Header

UZH-Logo

Maintenance Infos

Unraveling individual differences in learning potential: A dynamic framework for the case of reading development


Bonte, Milene; Brem, Silvia (2024). Unraveling individual differences in learning potential: A dynamic framework for the case of reading development. Developmental Cognitive Neuroscience, 66:101362.

Abstract

Children show an enormous capacity to learn during development, but with large individual differences in the time course and trajectory of learning and the achieved skill level. Recent progress in developmental sciences has shown the contribution of a multitude of factors including genetic variation, brain plasticity, socio-cultural context and learning experiences to individual development. These factors interact in a complex manner, producing children's idiosyncratic and heterogeneous learning paths. Despite an increasing recognition of these intricate dynamics, current research on the development of culturally acquired skills such as reading still has a typical focus on snapshots of children's performance at discrete points in time. Here we argue that this 'static' approach is often insufficient and limits advancements in the prediction and mechanistic understanding of individual differences in learning capacity. We present a dynamic framework which highlights the importance of capturing short-term trajectories during learning across multiple stages and processes as a proxy for long-term development on the example of reading. This framework will help explain relevant variability in children's learning paths and outcomes and fosters new perspectives and approaches to study how children develop and learn.

Abstract

Children show an enormous capacity to learn during development, but with large individual differences in the time course and trajectory of learning and the achieved skill level. Recent progress in developmental sciences has shown the contribution of a multitude of factors including genetic variation, brain plasticity, socio-cultural context and learning experiences to individual development. These factors interact in a complex manner, producing children's idiosyncratic and heterogeneous learning paths. Despite an increasing recognition of these intricate dynamics, current research on the development of culturally acquired skills such as reading still has a typical focus on snapshots of children's performance at discrete points in time. Here we argue that this 'static' approach is often insufficient and limits advancements in the prediction and mechanistic understanding of individual differences in learning capacity. We present a dynamic framework which highlights the importance of capturing short-term trajectories during learning across multiple stages and processes as a proxy for long-term development on the example of reading. This framework will help explain relevant variability in children's learning paths and outcomes and fosters new perspectives and approaches to study how children develop and learn.

Statistics

Citations

Altmetrics

Downloads

2 downloads since deposited on 15 Mar 2024
2 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Journal Article, refereed, further contribution
Communities & Collections:04 Faculty of Medicine > Psychiatric University Hospital Zurich > Department of Child and Adolescent Psychiatry
04 Faculty of Medicine > Neuroscience Center Zurich
Dewey Decimal Classification:610 Medicine & health
Scopus Subject Areas:Life Sciences > Cognitive Neuroscience
Uncontrolled Keywords:Developmental dyslexia; Dynamic Assessment; Individual differences; Learning; Longitudinal brain imaging; Reading acquisition.
Language:English
Date:April 2024
Deposited On:15 Mar 2024 10:14
Last Modified:30 Apr 2024 01:53
Publisher:Elsevier
ISSN:1878-9293
OA Status:Gold
Free access at:Publisher DOI. An embargo period may apply.
Publisher DOI:https://doi.org/10.1016/j.dcn.2024.101362
PubMed ID:38447471
Project Information:
  • : FunderUniversität Zürich
  • : Grant ID
  • : Project Title
  • : FunderFondation Botnar
  • : Grant ID
  • : Project Title
  • : FunderNational Centre of Competence in Research Evolving Language
  • : Grant ID
  • : Project Title
  • : FunderNederlandse Organisatie voor Wetenschappelijk Onderzoek
  • : Grant ID
  • : Project Title
  • Content: Published Version
  • Language: English
  • Licence: Creative Commons: Attribution 4.0 International (CC BY 4.0)