Learning & the Brain 9

This conference has passed. Please check again for future conference details.

LEARN FROM A DISTINGUISHED CONFERENCE FACULTY KEYNOTE ADDRESSES:
	James P. Comer, M.D., Maurice Falk Professor of Child Psychiatry, Child Study Center ; Founder, Comer School Development Program, Yale University. This program promotes the collaboration of parents, educators, and community to improve social, emotional, and academic outcomes for children to help them achieve greater school success. Author of Waiting for a Miracle- Why Schools Can't Solve Our Problems- And How We Can (1997) and Child by Child (1999).

	Steven Pinker, Ph.D., Peter de Florez Professor, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology; this fall will take new position as Johnstone Family Professor, Department of Psychology, Harvard University. Pioneer in the research of both empirical studies of linguistic behavior and theoretical analyses of the nature of language and its relation to mind and brain. Author of The Blank Slate (2002), Words and Rules: The Ingredients of Language (1999), How the Mind Works (1997), and The Language Instinct (1994).

	Sam Goldstein, Ph.D., Faculty, University of Utah; Clinical Neuropsychologist in private practice at the Neurology, Learning and Behavior Center (NLBC) in Salt Lake City, Utah; Senior Editor, Journal of Attention Disorders and member of the Editorial Boards of six peer-reviewed research journals. Co-author of Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management (2002). Co-author with Robert Brooks of Raising Resilient Children (2001). Co-editor with Ann Teeter of Clinician's Guide to Adult ADHD: Assessment and Intervention (2002), and co-editor of The Handbook of Neurodevelopmental and Genetic Disorders in Children (1999).

	Sally E. Shaywitz, M.D., Professor of Pediatrics, Yale University; Co-Director, Yale Center for the Study of Learning & Attention, Yale School of Medicine; member of the Institute of Medicine of the National Academy of Sciences and the National Reading Panel; author of the new book, Overcoming Dyslexia (2003). Bennett A. Shaywitz, M.D., Professor of Pediatrics and Neurology, Chief of Pediatric Neurology, Co-Director, Yale Center for the Study of Learning & Attention, Yale School of Medicine; member of the Institute of Medicine of the National Academy of Sciences; associate editor of the Journal Child Develpoment. Chosen in 2002 as "One of the Best Doctors in America" and "One of America's Top Doctors."


Topics & Sessions
MOTIVATION & ACADEMIC ACHIEVEMENT
To Touch a Child’s Mind & Heart: Strategies to Foster Motivation, Self-Discipline, & Resilience Robert B. Brooks, Ph.D., Assistant Clinical Professor of Psychology, Harvard Medical School; Former Director, Department of Psychology, McLean Hospital; co-author with Dr. Sam Goldstein, Ph.D., of Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child (2001); author of The Self-Esteem Teacher (1991).
*Improving Academic Achievement & Narrowing the Gap: The Impact of Psychological Factors on Education* Joshua M. Aronson, Ph.D., Professor, Department of Applied Psychology, New York University; editor of Improving Academic Achievement: Impact of Psychological Factors on Education (2002); and co-author of "Stereotype Threat and the Intellectual Test Performance of African-Americans," (1995, Journal of Personality and Social Psychology) and "How Stereotypes Influence the Standardized Test Performance of Talented African-American Students" (1998, The Black-White Test Score Gap).
*Motivation & Achievement: The Intersection of Social & Cognitive Development* Carol S. Dweck, Ph.D., Professor of Psychology, Columbia University; pioneer in motivation and personality research; author of Self-Theories: Their Role in Motivation, Personality and Development (1999); co-author of "Intelligence Praise Can Undermine Motivation and Performance," (1998, Journal of Personality and Social Psychology); co-editor of Motivation and Self-Regulation Across the Life Span (1998).
*Gender, Parents, & Teachers: Influences on Achievement Motivation for Boys & Girls* Harriet R. Tenenbaum, Ph.D., Assistant Professor, Department of Psychology, Brooklyn College ; researcher on how parent-child conversations contribute to children’s cognitive and social development and on gender development and socialization within the context of the family and peer group.
*Yoga, Breath & Brain: How Yoga Can Improve Student Mood, Memory & Motivation* Gessner Geyer, M.A., Ed.M., Holder of two masters degrees from Harvard University, including a degree from the Mind, Brain & Education Concentration, Harvard Graduate School of Education; Director of Brainergy, Inc. -- an educational consulting firm; speaker and consultant who has worked with schools to develop brain-based training materials and curricula and who has appeared on PBS, ABC News, the CBC, and New Scientist, Investor's Business Daily, and the Boston Globe.
THE BRAIN & CHILD DEVELOPMENT
Child Development: The Foundation for Learning James P. Comer, M.D., Maurice Falk Professor of Child Psychiatry, Child Study Center, Yale University; Founder, Comer School Development Program, which promotes the collaboration of parents, educators, and community to improve social, emotional, and academic outcomes for children to help them achieve greater school success.
*The Blank Slate: The Modern Denial of Human Nature* Steven Pinker, Ph.D., Johnstone Family Professor, Department of Psychology, Harvard University; author of The Blank Slate (2002), Words and Rules: The Ingredients of Language (1999), How the Mind Works (1997), and The Language Instinct (1994).
*Inside the Child's Mind: Brain Images of Typical Brain Development & Developmental Disorders* Martha R. Herbert, M.D., Ph.D., Assistant Professor in Neurology, Massachusetts General Hospital and McLean Hospital, Harvard Medical School; research neurologist who specializes in patients with learning and developmental disorders, including research on brain structure abnormalities in developmental disorders, particularly autism, and on brain development.
*The Neurobiological Correlates of Cognitive Development: Factors That Constrain Learning in School-Age Children* Kathleen M. Thomas, Ph.D., Assistant Professor, Institute of Child Development, University of Minnesota; co-author of several papers applying neuroimaging methods to cognitive development, including "Methods for Imaging the Developing Brain" (The Cognitive Neuroscience of Development, 2003) as well as behavioral studies of learning, such as "Serial Reaction Time Learning in Preschool And School-Age Children," (Journal of Experimental Child Psychology, 2001).
READING & LANGUAGE DISORDERS
Overcoming Dyslexia: New Science-Based Programs for Reading Problems Sally E. Shaywitz, M.D., Professor of Pediatrics, Yale University; Co-Director, Yale Center for the Study of Learning & Attention, Yale School of Medicine; member of the Institute of Medicine of the National Academy of Sciences and the National Reading Panel; author of Overcoming Dyslexia (2003) Bennett A. Shaywitz, M.D., Professor of Pediatrics and Neurology, Chief of Pediatric Neurology, Co-Director, Yale Center for the Study of Learning & Attention, Yale School of Medicine; member of the Institute of Medicine of the National Academy of Sciences; associate editor of the Journal Child Development; was chosen in 2002 as "One of the Best Doctors in America" and "One of America's Top Doctors."
*The Brain & Dyslexia: Brain Imaging of Reading Disorders & Results of Remedial Training* Elise Temple, Ph.D., Assistant Professor, Department of Human Development, Cornell University; researcher in the emerging field of developmental cognitive neuroscience using brain imaging techniques to explore the development of neural processes involved in reading and language disorders; co-author of "Neural Deficits in Children with Dyslexia Ameliorated by Behavioral Remediation: Evidence from Functional MRI," (2003, Proceedings of the National Academy of Sciences), and author of "Brain Mechanisms in Normal and Dyslexic Readers," (2002, Current Opinion in Neurobiology).
*Applying Research in the Cognitive Neurosciences to the Intervention of Reading-Impaired Children* Tami Katzir, Ph.D., Assistant Professor of Education, Department of Human Development and Psychology, Harvard Graduate School of Education, whose research centers on reading development and reading breakdown and ways to bridge the theoretical and the applied. Example: the application of brain-based theories of dyslexia in the design of intervention for reading-impaired children. Author of "Dyslexia," (2001, Today’s Teenager: Adolescence in America), and co-author of "The Impact of Effort and Strategy Use on Academic Performance: Students and Teacher Perceptions," (2001, Learning Disabilities Quarterly).
*Using Developmental Pathways to Improve Reading* Fay E. Brown, Ph.D., Director, Child and Adolescent Development Unit, and Project Director, Literacy Initiatives, James Comer School Development Program, Yale University. Kylene Beers, Ed.D., Senior Reading Researcher, Child Study Center, Yale University; author of Why Kids Can't Read: What Teachers Can Do: A Guide for Teachers 6-12 (2002).
*The Structure of Language: Why it Matters to Education* Ray S. Jackendoff, Ph.D., Professor of Linguistics, Brandeis University; Fellow, American Academy of Arts and Sciences; President of the Linguistic Society of America; author of Foundations of Language: Brain, Meaning, Grammar, Evolution (2002) and Patterns in the Mind: Language and Human Nature (1995).
*Academic Outcomes for Children with Language Disorders: Difficulties & Intervention* Anthony S. Bashir, Ph.D., Coordinator, Academic Support Services and Disability Services; Professor, Department of Communication Sciences and Disorders, Emerson College, Adjunct Faculty at the Lynch School of Education, Boston College.
MEMORY & EMOTIONAL MEMORY
The Molecules of Memory & Learning Kenneth S. Kosik, M.D., Professor of Neurology and Neuroscience, Harvard Medical School; Director, Kosik Laboratory, Brigham and Women's Hospital; Faculty Fellow, Mind/Brain/Behavior Interfaculty Initiative, Harvard University.
*New Research on Emotional Memory* Suzanne H. Corkin, Ph.D., Professor of Behavioral Neuroscience, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology; Principal Investigator, MIT Behavioral Neuroscience Laboratory; co-editor of The Molecular Bases of Dementia (Annals of the New York Academy of Sciences, 2000).
Gender, Personality, & Individual Differences in Emotional Experiences & Emotional Memory Turhan Canli, Ph.D., Assistant Professor, Neural Basis of Personality and Emotion, Social Phobia, Depression, Dept. of Psychology, State University of New York Stony Brook; researcher on the cognitive biases in depression, neural systems involved in social phobia, and individual differences in emotional processing; co-author of "An MRI Study of Personality Influences on Brain Reactivity to Emotional Stimuli," (2001, Behavioral Neuroscience) and "Activation in the Human Amygdala Associates event-related Arousal with Later Memory for Individual Emotional Experience," (2000, The Journal of Neuroscience).
*The Pathway to Improve Memory: Differentiation Through Learning Styles and Memory* Take a stroll down memory lane with a visual, auditory and/or kinesthetic approach to learning. In this session, you will learn brain-based strategies to enhance working and long-term memory by incorporating all learning styles and utilizing more of memory's neuro-pathways. Marilee B. Sprenger, M.A., Adjunct Professor, Aurora University, IL; former sixth, seventh, and eighth-grade teacher; national speaker; author of Differentiation Through Learning Styles and Memory (2003), Becoming a Wiz at Brain-Based Teaching (2001), and Learning and Memory: The Brain in Action (1999).
MORAL, SELF, SOCIAL, & EMOTIONAL DEVELOPMENT
The Promotion of Social Awareness in Children Robert L. Selman, Ph.D., Roy Edward Larsen Professor of Education and Human Development; Chair, Human Development and Psychology, Harvard Graduate School of Education; Professor of Psychology (Psychiatry), Senior Associate, the Judge Baker Children's Center and the Department of Psychiatry at Boston Children's Hospital, Harvard Medical School; author of The Promotion of Social Awareness: Powerful Lessons from the Partnership of Developmental Theory and Classroom Practice (2003).
*Raising Social-Emotional Intelligence in Children* Maurice J. Elias, Ph.D., Professor, Psychology Department, Rutgers University; Leadership Team Vice Chair, Collaborative for Academic, Social, and Emotional Learning (CASEL); Vice President for Program Association for Children of New Jersey; co-author of Raising Emotionally Intelligent Teenagers (2002), and Emotionally Intelligent Parenting (2000); and co-editor of Promoting Social Emotional Learning (1997).
*The Influence of Temperment on Morals & Personality Development in Children & Adolescents* Jerome Kagan, Ph.D., Daniel and Amy Starch Professor of Psychology Emeritus, Harvard University; author of Surprise, Uncertainty, and Mental Structures (2002), and Three Seductive Ideas (1998).
*A Sense of Self in Children: The Role of Relationships, Morality, & Devotion to Others* Thomas J. Cottle, Ph.D., Professor of Education, Boston University School of Education; sociologist and licensed clinical psychologist; author of more than 30 books, including the new book, A Sense of Self: A Work of Affirmation (2003).
*The Importance of Perceptual Motor and Body Image Development for the Classroom Learner* Sarah-Hahn-Burke, Psy.D., Clinical Psychologist; gender identity researcher; Director; PerDev Perceptual Development Center; Roberta Roper, Ph.D., School Psychologist, Central Park East School, NY; Consultant, PerDev Perceptual Development Center; Helaine Ciporen, C.S.W., Clinical Social Worker specializing in educational and psychotherapeutic treatment of learning disabilities.
SPECIAL EDUCATION: LEARNING, DEVELOPMENTAL, & BEHAVIORAL DISABILITIES
A Good Day Is When Bad Things Don't Happen: Re-Thinking the Care and Education of Children with Developmental & Behavioral Disabilities Sam Goldstein, Ph.D., Faculty, University of Utah; Clinical Neuropsychologist, Neurology, Learning and Behavior Center (NLBC); co-author of Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management (2002).
*Brain Images and Treatment of Bipolar Disorder in Children and Adolescents* Jean A. Frazier, M.D., Director, Child and Adolescent Outpatient Psychiatry Services, Assistant Professor of Psychiatry, McLean Hospital, Harvard Medical School. Frazier directs research using magnetic resonance imaging to measure growth of the brain in children and adolescents with bipolar disorder to better understand treatment of the disorder.
*Helping Children with ADHD: Changing the Lives of Challenged Children into Adulthood* Sam Goldstein, Ph.D., Faculty, University of Utah; Senior Editor, Journal of Attention; co-editor with Ann Teeter of Clinician's Guide to Adult ADHD: Assessment and Intervention (2002); and co-author with Robert Brooks of Raising Resilient Children (2001).
*Collaborative Problem-Solving: A Cognitive Approach to Explosive/Disruptive Students & their Classmates* Ross W. Greene, Ph.D., Director, Cognitive-Behavioral Psychology, Clinic and Research Program in Pediatric Psychopharmacology, Massachusetts General Hospital; Associate Clinical Professor of Psychology, Department of Psychiatry, Harvard Medical School; author of The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children (2002 second edition).
BRAIN-BASED TEACHING
Creating Optimal Learners in Children: Habits of Mind, Brain & Self Gessner Geyer, M.A., Ed.M., Holder of two masters degrees from Harvard University, including a degree from the Mind, Brain & Education Concentration, Harvard Graduate School of Education; Director of Brainergy, Inc. -- an educational consulting firm; speaker and consultant who has worked with schools to develop brain-based training materials and curricula and who has appeared on PBS, ABC News, the CBC, New Scientist, Investor's Business Daily, and the Boston Globe.
*Becoming a "Wiz" at Brain-Based Teaching* Marilee B. Sprenger, M.A., Adjunct Professor, Aurora University, IL; former sixth, seventh, and eighth-grade teacher; national speaker; author of Differentiation Through Learning Styles and Memory (2003), Becoming a Wiz at Brain-Based Teaching (2001), and Learning and Memory: The Brain in Action (1999).
*The Art of Changing the Brain: Enriching the Practice of Teaching* James Zull, Ph.D., Professor of Biology, Professor of Biochemistry; Director, University Center for Innovation in Teaching & Education (UCITE), Case Western Reserve University; author of The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning (2002).
*Leading with the Brain in Mind: Brain-Compatible Practices for School Leaders* Michael H. Dickmann, Ph.D., Associate Professor, Department of Educational Leadership, Cardinal Stritch University. Conductor of research internationally in the areas of leadership, learning, & organizational development; co-author of Connecting Leadership to the Brain (2002), and Leading with the Brain in Mind: 101 Brain-Compatible Practices for Leaders (2004).
Motivating & Teaching the Teenage Brain: Hormones, Memory, & Motivation Jeb Schenck, Ph.D., Adjunct Professor, University of Wyoming; Teacher; Researcher on brain-based strategies for memory and on emotional and motivational changes in learning; author of Learning, Teaching and the Brain (2003).