Our goal is to create a science of the temporal dynamics of learning. A coherent view of temporal dynamics relating to learning does not currently exist. In addition, it is difficult to predict which aspects of learning dynamics will prove the most relevant for improving education.  Thus, we chose to identify as our Center Initiatives four broad but critical questions that logically parse the temporal dynamics of learning into its constituent components. The value of this approach is that answering the Initiative questions would, in itself, constitute a somewhat complete science of temporal dynamics of learning.
 
The selection of Initiatives is based on the idea that there are four sources of temporal dynamics for learning:  (1) Dynamics in the external world (including sensory stimuli, interpersonal interactions, and rewards). Some of these dynamics are explicitly learned, for example sequence and order of speech sounds and other sensory inputs.  Others influence learning, such as the relative timing between action and reward.  (2) Dynamics intrinsic to the brain itself (e.g., cellular processes within neurons, or activity patterns in brain networks, such as oscillations) and dynamics that have been shaped by development and experience. These dynamics can influence how and what the brain learns. (3) Dynamics of the muscles and body. These are learned to enable appropriate movements, and also to allow active movement of sensors like eyes, fingertips, and the body, to sample the environment. (4) Dynamics of learning itself (e.g., the rate and duration of learning). These determine how fast different forms of learning occur, and how long they last.

Center Integration Initiatives:

(not directly scientific investigations, but designed to aid the development of the science)