Integrating Memories · Exploring knowledge integration enhancement at the intersection of education and neuroscience
„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“
- Период
- 2016-12-01 → 2019-09-21
- Финансиране от ЕС
- 165 599 €
- Участници
- 1
- Схема
- MSCA-IF-EF-ST
Линиите свързват координатора с партньорите.
Накратко на български
Невронните процеси при свързването на нови факти с вече познати знания се изследват чрез анализ на паметта в мозъка. Разбирането им помага за създаването на по-ефективни стратегии за учене в училище.
Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.
Резултати накратко
Integrating memories: Exploring knowledge integration enhancement at the intersection of education and neuroscience
"Marie Skłodowska-Curie Individual Fellowships Final Report Marlieke van Kesteren, grant #704506 Website: https://sites.google.com/site/marliekevk/ Summary In education it is vital to effectively build knowledge, but underlying neurocognitive processes are still poorly understood. To successfully structure our knowledge, we can integrate separately learned instances by inferring an association between them. In the brain, this integration of old and new memories has been suggested to be facilitated by the reinstatement of prior knowledge during new learning, but it remains unclear exactly how reinstatement enables effective building of such prior knowledge structures, especially in real-world educational settings. I here examined the neural processes underlying these integration processes and explored how actively controlling them can benefit learning of educationally relevant information. This novel approach enables investigating educationally relevant knowledge building in the brain, yielding essential fundamental insights while concurrently generating new knowledge building strategies for educational settings. "
Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз
Цел на проекта
Learning about the world is most effective when we can relate new information to previously learned knowledge structures, but underlying neurocognitive processes are still poorly understood. To successfully structure our knowledge, we can integrate separately learned instances by inferring an association between them. In the brain, this integration of old and new memories has been suggested to be facilitated by the reinstatement of prior knowledge structures during new learning, but it remains unclear exactly how reinstatement enables effective building of such knowledge structures. Especially in real-world educational settings it is vital to understand how to effectively build knowledge, but thus far direct translation of neuroscientific insights to educational practice has proven challenging. Better understanding how we build new knowledge on existing knowledge structures can lead to more efficient educational strategies and programs, helping us to learn more efficiently. I here propose to examine the neural processes underlying these reinstatement and integration processes during learning of educationally relevant information and explore how actively controlling them can benefit educational knowledge building.More specifically, I aim to examine educationally relevant knowledge building by 1) implementing parallel educational and neuroscientific knowledge integration paradigms and 2) combining results and conclusions from both paradigms to 3) explore how students can most effectively build educational knowledge structures. This approach will yield novel insights into active control of knowledge building processes that can be employed to construct more efficient learning strategies in education. This novel approach enables investigating educationally relevant knowledge building in the brain, yielding essential fundamental insights while concurrently generating new knowledge building strategies.
Оригинален текст от CORDIS (на английски).
Участници
- STICHTING VU · AmsterdamКоординаторНидерландия
Връзки
Данни: CORDIS, © Европейски съюз