This book grew out of cooperation among many individuals across disciplinary, institutional and geographical boundaries. The authors would like to acknowledge Dr Francesc Pedró, then Senior Analyst at OECD/CERI for initiating the organisation of the first Science of Learning conference at the OECD Headquarters in Paris in 2012. This led to the International Convention on Science of Learning in Shanghai (2014), a collaboration between the OECD, the US National Science Foundation, East China Normal University, Shanghai Normal University and the University of Hong Kong. The following meeting in Rio de Janeiro (2015) was supported by the International Brain Research Organization (IBRO), Instituto Ayrton Senna (Brazil) and the National Network of Science for Education (Brazil). Research and participation of US researchers at these meetings were supported by US National Science Foundation awards to the following Science of Learning Centers: Learning in Informal and Formal Environments (LIFE Center); Center of Excellence in Learning, Engineering Science and Technology (CELEST); Pittsburgh Science of Learning Center (PSLC); Temporal Dynamics of Learning Center (TDLC); Spatial Intelligence and Learning Center (SILC); and the Visual Language and Visual Learning Center (VL2 Center).
Besides the editors, various team members at different institutions have contributed to this edited volume. The editors wish to acknowledge the invaluable help of Julia Mizrahi at the University of Washington and Sarah Zaft and Sophie Limoges at the OECD.
For the specific chapters the following acknowledgements need to made:
Chapter 2: The work reported here was supported by National Science Foundation Science of Learning Program grants to the LIFE Center (Grants SBE-0835854 and SBE-0542013, PI, P. Kuhl), and by support from the Bezos Family Foundation and the Overdeck Family Foundation to the University of Washington Institute for Learning & Brain Sciences’ (I-LABS) “Ready Mind” Project. The authors thank Julia Mizrahi for help throughout the preparation of the manuscript.
Chapter 3: This research program was launched with support from the National Science Foundation LIFE Center grant (SBE-0835854). The empirical work and theorizing were greatly extended into new areas with support from National Science Foundation grants HRD-1661285 (to Meltzoff), SMA-1640889 (to Cvencek), and with generous support from the Bezos Family Foundation and Overdeck Family Foundation to the Institute for Learning & Brain Sciences. We thank Allison Master and Sapna Cheryan for their intellectual contributions and long-standing collaboration of the topics discussed in this chapter and thank Craig Maddox and Joy Mendoza for assistance.
Chapter 5: This work was funded by a grant from the Spencer Foundation (201600039) to Christopher Rozek and Sian Beilock and a grant from the Overdeck Family Foundation to Sian Beilock and Susan Levine. The opinions expressed are those of the authors and do not represent views of the foundations.
Chapter 6: Thanks to the National Science Foundation Spatial Intelligence and Learning Center (Grants SBE-1041707 and SBE-0541957 to Susan C. Levine), the National Science Foundation Science of Learning Collaborative Network Grant #1540741 to Susan C. Levine, the Heising-Simons Foundation Development and Research in Early Mathematics Education (DREME) Network (support to Susan C. Levine) and the Overdeck Family Foundation (grant to Susan C. Levine). Research reported in this publication was also supported by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health under Award Number P01HD040605. We would also like to thank Jodi Khan for administrative and technical support.
Chapter 8: This research was supported by the NSF-funded Spatial Intelligence and Learning Center, Award #SBE-1041707.
Chapter 9: This work was supported by the TELOS Initiative (Technology for Equity in Learning Opportunities), an initiative at Stanford Graduate School of Education to advance equity by creating and investigating ways that technology can increase learning opportunities for PreK-12 learners, families, and educators. The research has also been supported by the LIFE Science of Learning Center (Learning in Informal and Formal Environments), an NSF funded (REC-354453) effort seeking to understand and advance human learning through a simultaneous focus on implicit, informal and formal learning, thus cultivating generalisable interdisciplinary theories that can guide the design of effective new technologies and learning environments.
Chapter 11: This material is based upon work supported by the National Science Foundation under Grants No. SLC-0354453, and No. 0527377. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation. We would like to thank Daniel Schwartz, Jeremy Bailenson from Stanford University, and the members of the SLC LIFE Center group, for all their help and assistance involving the research introduced in this chapter.
Chapter 12: Thanks to Cressida Magaro and Stefani Allegretti for technical and artistic assistance and to Kevin Willows for programming design and implementation. The research described here was supported in part by a grant from the United States National Science Foundation to the Pittsburgh Science of Learning Center (Grant Number SBE-0354420), and in part by a grant from the United States Office of Education (Grant Number R305B150008) to Carnegie Mellon University. The opinions expressed are those of the authors and do not represent the views of the National Science Foundation or the US Department of Education.
Chapter 14: This work was supported by NSF grants SBE 0836012 and OMA 0836012.
Chapter 16: Authors’ work was supported by an Institute of Education Sciences Grant #R305A140385.