- Oct 2024
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www.biorxiv.org www.biorxiv.org
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Transparent Peer Review
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www.biorxiv.org www.biorxiv.org
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Transparent Peer Review
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- Sep 2024
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www.biorxiv.org www.biorxiv.org
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Transparent Peer Review
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www.zylstra.org www.zylstra.org
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Wayfinding by Michael Bond by [[Ton Zijlstra]]
Read Sun 9/15/2024 10:10 AM
obviously the "other" Michael Bond (ie, probably not the writer of the Paddington books...)
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www.youtube.com www.youtube.com
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Class 2, Does Memory Matter? Why Are Universities Studying Slavery and Their Pasts? by David Blight for [[YaleCourses]]
Tags
- zettelkasten examples
- Andrew Jackson
- Daniel Kahneman
- Avishai Margalit
- Paul Conkin's zettelkasten
- memory palaces
- slavery
- The Republic
- David Hume
- Mark Twain
- System 1 vs. System 2
- Charan Ranganath
- William James
- David Blight
- memory boom
- Robert McKee
- Benjamin Silliman
- Glaucon
- invisible hand
- neuroscience of memory
- Augustine
- memory vs. history
- Yale University history
- hard histories
- watch
- memory and history
- DeVane Lecture 2024
- information overload
- Ralph Waldo Emmerson
- storytelling
- Pierre Nora
- Lieu de mémoire
- Paul Conkin
Annotators
URL
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www.youtube.com www.youtube.com
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the problem here is that physicists am never worried about consciousness because that's the problem of neuroscientists. And neuroscientists don't know quantum physics. So what the hell then? You know, there is a hole in the middle right?
for - consciousness - incomplete knowledge of science - hole in understanding - physics - neuroscience - quantum mechanics - Federico Faggin
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- Aug 2024
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www.youtube.com www.youtube.com
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use the Neuroscience principle of education for corporate learning systems so instead of just having a classic a classic lesson to teach people
for - neuroscience and education - problem solving - active learning
neuroscience and education - problem solving - active learning - this is much like Socratic dialogue technique, engaging the learner actively to recreate the problem in their own consciousness - and play an active role in solving it - just like historical innovators did
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Solutions or systems that are created uh to solve problems
for - question - neuroscience - creating neuroscience-based systems for solving problems
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studies that are coming in right now from the last two years where we were forced to work remotely we see a decrease in Innovation and creative potential in in companies
for - neuroscience research - remote intentional working during Covid - showed decreased productivity and innovation
neuroscience research - remote intentional working during Covid - showed decreased productivity and innovation - Due to only creating intentional work times and eliminating the opportunities for informal meeting - When it is purely intentional work contexts created and no relaxing, informal opportunities to meet, innovation suffers
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the first question that came in and as we're embracing remote and hybrid working as The New Normal how do you address this from a neuroscience perspective
for - question - neuroscience - efficacy of hybrid remote and live work environments
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before puberty before let's say 30 and 14 years of age um we know that the Restriction of those devices is beneficial for the development of the brain because children learn to to think in a three-dimensional world
for - neuroscience - education of children - recommend no digital devices before puberty - allows learning in a 3 dimensional world
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children for instance ask 500 2 000 questions a day and as you are grown up it's maybe 10 or 20 Questions per day
for - neuroscience - importance of maintaining curiosity - 1000 questions a day for children - 20 questions a day for adults
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in fact the best ideas happen when you are not planning them when you are just creating an environment where people get together in an informal way this is the reason why um Steve Jobs when he designed the Pixar building um he the initial idea was there's just one bathroom for the whole company
for - neuroscience - building design - common area to converge everyone - creates diverse social meetings - increases work efficacy - example - Steve Jobs - Pixar bathroom
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upport cross-divisional thinking and that the best ideas are already in a company and it's just a matter of sort of um getting people together
for - neuroscience - validation for Stop Reset Go open source participatory system mapping for design innovation
neuroscience - validation for Stop Reset Go open source participatory system mapping for design innovation - bottom-up collective design efficacy - What Henning Beck validates for companies can also apply to using Stop Reset Go participatory system mapping within an open space to de-silo and be as inclusive as possible of many different silo'd transition actors
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by doubling the size of the tables in the in the eating in the eating areas they increase cross-divisional across talk um in a very informal way they found out that cross-department um Corporation increased after that and the and the code and the code output increased two months later
for - neuroscience - example - informal diversity - increases work efficacy - via sharing diverse and novel perspectives
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all the great ideas come um with a price tag of it's maybe a mistake
for - neuroscience - innovation - great ideas - mistakes and - risk
neuroscience - innovation - great ideas - mistakes and - risk - Any new idea involves taking a risk that it could be wrong - we cannot be innovators if we are not able to risk making mistakes
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when we analyze what is happening in the brain when we are doing a mistake then we we see that a lot of different areas active when one region is missing the region for fear
for - neuroscience - mistakes - and fear
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a good projects always benefit from cross-divisional from cross-divisional cooperation from asking some guys from outside not because they are showing the better um the better solution but usually they they give a good they give a good question they ask questions that nobody ever asked before and thereby giving you some kind of some kind of New Perspective
for - Indyweb - Stop Reset Go participatory system mapping - benefits of open source - Henning Beck - neuroscience support
Indyweb - Stop Reset Go participatory system mapping - benefits of open source - Henning Beck validates the importance of an open source design of the Stop Reset Go participatory system mapping - By developing an open source graph for many silo'd actors to participate, they mutually desilo each other - The sharing of diverse perspectives helps to mitigate progress traps
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here you see a company with three different departments depicted in blue red and green
for - neuroscience - example - diverse and low density connections beats non-diverse and high connections
neuroscience - example diverse and low density connections vs non-diverse high density connections - having access to many diverse perspectives is a key enabler of good problem-solving and innovation
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catching a break is necessary in order to refill your mental capacities and as a rule of thumb you can say that it's it's five to one five parts of work one part of doing a break so 50 minutes working 10 minutes catching a break
for - neuroscience - efficient work - relaxation rule
neuroscience - efficient work - relaxation rule - It is necessary to build NO WORK time into effective work - 5 time units work - 1 time unit relaxation - It is necessary to step back from concentrating on a problem - for the brain to drift away from it and - relax from concentrating on the problem - so that new perspectives can develop that can be brought back to solve the problem
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I have never seen a single project that did not benefit from asking a non-expert
for - quote - neuroscience - perspective shift - benefits
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it's about concentration prioritization and drifting away and doing something different
for - neuroscience - ideation depends on three different brain functions and brain areas - concentration - prioritization - and drifting away
neuroscience - ideation depends on three different brain functions and brain areas - concentration<br /> - frontal area of brain - prioritization and - deep inner part of the brain - drifting away - back part of the brain
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what is the most brain friendly working environment in our digital in our digital working area and interestingly there are as I've shown you before there are different aspects of our way of thinking I mean we are not thinking the same way throughout the day um there are phases at the day
for - neuroscience - optimal working environment - varies with brain state - different phases during the day - engagement - inspiration - concentration - communication - relaxation
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how long did it take you to understand the word brexit
for - neuroscience - human abilities - example Brexit and variations
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we know from Lab studies that children understand the meaning of stuff at first or second or third site you
for - neuroscience - children's understanding - 3 examples is enough to consolidate new concept
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human beings are good at getting distracted at mentally drifting away doing something else and thereby thereby understanding the world and give meaning to stuff
for - neuroscience - human understanding - what makes us excel? - forgetting and getting distracted!
Tags
- question - neuroscience - efficacy of hybrid remote and live work environments
- neuroscience - example - diverse and low density connections beats non-diverse and high connections
- neuroscience - problem solving efficacy - no work periods are required
- neuroscience - human abilities - example Brexit and variations
- neuroscience - ideation depends on three different brain functions and brain areas - concentration - prioritization - and drifting away
- neuroscience - children's understanding - 3 examples is enough to consolidate new concept
- neuroscience research - remote intentional working during Covid - showed decreased productivity and innovation
- neuroscience - building design - common area to converge everyone - creates diverse social meetings - increases work efficacy - example - Steve Jobs - Pixar bathroom
- neuroscience - human understanding - what makes us excel? - forgetting and getting distracted!
- Indyweb - Stop Reset Go participatory system mapping - benefits of open source - Henning Beck - neuroscience support
- quote - neuroscience - perspective shift - benefits
- neuroscience and education - problem solving - active learning
- neuroscience - validation for Stop Reset Go open source participatory system mapping for design innovation - bottom-up collective design efficacy
- neuroscience - education of children - recommend no digital devices before puberty - allows learning in a 3 dimensional world
- question - neuroscience - creating neuroscience-based systems for solving problems
- neuroscience - efficient work - relaxation rule
- neuroscience - innovation - great ideas - mistakes and - risk
- neuroscience - mistakes - and fear
- neuroscience - optimal working environment - varies with brain state - different phases during the day
- neuroscience - example - informal diversity - increases work efficacy - via sharing diverse and novel perspectives
- neuroscience - importance of maintaining curiosity - 1000 questions a day for children - 20 questions a day for adults
Annotators
URL
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www.youtube.com www.youtube.com
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this is one reason why we forget stuff it is not a like like something that that is telling us that our brains bad but on the other hand the brain is using active forgetting in order to make the most important information the more precise and more pronounced
for - neuroscience - why brains forget - active forgetting
neuroscience -active forgetting - leaves behind a small set of salient ideas
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we forget stuff yeah and it is even more it is not precise and accurate we invent stuff retrospectively
for - neuroscience - memories - reconstructed in the present - with new information - Indyweb - talking to our old selves - memories
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Avram Lincoln said I don't like this man I have to get to know him better because getting other people into your perspective
for - neuroscience - perspectival knowing - why it's important to know other perspectives - perspectival knowing - Abraham Lincoln quote - I don't know that man - I better get to know his perspective
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a very good advice in order to calculate or estimate the duration of the project is that you ask non-experts
for - neuroscience - time estimation - non-experts are better at providing time budgets - neuroscience - non-experts give better time estimates than consultants
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the best way to have a very long life is that you have a lot of new stuff around you
for - neuroscience - how to - create perception of a long life - increase new activities
Tags
- neuroscience - why brains forget - active forgetting
- perspectival knowing - Abraham Lincoln quote - I don't know that man - I better get to know his perspective
- neuroscience - perspectival knowing - why it's important to know other perspectives
- neuroscience - non-experts give better time estimates than consultants
- neuroscience - memories - reconstructed in the present - with new information
- Indyweb - talking to our old selves - memories
- neuroscience - time estimation - non-experts are better at providing time budgets
- neuroscience - how to - create perception of a long life - increase new activities
Annotators
URL
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www.linkedin.com www.linkedin.com
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for - neuroscience - Henning Beck - more education - can lead to - more stubbornness
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- Jul 2024
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www.biorxiv.org www.biorxiv.org
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Transparent Peer Review
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- May 2024
-
www.biorxiv.org www.biorxiv.org
-
Transparent Peer Review
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time.com time.com
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first known look at how a living vertebrate’s brain restructures itself as the animal forms a memory
for - neuroscience - zebrafish memory experiment
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- Mar 2024
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [01:14:57][^2^][2]:
Cette vidéo est une conférence du professeur Arnaud Cachia sur l'effet du stress sur les apprentissages scolaires des élèves, du point de vue psychophysiologique. Il aborde les mécanismes, les effets et les facteurs du stress, ainsi que le lien entre le stress et le sommeil.
Points forts: + [00:00:35][^3^][3] La définition et les types de stress * Le stress est un ensemble de processus physiologiques et psychologiques pour s'adapter à l'environnement * Il existe deux types de stress: le stress aigu (réponse immédiate à une situation) et le stress chronique (réponse prolongée à une situation) + [00:07:31][^4^][4] Les mécanismes du stress * Le stress implique des réactions hormonales (cortisol, adrénaline) et neuronales (amygdale, hippocampe, cortex préfrontal) qui modifient le fonctionnement du cerveau * Le stress peut avoir des effets positifs (stimuler la performance, la motivation, la mémoire) ou négatifs (altérer la performance, la motivation, la mémoire) selon le contexte, le moment, l'intensité et la personnalité + [00:28:28][^5^][5] Les effets du stress sur la cognition et les apprentissages * Le stress affecte les fonctions exécutives (planification, inhibition, flexibilité), la mémorisation (encodage, consolidation, récupération), l'attention (sélective, soutenue) et la motivation (intrinsèque, extrinsèque) * Le stress peut avoir des effets différents selon le type de tâche, le niveau de difficulté, le degré de contrôle, le feedback, le soutien social, etc. + [00:47:57][^6^][6] Le lien entre le stress et le sommeil * Le sommeil est un facteur important de régulation du stress et de consolidation de la mémoire * Le manque de sommeil augmente le niveau de stress et diminue les capacités cognitives, notamment les fonctions exécutives et l'attention * Le sommeil et le stress interagissent selon le type de tâche et le moment de l'apprentissage
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:01][^1^][1] - [00:15:55][^2^][2] : La vidéo discute des défis de l'éducation moderne, en se concentrant sur la prolétarisation des enseignants et l'efficacité de l'école. Elle soulève des questions sur les méthodes d'enseignement standardisées et l'importance de l'éducation au-delà de l'école.
Points saillants : + [00:00:01][^3^][3] Défis de l'éducation * Prolétarisation des enseignants * Standardisation des méthodes + [00:03:10][^4^][4] Efficacité de l'école * Réussite des élèves dociles * Critères de réussite discutables + [00:07:21][^5^][5] Au-delà de l'école * Influence de la famille et des médias * Éducation globale de l'enfant + [00:09:02][^6^][6] Responsabilité éducative * Rôle central de l'école * Nécessité d'une alliance éducative + [00:12:47][^7^][7] Alliance enseignants-parents * Importance de la collaboration * Risque de manipulation gouvernementale + [00:14:07][^8^][8] Réduction de l'éducatif * Focalisation sur le quantitatif * Menace d'une société de contrôle
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- Feb 2024
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Résumé de la vidéo [00:00:00][^1^][1] - [02:57:42][^2^][2] :
Cette vidéo est une conférence sur les neurosciences de la violence et des valeurs, organisée par le programme Brain, Culture and Society de l'Institut d'études avancées de Paris. Elle réunit des experts de différentes disciplines pour discuter du phénomène du syndrome E, qui désigne la transformation de personnes ordinaires en tueurs de masse. La vidéo se compose de trois parties :
Faits saillants : + [00:00:20][^3^][3] Introduction par le professeur Alain Berthoz * Présente le contexte et les objectifs de la conférence * Rend hommage au professeur Itzhak Fried, initiateur du projet * Annonce les intervenants et le déroulement de la conférence + [00:18:45][^4^][4] Syndrome E : alors et maintenant, par le professeur Itzhak Fried * Revient sur la genèse et la définition du syndrome E * Présente les symptômes et le modèle de fracture cognitive * Évoque les travaux interdisciplinaires menés à l'Institut d'études avancées * Pose les questions actuelles sur la prévention et la responsabilité + [00:32:40][^5^][5] Neurosciences sociales de la déshumanisation, par la professeure Susan Fiske * Explique comment les gens catégorisent les autres selon deux dimensions : la chaleur et la compétence * Montre comment les groupes marginalisés sont déshumanisés selon différents modes : envie, pitié, dégoût * Illustre les signatures neuronales de la déshumanisation à l'aide d'exemples d'imagerie cérébrale * Souligne les conséquences de la déshumanisation sur la valeur accordée à la vie humaine
Résumé de la vidéo de [01:00:00][^1^][1] à [02:57:42][^2^][2] :
La deuxième partie de la vidéo traite des neurosciences de la violence et des valeurs, en abordant les thèmes suivants :
Points forts : + [01:00:00][^3^][3] Les mécanismes cérébraux de la violence * Comment le cerveau traite les informations sociales et morales * Comment le cerveau réagit aux situations de conflit et de coopération * Comment le cerveau modifie son fonctionnement en fonction du contexte et de l'appartenance au groupe + [01:30:00][^4^][4] Les facteurs psychologiques et sociaux de la violence * Comment les émotions, les motivations, les normes et les identités influencent la violence * Comment les biais, les stéréotypes, la déshumanisation et la radicalisation facilitent la violence * Comment les processus de persuasion, de conformité, d'obéissance et de leadership modèrent la violence + [02:00:00][^5^][5] Les enjeux éthiques et juridiques de la violence * Comment la violence pose des dilemmes moraux et des questions de responsabilité * Comment la violence affecte les victimes, les témoins, les auteurs et les intervenants * Comment la violence peut être prévenue, réduite ou réparée par des actions individuelles et collectives
Résumé de la vidéo [02:00:00][^1^][1] - [02:57:42][^2^][2] :
La deuxième partie de la vidéo traite des neurosciences de la violence et des valeurs, en abordant les thèmes suivants :
Points forts : + [02:00:00][^3^][3] Les bases biologiques de la violence * Les gènes, les hormones et les neurotransmetteurs impliqués dans la régulation de l'agressivité * Les circuits cérébraux du contrôle de l'impulsion, de la peur et de la colère * Les facteurs environnementaux et sociaux qui modulent l'expression de la violence + [02:19:12][^4^][4] Les valeurs morales et le cerveau * Les processus cognitifs et émotionnels qui sous-tendent le jugement moral * Les régions cérébrales impliquées dans la représentation des normes, des intentions et des conséquences * Les effets du contexte, de la culture et de la personnalité sur les décisions morales + [02:38:24][^5^][5] La violence extrême et le syndrome E * La définition et les caractéristiques du syndrome E, un état de violence de masse * Les mécanismes neuronaux de la fracture cognitive, de la déshumanisation et de l'obéissance à l'autorité * Les pistes de prévention et de traitement du syndrome E
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [01:16:00][^2^][2] :
Cette vidéo est une conférence organisée par l'Institut d'études avancées de Nantes sur le thème "Le Bien Commun, clé juridique du monde qui vient ?". Elle réunit quatre intervenants qui exposent leurs réflexions sur la notion de bien commun et ses implications juridiques, politiques et écologiques. Ils abordent notamment les questions de la propriété, de la gouvernance, de la participation, de la transmission et de la protection des biens communs, en s'appuyant sur des exemples concrets et des propositions innovantes.
Points forts : + [00:05:39][^3^][3] Corinne Lepage présente la Déclaration universelle des droits et devoirs de l'humanité * Un texte élaboré en 2015 à la demande du Président français * Un texte qui met la notion de bien commun au cœur de sa réflexion * Un texte qui reconnaît les droits fondamentaux, l'équité intergénérationnelle et la préservation des ressources vitales + [00:20:10][^4^][4] Armand Hatchuel expose les enjeux de la gestion collective des biens communs * Une approche qui dépasse la dichotomie entre propriété privée et propriété publique * Une approche qui repose sur la coopération, la créativité et la responsabilité des acteurs * Une approche qui nécessite de repenser les cadres juridiques, institutionnels et cognitifs + [00:43:34][^5^][5] Thomas Perroud analyse les expériences juridiques de reconnaissance des biens communs * Des expériences qui tentent de répondre à la privatisation du monde et à la crise écologique * Des expériences qui se situent à différents niveaux (constitutionnel, législatif, jurisprudentiel) * Des expériences qui présentent des limites et des défis (hiatus, échec, financement, etc.) + [01:11:22][^6^][6] Christian Huglo propose des pistes pour le développement du droit des biens communs * Une piste qui consiste à renforcer la fonction sociale et écologique de la propriété * Une piste qui consiste à favoriser la participation citoyenne et la démocratie environnementale * Une piste qui consiste à reconnaître la personnalité juridique de certains biens communs naturels
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [00:35:42][^2^][2] :
Cette vidéo est une conférence de Jean-Philippe Lachaux, directeur de recherche à l'INSERM et spécialiste du système attentionnel, sur l'attention et la concentration à l'école. Il présente les principes de base de l'attention, ses enjeux pour l'apprentissage, et les moyens de la développer chez les élèves. Il propose également des exemples d'activités et de programmes d'éducation de l'attention, comme Atol et Adolesc.
Points forts : + [00:01:13][^3^][3] L'attention est sélective et limitée * Elle permet de choisir ce qui est important parmi les informations disponibles * Elle nécessite d'identifier la cible de son attention et de s'y connecter activement * Elle peut être perturbée par des distracteurs internes ou externes + [00:10:10][^4^][4] La concentration est différente de l'attention * Elle implique une intention claire et une seule à la fois * Elle demande de coupler la perception et l'action * Elle peut être facilitée par des stratégies mentales adaptées + [00:21:00][^5^][5] L'attention s'apprend et se développe * Elle peut être entraînée par des exercices spécifiques * Elle peut être renforcée par des habitudes de vie saines * Elle peut être stimulée par des situations pédagogiques variées et motivantes + [00:29:00][^6^][6] L'attention est au cœur de l'apprentissage * Elle permet de se connecter à son objet d'étude et d'en extraire le sens * Elle favorise la mémorisation et la compréhension * Elle contribue à la motivation et à la confiance en soi
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Résumé de la vidéo [00:00:00][^1^][1] - [00:40:00][^2^][2] :
Cette vidéo présente les bases des neurosciences du comportement social, en expliquant comment le cerveau traite les interactions avec les autres, et comment il en tire du plaisir ou de la souffrance. La conférencière, Julie Le Merer, est directrice de recherche au CNRS et spécialiste de l'autisme.
Points clés : + [00:00:00][^3^][3] Le comportement social peut être de deux types : la compétition ou la coopération * La compétition apparaît quand les ressources sont limitées et qu'il faut se battre pour les obtenir * La coopération apparaît quand les ressources sont abondantes et qu'il y a un avantage à s'associer avec les autres * Les interactions sociales activent les régions du cerveau liées au plaisir, appelées système de récompense + [00:10:00][^4^][4] Le cerveau social est composé de plusieurs régions impliquées dans la perception, la cognition et l'émotion * L'amygdale est impliquée dans la détection des signaux sociaux, comme les expressions faciales ou les vocalisations * Le noyau accumbens est impliqué dans la motivation et le plaisir, et réagit aux stimuli sociaux comme aux récompenses naturelles ou aux drogues * L'hypothalamus est impliqué dans la régulation des fonctions vitales, comme la faim, la soif, la température, ou la reproduction * L'hippocampe est impliqué dans la mémoire, et notamment la mémoire sociale, qui permet de reconnaître les individus * Le cortex cingulaire est impliqué dans le traitement des émotions, et notamment l'empathie, qui permet de ressentir ce que les autres ressentent * Le cortex préfrontal est impliqué dans le contrôle des impulsions, la prise de décision, et l'adaptation sociale + [00:20:00][^5^][5] Le cerveau social humain est plus développé que celui des autres espèces, et permet des capacités sociales plus complexes * Le cerveau humain a une taille plus grande que celle attendue pour un mammifère de son poids, et une proportion plus importante de cortex * Le cortex humain contient des régions spécifiques impliquées dans la théorie de l'esprit, qui permet de comprendre les intentions et les croyances des autres * Le cerveau humain est doté d'un langage, qui permet de communiquer de manière symbolique et abstraite avec les autres * Le cerveau humain est capable de coopérer avec des inconnus, de se conformer à des normes sociales, et de se projeter dans l'avenir + [00:30:00][^6^][6] Le cerveau social peut souffrir de différentes pathologies qui affectent les relations sociales * La dépression est caractérisée par une diminution du plaisir, de la motivation, et de l'intérêt pour les autres * L'addiction est caractérisée par une perturbation du système de récompense, qui entraîne une préférence pour la drogue au détriment des stimuli sociaux * L'autisme est caractérisé par un déficit de la perception et de la cognition sociales, qui entraîne des difficultés à interagir avec les autres * La schizophrénie est caractérisée par une altération de la réalité, qui entraîne des comportements sociaux inadaptés * La maladie de Parkinson est caractérisée par une dégénérescence des neurones dopaminergiques, qui entraîne des troubles moteurs, mais aussi des troubles de la motivation sociale + [00:38:00][^7^][7] L'isolement social est une source de souffrance pour le cerveau, et peut avoir des conséquences néfastes sur la santé * L'isolement social entraîne une diminution de l'activité du noyau accumbens, et une augmentation du stress * L'isolement social augmente le risque de développer des pathologies mentales ou physiques, comme la dépression, l'addiction, ou les maladies cardiovasculaires * L'isolement social diminue la qualité de vie et la durée de vie des individus
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docdrop.org docdrop.org
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le cortex frontal chez les enfants TDAH il a au moins deux ans de retard par rapport aux autres ça veut dire que votre petit gars qui est en face de vous qui a 8 ans qui a une intelligence de 8 ans ou de 9 ans et bien il a des 00:39:01 compétences attentionnelles d'un enfant de 6 ans
Tags
Annotators
URL
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [00:22:00][^2^][2]:
Cette vidéo traite des limites et des dérives des neurosciences, qui prétendent tout expliquer par le cerveau. Elle interroge le psychologue et neuroscientifique Albert Moukheiber, qui critique la neuromanie, c'est-à-dire l'usage abusif des images cérébrales et des biais cognitifs pour justifier des comportements individuels ou sociaux. Elle confronte aussi les approches réductionnistes et holistes du cerveau, et souligne l'importance du contexte, de l'histoire et de la culture pour comprendre nos émotions, nos pensées et nos actions.
Points clés: + [00:00:00][^3^][3] La neuromanie, un phénomène médiatique et politique * Les images cérébrales sont souvent utilisées pour illustrer des articles ou des expériences * Elles donnent l'illusion de cartographier le fonctionnement du cerveau et de ses zones * Elles occultent la complexité et la variabilité du cerveau et de la conscience + [00:07:42][^4^][4] Les limites techniques et méthodologiques des neurosciences * Les images cérébrales sont le résultat d'un traitement statistique et probabiliste * Elles ne reflètent pas directement l'activité neuronale, mais la consommation d'oxygène * Elles ne prennent pas en compte le contexte et les facteurs externes qui influencent le cerveau + [00:13:58][^5^][5] Le problème difficile de la conscience et de l'expérience vécue * Il y a une différence entre l'activation biologique, l'interprétation cognitive et le ressenti phénoménologique * Les neurosciences n'arrivent pas à expliquer comment le cerveau produit la conscience * Les émotions sont des phénomènes sociaux et historiques, pas seulement biologiques + [00:18:16][^6^][6] Les enjeux politiques et éthiques des neurosciences * Les neurosciences tendent à individualiser et à naturaliser les problèmes sociaux * Elles s'inscrivent dans une logique néolibérale qui valorise l'autonomie et l'amélioration de soi * Elles recourent à des dispositifs de nudge pour influencer les comportements sans les convaincre
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docdrop.org docdrop.org
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Résumé de la vidéo de [00:00:00][^1^][1] à [00:22:00][^2^][2]:
Cette vidéo est la première partie d'une conférence sur la physiopathologie des troubles du neurodéveloppement, organisée par l'Institut des Sciences Cognitives Marc Jeannerod. La conférencière, Angela Sirigu, présente ses recherches sur les bases cérébrales et moléculaires des comportements sociaux et leur implication pour les troubles du spectre de l'autisme.
Points clés: + [00:00:00][^3^][3] L'introduction de la conférence * Présentation des organisateurs, des invités et du sujet * Annonce du plan de la conférence et des intervenants + [00:04:41][^4^][4] La question de la représentation sociale * Définition du concept d'être social et de ses dimensions * Exemples de comportements sociaux chez les humains et les primates non humains * Illustration de l'influence des autres sur nos décisions et nos émotions + [00:10:01][^5^][5] Les bases cérébrales de la représentation sociale * Présentation du cortex orbitofrontal comme une région candidate pour le traitement de l'information sociale * Résultats d'expériences chez les singes macaques et les humains montrant l'activité de cette région en fonction du contexte social * Rôle du contact oculaire et de l'amygdale dans la perception des visages et des émotions + [00:15:01][^6^][6] Le substrat moléculaire de la représentation sociale * Présentation de l'ocytocine comme une molécule clé pour la modulation des comportements sociaux * Association entre les niveaux d'ocytocine et les traits de personnalité liés à la sociabilité * Implication de l'ocytocine dans le développement des neurones et la plasticité cérébrale
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [01:07:00][^2^][2] :
Cette vidéo est une conférence de la pédiatre Catherine Guéguen sur l'éducation à la lumière des neurosciences affectives et sociales. Elle présente les découvertes récentes sur le cerveau des enfants et des adolescents, et les implications pour les parents et les enseignants. Elle explique comment l'empathie, le soutien, la bienveillance et la communication non violente sont essentiels pour le développement optimal du cerveau et des compétences psychosociales. Elle donne des exemples concrets et des conseils pratiques pour accompagner les enfants avec respect et compréhension.
Points clés : + [00:04:46][^3^][3] Le cerveau des enfants est immature, vulnérable et malléable * Il faut avoir de la compassion et de la patience pour les enfants * Les enfants ne sont pas méchants, ils sont dépassés par leurs émotions et leurs impulsions * Les humiliations verbales et physiques entravent le développement du cerveau + [00:13:03][^4^][4] L'importance capitale du rôle des émotions * Les émotions ont un rôle dans la connaissance de soi, la réflexion, le sens moral, la capacité de faire des choix et l'apprentissage * Il faut apprendre à exprimer et à écouter les émotions, les siennes et celles des autres * Il faut partager les émotions agréables et apaiser les émotions désagréables + [00:26:02][^5^][5] Les compétences psychosociales * Ce sont les compétences émotionnelles, sociales et cognitives qui permettent de vivre en harmonie avec soi-même et avec les autres * Elles sont recommandées par l'OMS et l'éducation nationale * Elles se développent par des activités ludiques, créatives, coopératives et réflexives + [00:40:09][^6^][6] L'empathie, le soutien et l'encouragement * Ce sont les conditions fondamentales pour que le cerveau se développe de façon optimale * Ils favorisent la motivation, la confiance, l'estime de soi, la résilience, la créativité et la réussite scolaire * Ils permettent de prévenir et de réparer les troubles du comportement, de l'attention, de l'apprentissage et de la santé mentale
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:00][^1^][1] - [01:16:19][^2^][2]:
Cette vidéo présente une conférence de la neuropsychologue Nathalie Rouleau sur la pleine conscience, la compassion et l'éducation. Elle explique les concepts de pleine conscience et de compassion, leurs effets sur le cerveau, la cognition et le bien-être, et comment les intégrer dans le milieu scolaire. Elle partage aussi les résultats de ses recherches sur un programme d'entraînement de l'attention et de la compassion chez les enfants du primaire.
Points saillants: + [00:00:00][^3^][3] Introduction et définition de la pleine conscience * La pleine conscience est l'habilité à porter son attention volontairement sur le moment présent sans juger * La pleine conscience s'oppose au pilote automatique et au vagabondage de l'esprit * La pleine conscience implique une attitude de bienveillance et de compassion envers soi et les autres + [00:11:52][^4^][4] Définition de la compassion et distinction avec l'empathie * La compassion est le souhait d'alléger la souffrance d'autrui * L'empathie est la capacité à ressentir ce que l'autre ressent * La compassion peut prévenir l'épuisement empathique et favoriser la connexion sociale + [00:20:10][^5^][5] L'entraînement de la pleine conscience et ses effets sur le cerveau * L'entraînement de la pleine conscience consiste à pratiquer la méditation pleine conscience * La méditation pleine conscience active et renforce différents réseaux cérébraux liés à l'attention, à la conscience de soi et à la régulation émotionnelle * La méditation pleine conscience modifie la structure et le fonctionnement du cerveau + [00:30:02][^6^][6] L'entraînement de la pleine conscience et ses effets sur la cognition et le bien-être * L'entraînement de la pleine conscience améliore les performances cognitives, notamment l'attention, la mémoire, la flexibilité et la créativité * L'entraînement de la pleine conscience réduit le stress, l'anxiété, la dépression, la rumination et augmente le bonheur, la satisfaction de vie, l'estime de soi et la résilience * L'entraînement de la pleine conscience a des effets bénéfiques sur la santé physique, notamment sur le système immunitaire, le sommeil, la douleur et les maladies chroniques + [00:41:12][^7^][7] L'intégration de la pleine conscience et de la compassion dans le milieu scolaire * La pleine conscience et la compassion peuvent aider les élèves à mieux apprendre, à mieux se concentrer, à mieux gérer leurs émotions, à mieux coopérer et à mieux se sentir * La pleine conscience et la compassion peuvent aussi aider les enseignants à réduire leur stress, à prévenir le burnout, à améliorer leur bien-être et à créer un climat de classe positif * Il existe différents programmes de pleine conscience et de compassion adaptés aux différents niveaux scolaires, basés sur des données scientifiques et des pratiques ludiques et interactives
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docdrop.org docdrop.org
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Résumé de la vidéo [00:00:03][^1^][1] - [01:17:36][^2^][2]:
Cette vidéo est une conférence du professeur Grégoire Borst sur les effets d'une exposition accrue aux écrans sur le cerveau des élèves. Il présente les données scientifiques disponibles sur cette question, en soulignant la complexité et la nuance des résultats. Il aborde les aspects positifs et négatifs des écrans, selon le type, le contenu, le contexte et la durée d'utilisation. Il propose des pistes pour une utilisation raisonnée et éducative des écrans, en tenant compte du développement cognitif et émotionnel des enfants et des adolescents.
Points forts: + [00:02:01][^3^][3] Le modèle de développement cognitif de l'enfant * Remet en cause la vision linéaire et cumulative de Piaget * Présente une vision plus dynamique et non linéaire * Souligne les périodes de sensibilité à l'environnement + [00:07:01][^4^][4] La maturation cérébrale de l'enfant et de l'adolescent * Décrit les deux phases de prolifération et de sélection des synapses * Montre les différents rythmes de maturation selon les régions du cerveau * Explique les conséquences sur les fonctions cognitives et émotionnelles + [00:15:01][^5^][5] Les effets des écrans sur le développement de l'enfant * Distingue les écrans passifs et actifs, les contenus de qualité et les contextes d'utilisation * Expose les effets négatifs sur le sommeil, la dépression, l'attention et la mémoire * Expose les effets positifs sur le langage, la lecture, le raisonnement et l'inhibition + [00:52:38][^6^][6] Les apports du numérique éducatif pour les apprentissages * Présente des exemples de jeux vidéo, de tablettes et d'applications pédagogiques * Met en évidence les bénéfices sur l'écriture, les mathématiques, la géographie et la musique * Insiste sur la nécessité d'une évaluation rigoureuse et d'une différenciation pédagogique
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docdrop.org docdrop.org
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Sommaire de la vidéo [00:00:00] - [00:59:16]:
Cette vidéo présente une conférence de la professeure Miriam Beauchamp sur le raisonnement sociomoral dans le quotidien de l'enfant et de l'adolescent. Elle aborde les aspects cognitifs, affectifs, environnementaux et cérébraux du développement social, ainsi que les outils d'évaluation et d'intervention qu'elle a développés dans son laboratoire.
Points saillants: + [00:00:00] Le rôle de l'école dans la socialisation * L'école est un lieu privilégié pour apprendre les habiletés sociales * La pandémie a révélé l'importance de l'école pour le bien-être des enfants * Les enfants expriment le besoin de retrouver leurs amis et leurs enseignants + [00:21:43] L'évaluation du raisonnement moral * Le raisonnement moral est la capacité à juger des situations impliquant des dilemmes éthiques * Il existe différents niveaux de maturité du raisonnement moral, selon les valeurs et les conséquences considérées * Le laboratoire a créé une tâche visuelle appelée SO-MORAL pour évaluer le raisonnement moral des jeunes + [00:39:16] L'intervention basée sur le jeu vidéo * Le jeu vidéo est une modalité intéressante pour enseigner les habiletés sociales * Le laboratoire a développé un jeu vidéo sérieux nommé MORALERT pour améliorer le raisonnement moral des jeunes * Le jeu utilise l'intelligence artificielle pour donner des rétroactions adaptées aux réponses des joueurs + [00:54:00] Les conditions gagnantes pour l'enseignement des habiletés sociales * Il faut utiliser des techniques variées et ludiques, comme les jeux, les activités collectives, les marionnettes, etc. * Il faut impliquer l'ensemble du personnel scolaire et les parents * Il faut favoriser les environnements positifs et le transfert des apprentissages
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www.psychologytoday.com www.psychologytoday.com
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bringing to light our inner diversity could be as transformational for society as recognition of our externally visible diversity has been
for - BEing journey - quote - Anil Seth - neuroscience - neuroscience - perception - neuroscience - constructed reality
quote - Anil Seth - bringing to light our inner diversity - could be as transformational for society - as recognition of our externally visible diversity has been
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- Jan 2024
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'idée de talent a été formidablement déconstruite par la neuroscientifique samakaraki que l'on avait reçu ici
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- Dec 2023
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www.biorxiv.org www.biorxiv.org
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about 20 years ago francisco varela introduced a completely new idea in cognitive neurosciences he said that in order to progress in the understanding of the mind 00:08:24 science cannot rely only on the study of cerebral activity but has to create a rigorous method to study human experience
- for: cognitive neuroscience - shift from study of cerebral function alone, Fransisco Verella, cognitive neuroscience - study of lived experience
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en.wikipedia.org en.wikipedia.org
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https://web.archive.org/web/20231101060550/https://en.wikipedia.org/wiki/Binding_problem
binding problem: how do we get integrated single experiences from elements addressed in very different parts of our brain. How do we get feature integration and consciousness from it?
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www.theintrinsicperspective.com www.theintrinsicperspective.com
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https://web.archive.org/web/20231101055209/https://www.theintrinsicperspective.com/p/the-planetary-egregore-passes-you by Erik Hoel (Wikipedia: Erik Hoel is an American neuroscientist, neurophilosopher, and fiction writer. His main areas of research are the study and philosophy of consciousness, cognition, biological function of dreams, and mathematical theories of emergence. He is noted for using information theory and causal analysis to develop mathematical models to explore and understand the basis of consciousness and dreams) Seems an intriguing mix/approach.
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- Oct 2023
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www.lrb.co.uk www.lrb.co.uk
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‘convolution’ (as in, each of the folds of the brain)
overlap (ha!) with signals theory?
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- Sep 2023
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when we step into uncertainty, our bodies respond physiologically and mentally.
- for: transition, uncertainty, uncertainty - neuroscience, ingroup, outgroup, letting go, lifetime student
- paraphrase
- Uncertainty brings
- immune system deterioration
- brain cells wither and even die
- creativity and intelligence decrease
- We often go from fear to anger because fear is a state of certainty.
- We become morally judgmental, an extreme version of oneself.
- conservatives become ultra-conservative
- liberals become ultra liberal.
- because we retreat to a place of safety and familiarity.
- The problem is that the world changes.
- Since we have to adapt or die, if we want to shift from A to B,
- the first step is not B.
- the first step is to go from A to not A
- to let go of our biases and assumptions;
- to step into the very place that our brain evolved to avoid;
- to step into the place of the unknown.
- to step into a liminal space
- Uncertainty brings
- comment
- Uncertainty is uncomfortable
- and can drive us into our familiar, accepted, insular ingroup
- In other words, lead to greater social polarization.
- Adaptation requires us to step into the unknown.
- Big changes in our lives therefore require us to go
- from the familiar and comfortable space,
- to the unfamiliar and uncomfortable
- movement away from our comfort zone, as is happening as the polycrisis we face gains traction.
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Penrose‘s theory promises a deeper level of explanation. He starts with the premise that consciousness is not computational, and it’s beyond anything that neuroscience, biology, or physics can now explain. “We need a major revolution in our understanding of the physical world in order to accommodate consciousness,“ Penrose told me in a recent interview. ”The most likely place, if we‘re not going to go outside physics altogether, is in this big unknown—namely, making sense of quantum mechanics.“↳ Nautilus Members enjoy an ad-free experience. Log in or Join now. He draws on the basic properties of quantum computing, in which bits (qubits) of information can be in multiple states—for instance, in the “on” or “off” position—at the same time. These quantum states exist simultaneously—the “superposition”—before coalescing into a single, almost instantaneous, calculation. Quantum coherence occurs when a huge number of things—say, a whole system of electrons—act together in one quantum state.↳It was Hameroff‘s idea that quantum coherence happens in microtubules, protein structures inside the brain’s neurons. And what are microtubules, you ask? They are tubular structures inside eukaryotic cells (part of the cytoskeleton) that play a role in determining the cell‘s shape, as well as its movements, which includes cell division—separation of chromosomes during mitosis. Hameroff suggests that microtubules are the quantum device that Penrose had been looking for in his theory. In neurons, microtubules help control the strength of synaptic connections, and their tube-like shape might protect them from the surrounding noise of the larger neuron. The microtubules‘ symmetry and lattice structure are of particular interest to Penrose. He believes “this reeks of something quantum mechanical.” ↳Still, you‘d need more than just a continuous flood of random moments of quantum coherence to have any impact on consciousness. The process would need to be structured, or orchestrated, in some way so we can make conscious choices. In the Penrose-Hameroff theory of Orchestrated Objective Reduction, known as Orch-OR, these moments of conscious awareness are orchestrated by the microtubules in our brains, which—they believe—have the capacity to store and process information and memory.↳“Objective Reduction” refers to Penrose‘s ideas about quantum gravity—how superposition applies to different spacetime geometries—which he regards as a still-undiscovered theory in physics. All of this is an impossibly ambitious theory that draws on Penrose’s thinking about the deep structure of the universe, from quantum mechanics to relativity. As Smolin has said, “All Roger‘s thoughts are connected … twistor theory, his philosophical thinking, his ideas about quantum mechanics, his ideas about the brain and the mind.”
对于意识的本质问题,彭罗斯的理论提出了一种更深层的解读。他的理论基于一个前提假设,即意识无法被计算,而且它绝非神经科学、生物学和物理学现阶段能够解释的问题。
在 2017 年的一次采访中,彭罗斯告诉笔者,「为了理解并认知意识,我们首先要经历一次对于物理世界的巨大认知变革。至于那个可以研究意识本质的领域,如果我们不打算完全脱离物理学范畴的话,那么该领域最有可能一直存在于那个巨大的谜题中,换句话说,我们首先要解开量子物理的谜题。」
彭罗斯将量子计算的基本特性吸收到他的理论中,即每一比特的信息,即量子位(Qubit)可以同时表现为多种状态,比如同时既是「激活」的,又是「未激活」的。在一次几乎是瞬间完成的计算之前,这些量子态(Quantum States)并未聚合(Coalescing),而是同时存在的,即叠加态(Ssuperposition)。而量子相干性(Quantum Coherence)只有在大量事件在量子态下同时发生的时候才会出现——比如某系统中的大量电子相互作用。
对此,哈默洛夫认为量子相干性发生于微管(Microtubule)中,这是一种大脑神经元内部的蛋白质结构。也许读者会好奇所谓微管到底是什么东西:它们是存在于真核细胞中的管状结构,可以把它看成是细胞骨架(Cytoskeleton)的一部分,它们可以在细胞活动时发挥决定性作用,这些细胞活动也包括细胞分裂在内,比如在有丝分裂时决定染色体的分离。
哈默洛夫认为,这些微管就是彭罗斯一直在为自己理论寻找的一种「量子装置」。在神经元中,微管可以帮助控制突触的连接强度,而它们管状的结构可以帮助它们免受周围更大的神经元带来的噪音影响。这些微管的对称、晶格结构恰恰是彭罗斯最感兴趣的。他相信这样的特征「散发着某种量子物理的气味」。
不过,想要对意识产生任何影响,你需要的不仅仅是随机且持续发生的量子相干性事件。这个过程首先要经过某种方式重组,或者重新经过精心的编排,人类正是因为这一重组过程才能做出有意识的选择。在彭罗斯与哈默洛夫提出的协同客观崩现(Orchestrated Objective Reduction,简称「Orch-OR」)理论中,他们认为人类大脑中的微管会精密编排、操纵这些有意识的瞬间,而正是这样的瞬间给了人脑处理信息并存储记忆的能力。
所谓「客观崩现」的概念则要涉及到彭罗斯对量子引力——即叠加态如何应用于不同的多个时空几何结构——方面的观点,他也把该理论视为目前物理学尚未发现的理论。然而所有这一切都是一个不可能被验证的、野心勃勃的假说,这个假说不过是借鉴了彭罗斯在量子力学领域和相对论领域对宇宙深层结构的思考。正如斯莫林说过的另一句话:「罗杰的所有观点都是相互勾连的扭量理论(Twistor Theory),无论是他的哲学思想、那些关于量子力学的观点,还是关于人类大脑与心灵的观点。」
中文译文来自微信公众号「利维坦(liweitan2014)」2020 年的推送「意识无法被计算吗?」
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www.brainfacts.org www.brainfacts.org
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Found this webpage for a 3D brain model when someone (maybe frymatic?) mentioned a region of the brain I was having trouble imagining.
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https://pressbooks.pub/illuminated/
A booklet prepared for teachers that introduces key concepts from the Science of Learning (i.e. cognitive neuroscience). The digital booklet is the result of a European project. Its content have been compiled from continuing professional development workshops for teachers and features evidence-based teaching practices that align with our knowledge of the Science of Learning.
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www.britannica.com www.britannica.com
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The prefrontal leukotomy procedure developed by Moniz and Lima was modified in 1936 by American neurologists Walter J. Freeman II and James W. Watts. Freeman preferred the use of the term lobotomy and therefore renamed the procedure “prefrontal lobotomy.” The American team soon developed the Freeman-Watts standard lobotomy, which laid out an exact protocol for how a leukotome (in this case, a spatula) was to be inserted and manipulated during the surgery. Get a Britannica Premium subscription and gain access to exclusive content. Subscribe Now lobotomyThe use of lobotomy in the United States was resisted and criticized heavily by American neurosurgeons. However, because Freeman managed to promote the success of the surgery through the media, lobotomy became touted as a miracle procedure, capturing the attention of the public and leading to an overwhelming demand for the operation. In 1945 Freeman streamlined the procedure, replacing it with transorbital lobotomy, in which a picklike instrument was forced through the back of the eye sockets to pierce the thin bone that separates the eye sockets from the frontal lobes. The pick’s point was then inserted into the frontal lobe and used to sever connections in the brain (presumably between the prefrontal cortex and thalamus). In 1946 Freeman performed this procedure for the first time on a patient, who was subdued prior to the operation with electroshock treatment.The transorbital lobotomy procedure, which Freeman performed very quickly, sometimes in less than 10 minutes, was used on many patients with relatively minor mental disorders that Freeman believed did not warrant traditional lobotomy surgery, in which the skull itself was opened. A large proportion of such lobotomized patients exhibited reduced tension or agitation, but many also showed other effects, such as apathy, passivity, lack of initiative, poor ability to concentrate, and a generally decreased depth and intensity of their emotional response to life. Some died as a result of the procedure. However, those effects were not widely reported in the 1940s, and at that time the long-term effects were largely unknown. Because the procedure met with seemingly widespread success, Moniz was awarded the 1949 Nobel Prize for Physiology or Medicine (along with Swiss physiologist Walter Rudolf Hess). Lobotomies were performed on a wide scale during the 1940s; Freeman himself performed or supervised more than 3,500 lobotomies by the late 1960s. The practice gradually fell out of favour beginning in the mid-1950s, when antipsychotics, antidepressants, and other medications that were much more effective in treating and alleviating the distress of mentally disturbed patients came into use. Today lobotomy is rarely performed; however, shock therapy and psychosurgery (the surgical removal of specific regions of the brain) occasionally are used to treat patients whose symptoms have resisted all other treatments.
Walter Freeman's barbaric obsession and fervent practice of the miracle cure for mental illness that is the "transorbital lobotomy"
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- 20th Century Neuroscience
- 20th Century Medicine
- psychosurgery
- Neurosurgery
- mental illness
- Shock Therapy
- neurology
- leukotome
- 1940s
- Walter Freeman
- Lobotomy
- Walter Rudolf Hess
- Walter J. Freeman II
- Brain Surgery
- Electroshock
- Prefontal Lobotomy
- António Egas Moniz
- James W. Watts
- Nobel Prize
- 1950s
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www.biorxiv.org www.biorxiv.org
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- Jan 2023
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www.news-medical.net www.news-medical.net
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How is Reality Constructed in the Brain
!- Title : How is Reality Constructed in the Brain
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www.biorxiv.org www.biorxiv.org
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- Dec 2022
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www.wired.com www.wired.com
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Storytelling allows us to make sense of the world. Research from a multitude of fields suggests that story structures match human neural maps. What do a mother breastfeeding, a hug from a friend, and a story all have in common? They all release oxytocin, also known as the love drug. And it’s powerful: In a study by neuroscientist Paul Zak, participants who were given synthetic oxytocin donated 57 percent more to charity than participants given a placebo. Similarly, hearing information in narrative form results in a higher likelihood of pro-social behavior.
!- power of : storytelling - Story structure matches human neural maps - storytelling releases oxytocin, the love drug - neuroscientist Paul Zak demonstrated synthetic oxytocin caused people to donate 57% more to charity than a placebo
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- Nov 2022
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- Sep 2022
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www.newyorker.com www.newyorker.com
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Maria Kozhevnikov, a neuroscientist at the National University of Singapore and Massachusetts General Hospital
!- reference : Maria Kozhevnikov - neuroscientist at National University of Singapore, Massachusetts General Hospital - Nangchen tow, Amdo region of Tibet - testing if g-tummo vase breathing technique could raise core body temperature. One monk raised body temp to that normally associated with a fever - published results in PLOS One
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- Aug 2022
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psyarxiv.com psyarxiv.com
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Zhao, W. J., Coady, A., & Bhatia, S. (2021). Computational mechanisms for context-based behavioral interventions: A large-scale analysis. PsyArXiv. https://doi.org/10.31234/osf.io/8cyad
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- Jul 2022
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docdrop.org docdrop.org
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when we attribute sensory experiences to 00:06:39 ourselves for instance like the experience of red or the experience of seeing blue the model is external properties and we think of there as being inner properties just like those external properties that somehow we are 00:06:52 um we are seeing immediately
This comment suggests a Color BEing Journey. How can we demonstrate in a compelling way that color is an attribute of the neural architecture of the person and NOT a property of the object we are viewing?
See Color Constancy Illusion here:
David Eagleman in WIRED interview https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2FMJBfn07gZ30%2F&group=world
Beau Lotto, TED Talk https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2Fmf5otGNbkuc%2F&group=world
Andrew Stockman, TEDx talk on how we see color: https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2F_l607r2TSwg%2F&group=world
Science shows that color is an experience of the subject, not a property of the object: https://youtu.be/fQczp0wtZQQ but what Jay will go on to argue, is that this explanation itself is part of the COGNITIVE IMMEDIACY OF EXPERIENCE that we also take for granted.
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www.thegreatsimplification.com www.thegreatsimplification.com
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Peter Whybrow: “When More is Not Enough”
Title: Demand, services and social aspects of mitigation Author: Nate Hagen Guest: Peter Whybrow, psychiatrist, neuroscientist, and author Date: 6 July, 2022
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www.quantamagazine.org www.quantamagazine.org
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If you’ve ever felt that you can’t focus on a task when you’re hungry — or that all you can think about is food — the neural evidence backs you up. Work from a few years ago confirmed that short-term hunger can change neural processing and bias our attention in ways that may help us find food faster.
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www.thenewatlantis.com www.thenewatlantis.com
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literacy theorists and neuroscientists attest, reading and writing have a profound effect on the way we think
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- Jun 2022
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www.youtube.com www.youtube.com
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kathy davidson whose article you see here or whose book
Cathy N. Davidson. Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn
https://www.amazon.com/Now-You-See-Attention-Transform/dp/0670022829/
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globalecoguy.org globalecoguy.org
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It’s as if we need the gravitational pull of both worlds to keep us on track, locked on a good and righteous path. Without both worlds pulling on us, we would crash into one, or simply lose our way, hurtling through the universe on our own, intersecting nothing, helping no one.
As neuroscietist Beau Lotto points out, the Anthropocene is creating greater and greater uncertainty and unpredictability, but the one human trait evolution has created to help us deal with this is the sense of awe. See my annotation on Beau Lotto's beautiful TED Talk: How we experience awe and why it matters https://hyp.is/go?url=http%3A%2F%2Fdocdrop.org%2Fvideo%2F17D5SrgBE6g%2F&group=world
In short, the sacred is the antidote to the increase in uncertainty and unpredictability as we enter into the space of the Anthropocene. Awe can be the leverage point to the ultimate leverage point for system change that Donella Meadows pointed out many years ago- it can lead to rapid shift in paradigms, worldviews and value systems needed to shift the system.
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windowsontheory.org windowsontheory.org
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essentially all neuroscientists agree that our understanding of the brain is nowhere near the level that it could be used to guide curriculum development.
This looks like an interesting question...
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- May 2022
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report.ipcc.ch report.ipcc.ch
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Demand-side solutions require both motivation and capacity for change (high confidence).34Motivation by individuals or households worldwide to change energy consumption behaviour is35generally low. Individual behavioural change is insufficient for climate change mitigation unless36embedded in structural and cultural change. Different factors influence individual motivation and37capacity for change in different demographics and geographies. These factors go beyond traditional38socio-demographic and economic predictors and include psychological variables such as awareness,39perceived risk, subjective and social norms, values, and perceived behavioural control. Behavioural40nudges promote easy behaviour change, e.g., “improve” actions such as making investments in energy41efficiency, but fail to motivate harder lifestyle changes. (high confidence) {5.4}
We must go beyond behavior nudges to make significant gains in demand side solutions. It requires an integrated strategy of inner transformation based on the latest research in trans-disciplinary fields such as psychology, sociology, anthropology, neuroscience and behavioral economics among others.
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- Apr 2022
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www.preposterousuniverse.com www.preposterousuniverse.com
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Semantic networks and functions in intelligence.
To add to statistical ML
Innate ...
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Even though someone do the same thing, participation of neurons are changes. So measuring electric field of overall brain is more reliable than looking each neuron.
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mitpress.mit.edu mitpress.mit.edu
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https://mitpress.mit.edu/books/how-history-gets-things-wrong
How History Gets Things Wrong: The Neuroscience of Our Addiction to Stories by Alex Rosenberg
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- Mar 2022
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psyarxiv.com psyarxiv.com
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Furl, N., McKay, R., & Coltheart, M. (2022, January 29). The Paradox of Delusions: Are Deluded Individuals Resistant to Evidence?. https://doi.org/10.31234/osf.io/e37c2
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- Feb 2022
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every.to every.to
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I don't think it's a surprise to anyone to know that there are certain activities that help create that space, and it’s been widely commented upon. Doing the dishes, walking the dog, cleaning the house – you need to be doing something.For me, pruning trees in our olive grove is perfect. It takes a little bit of attention, but not that much attention.
This is related to the idea of diffuse thinking caused by taking breaks or doing things that don't require extreme concentration. Flaneuring... walking, etc.
You want an activity that requires a little bit of attention but not too much attention. Doing dishes, walking, errands, etc. are good examples.
Relate this to the
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- Jan 2022
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psyarxiv.com psyarxiv.com
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Strickland, J. C., Stoops, W., Banks, M., & Gipson-Reichardt, C. D. (2022). Logical Fallacies and Misinterpretations that Hinder Progress in Translational Addiction Neuroscience. PsyArXiv. https://doi.org/10.31234/osf.io/frd5e
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threadreaderapp.com threadreaderapp.com
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https://threadreaderapp.com/thread/1477714767854850049.html
original thread: https://twitter.com/garwboy/status/1478003120483577859?s=20
This takes a part Johann Hari's Guardian article Your attention didn’t collapse. It was stolen, but it does so mostly from a story/narrative perspective. Burnett is taking the story as a science article (it was labeled "psychology") when it's really more of a personal experience story with some nods to science.
Sadly the story works more on the emotional side than the scientific side. It would be nice to have a more straightforward review of some of the actual science literature with some of the pros/cons laid out to make a better decision.
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- Dec 2021
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Local file Local file
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Among the oldest surviving scholarly works in neurosurgery is the so-called ‘Edwin Smith Surgical Papyrus’(Breasted, 1930)
- DId Susrutha surgical expertise bear lterary evidence for neurosurgery ?
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In fact, the methodical use of notebooks changed the relationship between natural memory and artificial memory, although contemporaries did not immediately realize it. Historical research supports the idea that what was once perceived as a memory aid was now used as secondary memory.18
During the 16th century there was a transition in educational centers from using the natural and artificial memories to the methodical use of notebooks and commonplace books as a secondary memory saved by means of writing.
This allows people in some sense to "forget" what they've read and learned and be surprised by it again later. They allow themselves to create liminal memories which may be refreshed and brought to the center later. Perhaps there is also some benefit in this liminal memory for allowing ideas to steep on the periphery before using them. Perhaps combinatorial creativity happens unconsciously?
Cross reference: learning research by Barbara Oakley and Terry Sejnowski.
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- Nov 2021
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- Oct 2021
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forum.artofmemory.com forum.artofmemory.com
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I just bookmarked this article published today in Current Biology for later reading and annotation. While the article isn't specifically focused on memory, the fact that it touches on visual structures, emotion, music, and movement (dance) which are core to some peoples' memory toolkits, I thought that many here would find it to be of interest.
One of the authors provided the following tl;dr synopsis:
"Across the world, people express emotion through music and dance. But why do music and dance go together?
We tested a deceptively simple hypothesis: Music and movement are represented the same way in the brain."
- Article: Visual and auditory brain areas share a representational structure that supports emotion perception01283-5) (Current Biology, 2021)
- Preprint: https://www.biorxiv.org/content/10.1101/254961v4
For those who haven't integrated song or dance into their practices, searching around for the idea of songlines will give you some background on their possible uses.
cc: @LynneKelly
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- Sep 2021
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www.youtube.com www.youtube.com
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https://www.youtube.com/watch?v=578JJeLN9Kw
Short and basic... nothing new to me, but clever intro.
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www.nytimes.com www.nytimes.com
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The result has not been a gratifying bulking up of our neural “muscle.” On the contrary, all the mental effort we’ve mustered over the past year has left many of us feeling depleted and distracted, unequal to the tasks that never stop arriving in our inboxes. When the work we’re putting in doesn’t produce the advertised rewards, we’re inclined to find fault with ourselves. Maybe we’re insufficiently gritty; maybe, we think, we’re just not smart enough. But this interpretation is incorrect.
We've been gaslighting ourselves about how our brains work. It's not a muscle, having "grit", and many of our attempts at productivity are completely wrong.
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finiteeyes.net finiteeyes.net
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https://via.hypothes.is/https://finiteeyes.net/pedagogy/extending-the-mind/
A well written review of Annie Murphy Paul's The Extended Mind. Matthew Cheney has distilled a lot out of the book from his notes with particular application to improving pedagogy.
I definitely want to read this with relation to not only using it to improve teaching, but with respect to mnemotechniques and the methods oral and indigenous societies may have either had things right or wrong and what Western culture may have lost as a result. I'm also particularly interested in it for its applications to the use of commonplace books and zettelkasten as methods of extending the mind and tools for thought.
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Paul likes to quote the philosopher who first came up with the idea of the extended mind, Andy Clark, when he says that humans are “intrinsically loopy creatures”.
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I wondered about something outside the scope of her book, which is neurodivergence. The Embodied Mind looks at a wide range of studies that all seem to search for the qualities, behaviors, and tendencies of a typical mind. The typical mind, like the typical body, is a statistical figment, an abstraction from tens, hundreds, thousands, and millions of individual minds and bodies, each atypical in its own way. What happens, for instance, to the extended mind of someone with significant physical limitations? (Stephen Hawking seems to have extended his mind pretty well.) A fascinating sequel to Paul’s book might be something along the lines of Oliver Sacks’s writings, a study of neurodivergence, atypicality, and what they can tell us about how we live, learn, and work. As fascinating as the similarities between brains are the differences.
Looking at neurodivergence within this framing can be an important extension.
We're definitely not all the same and some of the differences and research on them can potentially help us all.
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- Aug 2021
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- Jul 2021
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- Jun 2021
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
- May 2021
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psyarxiv.com psyarxiv.com
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Agarwal, A. (2021). Ripple Effect of a Pandemic: Analysis of the Psychological Stress Landscape during COVID19. PsyArXiv. https://doi.org/10.31234/osf.io/dm5x2
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psyarxiv.com psyarxiv.com
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Agarwal, A. (2021). The Accidental Checkmate: Understanding the Intent behind sharing Misinformation on Social Media. PsyArXiv. https://doi.org/10.31234/osf.io/kwu58
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www.coursera.org www.coursera.org
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<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>karlicross</span> hypothesis note on Via: [TEXT] I just finished the online Coursera course "Learning how to learn". I highly recommend it to everyone and I summarized everything I learned from it. : GetMotivated (<time class='dt-published'>05/17/2021 17:11:33</time>)</cite></small>
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elifesciences.org elifesciences.org
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Making (neuro)science accessible world-wide: Online seminars for the globe. (2020, May 26). ELife; eLife Sciences Publications Limited. https://elifesciences.org/labs/d8f1d697/making-neuro-science-accessible-world-wide-online-seminars-for-the-globe
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- Apr 2021
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www.biorxiv.org www.biorxiv.org
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analyticsindiamag.com analyticsindiamag.com
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Deep Reinforcement Learning and its Neuroscientific Implications In this paper, the authors provided a high-level introduction to deep RL, discussed some of its initial applications to neuroscience, and surveyed its wider implications for research on brain and behaviour and concluded with a list of opportunities for next-stage research. Although DeepRL seems to be promising, the authors wrote that it is still a work in progress and its implications in neuroscience should be looked at as a great opportunity. For instance, deep RL provides an agent-based framework for studying the way that reward shapes representation, and how representation, in turn, shapes learning and decision making — two issues which together span a large swath of what is most central to neuroscience. Check the paper here.
This should be of interest to the @braingel group and others interested in the intersections of AI and neuroscience.
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- Mar 2021
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twitter.com twitter.com
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ReconfigBehSci. (2020, November 23). RT @lakens: Ongoing, an incredibly awesome talk on computational reproducibility by @AdinaKrik. Slides: Https://t.co/QslHW3gEtm. If you are… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1331265422109396995
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- Feb 2021
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- Jan 2021
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www.inverse.com www.inverse.com
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Music gives the brain a crucial connective advantage
- Music’s benefits for the brain aren’t new, and this study provides further evidence that musical brains have better neural networks.
- In fact, any challenging skill that requires intensive, long-time training can improve how your brain is interconnected - even if you’re an adult.
- These findings come from a study of 150 brain scans with machine learning aid, where they counted the brain connections.
- All musician brains were a lot more structurally and functionally connected than non-musicians.
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arxiv.org arxiv.org
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during the backward pass, feedback connectionsare used in concert with forward connections to dynamically invert the forward transformation,thereby enabling errors to flow backward
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www.frontiersin.org www.frontiersin.org
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Four Channel Multivariate Coherence Training: Development and Evidence in Support of a New Form of Neurofeedback
tags:: [[neurofeedback]], [[coherence]], [[neuroscience]] [[EEG]] #[[to read]]
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opentheory.net opentheory.net
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Brains – especially younger ones, since they’re changing so much – really do need to anneal regularly to pay down their ‘technical debt’, and if they don’t, they grow brittle and neurotic. (Technical debt in the brain builds up as we twist our existing brain networks to accommodate new facts; this debt is ‘paid down’ when we enter high-energy states and let new brain networks which fit these constraints self-organize)
psychedelics help brains pay down 'technical debt' during stress states: optimized growth during [[punctuated equilibrium]]
meditation and somatic processes serves as an emphasis on the [[lateral prefrontal cortical circuit]], anti-correlated with ruminative aspects of depression
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- Dec 2020
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To the brain, reading computer code is not the same as reading language Neuroscientists find that interpreting code activates a general-purpose brain network, but not language-processing centers.
Summary of the article:
- Understanding code is neither done by language centers, nor by mathematical centers of the brain — it’s a whole different ball game.
- This comes from a researcher who’s studying how different cognitive functions relate to language processing parts of the brain.
- The study involved young programmers who analysed code while their brains were scanned.
- People either say that great coders are great at language, or great at maths - neither seems to be true, and there is no single specialized area that lights up from coding.
- The test activated the multiple demand network in participants’ brains, a wide network for performing mentally challenging tasks.
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www.nature.com www.nature.com
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Marshall. M., (2020) How COVID-19 can damage the brain. nature. Retrieved from:https://www.nature.com/articles/d41586-020-02599-5?utm_source=twt_nnc&utm_medium=social&utm_campaign=naturenews&sf237834255=1
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elemental.medium.com elemental.medium.com
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“It was never intended to help you ‘clear your mind’ or even help you feel relaxed. The point of mindfulness practice is to ‘exercise’ your executive functioning centers and strengthen your ability to focus.
The goal of meditation is to exercise executive functioning centers and strengthen your ability to focus!
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- Nov 2020
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psyarxiv.com psyarxiv.com
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Agarwal, A. (2020). Ripple Effect of a Pandemic: Analysis of the Psychological Stress Landscape during COVID19. PsyArXiv. https://doi.org/10.31234/osf.io/nat49
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- Oct 2020
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link.springer.com link.springer.com
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Found reference to this in a review of Henry Quastler's book Information Theory in Biology.
A more serious thing, in the reviewer's opinion, is the compIete absence of contributions deaJing with information theory and the central nervous system, which may be the field par excellence for the use of such a theory. Although no explicit reference to information theory is made in the well-known paper of W. McCulloch and W. Pitts (1943), the connection is quite obvious. This is made explicit in the systematic elaboration of the McCulloch-Pitts' approach by J. von Neumann (1952). In his interesting book J. T. Culbertson (1950) discussed possible neuraI mechanisms for recognition of visual patterns, and particularly investigated the problems of how greatly a pattern may be deformed without ceasing to be recognizable. The connection between this problem and the problem of distortion in the theory of information is obvious. The work of Anatol Rapoport and his associates on random nets, and especially on their applications to rumor spread (see the series of papers which appeared in this Journal during the past four years), is also closely connected with problems of information theory.
Electronic copy available at: http://www.cse.chalmers.se/~coquand/AUTOMATA/mcp.pdf
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www.biorxiv.org www.biorxiv.org
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- Sep 2020
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psyarxiv.com psyarxiv.com
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Medeiros, Priscila de, Ana Carolina Medeiros, Jade Pisssamiglio Cysne Coimbra, Lucas Emmanuel Teixeira, Carlos José Salgado, José Aparecido da Silva, Norberto Cysne Coimbra, and Renato Leonardo de Freitas. ‘PHYSICAL, EMOTIONAL, AND SOCIAL PAIN DURING COVID-19 PANDEMIC-RELATED SOCIAL ISOLATION’. Preprint. PsyArXiv, 20 September 2020. https://doi.org/10.31234/osf.io/uvh7s.
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- Aug 2020
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psyarxiv.com psyarxiv.com
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Whiting, Sue, Sam Wass, Simon Green, and Michael Thomas. ‘Stress and Learning in Pupils: Neuroscience Evidence and Its Relevance for Teachers’. Preprint. PsyArXiv, 4 August 2020. https://doi.org/10.31234/osf.io/9j24a.
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psyarxiv.com psyarxiv.com
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Rezapour, T., Assari, S., Kirlic, N., Vassileva, J., & Ekhtiari, H. (2020). Enhancing Cognitive Resilience in Adolescence and Young Adults: A Neuroscience-informed Approach [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/enrv9
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- Jul 2020
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www.youtube.com www.youtube.com
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Dikker, S. (2020, June 15). Out of the lab: Crowdsourcing neuroscience during real-world social interactions. Neurosync-2020. https://www.youtube.com/watch?v=XE1XcSNWDQc
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www.youtube.com www.youtube.com
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Uni Trento. (2020, July 10-11). Think Open Rovereto Workshop 2020. https://www.youtube.com/playlist?list=PLiX54geLkpPL4brRcYfnekp42PLJi5eEe
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psyarxiv.com psyarxiv.com
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Wool, Lauren E, and The International Brain Laboratory. ‘Knowledge across Networks: How to Build a Global Neuroscience Collaboration’. Preprint. PsyArXiv, 14 July 2020. https://doi.org/10.31234/osf.io/f4uaj.
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psyarxiv.com psyarxiv.com
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Matamala-Gomez, M., Maselli, A., Malighetti, C., Realdon, O., Mantovani, F., & Riva, G. (2020). Body illusions for mental health: A systematic review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mk69x
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- Jun 2020
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thehill.com thehill.com
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Malhi, S. (2017, December 5). Policy shouldn’t rely on economic theory, but on data about actual human behavior [Text]. TheHill. https://thehill.com/opinion/finance/363245-policy-shouldnt-rely-on-economic-theory-but-on-data-about-actual-human
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- May 2020
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elifesciences.org elifesciences.org
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Achakulvisut, T., Ruangrong, T., Bilgin, I., Van Den Bossche, S., Wyble, B., Goodman, D. F., & Kording, K. P. (2020). Improving on legacy conferences by moving online. ELife, 9, e57892. https://doi.org/10.7554/eLife.57892
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Ennis, E. G. (2020, April 16). A Novel Solution to Academic Publishing. https://doi.org/10.31234/osf.io/gqxmu
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Ting, C., Palminteri, S., Lebreton, M., & Engelmann, J. B. (2020, March 25). The elusive effects of incidental anxiety on reinforcement-learning. https://doi.org/10.31234/osf.io/7d4tc MLA
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- Dec 2019
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en.wikipedia.org en.wikipedia.org
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Delusions of Gender: How Our Minds, Society, and Neurosexism Create Difference is a 2010 book by Cordelia Fine, written to debunk the idea that men and women are hardwired with different interests. The author criticizes claimed evidence of the existence of innate biological differences between men and women's minds as being faulty and exaggerated, and while taking a position of agnosticism with respect to inherent differences relating to interest/skill in 'understanding the world' versus 'understanding people', reviews literature demonstrating how cultural and societal beliefs contribute to sex differences.
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- Oct 2019
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www.nature.com www.nature.com
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With this approach, neurons that show E-SARE–driven expression in response to stimuli are permanently labeled by the fluorescent protein during the time window specified by the drug
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Expression of a drug-inducible Cre recombinase downstream of E-SARE enabled imaging of neuronal populations that respond to monocular visual stimulation and tracking of their long-distance thalamocortical projections in living mice
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www.annualreviews.org www.annualreviews.org
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A technique common in rodents is the use of Cre recombinase lines that are inducible at specific developmental time points (Figure 3b). The most common form of inducible Cre is CreERT2, which contains a modified estrogen receptor binding domain that prevents Cre from entering the nucleus in the absence of a ligand
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strong promoters capable of driving expression of microbial opsins or fluorescent proteins in specific populations can exhibit leaky expression elsewhere. This low-level leak may be virtually undetectable as light responsiveness or fluorescence but can be a serious issue when expressing Cre recombinase.
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www.nature.com www.nature.com
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creating improved technologies for large-scale recordings of neural activity in the live brain is a crucial goal in neuroscience
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www.frontiersin.org www.frontiersin.org
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new toolkits for chronic labeling of active ensembles will provide a much awaited experimental basis to interrogate various aspects of neuronal circuits underlying long-term plastic changes of the brain, such as during nervous system development, during establishment of long-lasting remote memory over months, or in association with age-related neuronal changes over several years.
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Why artificial general intelligence based on the neocortex without older more complex emotional (reptilian) systems is not the type of threat being proposed...
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our brain processes visuals 60,000x faster than text
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- Sep 2019
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www.biorxiv.org www.biorxiv.org
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- Aug 2019
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arxiv.org arxiv.org
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Encoding SDRs for use in HTM systems
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www.youtube.com www.youtube.comNumenta1
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HTM and SDR's - part of how the brain implements intelligence.
"In this first introductory episode of HTM School, Matt Taylor, Numenta's Open Source Flag-Bearer, walks you through the high-level theory of Hierarchical Temporal Memory in less than 15 minutes."
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