UnLoCKE: Understanding Learning of Counterintuitive Concepts through Knowledge Interference Control in Science and Mathematics Education (360G-Wellcome-105466_Z_14_Z)

Children's ability to understand science and mathematics problems is limited by their ability to inhibit direct perceptual evidence or pre-existing beliefs (for example the need to inhibit size and volume information when counting). We propose an intervention designed to improve children's control of such interferences based on a theoretical understanding of the development of prefrontal cortex and related brain structures, and how knowledge is encoded in distributed neural networks. The intervention will compare the impact on performance of programmes embedded within the specific domains of mathematics and sciencesto (1) a domain-general intervention, and (2) a separate control intervention targeting literacy. The intervention will focus on primaryschool- aged children because, first this is where the greatest disparities in interference control are observed neurally and behaviourally across children from different SES levels (Hackman et al., 2010); second, there is a higher economic return (adult earnings of students) for early intervention (primary years) than later intervention, particularly for low SES children (Heckman, 2006). The fundamental evidence that underlies the intervention is well established, as is the efficacy of the computerised platform that will be used to deliver the intervention. The project is the first to target the training of interference control skills within the specific domains of mathematics and science. It will also establish the impact of domain-specific versus domain-general interventions. Months 0 to 18 (Phase 1) will be used to establish the best mode for delivering the intervention. The intervention will be piloted using each of the following contexts: (1) classroom delivery embedded in science and mathematics lessons, (2) home delivery embedded in science and mathematics learning, (3) home delivery of domain-general interference training, (4) home delivery of a literacy intervention (off-the-shelf programme). Both home (individualised) and classroom (group) delivery have advantages and disadvantages in terms of uptake and consistency, especially within low SES communities. Input from teachers and parents involved in the delivery will be gathered to improve the computerised delivery platform. Phase1 will allow us to ensure that the uptake and efficacy of delivery of the intervention are optimal before rollingit out on a larger scale. Months 18 to 36 (Phase 2) will see the delivery of the interventions through the mode identified in Phase 1. The intervention itself will be 15 minutes of training using the computerised platform prior to normal lessons, 3 times a week during one term (winter or spring). We will also record behavioural measures and pre- and postintervention neural markers (e.g., dorsolateral prefrontal cortex [DLPFC] and anterior cingulate cortex [ACC] activation) of interference detection and resolution in a subset of children (N=80) to confirm that the intervention is operating as expected with the specially designed curriculum-tailored materials. Months 36-48 (Phase 3) will be devoted to (1) analysing post-intervention neural and behavioural markers of performance measured in the subset of children to establish the neural and behavioural effects of the large-scale intervention and inform future trainingregimes, (2) gathering post intervention input from teachers to improve large-scale uptake, and (3) dissemination activities.