CAREER: Linking Graph Topology of Learned Information to Behavioral Variability via Dynamics of Functional Brain Networks

正如我们所知，学习关系数据的能力对人类生活至关重要。通过学习音节和单词之间的关系，或者科学和数学概念，我们产生语言，形成词汇知识，发展物理直觉，进行逻辑推理，并在我们的工作领域获得专业知识。总的来说，这些关系数据可以描述为一个图，其中节点可以表示音节或概念，边可以表示共享内容或条件概率。然而，这种图表的组织如何影响我们学习数据的能力或影响学习的神经过程还远未被理解。在这个项目中，PI将使用网络科学作为一个数学框架，在其中她将研究人类对关系模式的学习，并回答以下问题：在数学或自然意义上复杂的图形是或多或少难以学习的，还是需要不同的神经过程。为了促进更广泛的影响，这些努力纳入了将STEM转变为STEAM的ART，这是一项最近的国际创新，可以改善内容的长期保留和科学推理。该计划的目标是(I)创建一个本地社区--从学龄前儿童到成年人--他们通常受到尖端科学的启发，并且更具体地欣赏自然信息和大脑中的网络结构概念？S有能力学习这些信息，(Ii)培养在网络科学和神经科学之间的跨学科边界上接受培训的本科生和研究生，以解决跨越国界的关键和及时的科学问题，(Iii)开发包含这些及时研究问题的课程材料，以及(Iv)完善并向国际和全球合作者以及公众发布在这些目标下开发的教材。作为对这些努力的补充，PI为STEM领域的女性和代表性不足的少数族裔提供了广泛的指导，并在服务不足的费城市中心学校进行了教育推广工作。特别是PI将使用三管齐下的方法，使用(I)基于网络科学的工程学工具来系统地定义具有可分离拓扑的关系信息的图形集合，(Ii)行为研究来确定哪些图形拓扑更容易学习或更难学习，以及(Iii)功能神经成像来确定个体学习差异的预测因素。探索性工作试图将在这些领域获得的知识转化为指导科学概念的学习。在这项提案中，PI汇集了她在理论物理和网络科学方面的背景，她在多模式人类神经成像方面的专业知识，她目前交叉工程学和认知神经科学的研究计划，以及她最近开发的从人脑功能连接的动力学来预测学习中的个体差异的方法，以确定关系信息的图形拓扑如何映射到由可分离的神经生理过程产生的人类学习行为的个体差异。

The ability to learn relational data is critical to human life as we know it. By learning the relationships between syllables and words, or scientific and mathematical concepts, we produce language, form lexical knowledge, develop physical intuition, exercise logical deduction, and attain expertise in our line of work. Collectively, these relational data can be described as a graph in which nodes might represent syllables or concepts, and edges might represent shared content or conditional probabilities. Yet, how the organization of such a graph impacts our ability to learn the data or the neural processes that affect learning is far from understood. In this project the PI will use network science as a mathematical framework within which she will study the human learning of relational patterns, and answer the question of whether graphs that are complex in the mathematical or naturalistic senses are more or less difficult to learn, or require different neural processes. To facilitate broader impacts, these efforts incorporate art to transform STEM to STEAM, a recent international innovation that improves long-term retention of content and scientific reasoning. The goals of this program are (i) to create a local community - from preschoolers to adults - who are generally inspired by cutting edge science, and who more specifically appreciate the concepts of network architectures in natural information and in their brain?s ability to learn that information, (ii) to produce undergraduate and graduate students trained at the interdisciplinary boundary between network science and neuroscience to address critical and timely scientific questions that transcend national boundaries, (iii) to develop course material that incorporates these timely research questions, and (iv) to polish and release teaching materials developed in these aims to international and global collaborators, and to the public. The PI complements these efforts with extensive mentorship for women and underrepresented minorities in STEM fields, and with educational outreach efforts in under-served inner-city Philadelphia schools.In particular the PI will use a 3-pronged approach that employs (i) engineering-based tools from network science to systematically define graph ensembles of relational information with dissociable topologies, (ii) behavioral studies to determine which graph topologies are easier or harder to learn, and (iii) functional neuroimaging to identify predictors of individual differences in learning. Exploratory work seeks to translate the knowledge gained in these areas to instructed learning of scientific concepts. In this proposal, the PI brings together her background in theoretical physics and network science, her expertise in multimodal human neuroimaging, her current research program intersecting engineering and cognitive neuroscience, and her recently developed methods to predict individual differences in learning from the dynamics of human brain functional connectivity to determine how the graph topology of relational information maps to individual differences in human learning behavior as produced by dissociable neurophysiological processes.