Sequence Induction in Infancy: A systematic approach

婴儿期的序列诱导：一种系统方法

• 批准号: 7251991
• 负责人: SCOTT P JOHNSON
• 金额: $ 30.42万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-07-01 至 2008-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7251991
• 关键词: Address; Age; Attention; Auditory; Be++ element; Beds; Beryllium; Body of uterus; Child; Childhood; Classification; Cognition; Cognitive; Compatible; Conceptual Domain; Conflict (Psychology); Count; Data; Dependency; Development; Diagnostic; Drug Formulations; Elements; Fostering; Future; Goals; Hand; Human; Indium; Infant; Investigation; Knowledge; Knowledge acquisition; Language Development; Learning; Life; Light; Literature; Machine Learning; Medial; Nature; Numbers; Pattern; Pattern Recognition; Performance; Process; Range; Research; Risk; Schools; Series; Shapes; Sorting - Cell Movement; Staging; Structure; Techniques; Testing; Time; Vegetables; Visual; Work; abstracting; age related; base; cognitive change; coping; developmental disease; infancy; neglect; object perception; postnatal; research study; sequence learning; size; skills

DESCRIPTION (provided by applicant): Thirteen experiments investigate the early development of the ability to learn patterns in sequential input. Such evidence would seem likely to provide a substantial contribution to our knowledge of how infants identify both concrete and abstract patterns, a fundamental aspect of cognitive development. The proposed experiments are organized into three broad studies. In the first study, we will examine "ancillary" factors that may influence sequence learning in infancy. We emphasize the importance of two kinds of relations between elements in any multi-element group or string: itemwise relations, between specific instances (e.g., statistical learning), and variablewise relations, between algebraic placeholders (e.g., abstract pattern or rule learning). We argue that a first step toward any programmatic series of experiments on these kinds of learning-must involve an understanding of processing limitations that may constrain performance. In the second study, we will investigate the different kinds of patterns infants may be able to learn, using past and pilot data as a guide for our theorizing. In the final study, we will explore the intriguing possibility that infants may learn more than one pattern in any single set of inputs, a classic question that has received little empirical attention in the literature on cognitive development. The short-term objectives of the present proposal are to elucidate fundamental developmental mechanisms in the ability to detect abstract visual and auditory structure. The long-term goals are to shed light on the larger question of how knowledge is acquired and structured in the human, how perceptual skills impact knowledge acquisition and structure, and how to best characterize early development. In the future, such understanding may aid in the formulation of diagnostics and treatments for some developmental disorders.

描述（由申请人提供）：13个实验研究了在顺序输入中学习模式的早期发展。这种证据似乎很可能为我们对婴儿如何识别具体和抽象模式（认知发展的基本方面）的了解提供了重大贡献。提出的实验被组织为三个广泛的研究。在第一项研究中，我们将检查可能影响婴儿期序列学习的“辅助”因素。我们强调了任何多元素组或字符串中元素之间两种关系的重要性：itemwise关系，特定实例（例如统计学习）和多变的关系之间，代数占位符（例如，抽象模式或规则学习）之间的重要性。我们认为，迈向了有关此类学习形式的任何程序化实验的第一步，涉及对可能限制性能的处理局限性的理解。在第二项研究中，我们将使用过去和试点数据作为我们理论化的指导，研究婴儿可能能够学习的不同种类的模式。在最后一项研究中，我们将探讨一个有趣的可能性，即婴儿在任何一组输入中都可以学习多种模式，这是一个经典的问题，在文献上对认知发展的文献中几乎没有经验关注。本提案的短期目标是阐明检测抽象视觉和听觉结构能力的基本发展机制。长期的目标是阐明更大的问题，即在人类中如何获得和结构知识，感知能力如何影响知识的获取和结构以及如何最好地表征早期发展。将来，这种理解可能有助于制定某些发育障碍的诊断和治疗方法。