Mechanisms of learning across development and species

该提议是更新一个6-10年的培训计划，该计划培训博士前学生在 跨越发展和物种的学习机制。学习是适应行为的基础。 它包括获取和修改信息、行为和技能。学习也是有成效的：it 通过归纳、演绎和整合来扩展自己。学习机制是一个关键领域 博士前研究培训，因为学习对适应性和适应性不良都有普遍影响 行为，并且必须是任何成功的心理健康或教育干预的组成部分。这个 培训人员来自耶克斯国家灵长类研究中心心理学系 埃默里大学神经科学研究中心(YNPRC)和跨学科神经科学研究生项目。这个 主要的培训地点是心理学系和YNPRC。19人的培训 教师方法研究学习机制，因为它们表现在整个发展过程中 使用遗传、比较、计算、发育、 神经生物学和神经心理学技术。他们研究了加法和减法的变化 与学习中的发育变化有关，以及不同物种如何获得和修改 知识的范围从简单的联想到以文化为中介的仪式和传统。多样性 埃默里大学研究学习机制的年龄、物种和环境提供了丰富的 有机会积累关于这些机制的统一证据，从而装备 下一代科学家拥有必要的技能来理解 学习。此外，培训地点非常适合于解决国家卫生研究院改善 通过我们的基础研究整合，翻译基础行为和社会科学研究 在一系列生物、行为和社会学科中，有助于形成 个体发育和系统发育的行为。我们每年要求三名博士后实习生，每人 他们将接受为期3年的培训。学员是从埃默里高度挑剔的莱尼中挑选出来的 研究生院。受训人员完成博士学位的所有部门/项目要求。 计划通过几个具体的增强来提供附加值，包括：(A)显式联合 跨物种、年龄或方法的指导和协作研究经验；(B)密集 补助金和其他专业写作方面的培训；(C)道德和责任人方面的高级培训 开展研究；(D)参加专门针对以下方面的研究的课程、讲习班和研究论坛 跨越发展和物种的学习；以及(E)在以下领域应用有经验支持的最佳做法 研究生培训，包括垂直(师生)和水平(同行学习)教育模式。

The proposal is to renew a Training Program for Years 6-10, that trains predoctoral students in the mechanisms of learning across development and species. Learning is fundamental to adaptive behavior. It involves acquiring and modifying information, behaviors, and skills. Learning also is productive: it extends itself through induction, deduction, and integration. Mechanisms of learning is a critical area for predoctoral research training because learning has pervasive impacts in both adaptive and maladaptive behavior, and must be an integral part of any successful mental health or educational intervention. The Training Faculty are drawn from the Department of Psychology, the Yerkes National Primate Research Center (YNPRC), and the interdisciplinary Neuroscience Graduate Program, all of Emory University. The primary training sites are the Department of Psychology and the YNPRC. The 19-member Training Faculty approach the study of the mechanisms of learning as they manifest throughout development in healthy and clinical populations using genetic, comparative, computational, developmental, neurobiological, and neuropsychological techniques. They examine how additive and subtractive changes in the brain relate to developmental changes in learning, and how diverse species acquire and modify knowledge ranging from simple associations to culturally-mediated rituals and traditions. The diversity of ages, species, and circumstances in which learning mechanisms are studied at Emory provides rich opportunities for accumulation of converging evidence about these mechanisms, and thus for equipping the next generation of scientists with the skills necessary for understanding basic mechanisms of learning. Moreover, the training site is ideally suited to address the priority of the NIH to improve the translation of basic behavioral and social sciences research through our integration of basic research among the range of biological, behavioral, and social disciplines that contribute to the shaping of behavior across both ontogeny and phylogeny. We request three predoctoral trainees per year, each of whom will be trained for 3 years. Trainees are drawn from among Emory's highly-selective Laney Graduate School. Trainees complete all departmental/program requirements for the Ph.D. The Training Program provides added value through several specific enhancements, including (a) explicit co- mentoring and collaborative research experiences across species, ages or methodologies; (b) intensive training in grant and other professional writing; (c) advanced training in ethics and the responsible conduct of research; (d) participation in courses, workshops and research forums specific to research on learning across development and species; and (e) application of empirically supported best practices in graduate training, including vertical (faculty-student) and horizontal (peer learning) education models.