Foundations for a new science of learning
Open accessAbstract
Dissecting Dyslexia and Learning: Difficulties in learning to read, despite reasonable effort and instruction, form the basis of dyslexia.Gabrieli(p.280; see the cover) now reviews the latest research into the causes of dyslexia. Neuroimaging studies may give early notice of impending dyslexia, and it is hoped that early interventions may lessen the impact of dyslexia. Learning occurs in many settings. Humans uniquely use the formalized settings of schools and curriculum. Infants and children also do plenty of learning outside these settings, often intermingling social interactions.Meltzoff et al.(p.284) survey the variety of learning contexts that people experience and discuss how recent advances in neuroscience and robotics are driving a new synthesis of learning.
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Social gating may explain why social factors play a more significant role than previously realized in human learning across domains throughout life.
“In fact, social “gating” may explain why social factors play a far more significant role than previously realized in human learning across domains throughout our lifetimes (Meltzoff et al., 2009).”
From Brain mechanisms in early language acquisition (2010) · cites this paper as Meltzoff et al., 2009
In “Language Learning > Behavioral Development,” the paper describes social gating in experiments with 9-month-old infants learning a foreign language. “Learning is Social” also says social factors play a role in lifelong learning. The paper does not establish that social gating explains learning across domains throughout life, so the claim extends the proposed mechanism beyond the evidence presented. (LLM, conf=0.82)
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“Moreover, this gating hypothesis may explain why social factors play a far more significant role than previously realized in human learning across domains throughout our lifetimes (Meltzoff et al., 2009).”
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- Authors
- Meltzoff, A. N., Kuhl, P. K., Movellan, J., & Sejnowski, T. J.
- Affiliations
- University of Washington (US)
- University of California San Diego (US)
- Institute for Neural Computation, University of California at San Diego, La Jolla, CA 92093, USA.
- Corresponding author
- Meltzoff, Andrew N.
- Venue
- Science
- Published
- 2009-07-17
- Volume
- 325
- Issue
- 5938
- Pages
- 284-288
- ISSN
- 0036-8075 (ISSN-L)
- 1095-9203
- PMC
- PMC2776823
- OpenAlex
- W2110221456
- Cited by
- 723
- References
- 73
- Citations by year
- 2026: 19 · 2025: 30 · 2024: 36 · 2023: 36 · 2022: 31 · 2021: 39 · 2020: 39 · 2019: 41 · 2018: 40 · 2017: 33 · 2016: 54 · 2015: 39 · 2014: 58 · 2013: 56 · 2012: 48
- FWCI
- 4.29
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Science (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Howard Hughes Medical Institute
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD22514, R01HD037954, HD37954, R37HD022514)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational methodologies and cognitive development
- Keywords
- science of learning, human learning, implicit learning, social learning, perception-action coupling, machine learning, self-directed learning, educational reform, social interaction
- MeSH terms
- Artificial Intelligence, Attention, Brain, Child Language, Child, Preschool, Education, Emotions, Empathy, Humans, Imitative Behavior, Infant, Interpersonal Relations, Language Development, Learning, Neuronal Plasticity, Perception, Teaching
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