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 CDAC
Project "The role of consciousness in adaptive behavior: A combined empirical, computational and robot based approach"
Researcher (PI) Paulus Franciscus Maria Joseph Verschure
Host Institution (HI) UNIVERSIDAD POMPEU FABRA
Call Details Advanced Grant (AdG), SH4, ERC-2013-ADG
Summary "Understanding the nature of consciousness is one of the grand outstanding scientific challenges and two of its features stand out: consciousness is defined as the construction of one coherent scene but this scene is experienced with a delay relative to the action of the agent and not necessarily the cause of actions and thoughts. Did evolution render solutions to the challenge of survival that includes epiphenomenal processes? The Conscious Distributed Adaptive Control (CDAC) project aims at resolving this paradox by using a multi-disciplinary approach to show the functional role of consciousness in adaptive behaviour, to identify its underlying neuronal principles and to construct a neuromorphic robot based real-time conscious architecture. CDAC proposes that the shift from surviving in a physical world to one that is dominated by intentional agents requires radically different control architectures combining parallel and distributed control loops to assure real-time operation together with a second level of control that assures coherence through sequential coherent representation of self and the task domain, i.e. consciousness. This conscious scene is driving dedicated credit assignment and planning beyond the immediately given information. CDAC advances a comprehensive framework progressing beyond the state of the art and will be realized using system level models of a conscious architecture, detailed computational studies of its underlying neuronal substrate focusing, empirical validation with a humanoid robot and stroke patients and the advancement of beyond state of the art tools appropriate to the complexity of its objectives. The CDAC project directly addresses one of the main outstanding questions in science: the function and genesis of consciousness and will advance our understanding of mind and brain, provide radically new neurorehabilitation technologies and contribute to realizing a new generation of robots with advanced social competence."
Summary
"Understanding the nature of consciousness is one of the grand outstanding scientific challenges and two of its features stand out: consciousness is defined as the construction of one coherent scene but this scene is experienced with a delay relative to the action of the agent and not necessarily the cause of actions and thoughts. Did evolution render solutions to the challenge of survival that includes epiphenomenal processes? The Conscious Distributed Adaptive Control (CDAC) project aims at resolving this paradox by using a multi-disciplinary approach to show the functional role of consciousness in adaptive behaviour, to identify its underlying neuronal principles and to construct a neuromorphic robot based real-time conscious architecture. CDAC proposes that the shift from surviving in a physical world to one that is dominated by intentional agents requires radically different control architectures combining parallel and distributed control loops to assure real-time operation together with a second level of control that assures coherence through sequential coherent representation of self and the task domain, i.e. consciousness. This conscious scene is driving dedicated credit assignment and planning beyond the immediately given information. CDAC advances a comprehensive framework progressing beyond the state of the art and will be realized using system level models of a conscious architecture, detailed computational studies of its underlying neuronal substrate focusing, empirical validation with a humanoid robot and stroke patients and the advancement of beyond state of the art tools appropriate to the complexity of its objectives. The CDAC project directly addresses one of the main outstanding questions in science: the function and genesis of consciousness and will advance our understanding of mind and brain, provide radically new neurorehabilitation technologies and contribute to realizing a new generation of robots with advanced social competence."
Max ERC Funding
2 469 268 €
Duration
Start date: 2014-02-01, End date: 2019-01-31
Project acronym DYSTRUCTURE
Project The Dynamical and Structural Basis of Human Mind Complexity: Segregation and Integration of Information and Processing in the Brain
Researcher (PI) Gustavo Deco
Host Institution (HI) UNIVERSIDAD POMPEU FABRA
Call Details Advanced Grant (AdG), SH4, ERC-2011-ADG_20110406
Summary "Perceptions, memories, emotions, and everything that makes us human, demand the flexible integration of information represented and computed in a distributed manner. The human brain is structured into a large number of areas in which information and computation are highly segregated. Normal brain functions require the integration of functionally specialized but widely distributed brain areas. Furthermore, human behavior entails a flexible task- dependent interplay between different subsets of these brain areas in order to integrate them according to the corresponding goal-directed requirements. We contend that the functional and encoding roles of diverse neuronal populations across areas are subject to intra- and inter-cortical dynamics. More concretely, we hypothesize that coherent oscillations within frequency-specific large-scale networks and coherent structuring of the underlying fluctuations are crucial mechanisms for the flexible integration of distributed processing and interaction of representations.
The project aims to elucidate precisely the interplay and mutual entrainment between local brain area dynamics and global network dynamics and their breakdown in brain diseases. We wish to better understand how segregated distributed information and processing are integrated in a flexible and context-dependent way as required for goal-directed behavior. It will allow us to comprehend the mechanisms underlying brain functions by complementing structural and activation based analyses with dynamics. We expect to gain a full explanation of the mechanisms that mediate the interactions between global and local spatio-temporal patterns of activity revealed at many levels of observations (fMRI, EEG, MEG) in humans under task and resting conditions, complemented and further constrained by using more detailed characterization of brain dynamics via Local Field Potentials and neuronal recording in animals under task and resting conditions."
Summary
"Perceptions, memories, emotions, and everything that makes us human, demand the flexible integration of information represented and computed in a distributed manner. The human brain is structured into a large number of areas in which information and computation are highly segregated. Normal brain functions require the integration of functionally specialized but widely distributed brain areas. Furthermore, human behavior entails a flexible task- dependent interplay between different subsets of these brain areas in order to integrate them according to the corresponding goal-directed requirements. We contend that the functional and encoding roles of diverse neuronal populations across areas are subject to intra- and inter-cortical dynamics. More concretely, we hypothesize that coherent oscillations within frequency-specific large-scale networks and coherent structuring of the underlying fluctuations are crucial mechanisms for the flexible integration of distributed processing and interaction of representations.
The project aims to elucidate precisely the interplay and mutual entrainment between local brain area dynamics and global network dynamics and their breakdown in brain diseases. We wish to better understand how segregated distributed information and processing are integrated in a flexible and context-dependent way as required for goal-directed behavior. It will allow us to comprehend the mechanisms underlying brain functions by complementing structural and activation based analyses with dynamics. We expect to gain a full explanation of the mechanisms that mediate the interactions between global and local spatio-temporal patterns of activity revealed at many levels of observations (fMRI, EEG, MEG) in humans under task and resting conditions, complemented and further constrained by using more detailed characterization of brain dynamics via Local Field Potentials and neuronal recording in animals under task and resting conditions."
Max ERC Funding
2 467 530 €
Duration
Start date: 2012-07-01, End date: 2017-06-30
Project acronym OSTREFCOM
Project Human infants' preparedness for relevance-guided learning through ostensive-referential communication
Researcher (PI) Gergely Csibra
Host Institution (HI) KOZEP-EUROPAI EGYETEM
Call Details Advanced Grant (AdG), SH4, ERC-2009-AdG
Summary A recent hypothesis (the theory of 'natural pedagogy') proposes that an important function of human ostensive-referential communication is to allow the transmission of generic (semantic) knowledge to others. The primary potential beneficiaries of such a communication system are children, who are always novices with respect to the culture they are born into. This proposal aims to explore whether and how human infants are prepared to learn from adults through communication, what cognitive and neural systems support such learning process, and how this social learning process changes infants' perception, interpretation and representation of the world. Beyond traditional behavioural methods, we plan to use eye-tracking, electrophysiological (EEG, ERP) and optical imaging (NIRS) techniques to get insights about the online processes of perception, attention and memory during, as well as the understanding of the social and physical world through, non-verbal communication. In particular, we seek to track (1) the early development of sensitivity to various ostensive-communicative signals, (2) their relation to the understanding of referential deictic gestures, which is essential to be engaged in triadic communication, (3) how these signals modulate what infants pay attention to and preserve in their memory about objects, and (4) how the functional understanding of human-made cultural artefacts (such as tools) is affected by their demonstrated use in ostensive-referential communicative settings. The new framework theory of natural pedagogy will also provide a novel perspective to elucidate how further cognitive systems, such as the understanding of actions or causal relations, as well as the processes of imitation and word learning contribute to cultural learning by communication.
Summary
A recent hypothesis (the theory of 'natural pedagogy') proposes that an important function of human ostensive-referential communication is to allow the transmission of generic (semantic) knowledge to others. The primary potential beneficiaries of such a communication system are children, who are always novices with respect to the culture they are born into. This proposal aims to explore whether and how human infants are prepared to learn from adults through communication, what cognitive and neural systems support such learning process, and how this social learning process changes infants' perception, interpretation and representation of the world. Beyond traditional behavioural methods, we plan to use eye-tracking, electrophysiological (EEG, ERP) and optical imaging (NIRS) techniques to get insights about the online processes of perception, attention and memory during, as well as the understanding of the social and physical world through, non-verbal communication. In particular, we seek to track (1) the early development of sensitivity to various ostensive-communicative signals, (2) their relation to the understanding of referential deictic gestures, which is essential to be engaged in triadic communication, (3) how these signals modulate what infants pay attention to and preserve in their memory about objects, and (4) how the functional understanding of human-made cultural artefacts (such as tools) is affected by their demonstrated use in ostensive-referential communicative settings. The new framework theory of natural pedagogy will also provide a novel perspective to elucidate how further cognitive systems, such as the understanding of actions or causal relations, as well as the processes of imitation and word learning contribute to cultural learning by communication.
Max ERC Funding
1 557 428 €
Duration
Start date: 2010-05-01, End date: 2015-10-31
