A neurophysiological examination of developmental changes and individual differences in feedback processing in children

这个项目将阐明负责儿童有效使用反馈的神经生理过程。孩子们在学习新信息或获得新技能时，经常会在学校和家里遇到反馈。年轻的学习者必须从反馈中提取信息，忽略不相关的、错误的或误导性的反馈，并利用有用的反馈来调整行为和修改学习策略。有效地利用反馈的能力是积极、自我调节学习的一个要素，对学业成功至关重要。要理解儿童的这种学习能力，需要研究大脑中反馈处理的质量是如何随着年龄的增长而变化的。通过研究个体认知差异如何影响反馈处理的发展，该项目将开发有效的循证教学方法和基于计算机的学习计划，为不同年龄和不同认知特征的儿童量身定制。该项目还将为患有发育性语言障碍的儿童的治疗带来进展，这些儿童的治疗依赖于反馈提供。广泛代表性的儿童样本将参与这项研究，研究结果将通过在低收入和代表性不足的学生服务的学校举办的教育活动与教育工作者分享。反馈处理将在8岁和10岁的儿童中进行检查，这些儿童将被跟踪三年。在每年的访问中，孩子们将通过纠正反馈学习新的信息，同时记录他们的脑电图。脑电图活动将被分析，以纵向调查儿童从反馈中学习能力的变化。研究结果将提高对反馈如何影响学习的理解，以及这种影响如何随着年龄的增长而变化。每年还将收集工作记忆测量数据，并检查与反馈学习相关的变化。该项目涉及对8至13岁之间反馈处理成熟度的详细评估，这一时期标志着自我调节学习的重大发展变化。为了增加项目参与者的代表性，我们将为有兴趣但行动不便的家庭安排交通。

This project will illuminate neurophysiological processes responsible for children's efficient use of feedback. Children regularly encounter feedback at school and home as they learn new information or acquire new skills. Young learners must extract information from feedback, ignoring irrelevant, false, or misleading feedback, and using helpful feedback to adjust behavior and modify learning strategies. The ability to use feedback efficiently is an element of active, self-regulated learning that is critical to academic success. Understanding such learning in children requires studying how the quality of feedback processing in the brain changes with age through the early school years. By examining how individual cognitive differences affect the development of feedback processing, this project will enable development of effective evidence-based teaching approaches and computer-based learning programs that are tailored for children of different ages and with diverse cognitive profiles. The project will also lead to advances in treatments for children with developmental language disorders whose therapy relies on feedback provision. A broadly representative sample of children will participate in this research, and the study results will be shared with educators via education events held at schools serving low income and underrepresented students.Feedback processing will be examined in eight- and ten-year-old children who will be followed over three years. In each yearly visit, children will learn new information using corrective feedback while their EEG is recorded. EEG activity will be analyzed to longitudinally investigate changes in children's ability to learn from feedback. The results will improve understanding of how feedback impacts learning, and how this impact changes with age. Working memory measures will also be collected each year and examined in relation to changes in feedback-based learning. The project involves a detailed evaluation of the maturation of feedback processing between 8 and 13 years of age, a period that marks significant developmental changes in self-regulated learning. To increase the representativeness of the participants in the project, transportation will be arranged for interested families with limited mobility.