Better use of cognitive resources for learning

The aim of this teaching unit is to provide students with the latest knowledge in cognitive neuroscience, so that they can make better use of their brain resources to learn, reflect, be critical of information and themselves, and solve problems more efficiently. The aim is to explain certain brain mechanisms involved in learning, so that students can take a closer look at the way they work, and help them choose more effective cognitive strategies from among those on offer. The UE also offers students ways to become better scientists, by avoiding cognitive biases in favor of a rigorous, innovative and creative scientific approach. Workshops and lectures will be offered in this respect in the TD. Portraits of great and inspiring scientists will also illustrate how science moves forward.

 Finally, as we are aware that multiplying sensory input channels stabilizes the memory trace, we offer part of our teaching in the form of forum theater for those who wish to do so. This lively formula enables students who wish to get involved in the game to be proactive in changing their learner profile, transforming them into actors both on stage and in life. For those who are not inclined to put themselves on stage, there is no obligation. Simply observing the play of others is a powerful awareness of unconscious mechanisms that are not at the service of their learning, and enables them to actively integrate the resources proposed to them.

-learn more about your brain in order to succeed at university, by developing your cognitive and creative abilities and protecting yourself from cognitive biases.

-better understand how science advances

-study some of the great scientists as a source of inspiration

none, only motivation counts

Recommended prerequisites*: interest in neuroscience and personal development, willingness to explore limiting beliefs about learning.

Final exam (50%) and continuous assessment (50%)

Part 1: Knowing your cognitive resources, using your brain better, thinking better

Learning, automatisms

Attention,

Infobesity,

Multitasking,

Motivation,

Memory processes,

Emotions and desire in learning,

Procrastination,

Part 2: Scientific approach, How to discover and innovate

The scientific approach, what is science, what it can and cannot do, its limits

Being an inventor, researcher, discoverer, scientist

How to establish a scientific fact: evidence, evidence bundles, clues, cross-checks, deductions, cause or consequence, correlations, intuitions, inspiration, 

Experimental design (controls, artifacts, reproduction, traps and illusions, measuring instruments, multi-technique approaches, etc.)

Thought experiments

Modelling, models, mathematical formalism

Thinking together, group work, brain storming

Be informed, choose your sources, keep your notes alive

Learning from direct experience

The important role of errors and failures in science, serendipity

Cognitive biases: learning about them and how to avoid them

Risk-taking in science, learning from failure, fear, 

Critical thinking

Innovation, creativity, how do you find out?

What to do when faced with an obstacle?

Bibliographic research

Scientific integrity

Part 3: Portraits, ways of thinking and advice from great scientists, discoverers and innovators

Hourly volumes*:

            CM: 20

            TD : 13.5

            TP: 9