More from neuro-scientist Stanislas Dehaene

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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Tue Apr 27, 2021 4:22 pm

3 pieces of advice of how to optimize our memory

3 conseils pour optimiser votre mémoire, par Stanislas Dehaene

https://www.youtube.com/watch?v=-Fnwc_ORZFM
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Wed May 12, 2021 10:10 pm

Chronicle and summary of “Reading in the Brain”

Reading in the Brain: the New Science of How We Read

https://books-that-can-change-your-life ... the-brain/

By Stanislas DEHAENE, 2007, 475 pages. (Original title: Les Neurones de la Lecture)

Note: This article is a guest chronicle written by Linette from the blog Lecture Active, in which she shares her knowledge of speed reading.
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Tue Jun 01, 2021 9:32 am

Neuroplanète 2021 : Comment l'éducation modèle notre cerveau
https://www.lepoint.fr/video/neuroplane ... 86_738.php

Dehaene on the negative impact of the Covid crisis on children's education, France last place in school maths in Europe, the underpriviledged left behind in education .....
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Thu Jul 01, 2021 7:47 am

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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Wed Jul 28, 2021 11:18 am

Analysis conducted in 2018-2019 by the Working Group Teaching methods and Manuals of the French Scientific Council of National Education in concertation with the Académie de Paris

Teaching methods and manuals for learning to read : How to choose ?

https://www.reseau-canope.fr/fileadmin/ ... DEF_EN.pdf
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Fri Aug 06, 2021 4:38 pm

https://www.youtube.com/watch?v=23KWKoD8xW8&t=634s
Interview with Dr. Stanislas Dehaene, 2013 after his book "Reading in the brain" came out.
... the brain structure for reading is already present in the learner's head, it is "recycled" from those parts that deal with shape and face recognition
.. when Japanese cannot distinguish phonetically between /l/ and /r/, this "deficiency" is reflected structurally in the learner's brain
.. they don't quite understand yet, in 2013, how syntax works
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“HOW WE LEARN”: WISE TEACHING GUIDANCE FROM A REALLY BRAINY GUY

https://www.learningandthebrain.com/blo ... rainy-guy/
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Mon Aug 09, 2021 6:46 pm

This is a summary of Dehaene's older book on reading, in German


https://silo.tips/download/was-passiert ... ben-lernen

Was passiert im Gehirn, wenn wir lesen und schreiben lernen? Mag. a Birgit Peterson Vortrag VHS- Burgenlan

-------------------
An Arte docu on Dehaene's work from 2013 also in German

Wie unser Gehirn Lesen lernt - arte Doku Dokumentation

https://www.youtube.com/watch?v=NhMSWFUDA_I&t=292s
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Tue Sep 07, 2021 10:51 am

https://www.ouest-france.fr/education/e ... d58ac484e5
Interview

Indeed, experts point out that it is beneficial for children to be bilingual and that this is probably the best possible situation.

Why is early exposure to language important?

A recent brain imaging experiment has shown that Broca's area, one of the key areas of the brain in language learning, responds better in children who have been exposed to more words early on. A child who has no or too little language before 20 months of age is likely to have permanent deficits throughout his or her life. This is true for deaf children, as well as for other children.


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You are severe with some reading manuals...

I am obliged to say that a significant number of reading manuals chosen by teachers still profess practices that are contrary to what is known in reading science. I am thinking in particular of a textbook which, from the first week of first grade, makes pupils read sentences like: "There are boys and girls in school." This is nonsense. What child can read by the time he or she enters the first grade? We know today that we must begin by learning the alphabetic principle, i.e. the very existence of an alphabet in which there are letters that are organised from left to right. The pupil must direct his attention to the letters, understand that each letter or each group of letters corresponds to a sound that he must assemble to understand the word. They can then listen to the word and say to themselves: I already know it, I have it in my lexicon. This is what we call the decoding path. Then he will be able to develop an increasingly effective visual vocabulary and things will gradually become automatic.


Translated with www.DeepL.com/Translator (free version)



Les experts soulignent d’ailleurs qu’il est bénéfique pour les enfants d’être bilingues et que c’est sans doute la meilleure situation possible.

En quoi l’exposition précoce au langage est-elle fondamentale ?

Une expérience récente d’imagerie cérébrale a montré que la région de Broca, l’une des zones clé du cerveau dans l’apprentissage du langage, répond mieux chez les enfants qui ont été exposés tôt à plus de mots. Un enfant qui n’a pas de langage ou trop peu de langage avant 20 mois risque d’avoir des déficits permanents tout au long de sa vie. C’est vrai pour les enfants sourds, comme pour les enfants autres.




Vous êtes sévère avec certains manuels de lecture…

Je suis obligé de le dire : un nombre important de manuels de lecture choisis par les enseignants professent toujours des pratiques opposées à ce qui est connu en science de la lecture. Je pense en particulier à un manuel qui, dès la première semaine de CP, fait lire aux élèves des phrases comme : « Il y a des garçons et des filles à l’école. » C’est une ânerie. Quel enfant sait déjà lire à l’entrée en CP ? On sait aujourd’hui qu’il faut commencer par apprendre le principe alphabétique, c’est-à-dire l’existence même d’un alphabet dans lequel il y a des lettres qui sont organisées de la gauche vers la droite. L’élève doit orienter son attention sur les lettres, comprendre que chaque lettre ou chaque groupe de lettres correspond à un son qu’il doit assembler pour comprendre le mot. Il va ensuite pouvoir écouter ce mot et se dire : Je le connais déjà, je l’ai dans mon lexique. C’est ce qu’on appelle la voie de décodage. Ensuite, il va pouvoir développer un vocabulaire visuel de plus en plus efficace et les choses vont progressivement s’automatiser.
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Sun Sep 12, 2021 1:08 am

new book
Stanislas Dehaene
Face à face avec son cerveau Date de parution : 22 septembre 2021
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Sun Sep 19, 2021 5:54 pm

https://nrp-lycee.nathan.fr/actualites/ ... apprendre/



Les neurosciences : des mémoires pour mieux apprendre

Neuroscience: memories for better learning

Published on 14 September 2021

by Violaine Carry
Since Stanislas Dehaene was appointed head of the French National Education Scientific Council, we have been hearing about educational neuroscience on every street corner. But what exactly are they? What can they bring to high school teachers and their students? This is the field that we will explore in this article and those that will follow this year. First, we will take stock of what neuroscience tells us about how memory works and what consequences we can draw from it. .............deepl translated from french.
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