
Chloé Mercier
Présentation
My research lies at the interface between computer science, cognitive science, and the humanities, with a focus on education. I recently completed my PhD with the Mnemosyne team (Inria, LaBRI, IMN, Bordeaux Neurocampus) in partnership with the LINE (Laboratory of Digital Innovation in Education, Université Côte d'Azur, Nice), where I worked on computational models of creative problem solving. My aim was twofold: first, to bridge the gap between educational psychology, learning sciences, and computational neuroscience; and second, to better understand how transversal skills— necessary for adapting in a rapidly changing world —are acquired and developed.
Building on this foundation, I am expanding my research to explore how computational models can help create more adaptive, inclusive, and interdisciplinary learning environments, drawing inspiration from embodied cognition and learning principles observed in both natural and artificial systems. I have also recently developed a strong interest in the use of language and creative writing as metacognitive tools for knowledge construction. In this context, I advocate for the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach, integrating artistic and creative practices into scientific education to encourage deeper engagement and innovation. My personal experience with dance has also shaped my understanding of cognition, movement, and learning, reinforcing my interdisciplinary perspective. I believe that such creative approaches in education and outreach, combined with citizen science and open science initiatives, could help bridging several gaps: the gender gap in STEM, by encouraging more women to engage with the so-called 'hard' sciences, and the gap between science and society by fostering trust, ethical awareness, and a stronger connection between research and real-world ecological and societal challenges.
Publications
Publications
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An Ontology to Formalize a Creative Problem Solving ActivityIEEE Transactions on Cognitive and Developmental Systems, 2022, pp.1-1. ⟨10.1109/tcds.2022.3210234⟩
Article dans une revue
hal-03791482
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Learning with immersive technologies : a VR task to study collaborative learningIHM'24 - 35e Conférence Internationale Francophone sur l'Interaction Humain-Machine, AFIHM; Sorbonne Université, Mar 2024, Paris, France
Communication dans un congrès
hal-04487309
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Représenter l'apprentissage humain dans des problèmes ouvertsDataquitaine 2023 - IA, Recherche Opérationnelle & Data Science, Kedge Business School Bordeaux, Mar 2023, Bordeaux, France
Communication dans un congrès
hal-04028721
v1
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Ontology as manifold: towards symbolic and numerical artificial embeddingWorkshop on VSA and hyperdimensional computing - Winter 2022 session, Luleå University of Technology, Sweden and UC Berkeley, USA, Jan 2022, Virtual, Sweden
Communication dans un congrès
hal-03550354
v1
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Formalizing Problem Solving in Computational Thinking : an Ontology approachIEEE ICDL 2021 – International Conference on Development and Learning 2021, Aug 2021, Beijing, China
Communication dans un congrès
hal-03324136
v1
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Ontology as neuronal-space manifold: Towards symbolic and numerical artificial embeddingKRHCAI 2021 Workshop on Knowledge Representation for Hybrid & Compositional AI @ KR2021, Nov 2021, Hanoi, Vietnam
Communication dans un congrès
hal-03360307
v3
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Reinforcement Symbolic LearningICANN 2021 - 30th International Conference on Artificial Neural Networks, Sep 2021, Bratislava / Virtual, Slovakia
Communication dans un congrès
hal-03327706
v1
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The role of cognitive processes in creative problem solving: a computational approach7th annual meeting of the Society for the Neuroscience of Creativity (SfNC 2022), May 2022, Virtual, United States
Poster de conférence
hal-03659409
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Apprentissage par renforcement sur des connaissances symboliques structurées : modéliser la résolution créative de problèmesCJC-SCo 2022 - Colloque des jeunes chercheur·se·s en sciences cognitives, Apr 2022, Paris, France.
Poster de conférence
hal-03678767
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Enseigner et apprendre à l'ère de l'intelligence artificielleCanopé, Livre blanc, 2023
Ouvrages
hal-04013223
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Un MOOC pour initier a l'IA : « Intelligence Artificielle avec Intelligence »Canopé. Enseigner et apprendre à l’ère de l’intelligence artificielle, pp.96, 2023
Chapitre d'ouvrage
hal-04037791
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Aha ! Le cri de la créativité2022
Autre publication scientifique
hal-03557770
v2
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Algorithmic ersatz for VSA: Macroscopic simulation of Vector Symbolic Architecture2024
Pré-publication, Document de travail
hal-04852953
v1
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Metrizable symbolic data structure for ill-defined problem solving2024
Pré-publication, Document de travail
hal-04852961
v1
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Deciphering Cognitive Processes in Creative Problem Solving: A Computational ApproachRR-9555, Inria & Labri, Université de Bordeaux. 2024, pp.26
Rapport
hal-04691368
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Modeling Creative Problem-Solving Tasks from a Computational and Neuroeducational ApproachRR-9556, Inria & Labri, Univ. Bordeaux. 2024, pp.27
Rapport
hal-04691371
v1
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Representation of belief in relation to randomnessRR-9493, Inria & Labri, Univ. Bordeaux. 2022, pp.20
Rapport
hal-03886219
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Développement d'une ontologie pour l'analyse d'observables de l'apprenant dans le contexte d'une tâche avec des robots modulaires[Rapport de recherche] RR-9376, Inria. 2020, pp.48
Rapport
(rapport de recherche)
hal-03013685
v2
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Modeling cognitive processes within a creative problem-solving task : from symbolic to neuro-symbolic approaches in computational learning sciencesTechnology for Human Learning. Université de Bordeaux, 2024. English. ⟨NNT : 2024BORD0065⟩
Thèse
tel-04678913
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