Promoting Rapid And Sustained Learning Of Novel Information: Towards A New Learning Technique For The Classroom

In education, we want students to acquire new information quickly and retain that information over long time periods. Unfortunately, student learning rarely conforms to this ideal. We can learn quickly when new information is supported by previously acquired knowledge of the topic. However, when a topic is entirely novel, learning is typically slow and effortful. For example, we might rapidly learn about the structure of neurons ('brain cells') if we have pre-existing knowledge about the structure of other cells in the body. However, that information would take time to learn, and would likely be forgotten rapidly, when not supported by pre-existing knowledge.

Cognitive psychology has revealed several post-encoding strategies and techniques to improve long-term retention of novel information. For example, repeated learning spaced out over time (the 'spacing effect'), as well as practicing retrieving the information ('retrieval practice'), have been shown in increase the retention of newly learnt information in the long-term. Ideally, we want to be able to learn new information without the need for pre-existing knowledge, or more effortful post-encoding techniques. We have recently shown that learning can be fast, and sustained over long periods, without the need for pre-existing knowledge, if learnt in a specific manner. This suggests we can learn completely novel information quickly, and retain that information for long time periods, under specific experimental conditions.

Using experimental psychology, computational modelling and functional brain imaging, we will provide a theoretical basis for this rapid and sustained learning effect, and reveal the optimal conditions for it to occur. We will then assess whether this rapid, sustained, learning is seen in children to ensure it could be used at all educational levels. Finally, we will assess whether the effect can be used to learn real educational material - for example, the structure of neurons in the brain. By the end of the grant, we will have provided a theoretical basis for how we can learn novel information quickly, and retain that information in the long term. Further, we will have taken critical steps to using this technique in the real-world.

This research programme is fundamental science and its primary impact is in advancing scientific theory. However, Section 3 of the grant takes crucial steps to using this theoretical insight in the real-world, and we therefore see societal impact in the medium- to long-term.

Academic - the academic impact is detailed in the "academic beneficiaries" section. In short, researchers in the fields of cognitive, educational, and developmental psychology will benefit from this research. The openly shared (anonymous) data and computational models will be of use to a wide variety of academics, allowing for faster and more diverse dissemination of knowledge.

Educational sector - the research has clear impact for the educational sector, given we will take steps towards developing a learning method to rapidly acquire novel information and retain it in the long-term. We will address critical questions related to education such as "how do we learn quickly?", "why are some things remembered better than others?", and "how can we enhance learning and retention?". Prior to Section 3, we will approach schools in the York region that we have pre-existing links with and seek their input into the design and implementation of the experiments in Section 3 - in particular the developmental aspects. As such, if schools are interested, the experiments in Section 3 will be co-produced with possible end-users of the research.

Clinical sector - A potential means of boosting learning and retention may be of benefit to individuals suffering from memory problems, for example individuals with amnesia or specific forms of dementia. Further research would be needed following this grant to ascertain whether the long-term retention effects for closed-loops are able to boost learning in such clinical populations.

Wider public - Our research has possible benefits for individuals learning new material, or revising for an exam, where the learning technique developed in the research programme might be used. Further, given the wide interest in the psychology of memory, sleep, and consolidation, our public dissemination plans will help to engage with these non-academic and non-educational audiences. In relation to this, both PIs have a track record in engaging in science outreach events across the UK.

Employed staff - the postdoctoral research associates will gain valuable experience in a full range of academic tasks required for a career in academic research. The opportunities, experiences and skills will also provide them with strong employment possibilities outside of academia if they chose to pursue non-academic careers - in particular, key skills in numeracy, literacy, public speaking, and knowledge transfer.