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Séminaires

  • Modelling consciousness using projective geometry
    21 septembre 2021 - 13:00 - Grégoire Sergeant - Université de Genève

    Résumé : Consciousness is an embodied experience that we model by perspective taking on a real 3D world, common to any subject, through 3D projective geometry. It enables us to define an internal space proper to each of them from which one can naturally discriminate between sources of information making it a global workspace.
    In previous work [1-3], principles of this framework were exhibited and a first mathematical formulation [4] of these principles enabled to explain and model the moon illusion in a much more complete manner than previous explanations, making refutable predictions for example on perceived size of the moon. More recently [5] a mathematical formulation was developed for the conjectured projective nature of consciousness which gives new insights for known psychophysical phenomena. We will present these works and give a glimpse on ongoing developments on how one can generalize these idea and use geometry to define a global worspace an adaptative systems can use for integrating information.
    [1] D. Rudrauf, D. Bennequin, I. Granic, G. Landini, K. Friston, and K. Williford, “A mathematicalmodel of embodied consciousness,”Journal of theoretical biology, vol. 428, pp. 106–131, 2017
    [2] D. Rudrauf and M. Debban ́e, “Building a cybernetic model of psychopathology : beyond themetaphor,”Psychological Inquiry, vol. 29, no. 3, pp. 156–164, 2018
    [3] K. Williford, D. Bennequin, K. Friston, and D. Rudrauf, “The projective consciousness modeland phenomenal selfhood,”Frontiers in Psychology, vol. 9, p. 2571, 2018
    [4] D. Rudrauf, D. Bennequin, and K. Williford, “The moon illusion explained by the projectiveconsciousness model,”Journal of Theoretical Biology, vol. 507, p. 110455, 2020
    [5] D. Rudrauf, G. Sergeant-Perthuis, O. Belli, Y. Tisserand, and G. Serugendo, “Modeling the subjective perspective of consciousness and its role in the control of behaviours”, arXiv preprint arXiv:2012.12963, 2021


  • La conscience : Comment et pourquoi ?
    30 septembre 2021 - 17:00 - Axel Cleeremans - Université libre de Bruxelles

    Résumé : La conscience demeure aujourd’hui un mystère : Nous ne savons ni comment l’activité biologique de notre cerveau produit l’expérience subjective que nous faisons du monde, ni pourquoi. Dans cet exposé, je survole les théories contemporaines de la conscience en explorant la manière dont il est possible de développer une science expérimentale de la conscience. Je défendrai l’idée que la conscience est quelque chose que le cerveau apprend à faire, en redécrivant continuellement sa propre activité alors qu’il interagit avec lui-même, avec le monde, et avec autrui. J’aborderai en outre l’épineuse question de savoir pourquoi nous sommes conscients, et suggèrerai que la conscience phénoménale a une valeur intrinsèque. En effet, pourquoi ferions-nous quoi que ce soit si le fait de le faire ne nous faisait pas quelque chose ?

    Lieu : Organisé par la MSH-Alpes dans l'amphi de la MSH. Détails ici : https://www.msh-alpes.fr/actualites/conscience-comment-et-pourquoi


  • Bilinguals learning novel written words : Influence of the orthographic system of the other language
    26 octobre 2021 - 13:00 - Clara Martin - Basque Center on Cognition, Brain and Language

    Résumé : Monolingual readers of deep orthographies –as compared to shallow orthographies– rely on larger orthographic and phonological units when learning novel written words, which boosts their performance (Marinelli, Zoccolotti, & Romani, 2020).
    In the case of bilingual readers, we know that bilinguals who master one language with a deep orthography rely on larger units (compared to bilinguals who master two languages which both have shallow orthographies), even when reading in their other-shallow-orthography (Lallier & Carreiras, 2018). This suggests that a deep language influences reading habits in the –shallow– other language.
    In the present project, we explore whether the opacity of the orthographic system of one language influences novel word learning in the other language –as it is the case for reading habits–, in bilingual readers.
    In experiment 1, we explore whether bilingual adults learning novel written words in a shallow first language (Spanish) differ in performance depending on whether they also read in a deep (English) or a shallow (Basque) second language. In experiment 2, we explore whether bilingual adults learning novel written words in a deep second language (English) differ in performance depending on whether they also read in a deep (French) or shallow (Spanish) first language.
    In both experiments, we show that bilinguals who master a language with a deep orthography (being their first or second language) rely on larger orthographic units and thus learn more novel words. Those bilinguals are also less affected by word inconsistency during learning. Those results reveal a strong influence of the orthographic systems of the two languages of a bilingual, not only during language perception and production but also during word learning.


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