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Promoting Rapid And Sustained Learning Of Novel Information: Towards A New Learning Technique For The Classroom

促进新信息的快速和持续学习：走向课堂新的学习技术

基本信息

批准号：
ES/R007454/1
负责人：
Aidan Horner
金额：
$ 62.01万
依托单位：
University of York
依托单位国家：
英国
项目类别：
Research Grant
财政年份：
2018
资助国家：
英国
起止时间：
2018 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FR007454%2F1
关键词：
Promoting Rapid Sustained Learning Novel

项目摘要

In education, we want students to acquire new information quickly and retain that information over long time periods. Unfortunately, student learning rarely conforms to this ideal. We can learn quickly when new information is supported by previously acquired knowledge of the topic. However, when a topic is entirely novel, learning is typically slow and effortful. For example, we might rapidly learn about the structure of neurons ('brain cells') if we have pre-existing knowledge about the structure of other cells in the body. However, that information would take time to learn, and would likely be forgotten rapidly, when not supported by pre-existing knowledge. Cognitive psychology has revealed several post-encoding strategies and techniques to improve long-term retention of novel information. For example, repeated learning spaced out over time (the 'spacing effect'), as well as practicing retrieving the information ('retrieval practice'), have been shown in increase the retention of newly learnt information in the long-term. Ideally, we want to be able to learn new information without the need for pre-existing knowledge, or more effortful post-encoding techniques. We have recently shown that learning can be fast, and sustained over long periods, without the need for pre-existing knowledge, if learnt in a specific manner. This suggests we can learn completely novel information quickly, and retain that information for long time periods, under specific experimental conditions.Using experimental psychology, computational modelling and functional brain imaging, we will provide a theoretical basis for this rapid and sustained learning effect, and reveal the optimal conditions for it to occur. We will then assess whether this rapid, sustained, learning is seen in children to ensure it could be used at all educational levels. Finally, we will assess whether the effect can be used to learn real educational material - for example, the structure of neurons in the brain. By the end of the grant, we will have provided a theoretical basis for how we can learn novel information quickly, and retain that information in the long term. Further, we will have taken critical steps to using this technique in the real-world.

在教育中，我们希望学生能够快速获得新信息，并在很长一段时间内保留这些信息。不幸的是，学生的学习很少符合这种理想。当新信息得到先前获得的主题知识的支持时，我们可以快速学习。然而，当一个主题完全新颖时，学习通常会很缓慢且费力。例如，如果我们对身体中其他细胞的结构有预先存在的知识，我们可能会很快了解神经元（“脑细胞”）的结构。然而，这些信息需要时间来学习，如果没有预先存在的知识支持，很可能会很快被遗忘。认知心理学已经揭示了一些编码后策略和技术，以提高长期保留的新信息。例如，随着时间的推移而间隔的重复学习（“间隔效应”），以及练习检索信息（“检索练习”），已被证明可以增加新学习信息的长期保留。理想情况下，我们希望能够学习新信息，而不需要预先存在的知识或更费力的编码后技术。我们最近已经证明，学习可以快速，并持续很长一段时间，而不需要预先存在的知识，如果以特定的方式学习。这表明我们可以在特定的实验条件下快速学习全新的信息，并长时间保留这些信息。利用实验心理学、计算建模和功能性脑成像，我们将为这种快速而持续的学习效果提供理论基础，并揭示其发生的最佳条件。然后，我们将评估这种快速，持续的学习是否在儿童中看到，以确保它可以用于所有教育水平。最后，我们将评估这种效果是否可以用于学习真实的教育材料--例如，大脑中神经元的结构。到拨款结束时，我们将为我们如何快速学习新信息并长期保留这些信息提供理论基础。此外，我们将采取关键步骤在现实世界中使用这种技术。