L'objectif de la matinée est de dégager une liste des bonnes pratiques de laboratoire, mettant en valueur la question des biais de l'expérimentateur en matière d'analyse de données. Les étudiants sont répartis en 2-3 groupes de 5-6 et devront analyser les données issues de protocoles expérimentaux. Les groupes vont travailler sur deux datasets possibles (EEGs, temps de regard) et auront à décider si l'hypothèse de travail est vérifiée ou réfutée puis préparer une présentation de 4 min maximum.
09h00-09h30 Introduction aux bonnes pratiques de laboratoire et présentation de la méthode de travail
9h45-10h45 travail en groupe
analyse de données 30 min
discussion et préparation du rapport 30 min
10h45-10h55: PAUSE
10h55-11h35: retour sur le dataset 1 (5*5min +15 min discussion)
11h35-12h15: retour sur le dataset 2 (5*5min+15 min discussion)
Q1: explain the decline effect in terms of cognitive or other biases
Q2: what does it say about science
Theme 2. Communication of Scientific results: zombie beliefs
The relationship between science and society raises many debates, nowadays. E.g., cognitive and neuroscience are expected to provide education with knowledge about cognitive and learning processes that might possibly explain why what works works (and why what doesn’t work doesn’t). In this context the blossoming of misconceptions about mind-brain functioning – named “neuromyths” - is of both theoretical and pragmatic interest.
Assignment
Myth 1. The myth of the first three years: 3 years-old children have their windows of opportunity closed; lots of stimulation must be done before because an enriched environment helps the development of the brain
Myth 2. It is possible to robustly identify learning and cognitive profiles; addressing each profile with the corresponding educational tools (e.g. visual, auditory, kinesthetic) enhances learning
Myth 3. The Mozart effect: listening at Mozart’s music makes adults, children and even fetuses smarter
Myth 4. We use only 10% of our brain
Myth 5. Languages compete; in order to learn a new language, children must master their first language
Myth 6. Right/left brain = intuition, creativity, feminine/reason, logic, masculine; the two parts can and must be equilibrated (e.g. via suitable exercises)
Each group chooses 1 myth, answers the following 2 questions and presents them:
Q1: Prepare a one minute answer to a journalist in the popular press about this myth (time it)
Q2: Every myth has a grain of truth. Brainstorm on novel scientific questions and/or experiments that could be inspired by the myth.
Bruer, J. (1997). A Bridge Too Far, Educational Researcher, 26, 8, 4-16.
Mozart effect:
Chabris, C.F. (1999). Prelude or Requiem for the “Mozart Effect”? Nature, 400, 826-827.
Krieger, D. (2010). Mozart’s Growing Influence on Food: Can Fruit, Vegetables, and other Foods Really Benefit fro Daily Doses of Classical Music? The Japan Times
Right/Left brain:
Hyatt, K.J. (2007). Brain Gym: Building Stronger Brains or Wishful Thinking? Remedial and Special Education, 28, 2, 117-124.
Learning Styles:
Pashler, H., McDaniel, M., Rohrer, D., Bjork, R. (2009). Learning Styles: Concepts and Evidence, Psychological Science in the Public Interest, 9, 3, 105-118.
Watherhouse, L. (2006). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review, Educational psychologist, 41, 4, 207-225.
10% myth:
Beyerstein, B. (1999). Whence cometh the myth that we use only 10% of our brain? In Della Sala, S. (1999). Mind Myths. Chichester: Wiley.
The large diffusion of scientific myths and pseudo-science makes the case for the explicit education of critical thinking. How can critical thinking be improved?
Psychologist Accused of Fraud on ‘Astonishing Scale’ (2011). Science.