The Contributions Of Different Sources Of Calcium To The Induction Of Long Term Potentiation
Funder
National Health and Medical Research Council
Funding Amount
$267,750.00
Summary
When we make memories, we alter the strength of synaptic connections between nerve cells.These changes are particularly marked in the hippopcampus ; a region of the brain involved in the formation of memories. The strength of a synaptic connection is altered if it activates a neurone sufficiently to cause a rise in the level of calcium ions. Calcium can be derived from several sources within the neurone. This project aims to assess the relative importance of these different sources of calcium in ....When we make memories, we alter the strength of synaptic connections between nerve cells.These changes are particularly marked in the hippopcampus ; a region of the brain involved in the formation of memories. The strength of a synaptic connection is altered if it activates a neurone sufficiently to cause a rise in the level of calcium ions. Calcium can be derived from several sources within the neurone. This project aims to assess the relative importance of these different sources of calcium in inducing increases in synaptic strength.Read moreRead less
Preventing Academic Difficulties In Preterm Children: An Adaptive Working Memory Training Intervention.
Funder
National Health and Medical Research Council
Funding Amount
$711,566.00
Summary
Preterm children exhibit high rates of learning disability which has considerable social and economic consequences. It is proposed that these learning difficulties are related to reduced working memory capacity. This randomised controlled trial will investigate the ability of an established working memory training program to improve academic functioning and prevent learning disability in children born extremely preterm. Neuroimaging will be performed to study functional neuroplasticity associate ....Preterm children exhibit high rates of learning disability which has considerable social and economic consequences. It is proposed that these learning difficulties are related to reduced working memory capacity. This randomised controlled trial will investigate the ability of an established working memory training program to improve academic functioning and prevent learning disability in children born extremely preterm. Neuroimaging will be performed to study functional neuroplasticity associated with improved working memory capacity.Read moreRead less
Preventing Early Academic Problems By Improving Working Memory: Translational Randomised Trial
Funder
National Health and Medical Research Council
Funding Amount
$831,085.00
Summary
Learning difficulties are common and can cause school failure and poor self-esteem. They are associated with specific problems with temporarily remembering and using information (‘working memory’). Research suggests that improving working memory might improve academic achievement. We will study this intervention in a large group of primary school children who have poor working memory. If successful, the intervention will provide a way to improve the learning skills of these high-risk children.
The amygdala is an area of the brain that is involved in assigning emotional content to sensory information. Disorders of the amygdala lead to a variety of anxiety-related mental disorders such as panic attacks and post-traumatic stress. This grant will study how the NMDA receptor, which plays a central role in memory formation, works in the amygdala. We will determine the functional role of this receptor in the amygdala and how it may be modified by experience.
Optimising students’ academic trajectories: The role of growth (‘personal best’) goals. Too many students fail to reach their academic potential and, as a result, they risk being systematically denied a sense of academic ‘success’ and progress. Through a focus on academic growth (and ‘personal bests’), this research project traverses complex terrain to identify the role of growth goals and growth goal setting in students’ academic trajectories. It also tackles methodological challenges that have ....Optimising students’ academic trajectories: The role of growth (‘personal best’) goals. Too many students fail to reach their academic potential and, as a result, they risk being systematically denied a sense of academic ‘success’ and progress. Through a focus on academic growth (and ‘personal bests’), this research project traverses complex terrain to identify the role of growth goals and growth goal setting in students’ academic trajectories. It also tackles methodological challenges that have impeded research progress in this compelling area. Through strategic international and institutional links, the research program will identify innovative approaches to academic growth and growth goals that will significantly assist pedagogy and psychology aimed at optimising students’ academic potential.Read moreRead less
The Extinction Of Conditioned Fear And Its Implications For Cue Exposure Therapy
Funder
National Health and Medical Research Council
Funding Amount
$322,430.00
Summary
This project studies extinction of Pavlovian conditioned fear reactions in rats. Extinction of these reactions is an animal model for exposure therapy used in the treatment of anxiety disorders in people. In exposure therapy, the patient, aided by the clinician, confronts trauma-related cues in the absence of any overt danger. The intention of this therapy is to reduce the ability of the trauma-related cues to provoke the fear reactions that are undermining the patient's quality of life. In Pavl ....This project studies extinction of Pavlovian conditioned fear reactions in rats. Extinction of these reactions is an animal model for exposure therapy used in the treatment of anxiety disorders in people. In exposure therapy, the patient, aided by the clinician, confronts trauma-related cues in the absence of any overt danger. The intention of this therapy is to reduce the ability of the trauma-related cues to provoke the fear reactions that are undermining the patient's quality of life. In Pavlovian conditioning, subjects (typically rats) are exposed to a signaling relation between an initially neutral stimulus (e.g., a noise) and a feared outcome (e.g., foot shock). When later repeatedly exposed to the initially neutral but now feared stimulus (the noise) in the absence of the feared outcome, the fear reactions it acquired progressively decline until eventually it fails to elicit any such reactions. The fear reactions are said to have been extinguished. There has been significant progress in understanding the psychological processes and neural mechanisms underlying the acquisition of fear reactions, but much less is known about the processes and mechanisms underlying the extinction of these reactions. The project has two general objectives. The first is to determine the conditions of extinction training that promote long-term loss of fear reactions. The second objective is to determine how the brain controls this extinction of learned fear. Achieving these aims will be significant for two reasons. First, it will contribute to understanding the mechanisms by which animals (including people) learn to adjust their behaviour to bring it into line with the current relations that exist between events in the world. Second, it will provide important information about how such adjustment is facilitated or impaired across extinction training and, thereby, contribute towards understanding both the successes and failures of cue exposure therapy for fear-related disorders.Read moreRead less
Solving the inert knowledge problem. A central goal of education is for students to transfer what they learn to new contexts or problems. Indeed, expert reasoning is often characterised by seeing the deep structural commonalities across seemingly disparate situations. However, the knowledge students acquire is notoriously inert, tied to the specifics of the learning examples. This project aims to move towards solving 'the inert knowledge problem' by investigating how humans learn concepts define ....Solving the inert knowledge problem. A central goal of education is for students to transfer what they learn to new contexts or problems. Indeed, expert reasoning is often characterised by seeing the deep structural commonalities across seemingly disparate situations. However, the knowledge students acquire is notoriously inert, tied to the specifics of the learning examples. This project aims to move towards solving 'the inert knowledge problem' by investigating how humans learn concepts defined by abstract relational structure, and by designing educational applications that enhance the use of relational learning mechanisms in students with a wide range of cognitive abilities.Read moreRead less
Transforming primary teachers' representational practices: effects on students' scientific reasoning and discourse within contemporary sciences. Training teachers to appropriately represent and communicate scientific information is critically important for promoting scientific thinking and learning in students. This research is critical to securing Australia's future interests in developing new and emerging frontier science and technologies through the engagement and retention of students.
Discovery Early Career Researcher Award - Grant ID: DE150100731
Funder
Australian Research Council
Funding Amount
$361,744.00
Summary
Contextual supports for the early development of self-regulated learning. How do young children develop critical learning behaviours that are the key for their future academic success? What kinds of environments support this development? This project aims to answer these questions by investigating the development of regulatory behaviours (with a specific focus on self-regulated learning) during the first two years of schooling, and identifying critical contextual variables at home and at school ....Contextual supports for the early development of self-regulated learning. How do young children develop critical learning behaviours that are the key for their future academic success? What kinds of environments support this development? This project aims to answer these questions by investigating the development of regulatory behaviours (with a specific focus on self-regulated learning) during the first two years of schooling, and identifying critical contextual variables at home and at school impacting on this development. Findings from this research will provide crucial information for the design of family and practitioner-based interventions helping to improve the educational outcomes of young Australians.Read moreRead less