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PROGRAM

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Save $75 if you register prior to August 15.

 

Conference Begins: 1:30 PM on Friday, Nov. 21

Featured Speakers Include:
	Emotional Awareness Paul Ekman, PhD, Director, Paul Ekman Group; Professor of Psychology, University of California, San Francisco; co-author with the Dalai Lama of Emotional Awareness: Overcoming Obstacles to Psychological Compassion (2008); author, Emotions Revealed (2007, 2nd edition); considered one of the most influential psychologists of the 20th century by the APA
	The Emotional Brain & Memory Joseph LeDoux, PhD, Director, Center for the Neuroscience of Fear and Anxiety; Professor, Center for Neural Science and Department of Psychology, New York University; Fellow, American Academy of Arts and Sciences; author of Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain: The Mysterious Underpinnings of Emotional Life (1999)
Emotional Learning and Memory Cognitive neuroscience has found that emotions and cognition are interconnected in the learning process. They influence memory, motivation, self-discipline, academic performance, and learning disorders. At this conference, you will discover what research is revealing about the emotional brain and how these new findings can be used to improve learning, memory and academic performance.
EMOTIONS, LEARNING & MEMORY
Emotional Awareness Paul Ekman, PhD, Director, Paul Ekman Group; Professor of Psychology, University of California, San Francisco; co-author with the Dalai Lama of Emotional Awareness: Overcoming Obstacles to Psychological Compassion (2008); author, Emotions Revealed (2007, 2nd edition); considered one of the most influential psychologists of the 20th century by the American Psychological Association
The Emotional Brain: The Neurobiology of Memory and Emotional Life Joseph LeDoux, PhD, Director, Center for the Neuroscience of Fear and Anxiety; Professor, Center for Neural Science and Department of Psychology, New York University; author of the award-winning books, Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain: The Mysterious Underpinnings of Emotional Life (1999)
The Continuing Puzzle of Emotional Experience Jerome Kagan, PhD, Daniel and Amy Starch Professor of Psychology Emeritus, Harvard University; renowned expert in child development; author of What is Emotions? History, Measure and Meaning (2007); co-author of An Argument for Mind (2006), A Young Mind in A Growing Brain (2005), The Long Shadow of Temperament (2004)
Welcome to Your Emotional Brain Samuel Wang, PhD, Associate Professor of Neuroscience and Molecular Biology, Princeton University; W.M. Keck Foundation Distinguished Young Investigator; winner of the National Science Foundation Young Investigator Award; co-author of the new book, Welcome to Your Brain (2008)
Connecting the Brain, Emotions & Cognition to Education Mary Helen Immordino-Yang, EdD, Professor, Brain and Creativity Institute for the Neurological Study of Emotion, Decision-Making, and Creativity; researcher on the neuroscience of emotion and its relation to cognitive, linguistic and social development with Neuroscientist Antonio Damasio; University of Southern California; author of “Making Sense of Brain Research in the Classroom” (2001, Council for Basic Education Journal)
How Your Child Learns Best: Using Emotions & Brain-Friendly Strategies to Ignite Student Learning Judy Willis, MD, EdM, Board-Certified Neurologist, middle school teacher in Santa Barbara, CA; author, How Your Child Learns Best (2008); Brain-Friendly Strategies for the Inclusion Classroom (2007) and Research-Based Strategies to Ignite Student Learning (2006)
Using Emotional 'Hooks' to Super-Charge Meaning Making in the Classroom Willy Wood, MA, President, Open Mind Technologies; former high school and university teacher; national speaker on brain-based teaching
EMOTIONAL REGULATION, MOTIVATION & STUDENT ACHIEVEMENT
How Social-Emotional Learning Promotes Cognitive and Academic Achievement: Teaching, Learning, and Neuroscience Mark T. Greenberg, PhD, Bennett Endowed Chair of Prevention Research; Director, Prevention Research Center for the Promotion of Human Development; Professor, Human Development and Psychology; College of Health and Human Development, Pennsylvania State University; Member, Collaborative for Academic, Social and Emotional Learning; co-editor, Enhancing Early Attachment (2007)
Working with Angry and Resistant Youth: Strategies for Motivation, Self-Discipline, Empathy and Resilience 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)
Intelligent Emotion Regulation: The Wisdom of Feeling Lisa Feldman Barrett, PhD, Professor of Psychology; Director, Interdisciplinary Affective Science Laboratory; Boston College; Co-Director, Laboratory of Aging and Emotions, Massachusetts General Hospital, Harvard Medical School; co-editor of Handbook of Emotions (3rd edition, 2008), Emotions and Consciousness (2005), and the Wisdom of Feelings: Psychological Processes in Emotional Intelligence (2002)
Self-Discipline, Gender, IQ and Academic Performance Angela L. Duckworth, PhD, Assistant Professor, Department of Psychology; Research Associate, Positive Psychology Center, University of Pennsylvania; co-author with Martin Seligman of “Self-discipline outdoes IQ predicting academic performance in adolescents” (2005, Psychological Science)
The Revolutionary New Science of Exercise & the Brain: Implications for Depression, ADHD, and Achievement John J. Ratey, MD, Associate Clinical Professor of Psychiatry, Harvard Medical School; author of the best selling books, Spark: The Revolutionary New Science of Exercise and the Brain (2008) and A User’s Guide to the Brain (2002); co-author of, Delivered from Distraction: Getting the Most Out of Life with ADD (2005)
Emotions, Meditation and Attention Julie Brefczynski-Lewis, PhD, Post-doctoral Fellow, Center for Advanced Imaging, Department of Radiology; West Virginia University; co-author with Richard Davidson of “Regulation of the Neural Circuitry of Emotion by Compassion Meditation: Effects of Meditative Expertise” (2008, Public Library of Science)
LITERACY, LANGUAGE & THE BRAIN
Reading, Dyslexia and the Disorganized Brain Bernard S. Chang, MD, MMSc, Assistant Professor of Neurology, Harvard Medical School, Fellow, Comprehensive Epilepsy Center, Beth Israel Deaconess Medical Center; co-author of a study on the correlation between disorganized white matter tracts and difficulty in reading
The Story and Science of the Reading Brain Maryanne Wolf, EdD, Director, Center for Reading and Language Research Professor of Child Development, Tufts University; author of Proust and the Squid (2007) and Dyslexia, Fluency and the Brain (2001)
The Relationship Between Music and Phonological Processing in Normal Readers and Children with Dyslexia Ellen Winner, PhD, Professor of Psychology, College of Arts and Sciences, Boston College; Senior Research Associate at Project Zero, Harvard Graduate School of Education; author of The Point of Words: Children’s Understanding of Metaphor and Irony (1988); co-author of “The relation between music and phonological processing in normal-reading children and children with dyslexia” (2008, Music Perception)
The Brain and Development Language Disorders Diane L. Williams, PhD, CCC-SLP, Assistant Professor, Department of Speech-Language Pathology, Duquesne University; Post Doctoral Research Fellow, Division of Child and Adolescent Psychiatry, University of Pittsburgh; author of the book, Learning and the Brain for Developmental Language Disorders (2008)
Reading Skills and Disabilities: What Is the Role of Educational Neuroscience? 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)
THE ARTS, MUSIC AND EMOTIONS
Theater Experience and Building Social-Cognitive Skills Ellen Winner, PhD, Professor of Psychology; Principal Investigator, Laboratory for Teaching, Learning and Cognition in the Arts, 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) Thalia Goldstein, PhD candidate, Laboratory for Teaching, Learning and Cognition in the Arts, Department of Psychology, Boston College; professional actress and dancer; researcher on the study of emotion regulation in actors as a way of understanding the underpinnings of exceptional ability in emotion regulation
Skill Learning, Brain Engagement, Context and The Arts Martin F. Gardner, PhD, Visiting Research Associate, Center for the Study of Human Development; Brown University; Director of Research, The Music School, RI; co-author, "Learning improved by arts training" (1996, Nature: 381,284),  "Music, Learning and Behavior: A Case for Mental Stretching" (2000, Journal for Learning Through Music), and "The Human Ecology of Music" (2002, Encyclopedia of Human Ecology)
Bridging Neuroscience & the Arts Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Chair and Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; winner of the Zenith Award from the Alzheimer's Association; co-author of When Someone You Love Has Alzheimer’s (1997)

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