TRAINING PROGRAM IN INTEGRATIVE DEVELOPMENTAL PROCESS

描述（由申请人提供）：发展是指从更少的东西中创造出更多的东西——从一群相同的细胞中创造出肢体、心脏或大脑，从一个无助的哭泣的婴儿中创造出一个会走路、会说话的幼儿，从一个对时间、数字和空间的判断紧密依赖于直接感知输入的人那里推断出一个孩子。不断发展的知识表明，这些显著的结果是自组织系统在嵌套过程中出现的产物，并且在许多时间尺度和分析水平上相互作用。如果我们要理解发育机制，那么，科学家必须接受训练，在不同的分析层次上整合变化过程——从大脑到行为——在不同的时间尺度上——从神经元活动的毫秒到任务的秒分，再到学习和成长的日、月、年。因此，要求资金支持5名博士预科生和4名博士后学员，在一个具有强烈合作和跨学科的社区中，以综合培训和研究方法的共同愿景。培训学院由印第安纳大学的5个单元（心理学、言语与听力科学、视光学、计算机科学、运动机能学）组成了一个紧密的社区。培训是通过课程作业、教师实验室的研究、专业培训研讨会、讲习班和座谈会来完成的。所有受训者都必须在至少两个实验室工作，并且必须参加正在进行的综合DTG研讨会。我们要求积极参加两个实验室，以便受训者在综合不同分析水平和时间尺度的方法和进展方面可以超越他们的主要导师，并在这样做时准备站在发展科学发展的前沿。简而言之，这是一个前瞻性的培训计划，建立在一个强大而持续的理论驱动的基础上，高度跨学科的，教师和学员之间的合作研究，迄今为止，在培养激动人心的年轻科学家方面取得了巨大成功。

DESCRIPTION (provided by applicant): Development is about creating something more from something less -a limb or heart or brain from a mass of identical cells, a walking talking toddler from a helpless crying infant, a child who reasons about time, number and space from one whose judgments are tightly tied to the immediate perceptual input. Advancing knowledge suggests that these remarkable consequences are the product of a self-organizing system emergent in nested processes and mutually interacting mechanisms over many time scales and levels of analysis. If we are to understand developmental mechanisms, then, scientists must be trained to integrate processes of change at different levels of analysis - from the brain to behavior - and at different times scales --from the milleseconds of neuronal activity to the seconds and minutes of tasks to the days, months and years of learning and growth. Accordingly, funds are requested to support 5 pre-doctoral and 4 post-doctoral trainees in a strongly collaborative and interdisciplinary community with a shared vision of an integrative approach to both training and research. The Training faculty forms a close-knit community from 5 units at Indiana University (Psychology, Speech and Hearing Sciences, Optometry, Computer Science, Kinesiology). Training is accomplished through course work, research in the laboratories of the faculty, and specialized training seminars, workshops, and colloquia. All trainees are required to work in at least two laboratories and must attend the on-going integrative DTG seminar. We require active participation in two laboratories so that trainees may go beyond their primary mentor in synthesizing methods and advances at different levels of analyses and times scales, and in so doing be prepared to be at the forefront of where developmental science is going. In brief, this is a forward-looking training program built on a strong and continuing base of theoretically driven, highly interdisciplinary, and collaborative research among faculty and trainees, and one that has, to date, been highly successful in producing exciting young scientists ready to make their mark.