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Learning of schemas and making sense of complex events.

学习图式并理解复杂事件。

基本信息

批准号：
ES/V012444/1
负责人：
Petar Raykov
金额：
$ 12.99万
依托单位：
University of Sussex
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=ES%2FV012444%2F1
关键词：
Learning schemas making sense complex

项目摘要

Where am I? Who are these people and what do they want? In our everyday lives we can usually answer these questions relatively easily, although they are by no means easy questions. To comprehend what is happening in a given situation one must perceive, maintain and integrate information from multiple modalities and timescales. Our prior knowledge can play an important role in how we comprehend and remember our surroundings. For instance, walking into a library, we might expect to see a lot of books and people studying. Indeed, our prior knowledge can help us structure newly incoming information and better understand complex events. However, this crucial aspect of our conscious experience has not been examined extensively to date, since most previous psychological research has used oversimplified stimuli (e.g. single words, pictures) that cannot possibly realistically mimic our rich and varied lived experience. My thesis used video stimuli to act as an experimentally controlled substitute of real-life situations. I examined how different types of prior knowledge affect the comprehension and memory of complex events. We can have prior knowledge that is specific to a single situation - e.g. were we to start listening to a lecture having missed the beginning - or indeed our prior knowledge could be more schematic - such as our knowledge of how libraries typically work or how people normally behave. Schema knowledge is acquired over multiple exposures (e.g. with libraries), represents the common among episodes features (e.g. books, silence) and can have large influence on our perception. For instance, if we walk into a library, we expect to see people studying. In separate experiments I found evidence that both types of prior knowledge can have beneficial effects on learning new information. I have produced a publication (Raykov et al., 2019) and a pre-print (Raykov et al., 2018) from my PhD work and have unpublished results for 2 research papers. The main aims of the fellowship are to prepare these results for publication and write a timely review on prior knowledge. The fellowship would also allow me to address questions left unanswered by my thesis.My previous research has shown some of the effects of prior knowledge, however, it has not addressed how schematic knowledge develops. One of the reasons for this is that schematic knowledge is learned over multiple episodes. This means that it often is practically unfeasible to acquire data from the prolonged training period in order to investigate how individual experiences are transformed to schema knowledge.Dr Emmanuel Barbeau, through links with Prof Chris Bird, would provide me with access to data of 30 patients, whose brain activity has been recorded (with implanted electrodes) as they watched 10 episodes of a TV show over 5 days. This would allow me to test how individuals extracted information from the multiple episodes to acquire schemas. A specific prediction is that medial temporal lobe regions would track overlapping features among episodes to help schema development. This might happen by remembering previously learned information when encountering a situation with overlapping features. For instance, during our second visit to the library we might remember our first visit to the library in order to extract the information common across both visits (Schlichting & Preston, 2015). The fellowship would also allow me to run a pilot behavioural project testing how we process information that contradicts our prior knowledge. These research projects will help me in the development of larger grant proposals such as ESRC New Investigator award. Furthermore, the fellowship would allow me to acquire new research skills and organise public engagement event to disseminate my research to a wider audience.

我在哪儿？这些人是谁，他们想要什么？在我们的日常生活中，我们通常可以相对容易地回答这些问题，尽管它们绝不是简单的问题。为了理解在特定情况下发生的事情，人们必须感知、维护和整合来自多种模式和时间尺度的信息。我们的先验知识可以在我们如何理解和记住我们的环境中发挥重要作用。例如，走进图书馆，我们可能会看到很多书和学习的人。事实上，我们的先验知识可以帮助我们构建新传入的信息，更好地理解复杂的事件。然而，迄今为止，我们意识经验的这一关键方面尚未得到广泛的研究，因为大多数以前的心理学研究都使用了过于简化的刺激（例如单个单词，图片），这些刺激不可能真实地模仿我们丰富多样的生活经验。我的论文使用视频刺激作为一个实验控制的替代品的现实生活中的情况。我研究了不同类型的先验知识如何影响对复杂事件的理解和记忆。我们可以拥有特定于某个情况的先验知识--例如，如果我们错过了开头就开始听讲座--或者我们的先验知识可能更具有示意性--例如我们对图书馆通常如何工作或人们通常如何行为的知识。图式知识是通过多次接触（例如，图书馆）获得的，代表了事件特征（例如，书籍，沉默）之间的共同点，并且可以对我们的感知产生很大的影响。例如，如果我们走进图书馆，我们希望看到人们在学习。在不同的实验中，我发现了两种类型的先验知识对学习新信息都有好处的证据。我已经出版了一份出版物（Raykov等人，2019）和预印本（Raykov等人，2018）从我的博士工作，并有未发表的结果2研究论文。该研究金的主要目的是准备这些结果用于出版，并及时撰写对先前知识的评论。我以前的研究已经显示了先验知识的一些影响，但是，它没有解决图式知识是如何发展的。其中一个原因是，图式知识是在多个情节中学习的。这意味着，从长期的训练中获取数据来研究个人经验如何转化为图式知识，实际上是不可行的。Emmanuel Barbeau博士通过与Chris Bird教授的联系，将为我提供30名患者的数据，这些患者在5天内观看10集电视节目时的大脑活动被记录下来（植入电极）。这将使我能够测试个体如何从多个事件中提取信息以获得图式。一个具体的预测是，内侧颞叶区域将跟踪事件之间的重叠特征，以帮助图式发展。这可能是通过在遇到具有重叠特征的情况时记住先前学习的信息而发生的。例如，在我们第二次访问图书馆时，我们可能会记得我们第一次访问图书馆，以便提取两次访问中共有的信息（Schlichting &普雷斯顿，2015）。这项奖学金还将使我能够运行一个试点行为项目，测试我们如何处理与我们先前知识相矛盾的信息。这些研究项目将帮助我制定更大的赠款提案，如ESRC新研究者奖。此外，奖学金将使我获得新的研究技能，并组织公众参与活动，向更广泛的受众传播我的研究。