TRAINING PROGRAM IN INTEGRATIVE DEVELOPMENTAL PROCESS

描述（由申请人提供）：发展是关于从更少的东西中创造更多的东西-从大量相同的细胞中产生肢体或心脏或大脑，从无助的哭泣婴儿中产生一个会走路会说话的蹒跚学步的孩子，一个对时间，数量和空间进行推理的孩子，其判断与直接感知输入紧密相关。先进的知识表明，这些显着的后果是一个自组织系统的产品出现在嵌套的过程和相互作用的机制，在许多时间尺度和层次的分析。如果我们要理解发展机制，那么，科学家必须接受培训，以整合不同分析层次的变化过程-从大脑到行为-以及不同的时间尺度-从神经元活动的毫秒到任务的秒和分钟，再到学习和成长的天，月和年。因此，要求提供资金，以支持5名博士前和4名博士后受训人员在一个密切合作和跨学科的社区，共同的愿景是对培训和研究采取综合办法。培训教师在印第安纳州大学（心理学，言语和听力科学，验光，计算机科学，运动机能学）的5个单位形成了一个紧密联系的社区。培训是通过课程工作，在教师的实验室研究，和专门的培训研讨会，讲习班和座谈会完成。所有学员必须在至少两个实验室工作，并必须参加正在进行的综合DTG研讨会。我们需要在两个实验室的积极参与，使学员可以超越他们的主要导师在综合方法和进步，在不同层次的分析和时间尺度，并在这样做是准备在发展科学的最前沿。简而言之，这是一个具有前瞻性的培训计划，建立在教师和学员之间的理论驱动，高度跨学科和协作研究的强大和持续基础上，迄今为止，在培养令人兴奋的年轻科学家方面非常成功，准备做出自己的成绩。

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.