

Psychologie cognitive expérimentale - Stanislas Dehaene
Collège de France
La mission de ce laboratoire est d'analyser les bases cérébrales des fonctions cognitives, chez l'homme normal et chez certains patients neurologiques, en développant et en exploitant les méthodes modernes de la neuro-imagerie conjointement à l'utilisation de paradigmes expérimentaux issus de la psychologie cognitive. Stanislas Dehaene est ancien élève de l'École normale supérieure et docteur en psychologie cognitive. En septembre 2005, il a été nommé professeur au Collège de France, sur la chaire nouvellement créée de Psychologie cognitive expérimentale, après avoir occupé pendant près de dix ans la fonction de directeur de recherche à l'Inserm. Ses recherches visent à élucider les bases cérébrales des opérations les plus fondamentales du cerveau humain : lecture, calcul, raisonnement, prise de conscience. Ses travaux ont été récompensés par plusieurs prix et subventions, dont le prix Louis D. de la Fondation de France (avec D. Le Bihan), le prix Jean-Louis Signoret de la Fondation Ipsen et la centennial fellowship de la fondation américaine McDonnell.Les nombres dans le cerveauStanislas Dehaene est l'expert reconnu des bases cérébrales des opérations mathématiques, domaine dont il a été le pionnier. Il a conçu de nouveaux tests psychologiques de calcul et de compréhension des nombres, et les a appliqués aux patients atteints de lésions cérébrales et souffrant de troubles du calcul. Son travail a conduit à la découverte que l'intuition des nombres fait appel à des circuits particuliers du cerveau, en particulier ceux du lobe pariétal. Stanislas Dehaene a utilisé les méthodes d'imagerie cérébrale afin d'analyser l'organisation anatomique de ces circuits, mais aussi leur décours temporel, démontrant notamment dans un article paru dans Science en 1999 que le calcul approximatif fait appel à des régions partiellement différentes de celles du calcul exact. En collaboration avec le neurologue Laurent Cohen, il a observé de nouvelles pathologies de ces régions, qui conduisent certains patients « acalculiques » à perdre toute intuition du nombre. Il a également montré des homologies frappantes entre les traitements des nombres chez l'homme et chez l'animal. Ainsi, les fondements de nos capacités arithmétiques trouvent leur origine dans l'évolution du cerveau.Les travaux de Stanislas Dehaene montrent que des pathologies de la région pariétale, d'origine traumatique ou génétique, peuvent exister chez l'enfant. Elles entraînent une « dyscalculie » – un trouble précoce du développement comparable à la dyslexie, mais affectant l'intuition du nombre. Le diagnostic, la compréhension et la rééducation de la dyscalculie, par le biais de logiciels de jeux éducatifs, constituent des objectifs majeurs du laboratoire. Stanislas Dehaene a résumé ses recherches sur le cerveau et les mathématiques dans un livre à destination du grand public : La Bosse des maths (Éditions Odile Jacob ; Prix Jean Rostand en 1997), dont une édition révisée a été publiée en 2010.
Episodes
Mentioned books

Oct 2, 2025 • 35min
Colloque - Jean-Pierre Changeux : The Global Neuronal Workspace from the Molecular to the Cognitive Level: Consequences for Pathology and Pharmacology
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Perception and ConsciousnessThe Global Neuronal Workspace from the Molecular to the Cognitive Level: Consequences for Pathology and PharmacologyColloque - Jean-Pierre Changeux : The Global Neuronal Workspace from the Molecular to the Cognitive Level: Consequences for Pathology and PharmacologyJean-Pierre ChangeuxRésuméThe global neuronal workspace (GNW) theory originates from decades-long productive dialogs between Dehaene & Changeux which aimed, in the late 80's, at the elaboration of formal neuronal networks of cognitive functions. They initially included birdsong learning by selection, the Wisconsin card sorting task, infants numerosity detection...All these models were grounded on a molecular level which included allosteric neurotransmitter receptors. In 1998, the "global neuronal workspace" was integrated into a formal organism in order to pass the effort-full, "conscious", Stroop task. It was postulated to consist of a brain-scale—multimodal & horizontal—network of widely distributed neurons with long axon neurons, distinct from modality-specific localized non-conscious processors, including neurons which included the prefontal, parieto-temporal, cingulate… areas. The access of an outside representation to the conscious workspace would manifest itself by an "ignition" of the workspace network. At this stage, an important number of imaging and electrophysiological data appear consistent with the GNW theory. In this contribution, emphasis shall be given to the bottomup contribution of the molecular level and its consequences for the understanding of neuropsychiatric diseases and rational drug design, in the larger context of a novel precision pharmacology.

Oct 2, 2025 • 24min
Colloque - Luca Bonatti : The state of the State of the Arts of the Language of thought
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Infancy, Development, and EducationThe state of the State of the Arts of the Language of thought Colloque - Luca Bonatti : The state of the State of the Arts of the Language of thought Luca BonattiRésuméI will revise the state of the art of the current evidence for Language of thought. I will focus on the identification of primitive operation in early infancy, and will speculate on the relation between natural language and logical primitives.

Oct 2, 2025 • 18min
Colloque - Véronique Izard : Why Is Conceptual Learning so Hard?
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Infancy, Development, and EducationWhy Is Conceptual Learning so Hard?Colloque - Véronique Izard : Why Is Conceptual Learning so Hard?Véronique IzardRésuméLearning concepts can be very difficult, especially in science and mathematics. For instance, children continue to struggle with fractions even after several years of formal instruction on the topic; and adults display persistent difficulties with algebra, biology or physics. Why these failures—and what happens during the long periods of time during which learners are struggling? While most theories of conceptual learning contend that learning proceeds gradually, little step by little step, I will present evidence showing that people experience sudden Eureka moments while learning mathematics. During these episodes, an insight suddenly breaks into consciousness, leading to a leap in understanding. These findings invite us to reconsider learning mechanisms in light of theories of conscious and unconscious processing.

Oct 2, 2025 • 20min
Colloque - Lisa Feigenson : Developmental Origins of Human Curiosity
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Infancy, Development, and EducationDevelopmental Origins of Human CuriosityColloque - Lisa Feigenson : Developmental Origins of Human CuriosityLisa FeigensonRésuméCuriosity underpins the greatest of human achievements, from exploring the reaches of our solar system to discovering the structure of our own minds. Where does this drive come from? Here I suggest that far from being reliant on language and sophisticated metacognitive skills, curiosity is present from our earliest days. In support of this claim, I discuss work showing that preverbal infants not only experience curiosity but harness it: when babies' predictions fail to accord with their observations, they look longer, learn more, and produce exploratory behaviors. Critically, their exploration is guided by a desire to explain—long before they have the words to describe what they see, babies seek to understand why things happen as they do. In this sense, the curiosity that emerges in infancy lays the foundation for a lifetime of discovery.

Oct 2, 2025 • 37min
Colloque - Bruce McCandliss : Discovering Combinatorial Affordances of Elements to Form Gestalts: Learning to "See Ideas via Groupitizing and Visual Word Forms
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Infancy, Development, and EducationDiscovering Combinatorial Affordances of Elements to Form Gestalts: Learning to "See Ideas via Groupitizing and Visual Word FormsColloque - Bruce McCandliss : Discovering Combinatorial Affordances of Elements to Form Gestalts: Learning to "See Ideas via Groupitizing and Visual Word FormsBruce McCandlissRésuméEarly education is a time of transformation in the way children come to see ideas in the world in the world, partly by a process of learning to combine visual elements to form gestalts. In this talk, I will expand upon these combinatorial learning phenomena across two systems that are transformed in the mind and brain by education. First, I will review research on groupitizing, the ability of children to combine their knowledge of small subitizable sets to access the cardinal value of larger sets, and how this emerging ability is intrinsically linked to educational achievement and potentially linked to individual differences in the organization of cortical activity. Secondly, I will review research on the cognitive and neural basis of learning to see visual word forms via combinations of letters, a process also intrinsically linked to success in education.

Oct 2, 2025 • 19min
Colloque - Pedro Pinheiro-Chagas : Spatiotemporal Dynamics of Arithmetic Computation in the Human Brain
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Numerical and Mathematical DevelopmentSpatiotemporal Dynamics of Arithmetic Computation in the Human BrainColloque - Pedro Pinheiro-Chagas : Spatiotemporal Dynamics of Arithmetic Computation in the Human BrainPedro Pinheiro-ChagasRésuméMathematics is among humanity's most remarkable achievements, yet we still lack a comprehensive understanding of how the brain performs even simple arithmetic. In this talk, I will present a series of studies investigating the encoding of elementary math, as well as the architecture, spatiotemporal dynamics, and causal role of the underlying brain networks. I will show that arithmetic computations selectively activate a distinct network in the human brain, which dissociates from language areas and overlaps with regions related to object recognition, visuospatial attention, working memory and relational reasoning. Next, using machine learning and intracranial recordings in humans, I will demonstrate how we can precisely track the cascade of unfolding representational codes during mental arithmetic, shedding light on the roles of each hub of the math network. Overall, this talk will provide insights into how elementary math concepts are implemented in the brain and, more broadly, show how the case study of math cognition can help us understand the algorithms of human intelligence.

Oct 2, 2025 • 15min
Colloque - Evelyn Eger : Pattern Codes for Numerical Quantity during Perception and Internal Computation in the Human Brain
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Numerical and Mathematical DevelopmentPattern Codes for Numerical Quantity during Perception and Internal Computation in the Human BrainColloque - Evelyn Eger : Pattern Codes for Numerical Quantity during Perception and Internal Computation in the Human BrainEvelyn EgerRésuméDuring the last two decades, neuroimaging has generated a wealth of knowledge on how number processing inserts itself into the functional neuroanatomy of the human brain. We understand quite well now what are the cortical areas involved, and the neural codes for individual quantities as perceptual entities. Still, we lack a general understanding of how quantity representations are transformed during mental computations, and how or even where results of such computations are coded in the brain. By using ultra-high-field (UHF) imaging during an approximate calculation task designed to disentangle in- and outputs of a computation from the operation, we uncovered a representation of internally generated quantities which was most prominent in higher-level regions like the angular gyrus and lateral prefrontal cortex, and the intra-parietal sulcus. Intraparietal sensory-motor integration regions were the only ones found to share the same representational space for stimulus-evoked and internally generated quantities. This suggests the transformation may occur in these regions, before result numbers are maintained for task purposes in higher-level areas in a format possibly detached from sensory-evoked inputs. Results illustrate the power of UHF imaging to finely characterize neural codes underlying human numerical abilities with non-invasive methods.

Oct 2, 2025 • 18min
Colloque - Justin Halberda : The Relationship Between The Approximate Number System (ANS) And Math Cognition—Evidence From Across Several Continents
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Numerical and Mathematical DevelopmentThe Relationship Between The Approximate Number System (ANS) And Math Cognition—Evidence From Across Several ContinentsColloque - Justin Halberda : The Relationship Between The Approximate Number System (ANS) And Math Cognition—Evidence From Across Several ContinentsJustin HalberdaRésuméWhat might be the relationship between our fanciest, most-recent cognitive inventions (e.g., Formal Mathematics) and our most evolutionarily ancient abilities to approximate the world (e.g., The Approximate Number System)? I will review the field's evidence, highlighting data from across 4 Continents.

Oct 2, 2025 • 39min
Colloque - Edward Hubbard : Illuminating Fractions Learning: Neuronal Recycling of Non-Symbolic Ratios for Symbolic Fractions
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainTheme: Numerical and Mathematical DevelopmentIlluminating Fractions Learning: Neuronal Recycling of Non-Symbolic Ratios for Symbolic FractionsColloque - Edward Hubbard : Illuminating Fractions Learning: Neuronal Recycling of Non-Symbolic Ratios for Symbolic FractionsEdward HubbardRésuméWithin mathematics, fractions hold a special place. They present perennial difficulties to students, and yet, mastering fractions is a critical stepping stone towards algebra and higher-order mathematics. More than 20 years ago, Stanislas Dehaene suggested that fractions are difficult because they lack the intuitive perceptual foundation that permits us to readily comprehend whole numbers and instead may depend on formal and symbolic processes. Here, I will present research from my lab showing that fractions may indeed have a perceptual foundation, and that this perceptual foundation may be recycled to allow us to understand symbolic fractions. Behaviorally, we have shown that symbolic fractions do not need to be processed componentially and instead can be represented on a coherent mental number. We show that wholistic fraction comparisons (and translation to decimals) does not require time consuming computations, and that non-symbolic ratio perception in college students and American elementary school children predicts formal fractions skills. Using fMRI, we have further shown that non-symbolic ratio perception reliable recruits right parietal cortex, even before the onset of formal schooling, and these parietal systems become tuned to symbolic fractions after as little as two years of formal education. Despite this evidence that fractions do, indeed, have a perceptual foundation, they still present significant difficulties. I will close by arguing that fractions (and other domains) may be difficult not due to a lack of foundational systems, but rather, due to educational methods that fail to align with these perceptual foundations. Furthermore, I will argue that research in numerical cognition can (and should!) provide new pedagogical approaches that better align with the foundational systems we have discovered to help students better grasp higher-order mathematical concepts.

Oct 1, 2025 • 42min
Colloque - Naama Friedmann : Seeing Syntax Everywhere: Syntactic Theory, Language Impairments, and the Brain
Stanislas DehaeneChaire Psychologie cognitive expérimentaleAnnée 2025-2026Collège de FranceColloque : Seeing the Mind, Educating the BrainPart 2: Training and Educating the BrainSeeing Syntax Everywhere: Syntactic Theory, Language Impairments, and the BrainColloque - Naama Friedmann : Seeing Syntax Everywhere: Syntactic Theory, Language Impairments, and the BrainNaama FriedmannRésuméA key notion in linguistics is that of syntactic movement. I will show that this notion and the further theoretical observations and generalizations regarding movement are useful in accounting for language impairments. I will describe syntactic impairments of various sources: acquired (following stroke, tumour, tumor resection), developmental, and neurodegenerative (progressive aphasia, Parkinson's Disease, Machado Joseph Ataxia), and show how useful a good syntactic theory is in assessing, describing, and treating these impairments.


