Learning to Attend, Attending to Learn: Neurological, Behavioral, and Computational Perspectives

学会参与、参与学习：神经学、行为学和计算视角

• 批准号: 1339060
• 负责人: Rachel Wu
• 金额: $ 3.47万
• 依托单位: University of Rochester
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-07-01 至 2014-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1339060&HistoricalAwards=false
• 关键词: Learning; Attend; Attending; Learn; Neurological

Attention and learning are two of the most important aspects of cognition. While studying attention and learning separately has its benefits, it is also misleading. In the past few years, there has emerged a new wave of research demonstrating that attention constrains learning and that learning guides future attention. The studies in these two areas span disparate fields (developmental psychology, cognitive neuroscience, behavioral neuroscience, computational modeling). Although researchers are asking the same questions across different fields, in general, they do not attend the same conferences, rarely cite each other, and in most cases do not even know about each other's work. This 2-day workshop will bring together these diverse researchers to catalyze further interaction and promote innovative collaborative research. The workshop also will include moderators, who will encourage constructive critiques and discussion of theoretical and methodological limitations for the different approaches. This workshop will solidify, stabilize, and grow this critical research area (especially for a new generation of researchers) and thereby promote a more nuanced, ecologically valid, and biologically informed understanding of attention-learning interactions and mechanisms. Research on attention and learning interactions is crucial for understanding a wide range of developmental processes, including infants' development of social skills, children's memory, perceptual-motor skill acquisition, and learning in school. It is also increasingly apparent that developmental disabilities originally thought to be attention-based, such as ADHD, interact heavily with learning difficulties, though the exact mechanisms are still unclear.

注意力和学习是认知的两个最重要的方面。虽然分开研究注意力和学习有其好处，但它也具有误导性。在过去的几年里，出现了一波新的研究浪潮，表明注意力限制了学习，学习引导着未来的注意力。这两个领域的研究跨越了不同的领域(发展心理学、认知神经科学、行为神经科学、计算模型)。尽管研究人员在不同的领域提出同样的问题，但总的来说，他们不会参加相同的会议，很少相互引用，而且在大多数情况下，他们甚至不知道对方的工作。这个为期两天的研讨会将把这些不同的研究人员聚集在一起，以促进进一步的互动和促进创新的合作研究。研讨会还将包括主持人，他们将鼓励对不同方法的理论和方法限制提出建设性的批评和讨论。这一研讨会将巩固、稳定和发展这一关键研究领域(特别是对新一代研究人员)，从而促进对注意-学习相互作用和机制的更细微、生态有效和生物知情的理解。对注意力和学习交互作用的研究对于理解广泛的发展过程至关重要，包括婴儿社交技能的发展、儿童的记忆、知觉-运动技能的获得以及在学校的学习。也越来越明显的是，最初被认为是基于注意力的发育障碍，如ADHD，与学习困难有很大的相互作用，尽管确切的机制仍然不清楚。