By Zoï Kapoula, Marine Vernet
This edited monograph presents a compelling research of the interaction among neuroscience and aesthetics. The ebook broaches a large spectrum of issues together with, yet no longer constrained to, arithmetic and writer algorithms, neurosciences of creative creativity, work and dynamical platforms in addition to computational study for structure. The overseas authorship is certainly interdisciplinary and the objective viewers essentially contains readers drawn to transdisciplinary examine among neuroscience and the large box of aesthetics.
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Extra info for Aesthetics and Neuroscience: Scientific and Artistic Perspectives
Heuraesthesia opens a way for the exploration of the phenomena that occur upstream of us, over which it seems we have little control but which are pertinent to our adaptation and even beneﬁt the community. Heuraesthesia also intends to distinguish the intuitions whose result leads to heuristics from those that are akin to fantasy, sometimes esoteric, that push some to charlatanism. The rules governing communication between perceptions and thoughts, which seem to be the source of all creative movement, may remain forever imperfectly known.
But even a superhuman intelligence would not have been able to foresee the simple indivisible form which gives to these purely abstract elements their concrete organization. For to foresee consists of projecting into the future what has been perceived in the past, or of imagining for a later time a new grouping, in a new order, of elements already perceived. Henri Bergson (1911) Our species, in line with other species gifted with the ability to represent the world they perceive, must make a formal sense of the world in order to understand it and to be best adapted to it.
The second result of our study is that the educative environment plays an important role in the development of creativity in dyslexic individuals, a ﬁnding that is in line with previous literature (Chakravarty 2009). What could be the main reasons explaining differences between schools? General cultural or educational policy most likely differ between France and Belgium, but note that creativity remained higher in the dyslexic when compared with the non-dyslexic population in BRUXELLES. In addition, creativity was similar in the BRUXELLES (Belgium) and OISE (France) schools, and larger in these two schools than in the PARIS school (France) in dyslexic children and teenagers.