Learning in the developing mind and brain: understanding memory systems and environmental influences

这项研究的长期目标是了解神经系统的缓慢、异步但高度协调的发展如何限制和实现学习和记忆。这个问题对于理解儿童期学习的本质和了解为什么学习会受到年龄的限制（即，敏感期）。提出了两个短期目标。目标1是描述记忆系统之间的相互作用如何随着认知和大脑的发育而变化，首先询问经典记忆系统及其组成过程（门控信息进入和离开记忆）的发育是否存在差异，其次询问系统之间的相互作用是否随着发育而变化。目标2是了解哪些认知和神经发育模式与学习和记忆的最佳结果相关，以及环境如何塑造这一结果。

The long-term goal of the proposed research is to understand how the slow, asynchronous but highly orchestrated development of neural systems limits and enables learning and memory. This question is fundamental to understanding the nature of learning during childhood and to knowing why there are age-related limits on learning (i.e., sensitive periods). Two short-term objects are proposed. Objective 1 is to characterize how the interplay between memory systems changes with cognitive and brain development, asking first if there are asynchronies in the development of classic memory systems and their component processes (gating information into and out of memory), and second if the interplay between systems changes with development. Objective 2 is to understand which patterns of cognitive and neural development are associated with the best outcomes in learning and memory and how this is shaped by the environment.