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Séminaire - Lisa Feigenson : How do Infants Learn? The Role of Surprise, Curiosity, and Active Experimentation
Manage episode 403421154 series 3513000
Stanislas Dehaene
Collège de France - Année 2023-2024
Chaire de Psychologie Cognitive Expérimentale
Quel code neural pour les représentations mentales ?
Séminaire - Lisa Feigenson : How do Infants Learn? The Role of Surprise, Curiosity, and Active Experimentation
Lisa Feigenson
Johns Hopkins University, New York
Comment les bébés apprennent-ils ? Le rôle de la surprise, de la curiosité et de l'expérimentation active
Résumé
The origins of our minds are an enduring puzzle-- what parts of what we know require learning, and what emerges in the absence of specific experience? Questions about how nature and nurture contribute to human knowledge have been productive in driving contemporary research in psychology, linguistics, and neuroscience. Yet, these questions also have been controversial, with some arguing that it is no longer useful to consider development in terms of nature and nurture. Here I revisit classic ideas in this theme, and provide new evidence. First I argue that people, including children and scientists, naturally and intuitively think about human abilities in terms of innateness versus learning. Moreover, we find that their thinking exhibits strong empiricist biases. Characterizing these biases, and their potential to distort scientific reasoning, is critical if we are to come to understand the actual origins of knowledge. Next, I present a case study for thinking about learning that puts new emphasis on the role of prior knowledge. In a series of experiments, we find that infants' acquisition of new information (i.e., nurture) is guided and enhanced by prior knowledge that is likely innate (i.e., nature). These experiments highlight that integrating across the contributions of nature and nurture, rather than ignoring this distinction, is central to understanding phenomena of interest. I suggest that researchers must continue to think about nature/nurture, with the recognition that in so doing we also must characterize, understand, and correct for our intuitive biases.
133 episodes
Manage episode 403421154 series 3513000
Stanislas Dehaene
Collège de France - Année 2023-2024
Chaire de Psychologie Cognitive Expérimentale
Quel code neural pour les représentations mentales ?
Séminaire - Lisa Feigenson : How do Infants Learn? The Role of Surprise, Curiosity, and Active Experimentation
Lisa Feigenson
Johns Hopkins University, New York
Comment les bébés apprennent-ils ? Le rôle de la surprise, de la curiosité et de l'expérimentation active
Résumé
The origins of our minds are an enduring puzzle-- what parts of what we know require learning, and what emerges in the absence of specific experience? Questions about how nature and nurture contribute to human knowledge have been productive in driving contemporary research in psychology, linguistics, and neuroscience. Yet, these questions also have been controversial, with some arguing that it is no longer useful to consider development in terms of nature and nurture. Here I revisit classic ideas in this theme, and provide new evidence. First I argue that people, including children and scientists, naturally and intuitively think about human abilities in terms of innateness versus learning. Moreover, we find that their thinking exhibits strong empiricist biases. Characterizing these biases, and their potential to distort scientific reasoning, is critical if we are to come to understand the actual origins of knowledge. Next, I present a case study for thinking about learning that puts new emphasis on the role of prior knowledge. In a series of experiments, we find that infants' acquisition of new information (i.e., nurture) is guided and enhanced by prior knowledge that is likely innate (i.e., nature). These experiments highlight that integrating across the contributions of nature and nurture, rather than ignoring this distinction, is central to understanding phenomena of interest. I suggest that researchers must continue to think about nature/nurture, with the recognition that in so doing we also must characterize, understand, and correct for our intuitive biases.
133 episodes
Tous les épisodes
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1 Séminaire - Sommeil, replay et apprentissage - Sidarta Ribeiro : Memory, Sleep and Dreams 1:04:02
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1 04 - La perception des graphiques : un nouvel exemple de recyclage neuronal - La perception des tendances et des courbes 1:08:48
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1 Séminaire - Sommeil, replay et apprentissage - Stéphanie Mazza : Sleep on it! Le sommeil et la consolidation des apprentissages, de l'enfant à la personne âgée 1:00:00
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1 03 - La perception des graphiques : un nouvel exemple de recyclage neuronal - Étapes cognitives de la perception, de la compréhension et du design des graphiques 1:16:58
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1 Séminaire - Sommeil, replay et apprentissage - Thomas Andrillon : Le sommeil en sentinelle : traitements cognitifs pendant le sommeil 1:11:26
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1 02 - La perception des graphiques : un nouvel exemple de recyclage neuronal - Étapes cognitives de la perception, de la compréhension et du design des graphiques 1:17:39
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1 Séminaire - Sommeil, replay et apprentissage - Gilles Laurent : La place du sommeil dans l'évolution 59:40
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1 01 - La perception des graphiques : un nouvel exemple de recyclage neuronal - L'origine et l'évolution des graphiques 1:16:40
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1 Colloque - Musique, cerveau et apprentissages scolaires : que dit la science ? - Clôture 10:08
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1 Colloque - Musique, cerveau et apprentissages scolaires : que dit la science ? - Table ronde : Comment passer de l'expérimentation à la politique éducative ? 42:05
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1 Colloque - Musique, cerveau et apprentissages scolaires : que dit la science ? - Neuro-imagerie de l'impact du programme éducatif Un Violon dans mon école 20:14
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1 Colloque - Musique, cerveau et apprentissages scolaires : que dit la science ? - Présentation du dispositif Un violon dans mon école 20:32
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1 Colloque - Musique, cerveau et apprentissages scolaires : que dit la science ? - Respiration musicale 17:51
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