Objective
This project proposes to explore implicit learning among children with developmental disorders. Implicit learning is a process whereby we learn about regularities in our environment, including written text, without conscious awareness or effort to learn. While specific cognitive abilities such as phonology and memory have been extensively explored more global, fundamental learning abilities are rarely studied: there is a significant gap in the study of implicit learning despite suggestions that learning becomes more implicit in nature after explicit instruction takes place. It is argued that impairments in the mechanisms of implicit learning could mediate selective weaknesses in other cognitive processes such as reading and numeracy. The present project puts this argument under test in a series of behavioral and neurobiological studies of implicit learning in typical and atypical young populations, namely children with dyslexia and dyscalculia. This way, the nature of the project becomes twofold: first, it will examine fundamental implicit learning abilities in children with developmental disorders; the exploration of potential implicit learning difficulties coupled with well-studied specific deficits may offer the ground for a better understanding of such disorders. Second, it provides the first neuroimaging data on young children to generate functional phenotypes to predict individual differences in implicit learning. Most importantly, the findings will be used to create innovative, culture-free and language-free interventions that enhance children’s learning potential and improve their experience of schooling across Europe.
Fields of science (EuroSciVoc)
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
CORDIS classifies projects with EuroSciVoc, a multilingual taxonomy of fields of science, through a semi-automatic process based on NLP techniques. See: The European Science Vocabulary.
- humanities languages and literature linguistics phonology
- social sciences psychology cognitive psychology
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Programme(s)
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
Multi-annual funding programmes that define the EU’s priorities for research and innovation.
Topic(s)
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Calls for proposals are divided into topics. A topic defines a specific subject or area for which applicants can submit proposals. The description of a topic comprises its specific scope and the expected impact of the funded project.
Call for proposal
Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
Procedure for inviting applicants to submit project proposals, with the aim of receiving EU funding.
FP7-PEOPLE-2011-IOF
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Funding Scheme
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
Funding scheme (or “Type of Action”) inside a programme with common features. It specifies: the scope of what is funded; the reimbursement rate; specific evaluation criteria to qualify for funding; and the use of simplified forms of costs like lump sums.
Coordinator
EH8 9YL Edinburgh
United Kingdom
The total costs incurred by this organisation to participate in the project, including direct and indirect costs. This amount is a subset of the overall project budget.