Faster learners transfer their knowledge better: Behavioral, mnemonic, and neural mechanisms of individual differences in children's learning.
Brain circuits
Individual differences
Learning
Near transfer
Neural representations
Tutoring
Journal
Developmental cognitive neuroscience
ISSN: 1878-9307
Titre abrégé: Dev Cogn Neurosci
Pays: Netherlands
ID NLM: 101541838
Informations de publication
Date de publication:
12 2019
12 2019
Historique:
received:
01
06
2019
revised:
03
10
2019
accepted:
12
10
2019
pubmed:
12
11
2019
medline:
13
3
2020
entrez:
12
11
2019
Statut:
ppublish
Résumé
Why some children learn, and transfer their knowledge to novel problems, better than others remains an important unresolved question in the science of learning. Here we developed an innovative tutoring program and data analysis approach to investigate individual differences in neurocognitive mechanisms that support math learning and "near" transfer to novel, but structurally related, problems in elementary school children. Following just five days of training, children performed recently trained math problems more efficiently, with greater use of memory-retrieval-based strategies. Crucially, children who learned faster during training performed better not only on trained problems but also on novel problems, and better discriminated trained and novel problems in a subsequent recognition memory task. Faster learners exhibited increased similarity of neural representations between trained and novel problems, and greater differentiation of functional brain circuits engaged by trained and novel problems. These results suggest that learning and near transfer are characterized by parallel learning-rate dependent local integration and large-scale segregation of functional brain circuits. Our findings demonstrate that speed of learning and near transfer are interrelated and identify the neural mechanisms by which faster learners transfer their knowledge better. Our study provides new insights into the behavioral, mnemonic, and neural mechanisms underlying children's learning.
Identifiants
pubmed: 31710975
pii: S1878-9293(19)30306-8
doi: 10.1016/j.dcn.2019.100719
pmc: PMC6974913
pii:
doi:
Types de publication
Journal Article
Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
100719Subventions
Organisme : NIMH NIH HHS
ID : K01 MH101394
Pays : United States
Organisme : NIMH NIH HHS
ID : R01 MH084164
Pays : United States
Organisme : NIMH NIH HHS
ID : K99 MH105601
Pays : United States
Organisme : NICHD NIH HHS
ID : R37 HD094623
Pays : United States
Organisme : NICHD NIH HHS
ID : R01 HD059205
Pays : United States
Informations de copyright
Copyright © 2019. Published by Elsevier Ltd.
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