More from neuro-scientist Stanislas Dehaene

General discussion about learning languages
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Wed Jul 27, 2022 6:46 pm

The Nijmegen Lectures are now online (without the discussions)

https://www.mpi.nl/events/nijmegen-lectures-2022/videos
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Thu Aug 18, 2022 7:51 pm

The brain learns while you are asleep

Stanislas Dehaene: “El cerebro aprende cuando estás durmiendo”


https://www.canalnet.tv/programas/perio ... _20220806/

Stanislas Dehaene: “El cerebro aprende cuando estás durmiendo” 06.08.2022

El neurocientífico, director del Consejo Científico del Ministerio de Educación francés, explicó qué sucede con el aprendizaje durante el sueño. También habló sobre los cuatro pilares necesarios para adquirir nuevos conocimientos y de la importancia de la repetición para incorporar saberes. Durante la interesante charla que mantuvo con Jorge Fontevecchia en Periodismo Puro, el científico francés que investigó sobre los correlatos neuronales de conciencia, se refirió en detalle al proceso que nos permite aprender algo nuevo. “Uno de los descubrimientos más importantes de la neurociencia” comienza diciendo Dehaene es que “ el cerebro está muy activo durante el sueño”. “El cerebro repite tal vez cien veces lo que ha visto durante el día. Entonces, si un niño escucha una palabra nueva que se ha presentado solo una vez, puede ser repetida por el cerebro varios cientos de veces. Y esta es la forma en que el cerebro se consolida cuando aprende”. Según el neurocientífico, esto explica que “el niño no era capaz de realizar alguna tarea antes de dormir” pero “después de hacerlo se vuelve mucho más capaz de usar esta palabra en particular o de resolver un videojuego u otras tareas” porque “el cerebro aprende cuando estás durmiendo”. Dehaene explicó también cuáles son los cuatro pilares del aprendizaje. “El primero es la atención, aprendemos mucho mejor si atendemos intensamente a lo que vamos adquiriendo” afirmó. “Luego hay curiosidad o compromiso activo. El alumno no es pasivo, no solo espera, sino que genera activamente una hipótesis, actúa como un científico”. Al proyectar esa hipótesis sobre el mundo exterior “ experimentan y obtienen resultados de esa retroalimentación” agrega al comentar el tercer pilar. “Cuando vean a un niño tirando la comida de su plato no se enfurezcan. El niño está experimentando con la gravedad” aconseja. Por último aparece la consolidación de lo aprendido. El niño “necesita repetir el aprendizaje hasta que se consolide y se convierta completamente en automático, completamente inconsciente” Mirá la entrevista completa:

Fuente: www.canalnet.tv


Stanislas Dehaene: "The brain learns when you are asleep" 06.08.2022

The neuroscientist, director of the Scientific Council of the French Ministry of Education, explained what happens to learning during sleep. He also spoke about the four pillars necessary to acquire new knowledge and the importance of repetition in order to incorporate knowledge. During the interesting talk he had with Jorge Fontevecchia in Periodismo Puro, the French scientist who researched on the neural correlates of consciousness, referred in detail to the process that allows us to learn something new. "One of the most important discoveries in neuroscience," Dehaene begins, "is that the brain is very active during sleep. "The brain repeats maybe a hundred times what it has seen during the day. So if a child hears a new word that has been presented only once, it can be repeated by the brain several hundred times. And this is the way the brain consolidates when it learns". According to the neuroscientist, this explains why "the child was not able to perform some task before sleeping" but "after sleeping he becomes much more able to use this particular word or to solve a video game or other tasks" because "the brain learns when you are sleeping". Dehaene also explained the four pillars of learning. "The first is attention, we learn much better if we are intensely attentive to what we are learning," he said. "Then there is curiosity or active engagement. The student is not passive, not just waiting, but actively generating a hypothesis, acting like a scientist". By projecting that hypothesis onto the outside world, "they experiment and get results from that feedback," he adds, commenting on the third pillar. "When you see a child throwing food off his plate, don't get angry. The child is experimenting with gravity," he advises. Finally, there is consolidation of learning. The child "needs to repeat the learning until it is consolidated and becomes completely automatic, completely unconscious" Watch the full interview:

Source: www.canalnet.tv

Translated with www.DeepL.com/Translator (free version)
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Mon Oct 03, 2022 5:26 pm

short lectures on memory by Franck Ramus
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https://www.youtube.com/playlist?list=P ... nQN9jOfgr4


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on how to organize best "spaced repetition", sleep enhances memory retention
https://www.youtube.com/watch?v=AJZoJgp ... r4&index=7
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Stanislas Dehaene
2. Okt.
Un court cours pour apprendre à apprendre et enseigner à mieux enseigner. A ne pas manquer!

--

Franck Ramus
MOOC La psychologie pour les enseignants: toutes les vidéos du chapitre sur la mémoire sont maintenant librement accessibles


https://twitter.com/FranckRamus/status/ ... 1694693378
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Sun Oct 23, 2022 10:23 pm

https://archipel.uqam.ca/15970/
https://archipel.uqam.ca/15970/1/M17122.pdf

UNIVERSITÉ DU QUÉBEC À MONTRÉAL

EDUCATIONEM SACRAM PRAGMATICAM?
UNE PHILOSOPHIE PRAGMATISTE DE L’ÉDUCATION À L’AUNE DU
TOURNANT PRAGMATIQUE EN SCIENCES COGNITIVES


MÉMOIRE
PRÉSENTÉ
COMME EXIGENCE PARTIELLE
DE LA MAÎTRISE EN PHILOSOPHIE
AVRIL 2021

Summary
By looking at research in cognitive science and neuroscience, it may be possible to see how the brain, how the mind works and learns; and this knowledge could become the basis for helping us to formulate general educational principles. Indeed, this is what cognitive neuroscientist Stanislas Dehaene does in his book Learning! (Dehaene 2018). In this book, Dehaene puts four pillars at the foundation of learning: attention, active engagement, error feedback and consolidation. Without in any way rejecting the excellent work of the researcher, and without questioning the validity of the four pillars in question, this brief attempts to show that Dehaene wrongly endorses a theory of cognition that can be described as representationalist and internalist. However, there are emerging (and compelling) theories that put action at the forefront, that conceive of organism-environment coupling as the foundation of cognitive activity. This new paradigm in cognitive science has been labelled by some as the 'pragmatic turn' in cognitive science, which draws in part on the American pragmatist tradition. The research reported in this dissertation sought to see how the pillars of learning presented by Dehaene could be interpreted, deepened and even exceeded by these new theories. The result is a pragmatist philosophy of education in the light of advances in cognitive neuroscience research.



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

Résumé

En regardant du côté de la recherche en sciences cognitives et en neurosciences, il peut être possible de voir comment le cerveau, comment l’esprit fonctionne et apprend ; et cette connaissance pourrait devenir le fondement sur lequel on se base pour nous aider à formuler des principes pédagogiques généraux. C’est d’ailleurs ce que fait Stanislas Dehaene, chercheur en neurosciences cognitives, dans son livre Apprendre ! (Dehaene 2018). Dans cet ouvrage, Dehaene met quatre piliers au fondement de l’apprentissage : l’attention, l’engagement actif, le retour sur erreur et la consolidation. Sans rejeter d’aucune façon l’excellent travail du chercheur, sans remettre en doute la validité des quatre piliers en question, ce mémoire tente de faire voir que Dehaene endosse à tort une théorie de la cognition qu’on peut qualifier de représentationnaliste et d’internaliste. Or, certaines théories émergentes (et convaincantes) en ce moment mettent l’action en avant-plan, conçoivent le couplage organisme-environnement comme étant le fondement de l’activité cognitive. Ce nouveau paradigme en sciences cognitives a été étiqueté par certains le « tournant pragmatique » en sciences cognitives, lequel s’inspire en partie de la tradition pragmatiste américaine. La recherche dont fait état ce mémoire a voulu voir comment les piliers de l’apprentissage présentés par Dehaene pouvaient être interprétés, approfondis et même dépassés par ces nouvelles théories. Il en découle une philosophie pragmatiste de l’éducation à l’aune des avancées dans la recherche en neurosciences cognitives.


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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Fri Oct 28, 2022 8:55 pm

Comment notre cerveau déchiffre-t-il l'écriture ? - Stanislas Dehaene

How does our brain decrypt writing?

https://www.youtube.com/watch?v=pOeK9hZfi9g


Colloque de rentrée 2022 : Déchiffrement(s) : des hiéroglyphes à l’ADN
Conférence du 20 octobre : Comment notre cerveau déchiffre-t-il l'écriture ?

Intervenant : Stanislas Dehaene, professeur du Collège de France

Nous avons tous appris à déchiffrer un subtil cryptogramme : l'écriture alphabétique que vous lisez en ce moment même. Grâce à l'imagerie cérébrale, mon laboratoire essaie de comprendre comment l'apprentissage de la lecture s'inscrit dans le cerveau en développement. Nous commençons à décrypter le code neural qui, dans le cortex occipito-temporal gauche, enregistre les statistiques des lettres écrites et nous permet de reconnaître les mots, quelles que soient leur taille ou leur police. Mais l'élève n'a pas besoin d'être un Champollion : un enseignement explicite du code grapho-phonologique lui permet de modifier ses circuits cérébraux en quelques mois. En conclusion, je résumerai ce que l'on sait des pédagogies les plus efficaces pour enseigner la lecture.
--
We have all learned to decipher a subtle cryptogram: the alphabetic script you are reading right now. Using brain imaging, my lab is trying to understand how learning to read is embedded in the developing brain. We are beginning to decipher the neural code in the left occipitotemporal cortex that records the statistics of written letters and allows us to recognise words, regardless of their size or font. But the student does not need to be a Champollion: explicit teaching of the grapho-phonological code enables him to modify his brain circuits in a few months. In conclusion, I will summarise what we know about the most effective pedagogies for teaching reading.

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




Retrouvez le programme et les enregistrements audios et vidéos du colloque :

https://www.college-de-france.fr/agenda ... lyphes-adn

--------------
Rizzi
Le langage : un code à déchiffrer ?

https://www.college-de-france.fr/agenda ... dechiffrer



" [b]The learning of a foreign language for the adult is very different from the acquisition of a child's language: it is a slow, laborious process, which requires conscious exercise, which leads only to a partial mastery of the system. The privileged window of time for language acquisition, accessible to the child, the critical period, is closed in adult life.[/b]
But the adult has another option: he can study a language fully explicitly, formulating precise hypotheses about these mechanisms and testing them empirically. This is the scientific study of language, the work of the linguist."

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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Mon Nov 14, 2022 6:22 pm

https://www.humanbrainproject.eu/en/fol ... in-debate/

Forum Brain Debate

“I have a love-hate relationship with AI” is how Stanislas Dehaene from the College de France chose to open his speech at The Brain Debate, a panel discussion at the 2022 FENS Forum in Paris, France. The event centred on how recent AI advances could inform and improve neuroscience research and featured an international panel of AI development and theoretical neuroscience experts.

The discussion touched on learning theories that could apply to AI and human brains. Dehaene, who is now a lead scientist at the Human Brain Project with a project dedicated to “the singularity of the human brain”, stressed that, while impressive in some regards, AI is still far from achieving the same type of learning biological brains, in particular human ones, are capable of. “So far, brains learn better: they can reconfigure themselves, form abstract representations and make compositions. And they can do it very fast, inferring general rules from very little initial data. We learn through formulas, models, symbols, and syntax. AI doesn’t work like that - it has a different learning style”.

Throughout the discussion, Dehaene often tied back these unique abilities the brain possesses to its biological structure, connectivity, physical limitations and the ability to share with others, stressing the necessity for AI to mimic these physical characteristics as much as possible to improve its learning capability. “An AI starts with random connectivity, while actual brains rely on initial architecture that informs the learning processes”, he elaborates. “I am impressed with current AI, but they still struggle with syntax and languages in a way our brains don’t. I look forward to AI models that integrate more recent neuroscience discoveries into them”.
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Tue Jun 20, 2023 4:20 pm

This is a recommendation from Dehaene's Twitter account.
https://twitter.com/standehaene?lang=de
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CONSEIL SCIENTIFIQUE DE L’ÉDUCATION NATIONALE
advisory board of the Ministry of Education

https://www.reseau-canope.fr/fileadmin/ ... ionale.pdf

Recommendations for memory acquisition:


4. COMMENT AIDER LES ÉLÈVES À MÉMORISER ?
1. Utiliser des activités qui favorisent la mémorisation
➢ Intégrer la dimension mnésique dans les différents temps d’une séance et séquence
d’apprentissage (temps court, temps long)
o rappel en début de séance,
o réactivation de mots, de savoirs, en cours de séance, en fin de séance et
en fin de séquence : « Qu’est-ce que j’ai appris ? »
➢ Varier les différents outils d’aide à la mémorisation : supports visuels, reformulation
orale et écrite, supports audios, supports numériques, schématisation, mots clés,
carte mentale personnelle, images mentales personnelles
➢ Donner une dimension spiralaire aux apprentissages : une notion est reprise et
enrichie au fil des séances.
➢ Alterner mémorisation individuelle, collective, en duo ou en groupe
➢ Varier les formes de restitution : quizz, restitution orale, écrite, collective,
individuelle.
2. Permettre aux élèves d'améliorer leur mémorisation
➢ Rendre l’élève acteur du travail de mémorisation : lui apprendre comment juger de
manière fiable ce qu'il sait (à distance de l'encodage)
➢ Inciter les élèves à s'auto-tester au moins 15 mn après l'étude orale ou la lecture du
matériel à mémoriser
3. Entraîner les élèves à différentes stratégies de mémorisation adaptées aux situations
d’apprentissage:
➢ élaboration (reformuler, faire des liens)
➢ génération (trouver d’autres exemples)
➢ réflexion (résumer)
➢ méthodes mnémotechniques

4. Présenter les contenus d'apprentissage sans faire de référence aux erreurs à ne pas
commettre.
5. Donner des feedbacks bienveillants uniquement centrés sur la tâche (et non sur la
personne)
6. Alterner les révisions des différentes matières et les différents types de problèmes
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Thu Jun 29, 2023 5:56 pm

https://www.youtube.com/watch?v=PuFy1znf3jc

Efficacité de l'enseignement de la lecture : revue des bonnes pratiques appuyées sur la recherche
Effective teaching of reading: a review of best practice based on research


Lecture by Stanislas Dehaene, Professor at the Collège de France, holder of the chair of experimental cognitive psychology, member of the Académie des sciences, Chairman of the Conseil scientifique de l'éducation nationale (CSEN)

Conférence de Stanislas Dehaene, professeur au Collège de France, titulaire de la chaire de psychologie cognitive expérimentale, membre de l'Académie des sciences, président du Conseil scientifique de l’éducation nationale (CSEN)

------------
freesubtitles.ai/ can provide much better subtitles for this talk than the auto-generated ones from youtube
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Wed Dec 13, 2023 5:22 pm

Neuroeducation for all | Babaoo

Learning how to learn: the contribution of neuroeducation


https://babaoo.com/en/the-mag/learning- ... on-part-1/
https://babaoo.com/en/the-mag/learning- ... on-part-2/
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Re: More from neuro-scientist Stanislas Dehaene

Postby Kraut » Mon Dec 18, 2023 11:19 pm

https://www.youtube.com/watch?v=GrZOZB_WXe4

LEARNUS ANNUAL LECTURE 2023

Stanislas Dehaene

“How We Learn: Why brains learn better than any machine….for now”

Speaker Professor Stanislas Deheane. is a French cognitive neuroscientist. He holds the Chair of Experimental Cognitive Psychology at Collége de France in Paris and is the director of NeuroSpin, France’s advanced brain-imaging research centre. Stanislas Dehaene’s research uses behavioural and brain-imaging techniques to probe how the human brain acquires new capacities through language and education. Focusing on how we learn to read words and numbers, he has demonstrated that many of these processes can unfold unconsciously, and he proposed a precise theory of the brain mechanisms for conscious processing. By comparing the abilities of human adults, children, and non-human primates, as well as contrasting literate and non-literate people, his research attempts to separate evolutionarily ancient cognitive computations versus recent, possibly human-specific ones. In 2018, Stanislas Dehaene became the president of the newly created French Scientific Council for Education, which advises the French government on scientific approaches to learning and teaching. He is the author of multiple books including Reading in the Brain (2009) and How We Learn (2020), which were translated into more than fifteen languages


Dehaene's 4 pillars of learning after 40 minutes into the talk
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