Co-ordination of actions, visual perception, and inhibition in human and non-human primate development

The originality of Langer's approach to cognitive development (Langer, 1980, 1986) lies in the study of the pragmatic components (actions, object manipulations) of protologicomathematical and protophysical cognition before the age of 2. This perspective falls in line with Piaget's constructive psychology

Monitoring Cognitive and Emotional Processes Through Pupil and Cardiac Response During Dynamic Versus Logical Task

The paper deals with the links between physiological measurements and cognitive and emotional functioning. As long as the operator is a key agent in charge of complex systems, the definition of metrics able to predict his performance is a great challenge. The measurement of the physiological state is a very promising way but a very acute comprehension is required; in particular few studies compare autonomous nervous system reactivity according to specific cognitive processes during task performance and task related psychological stress is often ignored. We compared physiological parameters recorded on 24 healthy subjects facing two neuropsychological tasks: a dynamic task that require problem solving in a world that continually evolves over time and a logical task representative of cognitive processes performed by operators facing everyday problem solving. Results showed that the mean pupil diameter change was higher during the dynamic task; conversely, the heart rate was more elevated during the logical task. Finally, the systolic blood pressure seemed to be strongly sensitive to psychological stress. A better taking into account of the precise influence of a given cognitive activity and both workload and related task-induced psychological stress during task performance is a promising way to better monitor operators in complex working situations to detect mental overload or pejorative stress factor of error

From music to mathematics and backwards: introducing algebra, topology and category theory into computational musicology

International audienceDespite a long historical relationship between mathematics and music, the interest of mathematicians is a recent phenomenon. In contrast to statistical methods and signal-based approaches currently employed in MIR (Music Information Research), the research project described in this paper stresses the necessity of introducing a structural multidisciplinary approach into computational musicology making use of advanced mathematics. It is based on the interplay between three main mathematical disciplines: algebra, topology and category theory. It therefore opens promising perspectives on important prevailing challenges, such as the automatic classification of musical styles or the solution of open mathematical conjectures, asking for new collaborations between mathematicians, computer scientists, musicologists, and composers. Music can in fact occupy a strategic place in the development of mathematics since music-theoretical constructions can be used to solve open mathematical problems. The SMIR project also differs from traditional applications of mathematics to music in aiming to build bridges between different musical genres, ranging from contemporary art music to popular music, including rock, pop, jazz and chanson. Beyond its academic ambition, the project carries an important societal dimension stressing the cultural component of 'mathemusical' research, that naturally resonates with the underlying philosophy of the “Imagine Maths”conference series. The article describes for a general public some of the most promising interdisciplinary research lines of this project

Increasing cognitive inhibition with a difficult prior task:implications for mathematical thinking

Dual-process theories posit two distinct types of cognitive processing: Type 1, which does not use working memory making it fast and automatic, and Type 2, which does use working memory making it slow and effortful. Mathematics often relies on the inhibition of pervasive Type 1 processing to apply new skills or knowledge that require Type 2 processing. In two studies, we demonstrate that giving participants a difficult task (Raven’s Matrices) before a task that requires the inhibition of intuitive responses (the Cognitive Reflection Test) significantly improves performance. Our findings suggest that encountering a difficult task that requires Type 2 processing before completing a task that requires inhibition of Type 1 processing may encourage an enduring ‘Type 2’ mindset, whereby participants are more likely to spontaneously use Type 2 processing for a period of time. Implications for mathematics education are discussed

When Stroop helps Piaget: An inter-task positive priming paradigm in 9-year-old children

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Inhibition of number-length interference in a Piaget-like task in adults: an fMRI study

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