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MISSION STATEMENT
Promote an understanding of neuroscience research within the educational community. We hope to achieve this goal by promoting neuroscience research that has implications for educational practice and by providing a forum for the issues and controversies connecting these two fields.

Wednesday, December 17, 2014
2004 AERA Annual Meeting - BNE SIG Sessions

Invited Paper Session

Controlling Thought, Action, and Emotion in the Brain: Executive Functions and Neuroscience Research Implications for Education
33.049, Tuesday, 4/13/2004 from 4:05pm - 6:05pm
Hyatt, Elizabeth Ballroom C, Second Level

Session Chair: Read Diket, William Carey College

 

Todd Braver
Todd Braver
Dr. Braver is Assistant Professor of Psychology at Washington University, St. Louis. Dr. Braver studies the cognitive and neural mechanisms underlying memory, attention, and controlled processing. His research approach combines computational modeling (using connectionist frameworks), functional neuroimaging (using fMRI and PET methods), and behavioral studies (in normal and clinical populations, and under pharmacological challenge). His ongoing projects include testing predictions regarding how the prefrontal cortex represents and maintains information in working memory and how the dopamine neurotransmitter system regulates control over these processes. He is co-director of Washington University's Cognitive Control and Psychopathology Laboratory in Psychology.
 
John Gabrieli
John D. E. Gabrieli
John D.E. Gabrieli is Associate Professor at Department of Psychology and Neurosciences Program at Stanford University. His research interests are in the neuroanatomical and neurochemical organization of human learning and memory capacities as revealed by their dissociation in patients with brain lesions and in healthy people and by brain imaging (PET, SPECT, MRI, CAT); implications of that organization for treatment of neurodegenerative diseases including Alzheimer's disease, Parkinson's disease, Huntington's disease, and epilepsy; brain basis of cognitive and affective development in children and disorders of development including dyslexia and attention deficit hyperactivity disorder (ADHD); and pharmacological treatment of memory disorders.
 
Monica Luciana
Monica Luciana (Paper.pdf)
Dr. Luciana is an Associate Professor in the Psychology Department at the University of Minnesota. Her primary affiliation is in the Clinical psychology area, but she holds adjunct status in the department's Cognitive and Biological area as well as in the Institute of Child Development. Dr. Luciana is also a founding member of the Center for the Neurobehavioral Development there. Dr. Luciana's research program employs experimental neuropsychological assessment, structural neuroimaging, and genetics to examine the neurocognitive development of working memory and executive control functions mediated by the prefrontal cortex in children and adolescents. She also investigates the neurochemical (dopaminergic and serotoninergic) modulation of prefrontal functions in healthy and clinical populations using pharmacological challenge techniques.
 
Bruce McCandliss
Bruce McCandliss
Dr. McCandliss is an Assistant Professor of Psychology in Psychiatry at the Sackler Institute for Developmental Psychobiology, within the Weill Medical College of Cornell University. His research on children and adults brings together cognitive and brain imaging research on basic mental processes involved in attention, language, and learning to read. His research also examines changes which occur as children develop skills in reading and attention within school settings. Dr. McCandliss is also serving as the Main Scientific Advisor for the Organization for Economic Co-operation and Development's (OECD) Brain and Learning Sciences project on Literacy Development.
 
Kurt Fischer
Discussant: Kurt Fischer
Dr. Fischer is the Charles Bigelow Professor of Education at Harvard University and is also the Director of Harvard's the Mind, Brain, and Education Program. His work focuses on the organization of behavior and the ways it changes, especially cognitive development, social behavior, emotions, and brain bases. His research analyzes change and variation in diverse domains, including problem solving and co-construction in school settings, concepts of self in relationships, cultural contributions to social-cognitive development, early reading skills, emotions, child abuse, and brain development. Primary research directions include dynamic growth modeling, analysis of microdevelopmental change in real-life learning situations, emotional pathways to psychopathology, brain bases of cognitive change, and pedagogical implications of knowledge about development of cognition, emotion, and brain.
 

Submitted Paper Session

Language and Reading: New Research Directions in Neuroscience
69.044, Friday, 4/16/2004 from 12:25pm - 1:55pm
Marriott, Pacific, South Tower, First Level

Session Chair: Michael Atherton, University of Minnesota
Discussant: Bruce McCandliss, Sackler Institute 

A Tale of Two Cases: Emotion and Affective Prosody after Right and Left Hemispherectomy (Paper.pdf)
Mary Helen Immordino-Yang mhimmordino-yang@post.harvard.edu, Harvard University Graduate School of Education

Heterogeneity of Dyslexia: Behavioral and Anatomical Differences In Dyslexia Subtypes (Paper.pdf)
Janet N. Zadina jzadina@uno.edu, Tulane University School of Medicine
Tracey A. Knaus, Tulane University Health Sciences Center
David M. Corey, Tulane University Health Sciences Center
Renee M. Casbergue, University of New Orleans
Lisa C. Lemen, Louisiana State University Health Sciences Center
Anne L. Foundas, Tulane University Health Sciences Center

An Investigation of Subtypes of Developmental Dyslexia using Taxometric Classification (Paper.pdf)
Beth A. O'Brien, Tufts University, Dept. Child Development
Maureen W. Lovett, Toronto Hospital for Sick Children
Robin Morris, Georgia State University, Psychology Dept.
Maryanne Wolf, Tufts University, Dept. Child Development

Paper Discussion

Educational Neuroscience: Practical Applications
11.078, Monday, 4/12/2004 from 12:00pm - 12:40 pm
Hyatt, Elizabeth Ballroom E, Second Level

The Neuroscientific Basis of Music: Applications to the Development of Talent and Education (Paper.pdf)
William M. Bart, University of Minnesota
Michael Atherton, University of Minnesota

SIG Business Meeting
63.019, Thursday, 4/15/2004 from 6:15pm - 7:45pm
Hyatt, Edward A, Second Level

Submitted Paper Session

Educational Neuroscience: Building Bridges from Research to Educational Practice
58.051, Thursday, 4/15/2004 from 2:15pm - 3:45pm

Session Co-Chair: Michael Atherton, University of Minnesota
Session Co-Chair: Gopakumar Venugopalan, The University of Alabama
Discussant: Stephen R. Campbell, Simon Fraser University

A Response to John Bruer "Bridge Too Far": Linking Neuroscience to Education via Computational Neuroscience (Paper.pdf)
Mary Helen Immordino-Yang, Harvard University Graduate School of Education

Challenges of Conducting In-School Psychophysiological Research (Paper.pdf)
Barbara K. Given - George Mason University

Research Synthesis of Neuroscience Contributions to Learning and Developmental Theory: Five Years after Bruer's Challenge
Terry L. Fogg, Minnesota State University Mankato

Paper Discussion

Educational Neuroscience: Basic Research and Processes
12.013, Monday, 4/12/2004 from 1:00pm - 1:40pm

Hyatt, Elizabeth Ballroom D, Second Level

Applying Neuroscience Research to Teaching and Learning: Bridging Scientists and Educators (Paper.pdf)
Cynthia L. Phelps, University of Texas Health Science Center at Houston
Andrea M. Zardetto-Smith, University of Nebraska at Omaha

Learning strategies and closure on account of post-diction versus prediction: An ERP Study
Gopakumar Venugopalan, The University of Alabama

Concurent Validity of Three Hemispheric Style Instruments (Paper.pdf)
Jeremy E. Genovese, Cleveland State University

 

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