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NeuroCompSkill

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Cerrado

A neuro computational account of success and failure in acquiring communication...

A neuro computational account of success and failure in acquiring communication skills Why do most people acquire expertise with practice whereas others fail to master the same tasks? NeuroCompSkill offers a neuro-computational framework that explains failure in acquiring verbal and non-verbal communication skills.... ver más

31/07/2025

THE HEBREW UNIVERS...

2M€

Presupuesto del proyecto: 2M€

Líder del proyecto

THE HEBREW UNIVERSITY OF JERUSALEM No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

Ver 2 Participantes

Financiación concedida El organismo H2020 notifico la concesión del proyecto el día 2019-07-19

ERC-2018-ADG: ERC Advanced Grant

I+D

Cerrada hace 6 años

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Información adicional privada

No hay información privada compartida para este proyecto. Habla con el coordinador.

2 Participantes

THE HEBREW UNIVERSITY OF JER...

2.50M€ | Lider

INVESTIGACIONES TECNICAS VET...

588.00K€ | Participante

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Duración del proyecto: 72 meses Fecha Inicio: 2019-07-19
Fecha Fin: 2025-07-31

Líder del proyecto

THE HEBREW UNIVERSITY OF JERUSALEM No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 2M€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto Why do most people acquire expertise with practice whereas others fail to master the same tasks? NeuroCompSkill offers a neuro-computational framework that explains failure in acquiring verbal and non-verbal communication skills. It focuses on individual ability of using task-relevant regularities, postulating that efficient use of such regularities is crucial for acquiring expertise. Specifically, it proposes that using stable temporal regularities, acquired across long time windows (> 3 sec to days) is crucial for the formation of linguistic (phonological, morphological and orthographic) skills. In contrast, fast updating of recent events (within ~ .3- 3 sec), is crucial for the formation of predictions in interactive, social communication. Based on this, I propose that individuals with difficulties in retaining regularities will have difficulties in verbal communication, whereas individuals with difficulties in fast updating will have difficulties in social non-verbal communications. Five inter-related work packages (WP) will test the predictions that: (WP1) behaviourally – individuals with language and reading difficulties will have impoverished categorical representations, whereas individuals with non-verbal difficulties will be slow in adapting to changed statistics. (WP2) developmentally – poor detection of relevant regularities will be an early marker of related difficulties. (WP3) computationally – profiles of impaired inference will match the predicted time window. (WP4) neuronally – dynamics of neural adaptation will match the dynamics of behavioural inference. (WP5) structurally – different brain structures will be associated with the different time windows of inference. NeuroCompSkill is ground-breaking in proposing a unifying, theory based, testable principle, which explains core difficulties in two prevalent developmental communication disorders. Its 5 WPs will lay the foundations of a comprehensive approach to failure in skill acquisition.

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