More from neuro-scientist Stanislas Dehaene

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Kraut
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More from neuro-scientist Stanislas Dehaene

Postby Kraut » Sat Nov 14, 2020 4:08 pm

there are two summaries from a blog and a video

The Language, Literacy and Learning conference – Stanislas Dehaene

https://www.spelfabet.com.au/2019/04/th ... /#comments

How the brain learns to read

https://www.spelfabet.com.au/2015/05/ho ... s-to-read/


Educating the Brain - Stanislas Dehaene


https://www.youtube.com/watch?v=0esnsHI4opA
Last edited by Kraut on Tue Dec 22, 2020 2:50 am, edited 1 time in total.
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Re: More from neuro-scientist Stanislav Dehaene

Postby Kraut » Tue Nov 17, 2020 7:26 pm

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Re: More from neuro-scientist Stanislav Dehaene

Postby lichtrausch » Wed Nov 18, 2020 5:18 am

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Re: More from neuro-scientist Stanislav Dehaene

Postby Kraut » Sun Nov 22, 2020 12:29 pm

Grands entretiens : Stanislas Dehaene

https://www.dailymotion.com/video/x7uo0ht
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Re: More from neuro-scientist Stanislav Dehaene

Postby Kraut » Sun Dec 20, 2020 2:13 am

https://brainsciencepodcast.com/bsp/202 ... f-80061457

Stanislas Dehaene on "How We Learn" (BS 167)
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Mon Jan 18, 2021 12:02 am

https://www.youtube.com/watch?v=izhVbgr ... e=youtu.be

S. Dehaene «Can neural networks provide a satisfying model of the human brain?»

Abstract: I will argue that, in spite of their major recent successes, both in solving real-world problems and in predicting brain responses in human and non-human primates, most current neural networks are essentially limited. The human brain keeps the upper hand in its ability to (1) learn from a very small number of examples, sometimes a single trial, using Bayesian-style reasoning (“the child as a scientist”); (2) discover compact, abstract, explicit representations of knowledge, in a form which can be shared with others; (3) learn from others and learn with others; (4) learn compositional representations in a “language of thought”. I will describe extremely simple experiments in which the human brain acquires information in a single trial and represents its in a quasi-linguistic form, which is currently hard to capture with present-day neural networks.
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Tue Feb 09, 2021 1:46 am

https://www.neurodomo.com/intranet/bien ... -apprendre

L'éducation d'un enfant passe par apprendre à apprendre

Comprendre le procédé d'apprentissage fonctionne ? En approfondir notre compréhension nous permet de mieux apprendre, à l'école ou ailleurs.
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Fri Feb 26, 2021 1:33 pm

Stanislas Dehaene | ¿CÓMO APRENDEMOS?: La mirada neurocientífica cognitiva.
views of a cognitive neuroscientist on learning
https://www.youtube.com/watch?v=3HQyHUlvL0k

he talks about his four pillars of learning, you should understand the Spanish voice over translation
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Wed Mar 03, 2021 1:09 pm

Dehaene's four pillars again:

https://www.youtube.com/watch?v=CsIqOs41TV4
Quels sont les 4 piliers pour bien apprendre de Stanislas Dehaene?
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Fri Apr 23, 2021 10:35 pm

https://johnbald.typepad.com/language/2 ... eview.html
How We Learn (Apprendre) Stanislas Dehaene. Review.

Analysis of the phonic systems of French and English shows that they require different adjustments in learning to read, both of which cause problems. In addition to learning the most frequent connections between sounds and letters, French children have to take account of the position of consonants, as they are often not pronounced at the end of a word to promote flow. Comparable passages in French and English show roughly four times as many silent letters in French, almost all at the ends of words. They have to make a further adjustment to take account of accents, which sometimes alter the pronunciation of a vowel, but in ê, î, û, à and ù do not. Finally, they need to learn the use of contractions, as in j’ai, j’aime, l’ami, to avoid the clash of voice sounds known as the glottal stop. French children learn these adjustments through continuous practice and daily dictations. A lesson I observed in Paris for 6-7 year olds used the sentence “Arthur n’a pas peur des fantômes”. They cause great problems for lower-attaining pupils, and greater problems still for children who do not have a full education in France, including immigrant children and many French-speaking children educated in English schools.

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His emphasis on active engagement, on th need for children to pay much closer attention to their teacher, and to be taught to pay close attention, supports many current developments, ranging from the idea of “sustained shared thinking” in early years, to the emphasis on schools such as Michaela, West London Free School, and Great Yarmouth Charter Academy, on insisting that children “track” the teacher. If they do not pay close attention, says Professor Dehaene, they will not learn, and it is an error, promulgated by a range of progressive educators, including Thomas Dewey, to think that they can work things out for themselves. It also follows that schools that tolerate low-level disruption are interfering with thinking in a way that prevents learning from taking place. Clear explanation, close attention, and practice, are essential.


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