Stanislas Dehaene Profile picture
Dec 13, 2022 7 tweets 4 min read Read on X
Mon père, le docteur Philippe Dehaene, est mort vendredi dernier 9 décembre 2022, à 94 ans.
Je voudrais rendre ici hommage à ce très grand pédiatre, chercheur spécialiste du syndrome d'alcoolisation foetale (SAF).
(1/n)
A la suite des travaux princeps du Dr Lemoine à Nantes, le Dr Philippe Dehaene documente, avec son collège Crépin, les ravages que cause l'exposition du foetus à l'alcool pendant la grossesse.
lemonde.fr/archives/artic…
(2/n)
Il collabore ensuite avec Ann Streissguth, chercheuse aux Etats-Unis. Leurs travaux conjoints seront cités plusieurs milliers de fois
...et pour mes frères et moi, Ann et Dan Streissguth deviendront nos "parents américains" pour la vie!
(3/n)
Il faut dire et redire que l'exposition du foetus à l'alcool, in utero, a des effets dramatiques et permanents sur le corps et surtout sur le cerveau en développement.
C'est la première cause de retard mental évitable en France.
(4/n)
ncbi.nlm.nih.gov/pmc/articles/P….
Le Dr Philippe Dehaene a agi sans relâche pour la prévention du SAF, évitant ainsi cette terrible affliction à des milliers de familles.
Saviez-vous que ce logo doit apparaître sur toute bouteille d'alcool... mais que le lobby des alcooliers l'a rendu minuscule et illisible?
5/n
Papa était fier que la recherche sur le syndrome d'alcoolisation foetale et son impact sur le cerveau continue en France, notamment grâce aux travaux de David Germanaud, neuropédiatre et aujourd'hui médecin chercheur à @NeuroSpin_91 !
(6/n)
Le syndrome d'alcoolisation foetale affecte des enfants dans tous les milieux... Il est totalement évitable : pas d'alcool pendant la grossesse.
Merci de diffuser ce message autour de vous, et notamment cette vidéo très claire de David Germanaud
dailymotion.com/video/x2lo17o
(7/7)

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More from @StanDehaene

Jun 26, 2023
New paper from the lab: “Dimensionality and ramping: Signatures of sentence integration in the dynamics of brains and deep language models” (Journal of Neuroscience, 2023)

(1/n) https://t.co/gkhARe0yc0jneurosci.org/content/early/…
We investigated how the brain represents the semantic composition of multiple words into a sentence using simultaneous MEG and intracranial EEG
(2/n)
Previous work, e.g. by Pallier et al (2011), Fedorenko et al. (2016) or Nelson et al. (2017), found ramping signals: during sentence comprehension, brain activity increases with the number of words that can be integrated into phrases. Here, we moved one step further.
(3/n)
Read 9 tweets
Mar 10, 2023
My full course on Vector codes and the geometry of mental representations is now on-line on the Collège de France web site:

(course in French, but all slides are in English !)
In this thread, I briefly review the topics covered. college-de-france.fr/agenda/cours/q…Image
In the first course, I retrace the history of the debate between grand-mother cells versus neuronal vectors: Are mental representations localized or distributed ? From single-cell experiments to recent massive recordings
college-de-france.fr/agenda/cours/q… ImageImageImage
The second course is dedicated to the beautiful recent work on the geometry of visual representations in ventral infero-temporal cortex : every face is a vector !
college-de-france.fr/agenda/cours/q…
With thanks to @doristsao for sharing some great slides! ImageImageImage
Read 8 tweets
Feb 20, 2023
“Evaluating the impact of short educational videos on the cortical networks for mathematics”:
A new paper from the lab, with Marie Amalric and Pauline Roveyaz, just out in PNAS.
pnas.org/doi/10.1073/pn…
A thread (1/n)
Several websites such as @khanacademy khanacademy.org, @3blue1brown or @numberphile provide attractive videos illustrating math concepts. However, do such short on-line courses have any profound impact on math comprehension?
(2/n)
To evaluate the impact of educational videos on the brain networks for mathematics, we scanned young university students before, during and after watching 5-minute videos that taught them the rudiments of a new math or non-math domain.
(3/n)
Read 12 tweets
Feb 10, 2022
Why is human cognition so different?
In my book "How we learn", I argue that the capacity to represent recursive structures, including math, is crucial.
This article by Li-Ping Wang and his team supports this idea by comparing human adults, children and monkeys on the same task🧵
In previous work, Liping, Marie Amalric, I and others showed that, when humans memorize a spatial sequence, they are very sensitive to its geometrical organization -- for instance they remember a zigzag, or two squares, much better than a random sequence.
journals.plos.org/ploscompbiol/a…
To account for human spatial working memory, we had to postulate that humans possess a "language of geometry" that compresses the sequence by discovering geometrical regularities and encoding them recursively as repetitions of repetitions
Read 6 tweets
Dec 27, 2021
New preprint from the lab: "A language of thought for the mental representation of geometric shapes"
by Mathias Sablé-Meyer @MSableMeyer, with Kevin Ellis, Josh Tenenbaum and myself.
Find it here: psyarxiv.com/28mg4 Image
We try to account for a uniquely human trait: the capacity to conceive, draw, and build geometric structures, at all scales. We propose that this singular faculty requires a LANGUAGE OF THOUGHT, an internal system for composing geometrical primitives. Image
Our language resembles a computer programing language, a bit like Logo, and its primitives are lines, numbers, and a capacity for continuous integration of curves. Its shortest programs generate shapes that are similar to those attested in human cultures throughout the world. Image
Read 8 tweets
Nov 4, 2020
Que sait-on sur l’impact des outils numériques en pédagogie ?
Voici un petit résumé de mon exposé aux Etats Généraux du Numérique
(en direct ici : …neraux-du-numerique.education.gouv.fr/conferences/pr… )
La première chose à savoir, c’est que « le numérique » n’est pas un remède magique aux difficultés de l’éducation.
L’OCDE a montré que l’équipement et l’usage des outils numériques est corrélé à une *baisse* des performances.
Le cerveau humain a besoin d’enseignants humains !
Exemple en Uruguay, qui a lancé un vaste plan d’équipement d’un ordinateur pour chaque enfant.
En dépit de cet investissement, les résultats scolaires stagnent ou même baissent dans l’enquête PISA (même si le plan a amélioré l’intégration scolaire des familles pauvres)
Read 9 tweets

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