Learning to Attend, Attending to Learn: Neurological, Behavioral, and Computational Perspectives

注意力和学习是认知的两个最重要的方面。虽然将注意力和学习分开研究有其好处，但也有误导性。在过去的几年里，出现了一波新的研究表明，注意力限制学习，学习指导未来的注意力。这两个领域的研究跨越不同的领域（发展心理学，认知神经科学，行为神经科学，计算建模）。虽然研究人员在不同的领域提出相同的问题，但一般来说，他们不参加相同的会议，很少相互引用，在大多数情况下甚至不知道对方的工作。这个为期两天的研讨会将汇集这些不同的研究人员，以促进进一步的互动和促进创新的合作研究。讲习班还将包括主持人，他们将鼓励对不同方法的理论和方法局限性提出建设性的批评和讨论。本次研讨会将巩固，稳定和发展这一关键研究领域（特别是对新一代研究人员），从而促进对注意力学习互动和机制的更细致，生态有效和生物学上的了解。注意力和学习互动的研究对于理解广泛的发展过程至关重要，包括婴儿社会技能的发展，儿童的记忆，感知运动技能的获得和在学校的学习。同样越来越明显的是，最初被认为是注意力基础的发育障碍，如多动症，与学习困难有很大的相互作用，尽管确切的机制仍不清楚。

Attention and learning are two of the most important aspects of cognition. While studying attention and learning separately has its benefits, it is also misleading. In the past few years, there has emerged a new wave of research demonstrating that attention constrains learning and that learning guides future attention. The studies in these two areas span disparate fields (developmental psychology, cognitive neuroscience, behavioral neuroscience, computational modeling). Although researchers are asking the same questions across different fields, in general, they do not attend the same conferences, rarely cite each other, and in most cases do not even know about each other's work. This 2-day workshop will bring together these diverse researchers to catalyze further interaction and promote innovative collaborative research. The workshop also will include moderators, who will encourage constructive critiques and discussion of theoretical and methodological limitations for the different approaches. This workshop will solidify, stabilize, and grow this critical research area (especially for a new generation of researchers) and thereby promote a more nuanced, ecologically valid, and biologically informed understanding of attention-learning interactions and mechanisms. Research on attention and learning interactions is crucial for understanding a wide range of developmental processes, including infants' development of social skills, children's memory, perceptual-motor skill acquisition, and learning in school. It is also increasingly apparent that developmental disabilities originally thought to be attention-based, such as ADHD, interact heavily with learning difficulties, though the exact mechanisms are still unclear.