SL-CN: Science of Learning in Adolescence: Integrating Developmental Studies in Animals and Humans

这个学习科学合作网络汇集了加州大学伯克利分校和加州大学旧金山分校的研究人员，以促进对儿童和青少年学习过程中发生的发展变化的科学理解。越来越多的证据表明，学习过程和潜在的大脑系统经历了重要的发育变化。这些变化开始于婴儿期和幼儿期，但它们也延伸到青春期成熟和青春期发育的更晚阶段。将使用团队科学的方法来解决这些复杂的问题。合作研究网络包括青春期发展科学以及人类和动物模型学习科学方面的专业知识。更深入地了解青春期特定学习过程中的发展变化将为教育方法和干预提供参考。有了更高的发展精度，就有可能为特定的年龄段设计更有效的教育。长期目标是帮助将青少年的“脆弱之窗”(当如此多的年轻人变得厌倦和脱离学校)转变为“机会之窗”(一个充满好奇心、探索和独特学习机会的自然时期)。这个合作研究网络建立在学习科学的四个不同领域的基础上(并有助于整合)：a)青春期发展科学；b)青春期大脑发育的动物模型；c)学习的动物模型，以及d)人类和动物学习的计算模型。网络成员将共同开发新的方法、任务和分析，以更好地分离青春期过渡时期的特定学习变量。通过跟踪青春期测量以及年龄，这项工作有望阐明青春期开始在学习的发展过渡中的作用，独立于年龄。老鼠模型的使用将使实验能够描绘青春期特定方面(和时间)与这些特定学习变化相关的角色。人和动物模型在平行实验中的整合将在发展科学、计算神经科学、认知神经科学和系统神经生物学领域之间架起一座桥梁。科学家和受训人员将通过网络会议参与“交叉培训”的机会，有助于建立更强大的互动和协作的跨学科文化。来自服务不足背景的本科生也将加入这个网络。奖项来自学习科学-协作网络(SL-CN)计划，资金来自SBE行为和认知科学部门(BCS)、SBE多学科活动办公室(SMA)和计算机与网络系统(CNS)CEISE部门。

This Science of Learning Collaborative Network brings together researchers from across the University of California-Berkeley and the University of California-San Francisco, to advance scientific understanding of developmental changes that occur in the learning processes of children and adolescents. Growing evidence shows that learning processes and the underlying brain systems go through important developmental changes. These changes begin during infancy and early childhood, but they also extend much later in pubertal maturation and adolescent development. A team-science approach will be used to address these complex issues. The collaborative research network includes expertise in the developmental science of adolescence, and in the science of learning in both human and animal models. A deeper understanding of the developmental changes in specific learning processes in adolescence will inform educational methods and interventions. With greater developmental precision, it should be possible to design more effective education for specific age groups. The long-term goals are to help transform the adolescent "window of vulnerability" (when so many youth become bored and disengaged from school) into a "window of opportunity" (a natural period of curiosity, exploration, and unique learning opportunities).This collaborative research network builds upon (and helps to integrate) four distinct areas in the science of learning: a) the developmental science of adolescence; b) animal models of brain development in adolescence; c) animal models of learning, and d) computational modeling of learning in humans and animals. The network members will work together to develop new methods, tasks, and analyses that better isolate specific learning variables under transition at adolescence. By tracking pubertal measures as well as age, the work is expected to illuminate the role of puberty onset in developmental transitions in learning, independent from age. The use of mouse models will enable experiments that delineate the role of specific aspects (and timing) of puberty in relation to these specific changes in learning. The integration of human and animal models in parallel experiments will establish a bridge between the fields of developmental science, computational neuroscience, cognitive neuroscience, and systems neurobiology. Scientists and trainees will participate in 'cross-training' opportunities through network meetings, contributing to building a stronger interdisciplinary culture of interaction and collaboration. Undergraduate trainees from underserved backgrounds will also participate in the network.The award is from the Science of Learning-Collaborative Networks (SL-CN) Program, with funding from the SBE Division of Behavioral and Cognitive Sciences (BCS), the SBE Office of Multidisciplinary Activities (SMA), and the CISE Division of Computer and Network Systems (CNS).