H2020Индивидуална стипендия2022–2024

ImpExpPrimates · Comparison of implicit and explicit learning abilities in human adults, children, apes and monkeys

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2022-02-01 → 2024-01-31
Финансиране от ЕС: 184 708 €
Участници: 1
Схема: MSCA-IF

Линиите свързват координатора с партньорите.

Накратко на български

Разликите между съзнателното учене и придобиването на умения без осъзнаване се сравняват при хора, маймуни и шимпанзета. Това помага да се разбере еволюцията на съзнанието и да се подобри отношението ни към животните и методите на преподаване в училище.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Comparison of implicit and explicit learning abilities in human adults, children, apes and monkeys

This research project delves into the fascinating world of learning, exploring two distinct processes: implicit and explicit learning. Implicit learning is the incidental acquisition of a new skill through repeated exposure or practice, resulting in knowledge that cannot be consciously accessed or verbalized. On the other hand, explicit learning is a more intentional and effortful process that leads to conscious knowledge that can be verbally described. While most research in this area has focused on humans, this project takes a unique approach, aiming to assess the hypothesis of a similar dissociation between implicit and explicit learning processes in other, non-human primate species. Understanding the relationship between learning and consciousness in humans and other species is a crucial step towards understanding consciousness, a fascinating property of the mind that we can all experience. Specifically, studying its evolutionary history offers a window into other species’ minds. This kind of research is not just a scientific pursuit; it has an ethical perspective: the more we understand animals’ mental lives, the better we can adjust our individual and collective behaviours towards them. In addition, this research allows us to better understand learning, with implications for pedagogy in schools (see last section for an example). The objectives of the project were: (1) to develop entirely non-verbal versions of classical tests used to probe implicit/explicit learning; (2) to test the dissociation between implicit and explicit learning in four non-human primate species: capuchin monkeys (Sapajus sp.), Guinea baboons (Papio papio), orangutans (Pongo pygmaeus), and chimpanzees (Pan troglodytes); (3) to retrace the ontogeny of implicit and explicit learning during childhood; (4) to uncover new behavioural markers of implicit/explicit learning and (5) to set up touchscreen-based research in a zoo for testing non-human primates and children. This project opened the avenue for studying the phylogeny and ontogeny of implicit and explicit learning, enhancing our understanding of the relationships between learning and consciousness in nonverbal or preverbal individuals.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

Psychology of human learning distinguishes implicit learning, i.e. the incidental acquisition of unconscious knowledge, from explicit learning, i.e. the deliberate acquisition of conscious knowledge. Despite that a comparative and developmental approach is indispensable to better understand their conditions of emergence, functions and underlying mechanisms, the hypothesis of a similar distinction between implicit and explicit forms of learning in other species has been largely overlooked so far, and their ontogeny in humans is not fully understood. The present proposal offers to tackle this issue by assessing the hypothesis of a dual-process account of sequence and artificial grammar learning in a range of non-human primate species, and to trace its development from early childhood. For this purpose, we will adopt a novel approach by using non-verbal computerized tasks equally usable in human adults, children, and non-human primates. The proposed experiments rely on a well-established paradigm from the human literature, where a dissociation between implicit and explicit learning is evidenced by successful control over the expression of the acquired knowledge under conditions promoting explicit learning, and failure to do so under conditions promoting implicit learning. These studies will provide key data to characterize the relationships between learning and consciousness beyond the adult human mind, through the support of a leading expert in the study of conscious and unconscious processes in humans, Prof Jérôme Sackur (Ecole Normale Supérieure, France) and in collaboration with a renowned comparative and developmental psychologist, Prof Daniel Haun (Max Planck Institute for Evolutionary Anthropology, Germany). This interdisciplinary approach will be strengthened by initiating a collaborative research program aimed at exploring dual-process theories of cognition in a comparative and developmental perspective.

Оригинален текст от CORDIS (на английски).

Участници

ECOLE NORMALE SUPERIEURE · ParisКоординаторФранция