CAREER: Neural Investigations of Feedback-based Learning

职业：基于反馈的学习的神经研究

• 批准号: 1150708
• 负责人: Elizabeth Tricomi
• 金额: $ 77.4万
• 依托单位: Rutgers University Newark
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-05-01 至 2018-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1150708&HistoricalAwards=false
• 关键词: CAREER; Neural; Investigations; Feedback; based

Performance-based feedback is widely used to aid learning by providing information about response accuracy. In addition to this informational role, feedback also plays an important motivational role. Earning the reward of positive feedback and avoiding the punishment of negative feedback can become salient goals to motivated learning. With the support of the National Science Foundation, Dr. Elizabeth Tricomi of Rutgers University is investigating how the motivational significance of feedback influences neural processing and consequent learning. She is conducting functional magnetic resonance imaging (fMRI) studies of learning from positive and negative feedback. One set of experiments is investigating how the amount of cognitive effort expended on a learning task influences feedback-related brain signals. A second set of experiments is investigating how motivational factors may differentially affect positive and negative feedback signals in the brain, and how this affects the relative contributions of learning from errors and from positive reinforcement. Changes in motivation to learn or to perform well may change the value that learners place on the feedback they receive. Therefore, the results of these studies will provide insight into how motivation influences value-related neural activity in the brain's "reward circuit," and how this brain activity may in turn influence the amount learned from the feedback.In trying to understand how to best tailor educational practices to the needs of the individual, a variety of influences on learning and performance other than ability need to be considered. Because motivation is one key factor in determining how successfully information will be acquired and used, understanding the neural mechanisms by which motivation influences learning processes is important. This project is providing a significant advance in our current understanding of how the motivational and informational components of feedback combine to facilitate learning. The results are expected to have implications for educational practices, in the classroom and beyond. In addition to the research component of the project, an educational component incorporates effective teaching and learning strategies, such as student-centered learning, into the classroom at both the graduate and undergraduate levels. Furthermore, a monthly professional development workshop for graduate students is promoting the retention of women in the sciences.

基于表现的反馈被广泛用于通过提供关于反应准确性的信息来辅助学习。除了这种信息作用之外，反馈也起着重要的激励作用。获得积极反馈的奖励和避免消极反馈的惩罚可以成为动机性学习的突出目标。在美国国家科学基金会的支持下，罗格斯大学的伊丽莎白·特里科米博士正在研究反馈的动机意义如何影响神经处理和随后的学习。她正在进行功能性磁共振成像（fMRI）研究，研究从积极和消极反馈中学习。其中一组实验是研究在学习任务上花费的认知努力如何影响与反馈相关的大脑信号。 第二组实验是研究动机因素如何不同地影响大脑中的正反馈信号和负反馈信号，以及这如何影响从错误中学习和从正强化中学习的相对贡献。学习动机或表现良好的动机的变化可能会改变学习者对他们收到的反馈的价值。因此，这些研究的结果将有助于深入了解动机如何影响大脑“奖励回路”中与价值相关的神经活动，以及这种大脑活动如何反过来影响从反馈中学习的量。在试图理解如何最好地根据个人需求定制教育实践时，需要考虑各种对学习和表现的影响，而不是能力。由于动机是决定信息获取和使用成功与否的关键因素之一，因此了解动机影响学习过程的神经机制非常重要。这个项目在我们目前对反馈的动机和信息成分如何结合联合收割机以促进学习的理解方面提供了一个重大的进步。预计结果将对课堂内外的教育实践产生影响。除了该项目的研究部分外，教育部分还将有效的教学和学习策略（例如以学生为中心的学习）纳入研究生和本科生的课堂。此外，每月为研究生举办一次职业发展讲习班，以促进妇女留在科学领域。