Eotvos Lorand University, Budapest, Hungary
I have an MA degree in Psychology and did my PhD studies in the field of Clinical and Experimental Neuroscience. Currently I'm working in the Memory and Language Research Lab in Budapest. My main interests are focused on cognitive neuroscience and the neuropsychology of several aspects of skill learning (e.g., sequence vs. statistical, perceptual vs. motor, implicit vs. explicit learnint). We explore this type of learning from memory formation to consolidation and how this process is affected by age, sleep, and disorders such as autism, dyslexia, and Spinocerebellar Ataxia. I believe that these studies could lead us not only to a deeper understanding of this learning mechanism but also to discover how we rewire skills and boost habit change.
I'm a FRENCH BIOLOGIST doing a PhD in NEUROSCIENCES at Marcela Peña’s laboratory in Santiago de Chile. I’m studying the cognitive mechanisms that are involved when visual factors affect reading and reading comprehension, using behavior, EEG and eye tracker measures. I run my experiments both at school and at the university, working with High school students. I'm an EDUCATOR too, that's why I chose to do investigation in the gap between schools and laboratories! I’m interested in all experiments giving clues about how we learn and how we could teach better. I would love to see more investigators at school and more teachers doing investigations…
Cecilia Inés Calero
Laboratorio de Neurociencia Integrativa - FCEN - UBA
In 2000, I began my undergratuate studies in Biological Sciences at the Facultad de Ciencias Exactas y Naturales in the University of Buenos Aires, (FCEN – UBA). As an undergraduate student, I worked in the Inorganic Chemistry Department, the Physiology and Molecular Biology Department and the Laboratory of Cellular and Molecular Neurobiology, where I participated in several research projects studying neuroscience from molecules to neurons’ relationship with their environment.
Khanh-Phuong (KP) Thai
Human Perception Lab, University of California Los Angeles (kellmanlab.psych.ucla.edu), Advanced Quantitative Methods Program in Education Research (http://gseis.ucla.edu/about/academic-programs/education/aqm), Insight Learning Technology, Inc (www.insightlt.com)
Experts in a particular domain differ from novices in the ease and efficiency with which they pick up structured information. This natural ability to discover and encode abstract relations (as in perception of a melody, relations among chess pieces, or a tumor in an x-ray) is called perceptual learning. As a doctoral student in cognitive psychology at University of California Los Angeles, my research focuses on the application of perceptual learning to education and educational technology. In particular, I develop and test methods of training and accelerating expert information extraction skills in mathematics, music, and medical education. To this end, I am also a member of Insight Learning Technology, a start-up organization aims to make available research-based educational technology that advances perceptual learning in mathematics and science education. My doctoral training also involves the application of advanced quantitative methods such as structural equation modeling and multilevel modeling to study the learning principles driving student performance and to evaluate the effect of educational interventions on learning.
Salomi S. Asaridou
Donders Institute for Brain, Cognition and Behaviour, Max Planck Institute for Psycholinguistics, Nijmegen, The Netherlands
Why are some people so good with sounds? Whether it’s linguistic or music sounds, some individuals are just better in perceiving and producing sounds than others. In my PhD project, I am looking at auditory processing mechanisms shared between language and music, and the factors potentially influencing their performance. By using a sound learning paradigm I am investigating the neuroanatomical, functional, and genetic factors that potentially contribute to sound-to-meaning and sound-to-articulation performance. The goal of the project is to address the following questions: Can preexisting brain differences predict
I was born and raised in Greece to a Greek father and a Swiss mother. After finishing my undergraduate studies in Psychology, I continued my studies as a Fulbright scholar in the US where I obtained a MSc degree in Neuroscience and Education from Columbia University. In 2010 I was awarded an IMPRS fellowship by the Max Planck Society to do my doctoral research at the Donders Institute for Brain, Cognition and Behaviour and the Max Planck Institute for Psycholinguistics in the Netherlands under the supervision of prof. James M. McQueen and prof. Peter Hagoort.
Maria Juliana Leone
Laboratorio de Neurociencia Integrativa, FCEN, UBA
María Juliana Leone got a major in Biotechnology in 2004 and a PhD in Basic and Applied Sciences in 2010 at the Universidad Nacional de Quilmes (Buenos Aires). Her PhD was focused in the role of astroglial cells in the interaction between immune system and circadian system, under the supervision of Dr. Diego Golombek. Before starting her degree studies, she used to play chess actively and she obtained the Woman International Master title in 1999. Currently, she is working as a postdoctoral fellow at the Integrative Neuroscience Laboratory (Universidad de Buenos Aires –UBA-) under Dr. Mariano Sigman's supervision. Her research is focused on physiological correlates and circadian rhythms of decision making using chess as a model, binding her old love (chess) with her work.
University of Cambridge
I did my undergrad in molecular biology and pharmacology and then I reoriented myself into psychology and neuroscience. During my research career, I have also been working quite a lot with patients (children with ADHD, children with autism, adolescents with bipolar disorder, young adults with eating disorder...) and I have a particular interest in developing my research into clinical application.
Department of Cognitive Science, University of California, San Diego
Tyler Marghetis studies mathematical practice and cognition, from low-level number processing to how experts generate advanced proofs. After getting a B.Sc. in mathematics and philosophy, he completed a masters degree in mathematics education, and is now a doctoral candidate in cognitive science at the University of California, San Diego.
While his research cuts across methodological boundaries—from historical case studies and ethnographic observation, to behavioral experiments and neuroscience (ERP)—it is unified by a focus on the body and space in abstract mathematical thought. In one line of research, he studies the role of gesture in mathematical reasoning. For instance, he looks at how undergraduate students produce gestures that use space metaphorically to structure their conceptualization of abstract mathematical concepts (e.g. negative numbers). In parallel, he uses behavioral experiments to study interactions between number and space during rapid numerical judgments. More generally, he’s interested in the implications for education of embodied and situated cognition. Before becoming a cognitive scientist, he was a professional magician, a competitive gymnast, and an alternate for the Beijing Olympics in wrestling.
Cesar Augusto de Oliveira Coelho
Universidade Federal de São Paulo (UNIFESP), São Paulo, Brasil.
Cesar Coelho graduated in Biology at Universidade Estadual Paulista, but made his graduating work under Maria Gabriela’s advisory at UNIFESP, where he also got his masters degree and is a first year PhD student. During the masters, he studied hippocampus and amygdala interactions during contextual fear conditioning and the plasticity induction resultant of this interaction. During the PhD, this functional interaction interest expanded to other structures known to compose the circuitries involved in tone and contextual fear conditioning. His interests involves emotion, memory systems and individual differences related to active coping (reacting actively or passively to a certain stressful event), and how functional connectivity among the related regions translates into behavior. He also study different levels of brain activity, since molecular induction of neuronal plasticity to eletrophysiological activity.
Cape Peninsula University of Cape Town (CPUT) and a visiting Academic at the University of Cape Town (UCT), South Africa
E Ticha Muluh is a senior Mathematics lecturer at the Cape Peninsula University of Cape Town (CPUT) and a visiting Academic at the University of Cape Town (UCT), South Africa. He has a diverse academic background. He received a Ph.D. in Biomedical Engineering, a Master degree in Applied Sciences in Engineering, and an honors degree in Applied Mathematics from UCT. He also holds a first degree in Mathematics from the University of Buea – Cameroon.
His research interest is on how the brain process arithmetic mentally. He is particularly interested in finding out why it takes the brain a longer period of time and many errors made in processing problems such as 8 x 9 compared to problems such as 2 x 3 (problem-size effect); and why the brain processes for example addition differently from division (operation-effect). He uses the surface electroencephalography (EEG) method in this endeavor. EEG records tiny electrical voltages on the scalp and this offers a way of monitoring brain activity in real time and thereby tracking any transitions that parallel changes during mental arithmetic processing (MAP). He is also currently interested in the source re-construction (localization) of brain activity during MAP using the Finite Element Analysis (FEA) method.
He personally enjoys watching soccer and listening to gospel music.
Fitness Cerebral Guayaquil - Ecuador
I am an Economist and hold a Master’s degree in Business Administration in IDE Business School of Guayaquil. I am International Chess Master, during my career I have accomplished a World Championship, five Pan American Championships, two South American championships, among many other placements and open championships achieved for my country, Ecuador. I began in the wonderful world of chess at the age 4 and from my personal experience I can attest to how much it has helped me in terms of acquiring strategic thinking, order and depth of analysis for my decisions, among many other skills.
Convinced of these benefits I have led several mass Chess programs in my province and found interesting synergies between neuroscience and Chess, as an example of this, is our Chess Massification Project "A smart move 2012", where chess is taught to 1890 children in 7 public schools from different geographical areas in our city, we will evaluate the possible outcomes that chess has had on Arithmetic and numerosity skills, short and long term memory , attention and concentration. These findings we will contrast with a control group of the same number of children that won't have chess during this period which is equal to one year. This study we are conducting is with the aid of the Department of Latin American Research Institute of Neurosciences.
Dr Hannah Pincham
Postdoctoral Research Fellow, Developmental Neuroscience Unit, Anna Freud Centre, University College London
I completed my PhD in the Centre for Neuroscience in Education at Cambridge University. I am now working as a postdoctoral research fellow at the Anna Freud Centre in London (UCL). am interested in the interactions between emotion and cognition – particularly during adolescence. I use
Jennifer Chang Damonte
University of Delaware
I am a second year Ph.D. student at the School of Education at the University of Delaware. Within the School of Ed, I am specializing in Learning Sciences (Cognition, Development and Instruction) under the guidance of Dr. Roberta Golinkoff. I received my B.A. from Emory University majoring in psychology and linguistics. After Emory, I worked for Dr. Seyda Ozcaliskan examining children’s development of verbal and gestural communication.
Currently, I am working on a project to develop a computerized assessment that will measure the process and the product of children’s language development. My current research interests include the first and the second language acquisitions (especially motion verb acquisition) as well as the role of language on infants’ cognitive development.
Frederico Horie Silva
Federal University of Rio Grande do Norte (UFRN), Natal, Rio Grande do Norte, Brazil
Frederico Horie Silva is a Master's student in Psychobiology at the Federal University of Rio Grande do Norte (UFRN), Brazil. His current studies are on educational games, learning and motivation. He is graduated in Biology at the São Paulo State University, Brazil, and he has worked as a science teacher in the Brazilian public school system (2009 - 2010). Since 2010 he has been involved in outreach projects in the field of science education at the Brain Institute, UFRN. His research interests are in science education and educational games.
IRCCS Fondazione Ospedale San Camillo
I obtained a Bachelor degree in Biotechnology Engineering at Instituto Tecnológico de Costa Rica, and a Ph.D. in Neuroscience at SISSA in Trieste, Italy. My Ph.D focused on the origins of memory for language in newborns and young infants using behavioral and brain imaging techniques. Presently I am a post-doc at the IRCCS Ospedale San Camillo in Lido-Venice and a visiting post-doc at the CNRS-Universitè Paris Descartes in Paris. I work on different projects regarding language development and mathematical learning in infants and preschool children in Italy and France, and have recently begun a project to promote early mathematical learning in Costa Rica in collaboration with the Ministry of Education.
Dr Clare Killikelly
University of Cambridge, Department of Psychiatry
I am investigating cognitive remediation in patients with psychosis using a novel computer based cognitive training task. I am also collaborating with the Anna Freud Centre in London examining the development of socio-affective control in young and older adolescents, with the Centre for Neuroscience in Education examining the link between cognitive and motor inhibitory control during reasoning, with the Department of Neurology, Cambridge examining reward learning and apathy in patients with normal pressure hydrocephalus and with the Department of Psychiatry Cambridge exploring changes in cognitive control during depression.
In 2012 I finished my PhD with Dr. Denes Szucs at the Centre for Neuroscience in Education. I used various psychophysiological methodologies including EEG, EMG and fNIRS to examine the neural timing underlying cognitive control; the ability to resist interference from distracting stimuli. My aim was to dissect the cognitive and motor abilities that develop to facilitate access to conceptual knowledge.
Key words: cognitive control, inhibitory control, cognitive training, socio-affective development, executive functions, schizophrenia, autism, childhood disorders, ERP, EMG
Killikelly C, Szucs D (in press), “Delayed development of proactive response preparation in adolescents: ERP and EMG evidence” Developmental Cognitive Neuroscience
Killikelly C, Szucs D (in submission), “Asymmetry in stimulus and response conflict processing across the adult lifespan: ERP and EMG evidence” Cortex
Pincham H, Killikelly C, Vuillier L, and Power A (2012), “Examining the expectation deficit in normal aging ” Journal of Neuroscience
Szucs D, Killikelly C, Cutini S (2012), “Event-related near-infrared spectroscopy detects conflict in the motor cortex during a Stroop task” Brain Research
National University of Comahue, Argentina, National Council for Scientific Research (CONICET)
I currently live in argentinian Patagonia, where I teach Psychology to future high school teachers of Science. My PhD. research was aimed at dissolving the Analogical Paradox: an empirical inconsistency by which the retrieval of cross-domain analogical situations from LTM seemed easy in natural settings, yet difficult in the psychological laboratory. More broadly, my current research interests focus on the cognitive processes involved in analogical thinking, as applied to activities like problem-solving, argumentation, comparison, and comprehension of metaphorical concepts. Our research tackles questions such as: Which are the difficulties we encounter when retrieving cross-domain situations from LTM? What can be done to overcome them? What mechanisms do we employ to determine whether two situations are analogous? How can we aid transfer of declarative/procedural knowledge across situations? What kinds of representations (e.g., sensory-motor vs. amodal) underlie our understanding of metaphorical concepts and expressions? Even though we have been testing our intuitions by means of controlled behavioral experiments, we are interested in devising ways of testing (and hopefully applying!!) them in real educational settings.
Patrícia M.A. Correia
Champalimaud Neuroscience Programme, Lisbon, Portugal
I am a PhD student from the International Neuroscience Doctoral Programme and I now work in a beautiful place called Champalimaud Centre for the Unknown. I chose one particular unknown neuroscience question and I am currently working in Zachary Mainen’s lab, trying to unravel the mysteries of serotonin in behavior. I am using an optogenetics approach to manipulate serotonin in the brain while analyzing animal behavior and neural activity.
I've graduated in Pedagogy at Universidade Federal de Santa Catarina (Brasil) two years ago. My experience with education is not scientific or academic, rather, I have worked with children education in different contexts. I've been personally in contact with education from very young children to teenagers, from rural area to big cities like Rio de Janeiro and also in a bilingual school in Germany, accumulating 8 years of hands-on experience.
Currently, I'm working as coordinator of pedagogic content creation in a technology start-up company, called Edumobi, dedicated to mobile learning. We have already created some courses, but our main goal is to develop a new gamified methodology of Mobile Learning, and I believe that sharing experiences with students around the world in such a stimulating environment like the L.A. School will help me build up a scientific point of view. It's gonna also be a pleasure to contribute with my own experience with education outside the academic environment.
Gustavo Marcelino Siquara
Psychology Institute - Federal University of Bahia
Graduated in Psychology (University of Reconcavo of Bahia). Masters in Psychology (Federal University of Bahia). I have experience in the area of Neuropsychology and Neuropsychological Assessment with Children. I'm researching learning disabilities, cerebral palsy, deficits in cognitive and behavioral, neurotoxicology and working memory.
University of Oxford
Marina Puglisi is a speech-language therapist with expertise in child language, currently working at the University of Oxford as a postdoctoral researcher. She holds a PhD in rehabilitation sciences and a postdoctoral degree, both at the School of Medicine of the University of São Paulo. She has recently worked in collaboration with an international multicenter research team aiming to explore the environmental effects on language and cognition. In her current research project, she will investigate the effects of two early intervention programmes on school readiness: one with focus on language and the other on executive functions training.
Karina Possa Abrahao
Dep. de Farmacologia - Universidade de Sao Paulo (USP)
I live in São Paulo, Brazil. Besides science, I have a deep passion for music, Brazilian barbecue and Carnaval. Nowadays, I am a postdoc at the Departamento de Farmacologia of USP. Since the beginning of my undergrad in Biomedicine at the Universidade Federal de São Paulo (UNIFESP), I have interest in working with psychopharmacology of drugs of abuse. To follow this goal, after my graduation (in 2005), I joint the Departamento de Psicobiologia at UNIFESP as a Master`s student (until 2008) and, later on as a PhD student (until 2012). During the PhD, I had the opportunity to move to Winston-Salem, NC in USA for a very important collaboration with Drs. Jeff Weiner and Brian McCool at Wake Forest University.
Alejandro Vásquez Echeverría
University of Porto & University of the Republic
I'm a teacher of cognitive/developmental psychology at the University of the Republic and doctoral candidate at University of Porto. Previously I completed a B.A. (psychology) at the University of the Republic, and my masters at the Basque Country University. I also did professional service, specifically in clinical and public policies settings.
Belén was born and raised in Quito, a city cradled in the Ecuadorian Andes Mountains. She completed her undergraduate degree in Psychology from Baruch College in NYC. There, with Dr. Jennifer Mangels, she studied how students’ motivations and beliefs influence their selective attention and subsequently their memory, either facilitating or hindering learning from errors. In her graduate studies with Dr. Silvia Bunge at UC Berkeley, she is now exploring the positive experiences that can promote plasticity of higher cognition. In her current work, she is examining the effect of playing games on general cognition and academic achievement. She seeks to learn how simple interventions can be scaled and adapted to supplement a traditional classroom experience, especially for underserved populations.
Vitor Geraldi Haase
Professor titular, Departamento de Psicologia, Universidade Federal de Minas Gerais, Belo Horizonte, Brazil
1975-1981: Medicine, Federal University of Rio Grande do Sul, Porto Alegre, Brazil
Professor titular, Federal University of Minas Gerais, Belo Horizonte, Brazil, tenured since 1995
Cognitive developmental neuropsychology, focusing on embodied cognition, executive functions, number processing and arithmetics in children and adolescents with developmental dyscalculia, genetic syndromes, cerebral palsy and HIV/AIDS
SOME SIGNIFICANT RECENT PUBLICATIONS
Andrade, P. M. O., Ferreira, F. O. & Haase, V. G. (2011). Multidisciplinary perspective for cerebral palsy assessment after an International Classification of Function, Disability and Health training. Developmental Neurorehabilitaiton, 14, 199-207.
Andrade, P. M., Haase, V. G., Oliveira-Ferreira, F. (2012). An ICF-based approach for cerebral palsy from a biopsychosocial perspective. Developmental Neurorehabilitation, 15, 391-400.
Andrade, P. M., Ferreira, F. O., Mendonça, A. P., & Haase, V. G. (2012). Content identification of the interdisciplinary assessment of cerebral palsy using the International Classification of Functioning, Disability and Health as reference. Disability and Rehabilitation, 34, 1790-1801.
Costa, A. J., Lopes-Silva, J. G., Pinheiro-Chagas, P., Krinzinger, H., Lonnemann, J., Willmes, K., Wood, G. & Haase. V. G. (2011). A hand full of numbers: a role for offloading in arithmetics learning. Frontiers in Psychology, 2, 368 (doi: 10.3389/fpsyg.2011.00368) (Available at the internet: http://www.frontiersin.org/Cognition/10.3389/fpsyg.2011.00368/abstract).
Ferreira, F. O., Wood, G., Pinheiro-Chagas, P., Lonnemann, J., Krinzinger, H., Willmes, K. & Haase, V. G. (2012). Explaining school mathematics performance from symbolic and nonsymbolic magnitude processing: similiarities and differences between typical and low-achieving children. Psychology & Neuroscience, 5, 37-46 (DOI: 10.3922/j.psns.2012.1.06) (Available at the internet: http://www.psycneuro.org/index.php/path/article/view/183/628).
Haase, V. G., Júlio-Costa, A., Pinheiro-Chagas, P., Oliveira, L. F. S., Micheli, L. R. & Wood, G. (2012). Math self-assessement, but not negative feelings, predicts mathematics performance of elementary school children. Child Development Research, Article ID 982672, 10 pages, doi:10.1155/2012/982672. (Available at the internet: http://www.hindawi.com/journals/cdr/2012/982672/)
Valadares, E. R., Trindade, A. L., Oliveira, L. R., Arantes, R. R., Daker, M. V., Viana, B. M., Haase, V. G., Jardim, L.B., Lopes, G. C., Godard, A. L. (2011). Novel exon nucleotide deletion causes adrenoleukodystrophy in a Brazilian family. Genetics and Molecular Research, 18, 65-74 (Available at the internet: http://www.geneticsmr.com/articles/1053).
Wood, G., Pinheiro-Chagas, P., Júlio-Costa, A., Micheli, L. R., Krinzinger, H., Kaufmann, L., Willmes, K. & Haase, V. G. (2012). Math Anxiety Questionnaire: similar latent structure in Brazilian and German school children. Child Development Research, Article ID 610192, 10 pages, doi:10.1155/2012/610192. (Available at the internet: http://www.hindawi.com/journals/cdr/2012/610192).
Institut National de la Santé et de la Recherche Médicale (INSERM) U1105, GRAMFC, Université de Picardie, F80000 Amiens, France.
At birth, children are able to discriminate syllables and recognize human language. Although certain auditory capacities form prior to term, whether and how these immature cortical circuits process speech remains unclear. Using bedside functional optical imaging and electroencephalography, I am interested to examine linguistic and non-linguistic discrimination in preterm infants, the earliest age at which cortical responses to external stimuli can be recorded, to evaluate human cerebral responses at a time when many neurons in the brain are still migrating to their final location. In other words, to examine whether the preterm brain is already able to perceive linguistic and non linguistic differences.
University of Pittsburgh, Center for the Neural Basis of Cognition
I received my BA in Cognitive Science from the University of Pennsylvania in 2009. While there, I worked in an infant language acquisition laboratory, looking at how children acquire semantics and phonology. During my time there, my interest in language was sparked early on, and I now work in bilingualism and second language (L2) acquisition as a student at the University of Pittsburgh and the Center for the Neural Bases of Cognition. My master’s looked at syntactic processing in native Arabic and native Mandarin speakers learning English as an L2 with eye-tracking. I am currently investigating the acquisition of non-native phonology in bilinguals and L2 learners and how accent learning can be improved with measures from event-related potentials (ERP) and behavioral tasks.
Harvard Graduate School of Education
I am a third-year doctoral student concentrating in Human Development and Education at the Harvard Graduate School of Education. I work in the Labs of Cognitive Neuroscience at Boston Children's Hospital, where I investigate the neural underpinnings of learning mechanisms in typically and atypically developing children. At HGSE, I serve on the Editorial Board of the Harvard Educational Review. Prior to matriculating at HGSE, I conducted clinical autism research as a Donald J. Cohen Fellow in Developmental Social Neuroscience and a Zigler Fellow in Child Development and Social Policy at the Yale University Child Study Center. I hold a BS in Molecular, Cellular, and Developmental Biology from Yale, where I also participated in the Teacher's Preparation program, and a mentorship in early childhood education at the Calvin Hill Day Care Center.
In my current research projects, I am using Near InfraRed Spectroscopy (fNIRS) imaging to (a) investigate the neural correlates of imitation in children with autism and their siblings, and (b) study early numerical cognition capacities (such as ratio based quantity discrimination) in typical children. My main aim with this research is to inform the construction of more developmentally appropriate curricula and educational interventions in early childhood classrooms (though this is much easier said than done). As such, I am looking forward to working out new directions through which the worlds of educational practice and neuroscience research can reciprocally influence each other, with the members of the LA School of 2013.
Centre for Neuroscience in Education, University of Cambridge
I completed my PhD in 2011, under the joint supervision of Dr Denes Szucs, Department of Experimental Psychology, Cambridge, and Professor Alain Content from the Laboratoire Cognition, Langage et Développement at the Université Libre de Bruxelles. My investigations were looking into the mental representations of fractions both in children and adults. I now work as a post-doc at the Centre for Neuroscience in Education, University of Cambridge. My research interests focus on dyscalculia and mathematics abilities in children with SLI.
Department of Cognitive Science, Case Western Reserve University
Currently, Austin Bennett is a second year Masters student pursuing a multi-disciplinary degree combining the Cognitive Linguistics and World Literature programs at Case Western Reserve University (Cleveland, OH, USA). He has presented at international conferences on topics relating to Identity, Empathy and Narrative. Other current projects include the frame blending and rhetoric in advertisements, and narrative development and gesture. Related to education, Austin goes in to primary and secondary schools where he previously or is presently working with Kindergarteners (intervention techniques to promote narrative development), sighted and blind 10-12 year olds (musical cognition), and blind 16-18yr olds (English instruction to blind students).
Austin has visited and worked at the Institut Polytechnique de Grenoble, France and Rheinisch-Westfälische Technische Hochschule (RWTH) Aachen, Germany. He has received training and attended themed schools in the areas of Cognition, Neuroscience, Life and (Cognitive) Linguistics in Brazil, Denmark, Italy, Germany, Netherlands, and Spain.
You can find some about me online:
Universidad de la República
Ignacio Rebollo is a Psychology student at Universidad de la República. He has an undergraduate research scholarship at the Center of Basic Research in Psychology and is teacher assistant of the Psychology, Education and Development Institute of the School of Psychology.
His research interest are the cognitive causes of reading difficulties that occur in developmental dyslexia. In particular how lexical and visuoattentional deficits interact to give rise to the different subtypes of dyslexia, evidenced through behavioral, ERP and eye-tracker data.
Institute of Health Sciences, Catholic University of Portugal
Joana Rato is a PhD student in Health Sciences (area of expertise of Neuropsychology), under the supervision of Professor Alexandre Castro-Caldas, at the Institute of Health Sciences of the Catholic University of Portugal. She graduated in Psychology (Psychology of Education) in the Lusófona University in Lisbon (Portugal) and obtained the Suficiencia Investigadora with the Advanced Studies Diploma in Clinical Neuropsychology by the Faculty of Psychology of the Salamanca University (Spain) in 2006.
Lia Rejane Muller Bevilaqua
Brain Institute, Federal University of Rio Grande do Norte
Lia R. M. Bevilaqua is an Associate Professor of Psychopharmacology at the Brain Institute (ICe) of the Federal University of Rio Grande do Norte (UFRN). She investigates the biochemical properties of memory processing, including its consolidation, reconsolidation and extinction. Lia graduated in Pharmacy and Biochemistry, has a Master Degree in Genetics and Molecular Biology, a PhD in Biochemistry and post-doctoral studies in Neurochemistry. So far, she has published 70 articles in peer-reviewed international journals, which have been cited more than 2400 times. Her h index is 26.
CEA/DSV/I2BM / NeuroSpin, INSERM U992 - Cognitive Neuroimaging Unit, Gif sur Yvette F-91191 FRANCE
Melanie Strauss, 30 yo.
Center for Basic Research in Psychology, University of the Republic, Uruguay
Alejandra Carboni graduated in Psychology from the University of the Republic in Uruguay (Udelar), after that, she moved to Spain to pursue postgraduate studies funded by a grant from the Spanish Agency for International Cooperation.
SISSA - International School for Advanced Studies, Trieste, Italy
As an undergraduate I studied cognitive psychology. I became interested in language and language processing during my masters at the University of Amsterdam. In my doctoral thesis I looked at how the cognitive endowment in humans gives rise to communication and how the shared cognitive abilities influence the uniquely human ability to communicate with language. I now work on cognitive development and language acquisition (both first and second) in Trieste (Italy). On the one hand I look at how very young infants acquire and process the information about the world that surrounds them. On the other hand, I am also interested how our mother tongue shapes our mind, the way we listen to other languages and the way we process information more generally.
Department of Psychology, The University of Western Ontario, London, Ontario, Canada
I am a PhD student in the Numerical Cognition Lab at the University of Western Ontario, Canada. I am currently working under the supervision of Dr. Daniel Ansari.
My research focuses on how individual differences in mathematical skills are related to white matter integrity, measured by Diffusion Tensor Imaging (DTI). Specifically, I am interested in how white matter tracts support the acquisition of mathematical skills and how high- and low-achieving children differ in their white matter microstructures.
I am also conducting research on the acquisition of basic numeracy skills in preschool and kindergarten. While many programs have been developed to train early numeracy skills, few have been validated by empirical research. We are exploring whether there are measurable increases in mathematical knowledge following iPad training programs that are designed to improve basic number skills.
When I am not doing research I play cello in the London Community Orchestra, cook, and enjoy being active by playing tennis and running.
Facultad de Psicología, Universidad de la República, Uruguay
Camila Zugarramurdi is currently a Master's student in Neuroscience in the Program for the Development of Basic Science in Uruguay. She has received a scholarship from the National System of Researchers (ANII) and holds a position as Lab Assistant in the Center for Basic Research in Psychology. Her research main interest is language processing, particularly how concepts are represented in the mental lexicon. She uses ERPs and behavioral measures to approach this topic.
Unidad de Neurobiología Aplicada (UNA, CEMIC-CONICET)
I was born in Buenos Aires in 1983. I received my BA in Psychology from the University of Buenos Aires and I have a PhD in Psychology from the University of Córdoba. My PhD thesis was focused in comparative psychology, studying the mechanisms underlying interspecific communication between dogs and humans, based on associative learning theories.
TUM School of Education, Technische Universität München
I studied mathematics, physical education, and educational sciences, and became a teacher at secondary schools. In 2007, I joined the mathematics education group at the University of Munich, Germany, where I developed a strong research interest in psychological aspects of mathematical learning. After finishing my PhD thesis on mental representations of numbers and their relation to arithmetic development in the spring of 2012, I was a postdoctoral fellow at the Center of Instructional Psychology and Technology of the University of Leuven, Belgium. Since 2013, I am a postdoctoral researcher at the School of Education at Technische Universität in Munich. I am looking forward to interesting discussions on how to integrate research on (math) education, cognitive psychology, and neuroscience!
Laboratory of Psychophysiology, Nencki Institute of Experimental Biology, Poland
Katarzyna Jednoróg received her master’s degree in Psychology at the Jagiellonian University and a PhD in Psychophysiology at the Nencki Institute of Experimental Biology, Poland. She completed her postdoctoral work at Ecole Normale Superieure, Paris.
Her primary research interest is the neurocognitive basis of developmental dyslexia. She’s particularly interested whether distinct subtypes of dyslexic children can be found both on the cognitive and neural level. She’s also interested in the influence of socioeconomic status on literacy and the brain. She uses recordings of event-related potentials, structural and functional magnetic resonance imaging. Her second line of investigation is focusing on the influence of emotions on attention and memory. Together with collaborators she created the Nencki Affective Picture System, a database of high resolution emotionally charged stimuli.
In free time she practices asthanga yoga.
Tali R. Marron
PhD student in Clinical Psychology and Brain Science, Bar-Ilan University, Israel.
2006-2009: Double Major BA in Psychology and Film Studies. Tel Aviv University, Israel.
2010-2012: MA in Clinical and Educational Child Psychology. Bar-Ilan University, Israel.
2012-Present (2013): PhD student in Clinical Psychology and Brain Science, Bar-Ilan University, Israel. Subject of my dissertation: An fMRi Neurobehavioral Investigation of Free Associations: The Relation between Psychodynamic Therapy and Verbal Creativity.
Neuro-cognitive aspects of creativity, enhancing creativity, developmental neuropsychology, the social brain and empathy: mirror neurons, TOM and their connection to learning and teaching. I am interested in bridging between different fields such as cinema with education and psychology. In my dissertation I attempt to provide a novel approach to free associations, a common tool in psychoanalytical psychotherapy, through artistic, creative and neuroscience stances.
Other Occupations: I am an active member in the Israeli forum of Neuropsychoanalysis. I participate in different groups of interest that each meet once a month: the child-developmental group of neuropsychoanalysis, EMDR and neuroscience group, Exploring Autism group and The Social Brain group.
Douglas Senna Engelke
Universidade Federal de São Paulo (UNIFESP)
I concluded my undergrad in Biological Sciences in 2009 in Federal University of Rio Grande do Sul and now I’m PhD student in Federal University of Sao Paulo. I have been researching in neuroscience since 2006. Over these years, I focused my research in the behavioral mechanisms of learning and memory consolidation, reconsolidation and maintenance in animal models of fear memory, stress and addiction. Moreover, I have been always involved in education teaching in schools, social projects and in university. Know I am interested in understand how the mechanisms of learning and memory can be applied in education trying to improve the scholar structure of curriculum and ability of make people learn and do not forget significant matters for their life.
Leyla Mariane Joaquim
Universidade Federal da Bahia UFBA
Leyla Mariane Joaquim is a third year PhD student in the Graduate Studies Programme in History, Philosophy, and Science Teaching at the Federal University of Bahia (UFBa). After obtaining her Bachelor's and Licentiate degree in Biology at Federal University of Paraná, she moved to northeast Brazil to acquire her Master degree in the field of Genetics Teaching at UFBa. She joined projects investigating how ideas about genes and gene function are treated in school knowledge, as represented in textbooks and students' views. Currently, she is devoted to her PhD dissertation in History of Science, which is a study about the role of physicists in the field of Biology. Using oral history as one of the methodological tools, she is interviewing leading physicists that turned their attention to the phenomena of life (particularly in Brazil, Israel, Germany and US). She had research stays at Max Planck Institute for the History of Science (MPIWG – Berlin, Germany) at Department I (Structural Changes in Systems of Knowledge) and II (Ideals and Practices of Rationality) in 2010 and 2012, respectively. Accordingly, her research interests focus on Science Education Research, History of Biology and History of Physics.
Amelia J. Dietrich
Penn State University
I am a doctoral candidate in Hispanic Linguistics and Language Science at Penn State University. I received my B.A. in Spanish and political science from Moravian College and my M.A. in Spanish from Penn State University. Prior to attending graduate school, my professional experience included translation and interpretation work across a variety of technical and legal fields. I am a National Science Foundation Graduate Research Fellow and a member of the Linguistics Society of America. My current research interests include bilingualism, sentence processing, and code-switching, with additional pet linguistics interests in pidgin and creole languages, especially Palenquero Creole (spoken in Colombia) and Nigerian Pidgin. In my free time, I like to find time to cook and bake, do hot yoga, travel the world, read books for fun, and spend time with my beloved family and friends – and I’m hoping the LA School will finally be motivation enough for me to learn some Brazilian Portuguese – something I’ve always wanted to do!
María Eugenia López
Facultad de Ciencias Exactas y Naturales - Universidad de Buenos Aires
Maria Eugenia Lopez was born in Buenos Aires, Argentina in 1986 and grew up in Montevideo, Uruguay. She got a biology degree at the University of Buenos Aires and since her first steps at her program she got involved in projects related with neuroscience. Her undergraduate research focused on synaptic vesicle recycling at the neuromuscular junction under the supervision of Osvaldo Uchitel. At present, she is working at the Molecular Devices Lab at the Institute of Materials Chemistry, Environment and Energy under the supervision of Roberto Etchenique. On the other hand, to share her enthusiasm in doing science she had collaborated in a project called “Science on the go” where a group of scientists went to high schools to conduct experiments with students in order to give them a taste of science. She also worked as an educational guide at the Max Planck “Science Tunnel”, an exhibition about trends and boundaries in cutting-edge scientific research talking about state-of-the-art knowledge of the brain. This experience made her become aware that schools teach natural sciences in quite non scientific ways. To address this issue, she participated in the development of a workshop on how to teach science by doing science that was awarded a grant by the Program “Science with Society” of the University of Buenos Aires. During 2012 she became part of a TV show about science and cooking which led her perform a show at Tecnopolis, a science and technology park for the general public. In the near future, if she is lucky, she will pursue master studies related to Neuroscience and Education.
Institute for Learning & Brain Sciences, University of Washington
Dr. Waismeyer is a Postdoctoral researcher at the Institute for Learning & Brain Sciences at the University of Washington, working with Dr. Andrew Meltzoff. She received her B.A. from Cornell University and her Ph.D. in comparative and developmental psychology at the University of California, Berkeley with Dr. Lucia Jacobs and Dr. Alison Gopnik. Her current research focuses on examining the developmental roots of scientific reasoning through her studies on probabilistic spatial and causal inference in young children. Her research explores the development of children's inferential learning strategies both in spatial and causal tasks and how children's developing social understanding may play a role as an aid to learning within non-pedagogical situations prior to their experiences with formal schooling. Dr. Waismeyer has a deep interest and passion in using the study of cognition to improve education policies. Understanding the developmental roots of inferential reasoning across multiple domains will help educators and cognitive researchers alike in developing novel teaching techniques and establishing new methodologies for the study of scientific reasoning in early childhood.
Thiago Baptistella Cabral
Universidade Federal do Rio Grande do Norte (UFRN) - Brazil
Thiago Baptistella Cabral
2004 - 2008: Graduated in Biology, São Paulo State University (UNESP), São Paulo, Brazil.
2009 – 2010: Secondary School Science Teacher, Parnamirim, Rio Grande do Norte, Brazil.
2010 - : Outreach projects involving Science education (Problem-Based learning in Science), Brain Institute, Federal University of Rio Grande do Norte (UFRN), Rio Grande do Norte, Brazil.
2012 - : Master’s student in Psychobiology, Universidade Federal do Rio Grande do Norte (UFRN), Rio Grande do Norte, Brazil.
Motivation, Science education.
University of Southern California - Rossier School of Education - USC
Gary Scott has dedicated his professional life to urban education in South Central Los Angeles. He started his career at Crenshaw High School in the Los Angeles Unified School District and within a couple of years helped to establish and teach mathematics and science in the school-within-a-school (SWAS) at Crenshaw. This experience not only shaped his pedagogy but equally important, developed his understanding of and commitment to social justice.
His dissertation focused on developing an understanding of middle school students’ problem solving processes in a computer-based environment. Sharing his dissertation work with other teachers brought him to the realm of teacher professional development, not as a ‘more knowledgeable expert’ but rather as being a co-inquirer into student learning, to improve instructional practices.
His research interests are centered on applying cultural-historical theory and Reuven Feuerstein’s theory of Structural Cognitive Modifiability to the teaching and learning of mathematics and science. Based on these theoretical foundations he most recently developed and implemented the Inventatorium, based on his experiences at the Exploratorium in San Francisco California. The program has been piloted since September 2010 as an afterschool program for approximately student at 93rd Street Elementary School in South Los Angeles where 95% of students are economically disadvantaged and 61% are or recently have been English learners. In the fall of 2012, the program expanded to integrate the Inventatorium with the mathematics and science curriculum during the school day. The Inventatorium is different from traditional methods of teaching STEM subjects. What we have done [traditionally] in K-12 STEM education is to summarily ignore the role that imagery and emotion play in scientific, technology, engineering, and mathematics problem solving. We have incorrectly assumed that we think only in numbers and words and that emotion, creativity, and imagery play little, if any, role in the teaching and learning of STEM concepts Dr. Scott has discerned that instead, “emotion, creativity, and imagery are necessary to STEM learning and these elements play an important role when students have to make decisions about taking STEM courses in high school and beyond.”
Valter da Rocha Fernandes
Universidade Estácio de Sá. Rio de Janeiro - Brazil
I have over 20 years of experience in the teaching and spreading of the art of Capoeira in Brazil as well as in several other countries. I’m a certified Capoeira Master by Grupo Capoeira Brasil and have a degree in Physical Education from Universidade Estácio de Sá.
Fabio Moraes Gois
Master student at the Department of Physiology at the University of São Paulo and undergraduate student in Social Science at the same university.
I have a BSc degree in Biology, University of São Paulo. Currently I develop my Masters research exploring the interactions between neuroscience and education. In an embodied cognition framework, we are searching for psychophysiological measures of the teaching-learning process, such as electrodermal responses and eye movement tracking. While the first can be used to investigate the emotional links of students with scientific knowledge, the second is a window to access attention and working memory processes. We are also trying to build theoretical and methodological bridges between embodied approaches of cognition and situated learning theories.