The Role of Surprise in Enhancing Early Learning
惊喜在促进早期学习中的作用
基本信息
- 批准号:8931766
- 负责人:
- 金额:$ 19.74万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2014
- 资助国家:美国
- 起止时间:2014-09-25 至 2017-08-31
- 项目状态:已结题
- 来源:
- 关键词:AgeAge-MonthsAttentional deficitBehaviorBehavioralBeliefChildCognitionCognitiveComplexDetectionDevelopmentDiseaseEnvironmentEventExhibitsFragile X SyndromeGoalsHumanInfantInfant BehaviorInjuryKnowledgeLaboratoriesLaughterLeadLearningLearning DisabilitiesLifeLightLinkLiteratureLongevityMeasuresModelingMuseumsNatureNursery SchoolsOutcomePatternPerceptionPlayProbabilityProcessProductionReactionRelative (related person)ResearchResourcesRoleSchool-Age PopulationScienceSeriesShapesSocial BehaviorSolidTestingbehavioral responsecomparative efficacydeafnessdevelopmental diseaseexpectationexperienceinnovationprematurepublic health relevanceremediationresearch studyscience educationsocialsuccess
项目摘要
DESCRIPTION (provided by applicant): By just a few months of age, infants have expectations about the world around them. In large part this has been revealed by experiments using the violation-of-expectation looking paradigm, which capitalizes on the discovery that infants look longer at events that are surprising than events that are unsurprising. For example, infants look longer at a ball that appears to pass through a solid wall than at a ball that is stopped by the wall. In hundreds of experiments across many domains (including objects, numbers, and social agents), infants look longer at surprising events than at carefully matched non-surprising events. Although this literature has been invaluable in revealing the existence of knowledge early in human life, no research to date has asked why infants look longer at surprising events. The aim of this project is to understand the nature and function of this behavior. The core hypothesis is that surprise acts to guide young learners to allocate cognitive resources to events for which they had an incorrect or incomplete expectation, thereby increasing learning efficiency. The first series of experiments will identify the functional relevance of the surprise and longer looking that infants exhibit to unexpected events - i.e., they
will ask whether surprise leads to better learning in infants (Specific Aim 1). In these experiments, infants will have the opportunity to learn new information following either a surprising or a non-surprising (expected) event, and their relative learning success will then be assessed. The prediction is that infants will show enhanced learning about objects or events that generated surprise. The second series of experiments will ask whether surprise also acts to enhance learning in older children in a non-laboratory setting (Specific Aim 2). Preschool- and early school-aged children will be tested in an informal science setting (a science museum) across a variety of tasks, and their learning following surprising versus expected events will be measured. Testing older children under non-laboratory conditions that more closely approximate children's everyday learning opportunities will allow us to assess the generality of surprise-induced enhancement of learning, and to gauge the kinds of learning that do and do not benefit from surprise. Together, the proposed studies will shed light on the processes that lead to effective learning early in life. This research will help to characterize the nature of an everyday
behavior that has been documented across hundreds of experiments but whose functional role remains entirely unknown and unexplored. A better understanding of how surprise guides learning has implications for remediating developmental disorders that have been linked to the deficient detection of unexpected events or outcomes, for understanding how attentional deficits lead to decreased learning in children, and for shaping educational practice.
描述(申请人提供):婴儿只有几个月大的时候,就对周围的世界有了期望。这在很大程度上是通过使用违反预期的看起来范式的实验揭示出来的,该范式利用了一项发现,即婴儿对令人惊讶的事件的注视时间比对不令人惊讶的事件的时间更长。例如,婴儿看一个似乎穿过实心墙的球的时间比看一个被墙挡住的球的时间要长。在许多领域(包括物体、数字和社交媒体)的数百个实验中,婴儿关注意外事件的时间比仔细匹配的非意外事件的时间更长。虽然这些文献在揭示人类生命早期知识的存在方面具有无价的价值,但到目前为止还没有研究问为什么婴儿会更长时间地关注令人惊讶的事件。这个项目的目的是了解这种行为的性质和功能。本研究的核心假设是,惊讶行为引导年轻学习者将认知资源分配给他们有不正确或不完全预期的事件,从而提高学习效率。第一系列实验将确定婴儿对意外事件表现出的惊讶和更长时间注视的功能相关性--即,他们
他们会问,惊喜是否有助于婴儿更好地学习(具体目标1)。在这些实验中,婴儿将有机会在意外或非意外(预期)事件之后学习新信息,然后将评估他们相对的学习成功。据预测,婴儿会对令人惊讶的物体或事件表现出更强的学习能力。第二个系列的实验将询问,在非实验室环境中,惊喜是否也能促进年龄较大的儿童的学习(具体目标2)。学龄前和早期学龄儿童将在非正式的科学环境(科学博物馆)进行各种任务的测试,并测量他们在意外事件和预期事件后的学习情况。在更接近儿童日常学习机会的非实验室条件下对年龄较大的儿童进行测试,将使我们能够评估意外导致的学习增强的普遍性,并衡量哪些类型的学习会从意外中受益,哪些类型的学习不会从意外中受益。总之,拟议的研究将阐明导致早期有效学习的过程。这项研究将有助于描述日常生活中
这种行为已经在数百次实验中得到了记录,但其功能作用仍然完全未知和未被探索。更好地理解意外指导学习对于纠正与意外事件或结果检测不足有关的发育障碍、理解注意力缺陷如何导致儿童学习减退以及塑造教育实践具有重要意义。
项目成果
期刊论文数量(3)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Cognitive development. Observing the unexpected enhances infants' learning and exploration.
- DOI:10.1126/science.aaa3799
- 发表时间:2015-04-03
- 期刊:
- 影响因子:0
- 作者:Stahl AE;Feigenson L
- 通讯作者:Feigenson L
Expectancy violations promote learning in young children.
违反期望可以促进幼儿的学习。
- DOI:10.1016/j.cognition.2017.02.008
- 发表时间:2017
- 期刊:
- 影响因子:3.4
- 作者:Stahl,AimeeE;Feigenson,Lisa
- 通讯作者:Feigenson,Lisa
Violations of Core Knowledge Shape Early Learning.
违反核心知识塑造早期学习。
- DOI:10.1111/tops.12389
- 发表时间:2019
- 期刊:
- 影响因子:3
- 作者:Stahl,AimeeE;Feigenson,Lisa
- 通讯作者:Feigenson,Lisa
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{{ truncateString('LISA FEIGENSON', 18)}}的其他基金
The Role of Surprise in Enhancing Early Learning
惊喜在促进早期学习中的作用
- 批准号:
8822533 - 财政年份:2014
- 资助金额:
$ 19.74万 - 项目类别:
Development and Function of Nonverbal Number Approximation
非语言数字逼近的发展和功能
- 批准号:
8053649 - 财政年份:2010
- 资助金额:
$ 19.74万 - 项目类别:
Development and Function of Nonverbal Number Approximation
非语言数字逼近的发展和功能
- 批准号:
8049639 - 财政年份:2009
- 资助金额:
$ 19.74万 - 项目类别:
Development and Function of Nonverbal Number Approximation
非语言数字逼近的发展和功能
- 批准号:
7796638 - 财政年份:2009
- 资助金额:
$ 19.74万 - 项目类别:
Development and Function of Nonverbal Number Approximation
非语言数字逼近的发展和功能
- 批准号:
8468012 - 财政年份:2009
- 资助金额:
$ 19.74万 - 项目类别:
Development and Function of Nonverbal Number Approximation
非语言数字逼近的发展和功能
- 批准号:
7847067 - 财政年份:2009
- 资助金额:
$ 19.74万 - 项目类别:
Development and Function of Nonverbal Number Approximation
非语言数字逼近的发展和功能
- 批准号:
7653232 - 财政年份:2009
- 资助金额:
$ 19.74万 - 项目类别:
Development and Function of Nonverbal Number Approximation
非语言数字逼近的发展和功能
- 批准号:
8291111 - 财政年份:2009
- 资助金额:
$ 19.74万 - 项目类别:
Development of short-term memory: Chunking in infancy
短期记忆的发展:婴儿期的组块
- 批准号:
7305678 - 财政年份:2007
- 资助金额:
$ 19.74万 - 项目类别: