Project acronym BEHAVE
Project New discrete choice theory for understanding moral decision making behaviour
Researcher (PI) Caspar Gerard CHORUS
Host Institution (HI) TECHNISCHE UNIVERSITEIT DELFT
Call Details Consolidator Grant (CoG), SH2, ERC-2016-COG
Summary Discrete choice theory provides a mathematically rigorous framework to analyse and predict choice behaviour. While many of the theory’s key developments originate from the domain of transportation (mobility, travel behaviour), it is now widely used throughout the social sciences.
The theory has a blind spot for moral choice behaviour. It was designed to analyse situations where people make choices that are optimal given their consumer preferences, rather than situations where people attempt to make choices that are right, given their moral preferences. This neglect of the morality of choice is striking, in light of the fact that many of the most important choices people make, have a moral dimension.
This research program extends discrete choice theory to the domain of moral decision making.
It will produce a suite of new mathematical representations of choice behaviour (i.e., choice models), which are designed to capture the decision rules and decision weights that determine how individuals behave in moral choice situations. In these models, particular emphasis is given to heterogeneity in moral decision rules and to the role of social influences. Models will be estimated and validated using data obtained through a series of interviews, surveys and choice experiments. Empirical analyses will take place in the context of moral choice situations concerning i) co-operative road using and ii) unsafe driving practices. Estimation results will be used as input for agent based models, to identify how social interaction processes lead to the emergence, persistence or dissolution of moral (traffic) equilibria at larger spatio-temporal scales.
Together, these proposed research efforts promise to generate a major breakthrough in discrete choice theory. In addition, the program will result in important methodological contributions to the empirical study of moral decision making behaviour in general; and to new insights into the moral aspects of (travel) behaviour.
Summary
Discrete choice theory provides a mathematically rigorous framework to analyse and predict choice behaviour. While many of the theory’s key developments originate from the domain of transportation (mobility, travel behaviour), it is now widely used throughout the social sciences.
The theory has a blind spot for moral choice behaviour. It was designed to analyse situations where people make choices that are optimal given their consumer preferences, rather than situations where people attempt to make choices that are right, given their moral preferences. This neglect of the morality of choice is striking, in light of the fact that many of the most important choices people make, have a moral dimension.
This research program extends discrete choice theory to the domain of moral decision making.
It will produce a suite of new mathematical representations of choice behaviour (i.e., choice models), which are designed to capture the decision rules and decision weights that determine how individuals behave in moral choice situations. In these models, particular emphasis is given to heterogeneity in moral decision rules and to the role of social influences. Models will be estimated and validated using data obtained through a series of interviews, surveys and choice experiments. Empirical analyses will take place in the context of moral choice situations concerning i) co-operative road using and ii) unsafe driving practices. Estimation results will be used as input for agent based models, to identify how social interaction processes lead to the emergence, persistence or dissolution of moral (traffic) equilibria at larger spatio-temporal scales.
Together, these proposed research efforts promise to generate a major breakthrough in discrete choice theory. In addition, the program will result in important methodological contributions to the empirical study of moral decision making behaviour in general; and to new insights into the moral aspects of (travel) behaviour.
Max ERC Funding
1 998 750 €
Duration
Start date: 2017-08-01, End date: 2022-07-31
Project acronym BILITERACY
Project Bi-literacy: Learning to read in L1 and in L2
Researcher (PI) Manuel Francisco Carreiras Valiña
Host Institution (HI) BCBL BASQUE CENTER ON COGNITION BRAIN AND LANGUAGE
Call Details Advanced Grant (AdG), SH4, ERC-2011-ADG_20110406
Summary Learning to read is probably one of the most exciting discoveries in our life. Using a longitudinal approach, the research proposed examines how the human brain responds to two major challenges: (a) the instantiation a complex cognitive function for which there is no genetic blueprint (learning to read in a first language, L1), and (b) the accommodation to new statistical regularities when learning to read in a second language (L2). The aim of the present research project is to identify the neural substrates of the reading process and its constituent cognitive components, with specific attention to individual differences and reading disabilities; as well as to investigate the relationship between specific cognitive functions and the changes in neural activity that take place in the course of learning to read in L1 and in L2. The project will employ a longitudinal design. We will recruit children before they learn to read in L1 and in L2 and track reading development with both cognitive and neuroimaging measures over 24 months. The findings from this project will provide a deeper understanding of (a) how general neurocognitive factors and language specific factors underlie individual differences – and reading disabilities– in reading acquisition in L1 and in L2; (b) how the neuro-cognitive circuitry changes and brain mechanisms synchronize while instantiating reading in L1 and in L2; (c) what the limitations and the extent of brain plasticity are in young readers. An interdisciplinary and multi-methodological approach is one of the keys to success of the present project, along with strong theory-driven investigation. By combining both we will generate breakthroughs to advance our understanding of how literacy in L1 and in L2 is acquired and mastered. The research proposed will also lay the foundations for more applied investigations of best practice in teaching reading in first and subsequent languages, and devising intervention methods for reading disabilities.
Summary
Learning to read is probably one of the most exciting discoveries in our life. Using a longitudinal approach, the research proposed examines how the human brain responds to two major challenges: (a) the instantiation a complex cognitive function for which there is no genetic blueprint (learning to read in a first language, L1), and (b) the accommodation to new statistical regularities when learning to read in a second language (L2). The aim of the present research project is to identify the neural substrates of the reading process and its constituent cognitive components, with specific attention to individual differences and reading disabilities; as well as to investigate the relationship between specific cognitive functions and the changes in neural activity that take place in the course of learning to read in L1 and in L2. The project will employ a longitudinal design. We will recruit children before they learn to read in L1 and in L2 and track reading development with both cognitive and neuroimaging measures over 24 months. The findings from this project will provide a deeper understanding of (a) how general neurocognitive factors and language specific factors underlie individual differences – and reading disabilities– in reading acquisition in L1 and in L2; (b) how the neuro-cognitive circuitry changes and brain mechanisms synchronize while instantiating reading in L1 and in L2; (c) what the limitations and the extent of brain plasticity are in young readers. An interdisciplinary and multi-methodological approach is one of the keys to success of the present project, along with strong theory-driven investigation. By combining both we will generate breakthroughs to advance our understanding of how literacy in L1 and in L2 is acquired and mastered. The research proposed will also lay the foundations for more applied investigations of best practice in teaching reading in first and subsequent languages, and devising intervention methods for reading disabilities.
Max ERC Funding
2 487 000 €
Duration
Start date: 2012-05-01, End date: 2017-04-30
Project acronym BIOCON
Project Biological origins of linguistic constraints
Researcher (PI) Juan Manuel Toro
Host Institution (HI) UNIVERSIDAD POMPEU FABRA
Call Details Starting Grant (StG), SH4, ERC-2012-StG_20111124
Summary The linguistic capacity to express and comprehend an unlimited number of ideas when combining a limited number of elements has only been observed in humans. Nevertheless, research has not fully identified the components of language that make it uniquely human and that allow infants to grasp the complexity of linguistic structure in an apparently effortless manner. Research on comparative cognition suggests humans and other species share powerful learning mechanisms and basic perceptual abilities we use for language processing. But humans display remarkable linguistic abilities that other animals do not possess. Understanding the interplay between general mechanisms shared across species and more specialized ones dedicated to the speech signal is at the heart of current debates in human language acquisition. This is a highly relevant issue for researchers in the fields of Psychology, Linguistics, Biology, Philosophy and Cognitive Neuroscience. By conducting experiments across several populations (human adults and infants) and species (human and nonhuman animals), and using a wide array of experimental techniques, the present proposal hopes to shed some light on the origins of shared biological constraints that guide more specialized mechanisms in the search for linguistic structure. More specifically, we hope to understand how general perceptual and cognitive mechanisms likely present in other animals constrain the way humans tackle the task of language acquisition. Our hypothesis is that differences between humans and other species are not the result of humans being able to process increasingly complex structures that are the hallmark of language. Rather, differences might be due to humans and other animals focusing on different cues present in the signal to extract relevant information. This research will hint at what is uniquely human and what is shared across different animals species.
Summary
The linguistic capacity to express and comprehend an unlimited number of ideas when combining a limited number of elements has only been observed in humans. Nevertheless, research has not fully identified the components of language that make it uniquely human and that allow infants to grasp the complexity of linguistic structure in an apparently effortless manner. Research on comparative cognition suggests humans and other species share powerful learning mechanisms and basic perceptual abilities we use for language processing. But humans display remarkable linguistic abilities that other animals do not possess. Understanding the interplay between general mechanisms shared across species and more specialized ones dedicated to the speech signal is at the heart of current debates in human language acquisition. This is a highly relevant issue for researchers in the fields of Psychology, Linguistics, Biology, Philosophy and Cognitive Neuroscience. By conducting experiments across several populations (human adults and infants) and species (human and nonhuman animals), and using a wide array of experimental techniques, the present proposal hopes to shed some light on the origins of shared biological constraints that guide more specialized mechanisms in the search for linguistic structure. More specifically, we hope to understand how general perceptual and cognitive mechanisms likely present in other animals constrain the way humans tackle the task of language acquisition. Our hypothesis is that differences between humans and other species are not the result of humans being able to process increasingly complex structures that are the hallmark of language. Rather, differences might be due to humans and other animals focusing on different cues present in the signal to extract relevant information. This research will hint at what is uniquely human and what is shared across different animals species.
Max ERC Funding
1 305 973 €
Duration
Start date: 2013-01-01, End date: 2018-12-31
Project acronym BIOSPACE
Project Monitoring Biodiversity from Space
Researcher (PI) Andrew Kerr Skidmore
Host Institution (HI) UNIVERSITEIT TWENTE
Call Details Advanced Grant (AdG), SH2, ERC-2018-ADG
Summary Life, with all its diversity, is in crisis. As humans increasingly encroach on biologically complex semi- natural landscapes, no organism, place or ecological function remains unaffected. While all 196 parties (195 countries plus the European Union) to the UN Convention on Biodiversity (CBD) have agreed to monitor the state of biodiversity, the currently available methods to do so leave much to be desired. Traditional monitoring involves the field observation of species by trained specialists, aided by skilled volunteers, whose expertise is restricted to specific biotic groupings. In a process that is both time consuming and inconsistent across time and space, botanists identify and record the presence of plant species and ornithologists the bird biota, resulting in 'unpopular' biotic groups such as fungi, bacteria and insects being under-observed or escaping identification altogether. In this project, a fundamentally different approach to terrestrial biodiversity monitoring couples next generation satellite remote sensing with environmental DNA (eDNA) profiling, complemented where available by legacy human-observed datasets. Satellite remote sensing is able to survey the environment as a single, continuous, fine-resolution map, while eDNA profiling can rapidly quantify much greater taxonomical and functional breadth and depth than human field observation. This project combines, for the first time, these two powerful, cutting-edge techniques for monitoring biodiversity at the global level in a consistent manner. Following from this, another key innovation will be the deepening of our scientific understanding of how biodiversity is impacted by anthropogenic pressure as well as by natural environmental gradients. In concert, these scientific developments will enable the accurate and fine grain monitoring of biodiversity from space – a ground-breaking contribution to the quest to meet the UN Sustainable Development Goals and CBD Aichi targets.
Summary
Life, with all its diversity, is in crisis. As humans increasingly encroach on biologically complex semi- natural landscapes, no organism, place or ecological function remains unaffected. While all 196 parties (195 countries plus the European Union) to the UN Convention on Biodiversity (CBD) have agreed to monitor the state of biodiversity, the currently available methods to do so leave much to be desired. Traditional monitoring involves the field observation of species by trained specialists, aided by skilled volunteers, whose expertise is restricted to specific biotic groupings. In a process that is both time consuming and inconsistent across time and space, botanists identify and record the presence of plant species and ornithologists the bird biota, resulting in 'unpopular' biotic groups such as fungi, bacteria and insects being under-observed or escaping identification altogether. In this project, a fundamentally different approach to terrestrial biodiversity monitoring couples next generation satellite remote sensing with environmental DNA (eDNA) profiling, complemented where available by legacy human-observed datasets. Satellite remote sensing is able to survey the environment as a single, continuous, fine-resolution map, while eDNA profiling can rapidly quantify much greater taxonomical and functional breadth and depth than human field observation. This project combines, for the first time, these two powerful, cutting-edge techniques for monitoring biodiversity at the global level in a consistent manner. Following from this, another key innovation will be the deepening of our scientific understanding of how biodiversity is impacted by anthropogenic pressure as well as by natural environmental gradients. In concert, these scientific developments will enable the accurate and fine grain monitoring of biodiversity from space – a ground-breaking contribution to the quest to meet the UN Sustainable Development Goals and CBD Aichi targets.
Max ERC Funding
2 470 315 €
Duration
Start date: 2019-09-01, End date: 2024-08-31
Project acronym BLENDS
Project Between Direct and Indirect Discourse: Shifting Perspective in Blended Discourse
Researcher (PI) Emar Maier
Host Institution (HI) RIJKSUNIVERSITEIT GRONINGEN
Call Details Starting Grant (StG), SH4, ERC-2010-StG_20091209
Summary A fundamental feature of language is that it allows us to reproduce what others have said. It is traditionally assumed that there
are two ways of doing this: direct discourse, where you preserve the original speech act verbatim, and indirect discourse,
where you paraphrase it in your own words. In accordance with this dichotomy, linguists have posited a number of universal
characteristics to distinguish the two modes. At the same time, we are seeing more and more examples that seem to fall
somewhere in between. I reject the direct indirect distinction and replace it with a new paradigm of blended discourse.
Combining insights from philosophy and linguistics, my framework has only one kind of speech reporting, in which a speaker
always attempts to convey the content of the reported words from her own perspective, but can quote certain parts verbatim,
thereby effectively switching to the reported perspective.
To explain why some languages are shiftier than others, I hypothesize that a greater distance from face-to-face
communication, with the possibility of extra- and paralinguistic perspective marking, necessitated the introduction of
an artificial direct indirect separation. I test this hypothesis by investigating languages that are closely tied to direct
communication: Dutch child language, as recent studies hint at a very late acquisition of the direct indirect distinction; Dutch
Sign Language, which has a special role shift marker that bears a striking resemblance to the quotational shift of blended
discourse; and Ancient Greek, where philologists have long been observing perspective shifts.
In sum, my research combines a new philosophical insight on the nature of reported speech with formal semantic rigor and
linguistic data from child language experiments, native signers, and Greek philology.
Summary
A fundamental feature of language is that it allows us to reproduce what others have said. It is traditionally assumed that there
are two ways of doing this: direct discourse, where you preserve the original speech act verbatim, and indirect discourse,
where you paraphrase it in your own words. In accordance with this dichotomy, linguists have posited a number of universal
characteristics to distinguish the two modes. At the same time, we are seeing more and more examples that seem to fall
somewhere in between. I reject the direct indirect distinction and replace it with a new paradigm of blended discourse.
Combining insights from philosophy and linguistics, my framework has only one kind of speech reporting, in which a speaker
always attempts to convey the content of the reported words from her own perspective, but can quote certain parts verbatim,
thereby effectively switching to the reported perspective.
To explain why some languages are shiftier than others, I hypothesize that a greater distance from face-to-face
communication, with the possibility of extra- and paralinguistic perspective marking, necessitated the introduction of
an artificial direct indirect separation. I test this hypothesis by investigating languages that are closely tied to direct
communication: Dutch child language, as recent studies hint at a very late acquisition of the direct indirect distinction; Dutch
Sign Language, which has a special role shift marker that bears a striking resemblance to the quotational shift of blended
discourse; and Ancient Greek, where philologists have long been observing perspective shifts.
In sum, my research combines a new philosophical insight on the nature of reported speech with formal semantic rigor and
linguistic data from child language experiments, native signers, and Greek philology.
Max ERC Funding
677 254 €
Duration
Start date: 2011-03-01, End date: 2016-08-31
Project acronym BLOCKCHAINSOCIETY
Project The Disrupted Society: mapping the societal effects of blockchain technology diffusion
Researcher (PI) Balazs BODO
Host Institution (HI) UNIVERSITEIT VAN AMSTERDAM
Call Details Starting Grant (StG), SH3, ERC-2017-STG
Summary Recent advances in cryptography yielded the blockchain technology, which enables a radically new and decentralized method to maintain authoritative records, without the need of trusted intermediaries. Bitcoin, a cryptocurrency blockchain application has already demonstrated that it is possible to operate a purely cryptography-based, global, distributed, decentralized, anonymous financial network, independent from central and commercial banks, regulators and the state.
The same technology is now being applied to other social domains (e.g. public registries of ownership and deeds, voting systems, the internet domain name registry). But research on the societal impact of blockchain innovation is scant, and we cannot properly assess its risks and promises. In addition, crucial knowledge is missing on how blockchain technologies can and should be regulated by law.
The BlockchainSociety project focuses on three research questions. (1) What internal factors contribute to the success of a blockchain application? (2) How does society adopt blockchain? (3) How to regulate blockchain? It breaks new ground as it (1) maps the most important blockchain projects, their governance, and assesses their disruptive potential; (2) documents and analyses the social diffusion of the technology, and builds scenarios about the potential impact of blockchain diffusion; and (3) it creates an inventory of emerging policy responses, compares and assesses policy tools in terms of efficiency and impact. The project will (1) build the conceptual and methodological bridges between information law, the study of the self-governance of technological systems via Science and Technology Studies, and the study of collective control efforts of complex socio-technological assemblages via Internet Governance studies; (2) address the most pressing blockchain-specific regulatory challenges via the analysis of emerging policies, and the development of new proposals.
Summary
Recent advances in cryptography yielded the blockchain technology, which enables a radically new and decentralized method to maintain authoritative records, without the need of trusted intermediaries. Bitcoin, a cryptocurrency blockchain application has already demonstrated that it is possible to operate a purely cryptography-based, global, distributed, decentralized, anonymous financial network, independent from central and commercial banks, regulators and the state.
The same technology is now being applied to other social domains (e.g. public registries of ownership and deeds, voting systems, the internet domain name registry). But research on the societal impact of blockchain innovation is scant, and we cannot properly assess its risks and promises. In addition, crucial knowledge is missing on how blockchain technologies can and should be regulated by law.
The BlockchainSociety project focuses on three research questions. (1) What internal factors contribute to the success of a blockchain application? (2) How does society adopt blockchain? (3) How to regulate blockchain? It breaks new ground as it (1) maps the most important blockchain projects, their governance, and assesses their disruptive potential; (2) documents and analyses the social diffusion of the technology, and builds scenarios about the potential impact of blockchain diffusion; and (3) it creates an inventory of emerging policy responses, compares and assesses policy tools in terms of efficiency and impact. The project will (1) build the conceptual and methodological bridges between information law, the study of the self-governance of technological systems via Science and Technology Studies, and the study of collective control efforts of complex socio-technological assemblages via Internet Governance studies; (2) address the most pressing blockchain-specific regulatory challenges via the analysis of emerging policies, and the development of new proposals.
Max ERC Funding
1 499 631 €
Duration
Start date: 2018-01-01, End date: 2022-12-31
Project acronym BOYS WILL BE BOYS?
Project Boys will be boys? Gender differences in the socialization of disruptive behaviour in early childhood
Researcher (PI) Judit Mesman
Host Institution (HI) UNIVERSITEIT LEIDEN
Call Details Starting Grant (StG), SH4, ERC-2009-StG
Summary The aim of the proposed project is to shed light on early childhood gender-differentiated socialization and gender-specific susceptibility to parenting within families in relation to disruptive behaviour in boys and girls in the first four years of life. The popular saying boys will be boys refers to the observation that boys show more disruptive behaviours (e.g., noncompliance or aggression) than girls, a pattern that has been confirmed frequently in scientific research. There is also evidence that parents treat boys differently from girls in ways that are likely to foster boys disruptive behaviour, and that boys are more susceptible to problematic family functioning than girls. The crucial question is whether gender differences in socialization, susceptibility to socialization, and children s behavioural outcomes are also salient when the same parents are doing the parenting of both a boy and a girl. Within-family comparisons are necessary to account for structural differences between families. To this end, families with two children born 22-26 months apart will be recruited from the general population. To account for birth order and gender-combination effects, the sample includes four groups of 150 families each, with the following sibling combinations: girl-boy, boy-girl, girl-girl, and boy-boy. The study has a four-wave longitudinal design, based on the youngest sibling with assessments at ages 12, 24, 36, and 48 months, because gender differences in disruptive behaviour develop during the toddler years. Each assessment consists of two home visits: one with mother and one with father, including observations of both children and of the children separately. Parenting behaviours will be studied in reaction to specific child behaviours, including aggression, noncompliance, and prosocial behaviours.
Summary
The aim of the proposed project is to shed light on early childhood gender-differentiated socialization and gender-specific susceptibility to parenting within families in relation to disruptive behaviour in boys and girls in the first four years of life. The popular saying boys will be boys refers to the observation that boys show more disruptive behaviours (e.g., noncompliance or aggression) than girls, a pattern that has been confirmed frequently in scientific research. There is also evidence that parents treat boys differently from girls in ways that are likely to foster boys disruptive behaviour, and that boys are more susceptible to problematic family functioning than girls. The crucial question is whether gender differences in socialization, susceptibility to socialization, and children s behavioural outcomes are also salient when the same parents are doing the parenting of both a boy and a girl. Within-family comparisons are necessary to account for structural differences between families. To this end, families with two children born 22-26 months apart will be recruited from the general population. To account for birth order and gender-combination effects, the sample includes four groups of 150 families each, with the following sibling combinations: girl-boy, boy-girl, girl-girl, and boy-boy. The study has a four-wave longitudinal design, based on the youngest sibling with assessments at ages 12, 24, 36, and 48 months, because gender differences in disruptive behaviour develop during the toddler years. Each assessment consists of two home visits: one with mother and one with father, including observations of both children and of the children separately. Parenting behaviours will be studied in reaction to specific child behaviours, including aggression, noncompliance, and prosocial behaviours.
Max ERC Funding
1 611 970 €
Duration
Start date: 2010-02-01, End date: 2015-03-31
Project acronym BRAINBALANCE
Project Rebalancing the brain:
Guiding brain recovery after stroke
Researcher (PI) Alexander Thomas Sack
Host Institution (HI) UNIVERSITEIT MAASTRICHT
Call Details Starting Grant (StG), SH4, ERC-2010-StG_20091209
Summary Damage to parietal cortex after stroke causes patients to become unaware of large parts of their surroundings and body parts. This so-called spatial neglect is hypothesised to be brought about by a stroke-induced imbalance between the left and right hemisphere. Some patients experience a partial recovery of lost abilities, but the factors that drive this rebalancing are unknown. The research proposed here will overcome this bottleneck in our understanding of the brain recovery phenomenon, and develop therapeutic approaches that for the first time will control, steer and speed up brain rebalancing after stroke. To that goal, we introduce a revolutionary approach in which TMS, fMRI, and EEG are applied simultaneously in healthy human volunteers to artificially unbalance the brain, and then study and control processes of rebalancing. Because we are one of the few groups worldwide that has accomplished this methodology, and that has the expertise to fully analyse the data it will yield, we are in a unique position to deliver both fundamental insights into brain plasticity, and derived new therapies. In brief, we will use TMS to (i) mimic spatial neglect in healthy volunteers while simultaneously monitoring the underlying neural network effects using fMRI/EEG, and to (ii) determine which exact brain reorganisation leads to an optimal behavioral recovery after injury. Importantly, we will use cutting-edge fMRI pattern recognition and machine learning algorithms to predict which concrete TMS treatment will specifically support this optimal functional reorganisation in the unbalanced brain. Finally, we will directly translate these fundamental findings into clinical practise and apply novel TMS protocols to rebalance the brain in patients suffering from parietal stroke.
Summary
Damage to parietal cortex after stroke causes patients to become unaware of large parts of their surroundings and body parts. This so-called spatial neglect is hypothesised to be brought about by a stroke-induced imbalance between the left and right hemisphere. Some patients experience a partial recovery of lost abilities, but the factors that drive this rebalancing are unknown. The research proposed here will overcome this bottleneck in our understanding of the brain recovery phenomenon, and develop therapeutic approaches that for the first time will control, steer and speed up brain rebalancing after stroke. To that goal, we introduce a revolutionary approach in which TMS, fMRI, and EEG are applied simultaneously in healthy human volunteers to artificially unbalance the brain, and then study and control processes of rebalancing. Because we are one of the few groups worldwide that has accomplished this methodology, and that has the expertise to fully analyse the data it will yield, we are in a unique position to deliver both fundamental insights into brain plasticity, and derived new therapies. In brief, we will use TMS to (i) mimic spatial neglect in healthy volunteers while simultaneously monitoring the underlying neural network effects using fMRI/EEG, and to (ii) determine which exact brain reorganisation leads to an optimal behavioral recovery after injury. Importantly, we will use cutting-edge fMRI pattern recognition and machine learning algorithms to predict which concrete TMS treatment will specifically support this optimal functional reorganisation in the unbalanced brain. Finally, we will directly translate these fundamental findings into clinical practise and apply novel TMS protocols to rebalance the brain in patients suffering from parietal stroke.
Max ERC Funding
1 344 853 €
Duration
Start date: 2011-04-01, End date: 2016-03-31
Project acronym BRAINBELIEFS
Project Proving or improving yourself: longitudinal effects of ability beliefs on neural feedback processing and school outcomes
Researcher (PI) Nienke VAN ATTEVELDT
Host Institution (HI) STICHTING VU
Call Details Starting Grant (StG), SH4, ERC-2016-STG
Summary To successfully complete secondary education, persistent learning behavior is essential. Why are some adolescents more resilient to setbacks at school than others? In addition to actual ability, students’ implicit beliefs about the nature of their abilities have major impact on their motivation and achievements. Ability beliefs range from viewing abilities as “entities” that cannot be improved much by effort (entity beliefs), to believing that they are incremental with effort and time (incremental beliefs). Importantly, ability beliefs shape which goals a student pursues at school; proving themselves (performance goals) or improving themselves (learning goals). The central aims of the proposal are to unravel 1) the underlying processing mechanisms of how beliefs and goals shape resilience to setbacks at school and 2) how to influence these mechanisms to stimulate persistent learning behavior.
Functional brain research, including my own, has revealed the profound top-down influence of goals on selective information processing. Goals may thus determine which learning-related information is attended. Project 1 jointly investigates the essential psychological and neurobiological processes to unravel the longitudinal effects of beliefs and goals on how the brain prioritizes information during learning, and how this relates to school outcomes. Project 2 reveals how to influence this interplay with the aim to long-lastingly stimulate persistent learning behavior. I will move beyond existing approaches by introducing a novel intervention in which students experience their own learning-related brain activity and its malleability.
The results will demonstrate how ability beliefs and goals shape functional brain development and school outcomes during adolescence, and how we can optimally stimulate this interplay. The research has high scientific impact as it bridges multiple disciplines and thereby provides a strong impulse to the emerging field of educational neuroscience.
Summary
To successfully complete secondary education, persistent learning behavior is essential. Why are some adolescents more resilient to setbacks at school than others? In addition to actual ability, students’ implicit beliefs about the nature of their abilities have major impact on their motivation and achievements. Ability beliefs range from viewing abilities as “entities” that cannot be improved much by effort (entity beliefs), to believing that they are incremental with effort and time (incremental beliefs). Importantly, ability beliefs shape which goals a student pursues at school; proving themselves (performance goals) or improving themselves (learning goals). The central aims of the proposal are to unravel 1) the underlying processing mechanisms of how beliefs and goals shape resilience to setbacks at school and 2) how to influence these mechanisms to stimulate persistent learning behavior.
Functional brain research, including my own, has revealed the profound top-down influence of goals on selective information processing. Goals may thus determine which learning-related information is attended. Project 1 jointly investigates the essential psychological and neurobiological processes to unravel the longitudinal effects of beliefs and goals on how the brain prioritizes information during learning, and how this relates to school outcomes. Project 2 reveals how to influence this interplay with the aim to long-lastingly stimulate persistent learning behavior. I will move beyond existing approaches by introducing a novel intervention in which students experience their own learning-related brain activity and its malleability.
The results will demonstrate how ability beliefs and goals shape functional brain development and school outcomes during adolescence, and how we can optimally stimulate this interplay. The research has high scientific impact as it bridges multiple disciplines and thereby provides a strong impulse to the emerging field of educational neuroscience.
Max ERC Funding
1 597 291 €
Duration
Start date: 2017-03-01, End date: 2022-02-28
Project acronym BRAINDEVELOPMENT
Project How brain development underlies advances in cognition and emotion in childhood and adolescence
Researcher (PI) Eveline Adriana Maria Crone
Host Institution (HI) UNIVERSITEIT LEIDEN
Call Details Starting Grant (StG), SH4, ERC-2010-StG_20091209
Summary Thanks to the recent advances in mapping brain activation during task performance using functional Magnetic Resonance Imaging (i.e., studying the brain in action), it is now possible to study one of the oldest questions in psychology: how the development of neural circuitry underlies the development of cognition and emotion. The ‘Storm and Stress’ of adolescence, a period during which adolescents develop cognitively with great speed but are also risk-takers and sensitive to opinions of their peer group, has puzzled scientists for centuries. New technologies of brain mapping have the potential to shed new light on the mystery of adolescence. The approach proposed here concerns the investigation of brain regions which underlie developmental changes in cognitive, emotional and social-emotional functions over the course of child and adolescent development.
For this purpose I will measure functional brain development longitudinally across the age range 8-20 years by using a combined cross-sectional longitudinal design including 240 participants. Participants will take part in two testing sessions over a four-year-period in order to track the within-subject time courses of functional brain development for cognitive, emotional and social-emotional functions and to understand how these functions develop relative to each other in the same individuals, using multilevel models for change. The cross-sectional longitudinal assessment of cognitive, emotional and social-emotional functional brain development in relation to brain structure and hormone levels is unique in the international field and has the potential to provide new explanations for old questions. The application of brain mapping combined with multilevel models for change is original, and allows for the examination of developmental trajectories rather than age comparisons. An integrative mapping (i.e., combined with task performance and with biological markers) of functional brain development is important not only for theory development, but also for understanding how children learn new tasks and participate in a complex social world, and eventually to tailor educational programs to the needs of children.
Summary
Thanks to the recent advances in mapping brain activation during task performance using functional Magnetic Resonance Imaging (i.e., studying the brain in action), it is now possible to study one of the oldest questions in psychology: how the development of neural circuitry underlies the development of cognition and emotion. The ‘Storm and Stress’ of adolescence, a period during which adolescents develop cognitively with great speed but are also risk-takers and sensitive to opinions of their peer group, has puzzled scientists for centuries. New technologies of brain mapping have the potential to shed new light on the mystery of adolescence. The approach proposed here concerns the investigation of brain regions which underlie developmental changes in cognitive, emotional and social-emotional functions over the course of child and adolescent development.
For this purpose I will measure functional brain development longitudinally across the age range 8-20 years by using a combined cross-sectional longitudinal design including 240 participants. Participants will take part in two testing sessions over a four-year-period in order to track the within-subject time courses of functional brain development for cognitive, emotional and social-emotional functions and to understand how these functions develop relative to each other in the same individuals, using multilevel models for change. The cross-sectional longitudinal assessment of cognitive, emotional and social-emotional functional brain development in relation to brain structure and hormone levels is unique in the international field and has the potential to provide new explanations for old questions. The application of brain mapping combined with multilevel models for change is original, and allows for the examination of developmental trajectories rather than age comparisons. An integrative mapping (i.e., combined with task performance and with biological markers) of functional brain development is important not only for theory development, but also for understanding how children learn new tasks and participate in a complex social world, and eventually to tailor educational programs to the needs of children.
Max ERC Funding
1 500 000 €
Duration
Start date: 2011-02-01, End date: 2016-01-31
