Description du projet
Un regard neuro-computationnel sur les compétences de communication
La communication verbale (la parole) et la communication non verbale (les expressions faciales et le langage corporel) sont des compétences importantes qui s’apprennent et peuvent être maîtrisées. Le projet NeuroCompSkill, financé par le CER, examinera pourquoi certaines personnes deviennent expertes avec la pratique alors que d’autres ne parviennent pas à maîtriser ces compétences. Il abordera cette question par le biais d’un cadre neuro-computationnel, en se concentrant sur la capacité individuelle à utiliser des régularités pertinentes pour la tâche. L’hypothèse de travail du projet est que l’utilisation efficace de ces régularités est cruciale pour l’acquisition de l’expertise. Il propose par exemple que l’utilisation de régularités temporelles stables acquises sur de longues fenêtres temporelles est cruciale pour la formation de compétences linguistiques (phonologiques, morphologiques et orthographiques). Ces résultats permettront d’éclairer l’acquisition des compétences et les difficultés liées aux troubles du développement de la communication.
Objectif
Why do most people acquire expertise with practice whereas others fail to master the same tasks? NeuroCompSkill offers a neuro-computational framework that explains failure in acquiring verbal and non-verbal communication skills. It focuses on individual ability of using task-relevant regularities, postulating that efficient use of such regularities is crucial for acquiring expertise. Specifically, it proposes that using stable temporal regularities, acquired across long time windows (> 3 sec to days) is crucial for the formation of linguistic (phonological, morphological and orthographic) skills. In contrast, fast updating of recent events (within ~ .3- 3 sec), is crucial for the formation of predictions in interactive, social communication. Based on this, I propose that individuals with difficulties in retaining regularities will have difficulties in verbal communication, whereas individuals with difficulties in fast updating will have difficulties in social non-verbal communications. Five inter-related work packages (WP) will test the predictions that: (WP1) behaviourally – individuals with language and reading difficulties will have impoverished categorical representations, whereas individuals with non-verbal difficulties will be slow in adapting to changed statistics. (WP2) developmentally – poor detection of relevant regularities will be an early marker of related difficulties. (WP3) computationally – profiles of impaired inference will match the predicted time window. (WP4) neuronally – dynamics of neural adaptation will match the dynamics of behavioural inference. (WP5) structurally – different brain structures will be associated with the different time windows of inference. NeuroCompSkill is ground-breaking in proposing a unifying, theory based, testable principle, which explains core difficulties in two prevalent developmental communication disorders. Its 5 WPs will lay the foundations of a comprehensive approach to failure in skill acquisition.
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Régime de financement
ERC-ADG - Advanced GrantInstitution d’accueil
91904 Jerusalem
Israël