Temporal Dynamics of Learning

学习的时间动态

• 批准号: 1041755
• 负责人: Garrison Cottrell
• 金额: $ 1800万
• 依托单位: University of California-San Diego
• 依托单位国家: 美国
• 项目类别: Cooperative Agreement
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-10-01 至 2018-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1041755&HistoricalAwards=false
• 关键词: Temporal; Dynamics; Learning

It is commonly accepted that there is a crisis in education in the US. There are too many struggling learners, too many students who cannot read or do basic arithmetic, let alone advanced mathematics. What is not commonly accepted is what to do about this crisis. The researchers at the Temporal Dynamics of Learning Center (TDLC) believe that part of the current crisis in education is the lack of scientific understanding of how the brain learns, and the lack of translation of this scientific understanding to the classroom. An essential, yet understudied, component of learning that could have a strong impact on education is the role of time and timing in learning. TDLC brought together an interdisciplinary team of over 40 investigators from 16 different research institutions in order to focus research energy on this goal. TDLC's purpose is to achieve an integrated understanding of the role of time and timing in learning, across multiple time and spatial scales, brain systems, and social systems, to 1) create a new science of the temporal dynamics of learning; 2) to use this understanding to transform educational practice; and 3) to create a new collaborative research structure, the network of research networks, to transform the practice of science. Why study timing? Timing is critical for learning at every level, from learning the precise temporal patterns of speech sounds, to learning when to give feedback in the classroom, to the optimal frequency and timing of studying new material. Moreover, a decade of neuroscience research demonstrates that the intrinsic temporal dynamics of the brain itself also reinforce and constrain learning. For example, work at TDLC has shown that measurements of the brain waves of a toddler-the temporal dynamics of thought - can predict how well that child will perform at language tasks years later. This provides the possibility that early intervention could overcome these difficulties, demonstrating the usefulness of studying temporal dynamics. A research program of this size and scope is clearly only possible through the Center Funding model, in order to provide resources at the scale necessary to coordinate the large team of researchers. The work is organized by dividing the personnel into four research networks, where researchers from multiple disciplines are interested in common questions, and who synchronize their research around experiments that can be carried out in humans, animals, and computational models, allowing unprecedented convergence of techniques on a single question.

普遍认为，美国的教育危机。有太多挣扎的学习者，太多无法阅读或进行基本算术的学生，更不用说高级数学了。通常不接受的是如何解决这场危机。学习中心时间动力学（TDLC）的研究人员认为，当前教育危机的一部分是对大脑学习方式的科学理解缺乏科学的理解，以及对这种科学理解的翻译缺乏翻译给课堂。可能会对教育产生强大影响的学习的重要但经过研究的组成部分是时间和时机在学习中的作用。 TDLC召集了一个来自16个不同研究机构的40多名调查人员的跨学科团队，以将研究能量集中在这一目标上。 TDLC的目的是对时间和时间安排在学习，多个时间和空间尺度，大脑系统和社会系统中的作用的综合理解，1）创建一门新科学的学习时间动态； 2）利用这种理解来改变教育实践； 3）为了建立一个新的协作研究结构，即研究网络的网络，以改变科学实践。为什么学习时间？时间安排对于每个级别的学习至关重要，从学习语音的精确时间模式到学习何时在课堂上给予反馈，到学习新材料的最佳频率和时机。此外，十年的神经科学研究表明，大脑本身的内在时间动态也加强了学习和限制。例如，TDLC的工作表明，幼儿的脑波测量值 - 思想的时间动态 - 可以预测孩子在几年后在语言任务中的表现如何。这提供了早期干预可以克服这些困难的可能性，证明了研究时间动态的有用性。显然，只有通过中心融资模型才有可能进行这种规模和范围的研究计划，以便以协调大型研究人员的必要规模提供资源。这项工作是通过将人员划分为四个研究网络来组织的，其中来自多个学科的研究人员对常见问题感兴趣，他们围绕可以在人类，动物和计算模型中进行的实验进行研究，从而使技术融合在一个问题上。