THE IMPACT OF SOCIAL BELIEF ON THE NEUROPHYSIOLOGY OF LEARNING AND MEMORY

社会信仰对学习和记忆的神经生理学的影响

• 批准号: 7955405
• 负责人: JANICE CHEN
• 金额: $ 1.2万
• 依托单位: STANFORD UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-06-01 至 2010-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7955405
• 关键词: Belief; Computer Retrieval of Information on Scientific Projects Database; Feedback; Funding; Grant; Institution; Learning; Measures; Memory; Performance; Physiological; Research; Research Personnel; Resources; Social Impacts; Social status; Source; Technology; United States National Institutes of Health; base; instructor; neurophysiology; relating to nervous system; research study; social

This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. How does belief in the social status of an instructor providing performance-based feedback impact learning and subsequent memory representation? In two experiments, we measured physiological and neural correlates of episodic and incremental learning to elucidate the impact of social vs. non-social feedback.

该子项目是利用该技术的众多研究子项目之一 资源由 NIH/NCRR 资助的中心拨款提供。子项目及 研究者 (PI) 可能已从 NIH 的另一个来源获得主要资金， 因此可以在其他 CRISP 条目中表示。列出的机构是 对于中心来说，它不一定是研究者的机构。 对提供基于表现的反馈的教师的社会地位的信念如何影响学习和随后的记忆表征？在两个实验中，我们测量了情景学习和增量学习的生理和神经相关性，以阐明社交与非社交反馈的影响。