Joint Dynamics During Infant Learning

Informations projet

JDIL

N° de convention de subvention: 845859

DOI

10.3030/845859

Projet clôturé le 31 Janvier 2022

Date de signature de la CE 15 Avril 2019

Date de début 1 Avril 2020

Date de fin 31 Mars 2022

Financé au titre de

• EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions

Coût total

€ 212 933,76

Contribution de l’UE

€ 212 933,76

Coordonné par

UNIVERSITY OF EAST LONDON
United Kingdom

Objectif

Infants spend most of their waking time interacting with their caregivers, and the mechanisms through which these dynamic social exchanges shape the development of sub-personal processes such as attention and learning remain mysterious. Most of our understanding of how the brain subserves early attention and learning has come from studies that viewed infants as relatively passive recipient of information, and studied individual brains in isolation. Correspondingly, we know very little about the neural substrates of how information is shared between caregivers and infants during learning interactions. The aim of this project is to shed unprecedented light on how dynamic social interactions affect attention and learning during infancy. I will build both on my own recent research, that has shown that internal metacognitive monitoring and epistemic requests from the infant shape social interactions and learning more than had previously been thought, and combine this approach - that views the infant as an active component of early social interactions - with innovative research by my supervisor that provides the possibility to record brain activity from infants and their caregivers simultaneously while they are interacting, and to analyze them with specific tools that allow a fine description of the dynamics of these interaction. Combining these two approaches will provide invaluable insight into the mechanisms involved during early learning in social contexts. Our findings will have substantial implications for theories of development, as well as diagnostic and educational practices. More specifically, increasing our understanding of the complex dynamics between infants and their social partners is essential for: i) enriching developmental theory; ii) developing new techniques to optimize learning and iii) understanding the mechanisms that give rise to developmental delays.

Mots‑clés

• Joint attention
• dual EEG
• infant learning
• social learning
• active learning
• word learning
• pre-verbal communication
• attentional dynamics
• communicative dynamics

Programme(s)

• H2020-EU.1.3. - EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions PROGRAMME PRINCIPAL
  
• H2020-EU.1.3.2. - Nurturing excellence by means of cross-border and cross-sector mobility
  

Thème(s)

• MSCA-IF-2018 - Individual Fellowships
  

Régime de financement

MSCA-IF - Marie Skłodowska-Curie Individual Fellowships (IF)

Appel à propositions

H2020-MSCA-IF-2018

Coordinateur

UNIVERSITY OF EAST LONDON

• Contribution nette de l'UE: € 212 933,76
• Adresse: UNIVERSITY WAY 4-6 DOCKLANDS CAMPUS ; E16 2RD London ; Royaume-Uni
• Région: London › Inner London — East › Hackney and Newham
• Type d’activité: Higher or Secondary Education Establishments
• Coût total: € 212 933,76