Aesthetics and Neuroscience: Scientific and Artistic by Zoï Kapoula, Marine Vernet

By Zoï Kapoula, Marine Vernet

This edited monograph presents a compelling research of the interaction among neuroscience and aesthetics. The e-book broaches a large spectrum of subject matters together with, yet now not restricted to, arithmetic and writer algorithms, neurosciences of creative creativity, work and dynamical platforms in addition to computational learn for structure. The overseas authorship is certainly interdisciplinary and the objective viewers basically includes readers drawn to transdisciplinary study among neuroscience and the extensive box of aesthetics.

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Additional resources for Aesthetics and Neuroscience: Scientific and Artistic Perspectives

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Musicians may also allow the characterization of an artistic heuraesthesia with near scientific value. It has been shown that having a perfect pitch is frequently associated with synaesthesia (Loui 2012). The richness of the potential multimodal association and the strength of the engram between the sensory information (the note) and the object of knowledge (the name of the note) suggest that perfect pitch is an almost prototypical experience of heuraesthesia. The solidity of the occurrence probability of phenomena in the world (a frequency of 440 Hz is always an A) is perfectly intuited in both perception and language.

Are first “syncretized” into subsets of basic information, and the deployment of these data subsets for each modality would be enough to obtain a valid response from the whole body (Petitmengin 2001). Heuraesthesia stands as a support for this integrated treatment of “basic units of meaning” (Mignerot 2014) that, when certain events manifest as synaesthesia to consciousness, would take part in the discernment of the response, not only for the body this time, but for the entirety of the adaptation project of body and mind.

Originality shows the ability to produce uncommon responses (number of statistically non-frequent ideas). Finally, elaboration shows the ability to develop and elaborate an idea (number of added details, ideas). In the present study, we examined the potentially higher creativity in dyslexic children and teenagers taking into account the type of education (considering the specificity of each child vs. trying to normalize the performance). In line with previous suggestion (Chakravarty 2009), we hypothesized that schools, which adapt their education approach to the need of dyslexic children and teenagers would promote creativity as measured by the TTCT.

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