Centre for Lifelong Learning and Individualised Cognition
Our projects seek to make cognitive neuroscience findings accessible to educators and facilitate collaborative work between educators and researchers. As technology and globalisation are changing the nature of labour markets and increasing the demand for high levels of skill, the need for individuals to be able to develop new skills during their working careers is becoming increasingly pressing. While there is an increased recognition of the need for flexible behavioural and transferable skills, there is currently a gap in evidence-based training programmes that can effectively support and promote cognitive flexibility across the life course.
The Centre for Lifelong Learning and Individualised Cognition (CLIC) programme aims to address this gap by developing innovative research in the science of learning and translating it to educational and real-life applications across the life course. We will adopt an integrated interdisciplinary approach that marries cross-disciplinary expertise and methodologies across Cambridge and NTU to target three life periods (early years, adolescence, middle age) when flexible behaviour is critical for coping with highly changing circumstances. Working together, we aspire to provide Singapore with a competitive leading edge in the Science of Learning through its transformative theory, methodological innovation, and high-impact practical outcomes.
- Understanding and promoting individual cognitive flexibility – funded by National Research Foundation, Prime Minister’s Office Singapore under its Campus for Research Excellence and Technological Enterprise (CREATE) programme.
For more information on the CLIC programme, please visit the official webpage at this link: CLIC
- Bilingual Reading Networks
- Improving Cognition through Dance in Older Filipinos with MCI
- Understanding Brain Networks of Reading and Math
- Defining the Science of Learning: A Scoping Review
- Reading proficiency influences the effects of transcranial direct current stimulation: Evidence from selective modulation of dorsal and ventral pathways of reading in bilinguals