors, comme ce thème est hyper vaste, j'ai sélectionné seulement deux de vos questions auxquelles je vais répondre dans cet épisode. Et vous verrez que ça prend vraiment 15 minutes de répondre à seulement deux questions dans ce domaine ! En première partie, nous verrons un sujet qui fait écho à l'épisode précédent sur la conscience. Je répondrai à la question suivante : les robots pourraient-ils un jour avoir une conscience ? Et en deuxième partie, j'aborderai le sujet des interfaces cerveau-machine. Qu'est-ce qu'une interface cerveau-machine ? Pouvons-nous contrôler des machines par la simple pensée ?Si vous souhaitez avoir un éclairage neuro sur un sujet en particulier de la vie quotidienne, de notre fonctionnement, écrivez-moi à neurosapiens.podcast@gmail.com Production, animation, réalisation et illustration : Anaïs RouxLe podcast en version blog : www.neurosapiens.frA bientôt pour un nouvel épisode ! SOURCESS. Dehaene et al., What is consciousness, and could machines have it ?, Science, 27 octobre 2017.Portillo-Lara R, Tahirbegi B, Chapman CAR, Goding JA, Green RA. Mind the gap: State-of-the-art technologies and applications for EEG-based brain-computer interfaces. APL Bioeng. 2021.F. R. Willett et al., High-performance brain-to-text communication via handwriting, Nature, vol. 593, pp. 249-254, 2021.“Self-Contained Neuromusculoskeletal Arm Prostheses”. by Max Ortiz-Catalan, Ph.D., Enzo Mastinu, Ph.D., Paolo Sassu, M.D., Oskar Aszmann, M.D., and Rickard Brånemark, M.D., Ph.D. Voir Acast.com/privacy pour les informations sur la vie privée et l'opt-out. Become a member at https://plus.acast.com/s/neurosapiens.
On se retrouve cette semaine pour un sujet très très très complexe. Ce sujet m'a vraiment donné du fil à retordre, autant qu'il en donne à tous les chercheurs en neurosciences qui travaillent sur le sujet. Je parle de, roulement de tambour bien que ce soit marqué dans le nom de l'épisode, la conscience !La question : existe-t-il une origine cérébrale de la conscience est une des plus grandes questions du 21ème siècle pour la recherche scientifique. Et avant même que les scientifiques ne s'en mêlent, la conscience, sa définition et son origine a été une grande préoccupation des philosophes.Dans cet épisode, j'essayerais donc de vous partager où nous en sommes aujourd'hui dans la recherche portant sur la conscience. Comment définit-on la conscience ? D'où émerge la conscience ? Peut-on localiser la conscience dans le cerveau ? Quels éléments sont nécessaires pour faire émerger la conscience d'un individu ? Si vous souhaitez avoir un éclairage neuro sur un sujet en particulier de la vie quotidienne, de notre fonctionnement, écrivez-moi à neurosapiens.podcast@gmail.com Production, animation, réalisation et illustration : Anaïs RouxLe podcast en version blog : www.neurosapiens.frA bientôt pour un nouvel épisode !SOURCES :S. Dehaene, Le Code de la conscience, Odile Jacob, 2014. L. Naccache, Le Nouvel Inconscient, Odile Jacob, 2006.S. Dehaene et al., What is consciousness, and could machines have it ?, Science, 27 octobre 2017.M. Babo-Rebelo et al., Neural responses to heartbeats in spontaneous thoughts, Journal of Neuroscience, 27/07/2016.S. Achard et al., Hubs of brain functional networks are radically reorganized in comatose patients, PNAS, en ligne le 26 novembre.S. Silva et al., Disruption of posteromedial large-scale neural communication predicts recovery from coma, Neurology, en ligne le 11/10/2015.O. Gosseries et S. Laureys, La conscience, comment la déceler ?, Pour la Science n°422, décembre 2012.S. Dehaene, J.-P. Changeux, Experimental and theoretical approaches to conscious processing, in Neuron, vol. 70, p. 200, 2011.S. Kouider et al., How rich is consciousness ? The partial awareness hypothesis, in Trends in Cognitive Sciences, vol. 14, pp. 301-307, 2010.Z. Huang et al., Temporal circuit of macroscale dynamic brain activity supports human consciousness, Science Advances, vol. 6, n° 11, eaaz0087, 11 mars 2020.K. Stiefel et al., The claustrum's proposed role in consciousness is supported by the effect and target localization of Salvia divinorum, in Front. Integr. Neurosci., vol. 8, 2014. Voir Acast.com/privacy pour les informations sur la vie privée et l'opt-out. Become a member at https://plus.acast.com/s/neurosapiens.
"I think in terms of consciousness, it seems to me that these Feelings of Knowing are perhaps the conscious tip of the iceberg for this huge amount of unconscious processing that's going on of all this information in our environment, where maybe I couldn't tell you why I know there's danger, but I know." - Alea Skwara, PhD Candidate in the Perception, Cognition, and Cognitive Neuroscience (PCCN) area of the Psychology Department at UC Davis Global Workspace Theory: Exploring Evidence for Widespread Integration & Broadcasting of Conscious Signals - Part Two Episode 17 of the Podcast On Consciousness with Bernard Baars explores the links between cutting edge brain evidence and how that supports or updates our understanding of consciousness and the Global Workspace Theory (GWT). Talking Points 0:00 – Intro 5:24 – History of Global Workspace Theory 8:23 – Discussion Paper #1: Baars et al. (2013) Global Workspace Dynamics 9:32 - What is meant by “Widespread Integration?” 17:22 – The Neuroscience of Widespread Integration 25:26 – Corticothalamic Loops in Relation to GWT 30:10 – Localist vs Local-Global Theories 35:46 – “The Question of Introspection” 43:01 – How is Consciousness Assessed? 49:58 – Feelings of Knowing (FOKs) 54:33 – Discussion Paper #2: Gaillard et al. (2009) Converging Intracranial Markers... 1:04:20 – Discussion Paper #3: Herman et al. (2019) A Switch & Wave of Neuronal Activity 1:14:55 – Brain Oscillations: Gamma and Beta Bands 1:20:56 – Paper #4: Deco et al. 2019 Revisiting the Global Workspace 1:26:29 – Functional Rich Clubs 1:41:50 – The Future Quest for Consciousness Summary Episode 17 is the second in a three-part series on GWT Origins & Evidence, featuring our student interviewers, Alea Skwara and Ilian Daskalov. Together with Bernard Baars, they examine the recent neuroscientific study of consciousness. After some quick introductions, Alea briefly summarizes their discussion in Part I on the history of Global Workspace, how the theory evolved, as well as some of the core hypotheses it generates. Now we dive into the brain evidence. Global Workspace Theory (or GWT) was first formulated in the ‘80s as a psychological theory of how consciousness might operate. In Part I, we talked about the spotlight metaphor. One of the key predictions of GWT is “widespread integration and broadcasting.” This seems to be one of the predictions that can be most directly tested by brain activity, our topic today. Cortical Binding and Propagation The trio delves into the first of 4 papers, namely Baars' 2013 paper called “Global Workspace Dynamics.” This paper comes as the result of four decades of cumulative work, which pulls together the evidence as of 2013. One of its key points connecting GWT to neuroscientific evidence is that GWT does not require (or suggest) an “anatomical hub” of coordinated activity, but, instead, a momentary, dynamic “functional hub.” Bernie, Alea and Ilian explore the question: What is the difference between an anatomical hub and a functional hub, and what does it mean to say that a functional hub is dynamic? Bernie explains how the conscious brain is characterized by ‘widespread integration and broadcasting.' The cortex is like a large city with specialized neighborhoods, streets and alleys. There is an ever changing flow of traffic between them. He then suggests that the thalamus is more than a relay station of the brain, and that the sensory thalamus is an entryway to the giant cortico-thalamic (CT) system, which integrates and broadcasts conscious information. Next, Ilian asks how we can experimentally test conscious processes. This moves the conversation to Feelings of Knowing (FOKs), which is one fundamental type of conscious experience. Bernie makes the point that Feelings of Knowing are an integral part of the conscious stream. Evidence for GWT: Conscious Access, Gamma Activity, and Functional Rich Clubs The next paper is by Gaillard et al. (2009). It is an outstanding example of reading work from France by Dehaene and Changeux in Paris. The title is “Converging Intracranial Markers of Conscious Access, ” and it represents probably the most precise and accurate evidence so far for cortical integration and broadcasting. The experiment compared conscious and unconscious processing of briefly flashed words. Our trio asks the question: How does the observed effect of longer lasting and more widespread brain activity during conscious perception of a word offer support for GWT? Alea explains how this evidence confirms that conscious perceptual activity is propagated widely throughout the cortex. The third target paper is from a famous Yale epilepsy research group, led by Hal Blumenfeld, and the first author is Wendy X. Herman. It is titled, “A Switch and Wave of Neuronal Activity in the Cerebral Cortex During the First Second of Conscious Perception” (2019), and reinforces our message. Alea summarizes this third paper in the discussion, which looks at conscious perception in humans by using direct electrical recordings from the cerebral cortex during a visual perception task. Herman et al. discovered that stimuli that were consciously perceived elicited large-scale network switching, followed by waves of gamma activity. These findings support the hypothesis that such large waves are an indication of coordinated local-global activity. Our trio asks: What might be the special significance of the gamma and beta bands to consciousness? An important recent paper by Deco et al. (2019) links this research to the major discovery of the cortical connectome, the street map of the cortex. It is called “Revisiting the Global Workspace.” This fourth and final paper, with coauthors Deco, Vidaurre, and Kringelbach, examined neuroimages from over 1000 participants and created a full brain hierarchy in what the researchers defined as ‘functional rich clubs.' These ‘clubs' correlate activity between brain regions and strengthen the idea that Global Workspace is dynamic, but not necessarily in a grossly visible way. Our trio explores: What does Deco's idea of an “invariant global workspace” mean? The Future Quest for Consciousness As our trio wraps up, Ilian wants to know about the future of “the quest for consciousness.” Bernie and Alea agree that combining brain recordings with phenomenological interviews during meditation is very exciting. Links to Papers Discussed in the Episode Paper 1: “Global Workspace Dynamics: Cortical ‘Binding and Propagation' Enables Conscious Contents Paper 2: Converging Intracranial Markers of Conscious Access Paper 3: A Switch and Wave of Neuronal Activity in the Cerebral Cortex During the First Second of Conscious Perception Paper 4: Revisiting the Global Workspace: Orchestration of the Functional Hierarchical Organisation of the Human Brain Bios Alea Skwara is a PhD candidate at the University of California, Davis where she studies cognitive neuroscience. Her primary research focuses on compassion and responses to suffering. The main question that Alea is currently trying to answer is whether meditational practices can expand the range of people that a person can feel compassion for. Ilian Daskalov is a senior undergraduate student at University of California, Irvine where he studies Cognitive Science. He holds an associate degree with honors from San Diego Mesa College. His research interests include sleep, psychedelics, and artificial intelligence. He is passionate about communicating science and promoting critical thinking. Bernard Baars is best known as the originator of global workspace theory and global workspace dynamics, a theory of human cognitive architecture, the cortex and consciousness. Bernie is a former Senior Fellow in Theoretical Neurobiology at the Neurosciences Institute in La Jolla, CA, and Editor in Chief of the Society for MindBrain Sciences. He is author of many scientific papers, articles, essays, chapters, and acclaimed books and textbooks. Bernie is the recipient of the 2019 Hermann von Helmholtz Life Contribution Award by the International Neural Network Society, which recognizes work in perception proven to be paradigm changing and long-lasting. He teaches science. It keeps him out of trouble. Get a 40% Discount for your copy of Bernie Baars' acclaimed new book On Consciousness: Science & Subjectivity - Updated Works on Global Workspace Theory GO TO: http://shop.thenautiluspress.com APPLY DISCOUNT CODE AT CHECKOUT: "PODCASTVIP"
durée : 00:52:59 - L'Heure bleue - par : Anne-Sophie DAZARD, Laure Adler - Stanislas Dehaene dans "Face à Face avec son Cerveau" revient sur une aventure intellectuelle, la découverte et la conquête des mystères du cerveau, en partageant avec nous une centaine d'images spectaculaires.
Visit our website BeautifulIllusions.org for a complete set of show notes and links to almost everything discussed in this episodeSelected References:2:15 - Listen to Beautiful Illusions Episode 18 - Making Progress Better from September 20218:36 - AP English Language and Composition (College Board)12:23 - The Scout Mindset: Why Some People See Things Clearly and Others Don't by Julia Galef12:26 - How We Learn: Why Brains Learn Better Than Any Machine...for Now by Stanislas Dehaene12:53 - See an outline of The Scout Mindset (Effective Altruism Forum)13:41 - See the “hyperreality” Wikipedia entry and read “On Exactitude in Science” by Jorge Luis Borges14:27 - See “Soldier Mindset / Scout Mindset” comparison table21:08 - See “Carol Dweck: A Summary of Growth and Fixed Mindsets” (fs Blog)21:58 - See the “testing effect” Wikipedia entry and “The Ultimate Learning Machine”, a summary of an interview with Stanislas Dehaene: “One of the most surprising insights coming from current research is that we learn more from regular testing than we do from extra lesson time. Testing doesn't necessarily entail doing a formal exam, it's more about brief, daily testing during class and can involve doing an exercise, using flashcards or having the teacher ask questions after introducing a new concept. The best is to alternate teaching and testing, even within a single lesson. “Teachers think that evaluation is for them to get an idea of what the kids are doing, but according to the recent science, testing is really for the learner,” Dehaene says. “It's an essential part of the learning algorithm. You learn when you test yourself.” In this sense, testing and evaluation are misunderstood by teachers, he believes.”22:58 - See “Bloom's Taxonomy” (Vanderbilt University Center for Teaching) and the “Bloom's taxonomy” Wikipdedia entry34:58 - Listen to Beautiful Illusions Episode 06 - What We Talk About When We Talk About Politics from November 202035:10 - Difficult Conversations by by Douglas Stone, Bruce Patton, Sheila Heen39:09 - For a nice summary of Dehaene's 4 pillars see ”Did neuroscience find the secrets of learning?” (Article by Stanislas Dehaene, Paris Innovation Review, 2013) and “Science: These are the 4 Pillars of Learning” (Daniel Gogek)40:59 - See an outline of The Scout Mindset (Effective Altruism Forum)41:00 - Watch Julia Galef's TED Talk “Why you think you're right — even if you're wrong”43:51 - See “What are Book Clubs?” (Fountas & Pinnell Literacy Blog)57:36 - Listen to Brain Science Episode 167 - Stanislas Dehaene on “How We Learn” from February 20201:02:50 - See Metacognition (Vanderbilt University Center for Teaching) and the “Metacognition” Wikipdedia entryThis episode was recorded in August 2021The “Beautiful Illusions Theme” was performed by Darron Vigliotti (guitar) and Joseph Vigliotti (drums), and was written and recorded by Darron Vigliotti
durée : 00:22:39 - L'invité de 8h20 : le grand entretien - par : Ali Baddou - Stanislas Dehaene, neuroscientifique, titulaire de la chaire de psychologie cognitive expérimentale au Collège de France et président du Conseil scientifique de l'Éducation nationale, est l'invité du Grand entretien de France Inter. - invités : Stanislas DEHAENE - Stanislas Dehaene : Professeur au Collège de France
durée : 01:59:27 - Le 7/9 - par : Ali Baddou - Stanislas Dehaene, neuroscientifique, titulaire de la chaire de psychologie cognitive expérimentale au Collège de France et président du Conseil scientifique de l'Éducation nationale, est l'invité du 7/9 de France Inter. - invités : Stanislas DEHAENE - Stanislas Dehaene : Professeur au Collège de France
D'où vient le besoin d'apprendre ? C'est l'une des questions auxquelles répond Stéphane Dehaene dans une interview récente donnée dans la revue Sciences Humaines et, c'est notre lecture du jour. Dans cet épisode, nous parlons, entre autres, de besoin d'apprendre, de neurocuriosité et d'apprentissages au quotidien... Si vous le souhaitez, vous pourrez lire l'article D'où vient le besoin d'apprendre, dans le Hors-Série Février - Mars 2021 de la revue Sciences Humaines.
Stanislas Dehaene Collège de France - Année 2020-2021 Chaire de Psychologie Cognitive Expérimentale http://podcast.college-de-france.fr/xml2/cdf3-5.xml https://podcasts.apple.com/fr/podcast/psychologie-cognitive-exp%C3%A9rimentale-coll%C3%A8ge-de-france/id868740725
durée : 01:59:36 - Les Matins - par : Guillaume Erner - . - réalisation : Vivien Demeyère
This episode is also available as a blog post: http://kingdablog.com/2017/02/07/dehaene-freud-and-unconscious-thought/
Neste episódio, falamos sobre Desafios na educação infantil para a alfabetização durante a pandemia: o que foi feito e o que podemos fazer com as convidadas Maíra Namura e Carla Elvedosa. Maíra Namura é pedagoga, graduanda no curso de pós-graduação 'Neurociência na Escola' no Singularidades. É professora e pesquisadora de educação infantil bilingue há 13 anos. Carla Elvedosa atua na área educacional desde os 15 anos, tendo vivenciado diversas áreas desde a educação infantil ao ensino superior. Nos últimos 10 anos, Carla tem acumulado experiência no ensino para crianças de 4 à 10 anos tanto em escola bilíngue quanto internacional, consolidando sua carreira como professora alfabetizadora. Referências: Como fica a alfabetização e o letramento durante a pandemia? Dehaene, S. (2012). Os Neurônios da Leitura. Penso: Porto Alegre.
很多时候，不用数，一眼看过去，我们往往就能知道前面有几个人、几辆车。在数量很小的情况下，譬如只有1到4个人，我们往往一下就能知道精确的人数。而数量在5及以上的时候，我们虽然也能很快得出一个数量，但这个数量往往是一个粗略的估计，并不精确。识别数量的能力不只是成年人才有，不会说话的小婴儿和小动物也能区分数量的不同，这说明我们感知数量的能力并不来自于语言和数数。那么，我们的认知系统是怎样加工数量信息的呢？我们在识别1、2、3这样小的数量和更大的数量时有什么不同？小数量和大数量的识别来自于不同的数量感知系统还是同一个数量感知系统？在这一期节目中，我们和嘉宾Jenny Wang老师一起聊聊人的数量感知和这方面的有趣研究。 【核心文献】 Cheyette, S. J., & Piantadosi, S. T. (2020). A unified account of numerosity perception. Nature Human Behaviour, 4(12), 1265-1272. Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in cognitive sciences, 8(7), 307-314. 【嘉宾】 Jinjing(Jenny) Wang，Rutgers大学New Brunswick校区心理学系助理教授 【支持我们】 欢迎大家在Patreon和爱发电上支持我们的节目。 Patreon: https://www.patreon.com/jzyd 爱发电: https://afdian.net/@jzyd-cn 【关注我们】 大家可以在mindabit.chat看到我们的最新消息、文献链接和相关资料，也可以关注我们的微信公众号《午后的笛卡尔》。我们的节目目前可以在Apple Podcasts, Google Podcasts, Spotify, Castbox, Pocket Casts, AnchorFM等平台收听到。相关平台的登录页面也可以在我们的网站首页的链接找到。大家也可以加入我们的电报频道和电报群（在telegram中搜索 @mindabit和@mindabitchat ），获得最新更新消息并和我们交流。 --- Support this podcast: https://anchor.fm/jzyd/support
durée : 02:00:05 - Générations France Musique, le live du samedi 17 octobre 2020 - par : Clément Rochefort - Avec Dania Tchalik, piano, et le Quatuor Tchalik ; Sandro Compagnon, saxophone, et Gaspard Dehaene, piano ; Sébastien Llinares, guitare ; Nahuel Di Pierro, basse, et les pianistes Alphonse Cemin et Pablo Campos. - réalisé par : Claire Lagarde
Aaron is a cognitive neuroscientist, working on volition and consciousness. Aaron and I met in 2016 in Paris when I did my MSc thesis in his lab at Neurospin on decoding planned and spontaneous movements, using M/EEG. Aaron has since moved to California where he is Assistant Professor at Chapman University.In this conversation, we talk about Aaron's work in trying to understand the readiness potential. We talk about the classic interpretation, Aaron's interpretation, and how Aaron's interpretation can be applied to non-movement contexts, including the stock market and meteorology.Time stamps0:00:40 We don't really know what the readiness potential is0:01:52 The classic interpretation of the readiness potential0:16:39 Aaron's interpretation of the readiness potential0:31:04 The origin of Aaron's interpretation0:42:33 Applying Aaron's model to non-movement contexts: the stock market and meteorology0:54:40 - Aaron's plans for studying the readiness potential in the next few years: breathing, individual differences, anticipationLinksPodcast linksWebsite: https://bjks.buzzsprout.com/ Twitter: https://twitter.com/BjksPodcastAaron's links Chapman profile: https://www.chapman.edu/our-faculty/aaron-schurgerGoogle Scholar: https://scholar.google.de/citations?user=lBSjfagAAAAJ&hl=en&oi=sraTwitter: https://twitter.com/schurgerlabBen's links: Website: https://bjks.blog/Google Scholar: https://scholar.google.de/citations?user=-nWNfvcAAAAJ&hl=en&oi=aoPapers mentionedFried, I., Mukamel, R., & Kreiman, G. (2011). Internally generated preactivation of single neurons in human medial frontal cortex predicts volition. NeuronKagaya, K., & Takahata, M. (2010). Readiness discharge for spontaneous initiation of walking in crayfish. Journal of NeuroscienceKornhuber, H. H., & Deecke, L. (1965/2016). Hirnpotentialänderungen bei Willkürbewegungen und passiven Bewegungen des Menschen: Bereitschaftspotential und reafferente Potentiale/Brain potential changes in voluntary and passive movements in humans: readiness potential and reafferent potentials. Pflüger's ArchivLibet, B., Gleason, C. A., Wright, E. W., & Pearl, D. K. (1983). Time of conscious intention to act in relation to onset of cerebral activity. BrainSchotanus, P., & Schurger, A. (2020). Spontaneous Volatility: Fooled by Reflexive Randomness. Journal of Behavioral FinanceSchurger, A., Sitt, J. D., & Dehaene, S. (2012). An accumulator model for spontaneous neural activity prior to self-initiated movement. Proceedings of the National Academy of SciencesSchurger, A., Mylopoulos, M., & Rosenthal, D. (2016). Neural antecedents of spontaneous voluntary movement: a new perspective. Trends in Cognitive SciencesSchurger, A. (2018). Specific relationship between the shape of the readiness potential, subjective decision time, and waiting time predicted by an accumulator model with temporally autocorrelated input noise. Eneuro
Stanislas Dehaene Collège de France - Année 2020-2021 Chaire de Psychologie Cognitive Expérimentale L'influence du langage et des symboles sur la perception et la cognition
Stanislas Dehaene Collège de France - Année 2020-2021 Chaire de Psychologie Cognitive Expérimentale L'influence du langage et des symboles sur la perception et la cognition
Agriculture et alimentation sont des sujets clefs dans notre société actuelle, et suscitent bien des débats. Marie nous en dit plus sur ce contexte, sur la permaculture, la végétalisation des villes, l'importance des saisons et sa vision de l'avenir en terme d'écologie. Si pour vous aussi ces notions sont un peu floues, voire tronquées par le "qu'en dira-t-on", cet épisode risque bien de vous ouvrir les écoutilles... À vos casques !PS : vous l'entendrez, cet épisode a été enregistré sur fond de manifestation des gilets jaunes... nous sommes navrés pour les nuisances sonores, c'est aussi ça l'actualité !--Pour en savoir plus sur “Sous les Fraises”, rendez-vous sur leur site internet : http://www.souslesfraises.com ou sur leur compte instagram : @souslesfraises. Ils proposent des visites, à Paris, Lyon ou Annecy, entre mai et octobre ! Stay tuned!Si vous aimez Healthy Living et souhaitez m'aider à faire connaître le podcast, n'hésitez pas à le partager autour de vous auprès de personnes que cela pourrait aider ou intéresser. N'hésitez pas également à laisser des appréciations et commentaires sur votre application d'écoute préférée, ainsi qu'à faire un don au podcast pour le soutenir et l'aider à perdurer. It means the world to me!Pour ne rien manquer des actualités du podcast, pensez à vous abonner sur votre plateforme d'écoute préférée, à me rejoindre sur insta et à vous inscrire à la newsletter dans laquelle je partage chaque mois une avalanche de good vibes et astuces healthy ! Je vous retrouve également sur youtube avec du contenu vidéo inédit ainsi que certains de mes épisodes préférés en versions sous-titrée, accessible aux sourds et malentendants ! Et bien entendu, je continue à vous accompagner en naturopathie pour des rendez-vous individualisés ciblés sur vos besoins et problématiques. N'hésitez pas à me contacter pour une demande de rendez-vous en visio ou en région bordelaise !La playlist du printemps : https://open.spotify.com/user/5vvfxkuwxk7k9p32uyqqr9312/playlist/4HDXwDgSw1s15MJsjK2Or8?si=10SAJ2ozQLS34mN4d-5s7g Création originale : Marion PezardRéalisation & production : Marion PezardMontage & mixage : Marion PezardMusique : Alice, Hicham ChahidiVous pouvez consulter notre politique de confidentialité sur https://art19.com/privacy ainsi que la notice de confidentialité de la Californie sur https://art19.com/privacy#do-not-sell-my-info.
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