About this Research Topic
This research project will explore the interaction between individuals and their environments at the neural level during learning and cognitive states. It will focus on the brain's mechanisms for acquiring new knowledge or skills through experience, study, or teaching, encompassing the processes of encoding, storage, and retrieval of information. Each process is marked by unique brain activities and patterns. The study will conduct an in-depth analysis of multi-modal patterns, such as the brain's electrical activity, facial expressions, language usage, and eye movements during specific learning and cognitive tasks. The objective is to identify the underlying mechanisms that promote or inhibit effective learning and cognitive performance.
The proposal aims to identify the neural correlates of various cognitive functions, including attentional control, working memory, and executive functioning, to elucidate how these processes are integrated within the brain. Utilizing state-of-the-art technologies like electroencephalography (EEG), functional near-infrared spectroscopy (fNIRs), magnetic resonance imaging (MRI), eye-tracking, and large language models (LLM), the research seeks to uncover the neural signatures and dynamics from the initial exposure to information to its consolidation and application.
This special issue seeks to enhance understanding of learning cognitive processes, informing the creation of neuroscience-based educational strategies and cognitive interventions. This effort spans multiple disciplines—cognitive science, neuroscience, education, and psychology—setting the stage for novel methods to improve learning outcomes and cognitive abilities across diverse groups.
We cordially invite scholars and researchers in related fields to contribute papers that address, but are not limited to, the following topics:
• Applications of multimodal approaches in recognition and assessment of learning and cognitive states
• The use and potential implications of techniques such as EEG, fNIRs, MRI, LLM and eye-tracking in the process of learning
• Quantitative measurement of cognitive states and their applications
• Novel technologies applied in the study of learning and cognition
• The application of neuroimaging in the assessment of learning and cognitive states
The proposal aims to identify the neural correlates of various cognitive functions, including attentional control, working memory, and executive functioning, to elucidate how these processes are integrated within the brain. Utilizing state-of-the-art technologies like electroencephalography (EEG), functional near-infrared spectroscopy (fNIRs), magnetic resonance imaging (MRI), eye-tracking, and large language models (LLM), the research seeks to uncover the neural signatures and dynamics from the initial exposure to information to its consolidation and application.
This special issue seeks to enhance understanding of learning cognitive processes, informing the creation of neuroscience-based educational strategies and cognitive interventions. This effort spans multiple disciplines—cognitive science, neuroscience, education, and psychology—setting the stage for novel methods to improve learning outcomes and cognitive abilities across diverse groups.
We cordially invite scholars and researchers in related fields to contribute papers that address, but are not limited to, the following topics:
• Applications of multimodal approaches in recognition and assessment of learning and cognitive states
• The use and potential implications of techniques such as EEG, fNIRs, MRI, LLM and eye-tracking in the process of learning
• Quantitative measurement of cognitive states and their applications
• Novel technologies applied in the study of learning and cognition
• The application of neuroimaging in the assessment of learning and cognitive states
Keywords: assessment of learning and cognitive states, multi-modal approaches, brain-computer interfaces, eye tracking, neuroimaging, large language model
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
