COGNITIVE ABILITIES, EXECUTIVE FUNCTION & EDUCATION
Creating Intelligence: How
(Well-Structured) Talk Builds the Mind
Lauren
B. Resnick, EdD, Professor of Psychology; Director and
Senior Scientist, Institute for Learning, Learning Research
and Development Center, University
of Pittsburgh; Co-Founder/Co-Director,
New Standards Project; researcher on school reform, assessment,
effort-based education and the nature and development of
thinking abilities
Connecting
Cognitive Science to Education: Potential & Pitfalls in Inferring
Executive Processes
Kurt W. Fischer, PhD, Charles Bigelow
Professor; Director, Mind, Brain & Education Program
(MBE), Harvard University Graduate
School of Education; Director, International Mind,
Brain and Education Society (IMBES); Editor,
Mind, Brain & Education
Journal; co-editor of Mind, Brain and Education in
Reading Disorders (2007) and Human Behavior, Learning & the
Developing Brain: Atypical Development (2007)
The Role of Executive Function
in Learning, Reading & Behavior
George McCloskey PhD, Professor; Co-Director
of Research, Department of Psychology; Philadelphia
College of Osteopathic Medicine; co-author of Assessment
and Intervention for Executive Function Difficulties (2008)
Smarts in Schools: Promoting Executive Skills in the Classroom
Margaret
(Peg) Dawson, EdD, School Psychologist; Co-Director,
Center for Learning and Attention Disorders, Seacoast Mental
Health Center, Portsmouth, NH; past president of New Hampshire
Association of School Psychologists, the National Association
of School Psychologists, and the International Association
of School Psychologists; co-author of Smarts:
Are We Hardwired for Success (2007) and Executive
Skills in Children and Adolescents: A Practical Guide to Assessment
and Intervention (2003)
Richard
Guare, PhD, Neuropsychologist; Portsmouth Regional
Hospital; Co-Director, Center for Learning and Attention Disorders,
Seacoast Mental Health Center, Portsmouth, NH; Adjunct Assistant
Professor, Communications Department, University
of New Hampshire;
co-author of Smarts: Are We Hardwired
for Success (2007) and
Executive Skills in Children and Adolescents:
A Practical Guide to Assessment and Intervention (2003)
Connecting the Brain & Cognition
to Education: An Interactive Discussion
Mary Helen Immordino-Yang, EdD, EdM, Postdoctoral
Fellow with Antonio Damasio, Brain and Creativity Institute
for the Neurological Study of Emotion, Decision-Making, and
Creativity; Postdoctoral Research Associate, Department of
Educational Psychology & Technology, Rossier School of
Education, University of Southern
California; author of “Making
Sense of Brain Research in the Classroom” (2001, Council
for Basic Education Journal)
Alden Blodget, Former Head
of School, Lawrence Academy
MOTIVATION, METACOGNITION & STUDENT
ACHIEVEMENT
Motivating Minds: How Students’ Beliefs
Impact Learning & Academic Achievement
Jennifer A. Mangels, PhD, Associate Professor;
Director, Mangels Lab, Cognitive Neuroscience of Memory & Attention, Columbia
University; co-author of “Why do beliefs about
intelligence influence learning success? A social cognitive
neuroscience model” (2006, Social Cognitive
and Affective Neuroscience)
Mindsets for School Success:
Effective Educators & Resilient, Motivated Learners
Robert B. Brooks, PhD, Assistant Clinical
Professor of Psychology, Harvard
Medical School; co-author of Raising a Self-Disciplined
Child (2007), The Power of Resilience (2004)
and Raising Resilient Children: Fostering Strength,
Hope, and Optimism in Your Child (2001); author of The
Self-Esteem Teacher (1991)
Adolescent Minds: Knowledge
of the Internal & External Worlds
Thomas J. Cottle, PhD, Professor of Education, School
of Education, Boston University; sociologist and licensed
clinical psychologist; author of more than 30 books, including: When
the Music Stopped (2004), Sense of Self: A Work
of Affirmation (2003) and Mind Fields: Adolescent
Consciousness in a Culture of Distraction (2001); winner
of a 2004 Award for Distinguished Prose from Antioch Review
“As If”: What’s
Wrong with Adolescent Thinking and Decision-Making?
Abigail Baird, PhD, Developmental
Neuroscientist; Assistant Professor, Director, Laboratory for
Adolescent Studies, Vassar College;
author of “Moral
Reasoning in Adolescence: The Integration of Emotion and Cognition,”
(forthcoming, Moral Psychology)
Motivating Students: Cultivating a Passion for Learning in
Classrooms and Schools
Michael H. Dickmann, PhD, Professor,
Department of Educational Leadership, Cardinal
Stritch University;
co-author of Leading Coherently: Reflections
from Leaders Around the World (2005), Leading
with the Brain in Mind (2004) and
Connecting Leadership to the Brain (2002)
BRAIN DEVELOPMENT, EXPERIENCE & INTELLIGENCE
The Role
of Experience on the Developing Brain, Cognition & Intelligence
Charles A. Nelson III, PhD, Richard David Scott Chair of Pediatrics,
Harvard Medical School; Director, Laboratory of Cognitive Neuroscience;
Research Director for the Developmental Medicine Center, Boston
Children's Hospital; co-author of Neuroscience
of Cognitive Development: The Role of Experience and the Developing
Brain (2006)
How Exercise Can Enhance Cognitive
Abilities, Thinking & Academic Performance
John J. Ratey, MD, Associate Clinical Professor
of Psychiatry, Harvard Medical School;
author of the best-selling book, A User’s Guide to
the Brain: Perception, Attention and the Four Theaters of the
Brain (2002); co-author of Delivered from Distraction:
Getting the Most Out of Life with ADD (2005) and Driven
to Distraction: Recognizing and Coping With Attention Deficit
Disorder from Childhood Through Adulthood (1994)
Enhancing Intellectual Processing
in Students: Assessment
& Intervention
Jack A. Naglieri, PhD, Professor of Psychology;
Director, School Psychology Program, Department of Psychology;
Faculty, Center for Cognitive Development, George
Mason University; Senior Editor, Journal of Attention
Disorders; co-author of A Practitioner’s Guide
to Assessment of Intelligence and Achievement (2007) and Helping
Children Learn (2003)
Sam Goldstein, PhD, Faculty Member, University
of Utah Medical School and George
Mason University; Neuropsychologist, Neurology, Learning
and Behavior Center in Salt Lake City; Staff, University Neuropsychiatric
Institute; co-author of Raising a Self-Disciplined Child (2007), Understanding
and Managing Children's Classroom Behavior (2007) and Seven
Steps for Building Social Skills in Your Child (2006);
co-editor of Handbook of Resilience in Children (2006)
Cognition & Reading: The
Neural Basis of Reading Ability & Disability
John D.E.
Gabrieli, PhD, Grover Hermann Professor in Health Sciences
and Technology; Professor of Brain and Cognitive Sciences;
Co-Director, Clinical Research Center; Associate Director,
Athinoula A. Martinos Center for Biomedical Imaging, McGovern
Institute for Brain Research, Massachusetts Institute of
Technology
How Poverty Shapes Cognition and School Function
Deborah
P. Waber, PhD, Dept. of Psychiatry; Associate Director, Center
for Behavioral Sciences, Children’s Hospital Boston,
Harvard Medical School; Lead author of NIH’s “MRI
Study of Normal Brain Development” (2007, Journal
of the International Neuropsychology Society) and “Executive
function and performance in high stakes testing in children
from urban schools” (2006, Developmental
Neuropsychology)
Bright from the Start: Enhancing
Brain Development in Young Children
Jill Stamm, PhD, President, New Directions
Institute for Infant Brain Development; Clinical Associate
Professor, Psychology in Education, Mary Lou Fulton College
of Education, Arizona State University;
co-author of Bright from the Start: The Simple, Science-Backed
Way to Nurture Your Child's Developing Mind from Birth to Age
3 (2007)
METACOGNITION, MATH AND LITERACY
Beyond IQ: The Role of Executive
Function in Emerging Math & Literacy Ability
Clancy
Blair, PhD, Associate Professor, Department of Human Development
and Family Studies, Pennsylvania
State University; Lead author
of “How Similar are Fluid Cognition and General Intelligence?” (2006,
Behavioral and Brain Sciences) and “Relating Effortful
Control, Executive Function and False-Belief Understanding
to Emerging Math and Literacy Ability in Kindergarten” (2007,
Child Development)
The Neuropsychology of Visual
Processes in Reading & Learning
George McCloskey PhD, Professor; Co-Director
of Research, Department of Psychology; Philadelphia
College of Osteopathic Medicine; Director of the SPARK
Project (School Psychologists Adopting Refined Knowledge) for
the New York City Department of Education
Brainology: Achievement Predictions
in Adolescents' Motivation & Math
Lisa Blackwell, PhD, Research Scientist,
Department of Psychology, Columbia
University; researcher with Carol Dweck, PhD, on
Brainology - an experimental program in the New York Public
School
Enhancing the Mind: Can Cognitive
Intervention Enhance Cognition, IQ, Reading & Math
David
A. Stevens, EdD, Developmental Psychologist, Executive
Director, The Cognitive Development Center of Lexington,
MA; Director, Lexia Cross-Trainer Project, Lexia Learning
Systems
Connecting the Brain to Literature, Arts and Humanities
Kenneth
S. Kosik, MD, Co-Director, Neuroscience Research Institute;
Harriman Professor of Neuroscience Research, University of
California, Santa Barbara
CREATIVITY, THINKING & ART
Habits of Mind: Thinking in
the Visual Arts
Ellen Winner, PhD, Professor of Psychology, Boston
College; Senior Research Associate at Project Zero, Harvard
Graduate School of Education; author of Studio
Thinking: How Visual Arts Teaching Can Promote Disciplined
Habits of Mind (2007) and Gifted Children: Myth
and Realities (1997)
How to Think About Cognitive Functions and Creativity
Jerome
Kagan, PhD, Daniel and Amy Starch Professor of Psychology Emeritus,
Harvard University; renowned expert in child development; co-author
of An Argument for Mind (2006), A
Young Mind in A Growing Brain (2005), The
Long Shadow of Temperament (2004); author of Surprise,
Uncertainty, and Mental Structures (2002) and The
Nature of the Child (1994)
Enhancing Creative Cognition
in the Classroom
Shelley H. Carson, PhD, Assistant Head Tutor,
Department of Psychology, Faculty of Arts and Sciences, Harvard
University; researcher on the brain and creativity
Musical Minds: Can Music Training
Enhance Children’s
Brains, Math Skills & Intelligence
Gottfried Schlaug,
MD, PhD, Director of neuroimaging; Chief, Division
of Cerebrovascular Disease, Beth Israel Deaconess Medical Center;
Associate Professor of Neurology, Harvard
University; researcher on the effects
of musical training on the brains of children
Creativity & Gifted Children:
Myths & Realities
Ellen Winner, PhD, Professor of Psychology, Boston
College; Senior Research Associate at Project Zero, Harvard
Graduate School of Education; author of Studio Thinking:
How Visual Arts Teaching Can Promote Disciplined Habits of
Mind (2007) and Gifted Children: Myth and Realities (1997) |
Motivating
Minds: How Students’ Beliefs Impact Learning & Academic
Achievement 
Effective
Educators & Resilient, Motivated Learners: Mindsets for
School Success
NEW:MIT “Brain
Scan” Tour