Alejandro Maiche
Facultad de Psicología- UdelaR

Alejandro Maiche graduated in Psychology from the Universidad de la Republica (UR), in Uruguay. Then, he moved to Barcelona where he obtained his PhD in Perception, Communication and Time from the Autonomous University of Barcelona in 2002 where he was lecturer in Basic Psychology until 2010. He came back to Uruguay in 2010 as a professor of Cognitive Psychology at the School of Psychology - Universidad de la República and as a researcher of the National System of Researchers in Uruguay (ANII). Since then, he directs the Center for Basic Research in Psychology where scientists from different disciplines investigate about Cognition from a basic perspective. He has published tens of articles relating visual perception and in the last 5 years much of his work was dedicated to the development of interactive web resources for teaching highly specific topics as Cognition (Virtual Laboratory on Cognitive Psychology: http://psicovirtual.uab.es/aules/course/view.php?id=40) and Visual Illusions (http://psicovirtual.uab.es/ilusions). His current research interests include Motion Perception, Visual Illusions and, recently, Numerical Cognition.

Andrew N. Meltzoff
Institute for Learning & Brain Sciences, University of Washington

Andrew N. Meltzoff holds the Job and Gertrud Tamaki Endowed Chair and is the Co-Director of the University of Washington Institute for Learning & Brain Sciences. A graduate of Harvard University, with a Ph.D. from Oxford University, he is an internationally renowned expert on infant and child development. His discoveries about infant imitation have changed theories about early cognition and developmental cognitive neuroscience. His research on social-emotional development helped shape theories of social cognition and informed education. His research has been central in debates and theories in cognitive science, including for memory development, brain science, especially concerning the common coding for perception and action and the development of neural mirroring mechanisms, and in educational theory and practice regarding how cultural stereotypes and self-concepts influence learning in formal and informal settings.

Anna Christina Nobre
Oxford Centre for Human Brain Activity and Department of Experimental Psychology, University of Oxford

Professor Kia Nobre directs the Oxford Centre for Human Brain Activity, a state-of-the-art facility for scientists investigating the neural dynamics that underpin human cognition and the neural deficits in psychiatric and neurological disorders. She also heads her own research group, the Brain & Cognition Lab. Her research investigates how neural activity linked to perception and cognition is dynamically modulated according to memories, motivations, expectations and task goals. She is also interested in understanding how these fine and large-scale regulatory mechanisms develop, and how they are disrupted in psychiatric and neurological disorders.

Kia grew up in Rio de Janeiro, Brazil. She obtained her PhD from Yale University (1992), and completed postdoctoral work at Yale University (1992-3) and at Harvard Medical School (1993-4). She moved to Oxford in 1994 as McDonnell Pew Lecturer in Cognitive Neuroscience and as a Junior Research Fellow of New College. She is currently Professor in Cognitive Neuroscience at the University of Oxford and a Tutorial Fellow at New College. Kia holds many positions of responsibility in the University and in the scientific community. She is a Delegate for the Oxford University Press (OUP), advisor to the James S. McDonnell Foundation Program in Understanding Human Cognition, member of the Wellcome Trust Neuroscience and Mental Health Expert Review Group, and serves on the editorial board of several journals.

Links to pages relevant to me:

My research lab: Brain & Cognition Lab

Oxford Centre for Brain Activity (OHBA)

My profile in New College

My profile in Oxford Neuroscience pages


Bruce McCandliss
Vanderbilt University

McCandliss studies developmental cognitive neuroscience, with an emphasis of questions of how the neural substrates of several cognitive abilities change via learning and education. His laboratory employs several diverse techniques to investigate cognitive change across development and learning, including training studies in adults and children, longitudinal research in school-age children, and naturalistic school-based studies observational and intervention studies. Changes in neural structure and function are measured primarily through functional magnetic resonance imaging, diffusion tensor imaging analysis of white matter tract structures, and high-density EEG recordings. Cognitive domains of central interest include reading/language development, numerical/mathematical cognitive development, and domain-general attention abilities.

Cecília Hedin-Pereira
Universidade Federal do Rio de Janeiro, Programa Avançado de Neurociências

Cecília Hedin-Pereira graduated in Biological Sciences at the Universidade Federal do Rio de Janeiro, she received her master's degree in Biological Sciences at the Universidade Federal do Rio de Janeiro. She obtained Ph.D. in Biological Sciences (Biophysics) at the Federal University of Rio de Janeiro and made part of her studies at the Brain and Cognitive Department at the Massachusetts Institute of Technology. She is currently a full professor at Universidade Federal do Rio de Janeiro. She is a neuroscientist with experience in development and plasticity of the nervous system, focusing mainly on neurogenesis, neural development and development of the cerebral cortex.

Charbel El-Hani
Federal University of Bahia

Charbel N. El-Hani is Professor of History, Philosophy, and Biology Teaching at the Institute of Biology, Federal University of Bahia, Brazil, where he coordinates the History, Philosophy, and Biology Teaching Laboratory. He receives a Productivity Research Grant 1-C of the National Council for Scientific and Technological Development (CNPq). He is affiliated with the Graduate Studies Programs in History, Philosophy, and Science Teaching (Federal University of Bahia and State University of de Feira de Santana), in Ecology and Biomonitoring (Federal University of Bahia), and in Genetics (Federal University of Bahia). His research interests are in science education research, philosophy of biology, evolutionary biology and ecology.

David Klahr
Carnegie-Mellon University

David Klahr holds the Walter van Dyke Bingham Chair of Cognitive Development and Education Sciences in the Department of Psychology at CMU. He is currently Director of the Program in Interdisciplinary Education Research (PIER), a doctoral training grant funded by the Office of Education, and PostPIER, a post-doctoral training grant aso funded by the Office of Education. Throughout his career, Klahr has focused on the analysis of complex cognitive processes in such diverse areas as voting behavior, college admissions, consumer choice, peer review, problem solving and scientific reasoning. He pioneered the application of computer based models to questions of cognitive development.

Dr. Klahr's most recent research has investigated the cognitive processes that support children's understanding of the fundamental principles underlying scientific thinking. This work includes both basic research with pre-school children and more applied classroom studies of how to improve the teaching of experimental science in elementary school. One of his current projects is to create an intelligent tutor to teach the procedural and conceptual bases of experiment design.

He is a member of the National Academy of Education, a Fellow of the APA, a Charter Fellow of the APS, a Member of the Society for Research in Child Development, the Cognitive Science Society. He was an Associate Editor of Developmental Psychology and has served on the editorial boards of several cognitive science journals, as well as on the NSF's subcommittee on Memory and Cognitive Processes, and the NIH's Human Development and Aging Study Section. He has served on three Committees of the National Research Council: the Committee on Foundations of Educational Assessment ( Knowing What Students Know, National Academies Press, 2001 ) , the Committee on Research in Education ( Advancing Scientific Research in Education, National Academies Press, 2004 ) and the Committee on Science Learning ( Taking Science to School: Learning and Teaching Science in Grades K-8, National Academies Press, 2007). He also serves as member of the Advisory Board for the Understanding Human Cognition initiative of the James S. McDonnell Foundation.

Elisabeth Spelke
Harvard University

I study the core foundations of human cognition through comparative research across human development, across animal species, across cultures, and across levels of analysis. Current projects focus on development of object representations, of number, of geometry, and of social cognition.

Elizabeth Phelps
New York University

Elizabeth A. Phelps is the director of the Phelps Lab at the New York University Center for Neuroeconomics. Her laboratory has earned widespread acclaim for its groundbreaking research on how the human brain processes emotion, particularly as it relates to learning, memory and decision-making.
Phelps received her PhD from Princeton University in 1989, served on the faculty of Yale University until 1999, and is currently the Silver Professor of Psychology and Neural Science at New York University. She is the recipient of the 21st Century Scientist Award from the James S. McDonnell Foundation and a fellow of the American Association for the Advancement of Science and the Society for Experimental Psychology. She has served on the Board of Directors of the Association for Psychological Science and the Society for Neuroethics, was the President of the Society for Neuroeconomics and has served as the editor of the APA journal Emotion.

Facundo Manes
Institute of Cognitive Neurology (INECO) & Favaloro University

Dr. Facundo Manes obtained his medical degree at the University of Buenos Aires, Argentina and his Master of Science from the University of Cambridge, England. After completing his residency program in Argentina, he received training in Functional Neuroimaging in the Department of Neuroradiology, Massachusetts General Hospital, Harvard Medical School (Boston, USA), and completed a fellowship in neuropsychiatry in the Department of Psychiatry, University of Iowa (Iowa City, USA), where he was also a neuroanatomy instructor. He also worked as a neurologist and clinical investigator in the Departments of Neurology and Psychiatry, University of Cambridge and is a consultant in Neurology and Neuropsychology in the Cognition and Brain Sciences Unit, Medical Research Council, Cambridge, England. His focus in research comprises the neurobiology of mental processes. Among his contributions, Dr. Manes has identified the prefrontal areas related to the decision-making processes; together with Dr. Calder, he described the neural basis of anger, and the role of the insula in emotional and cognitive processes. Furthermore, he described, for the first time, emotion processing in the minimally conscious state with Dr. Bekinschtein. He developed the first cognitive rehabilitation unit in Latin America using a holistic approach. He is member of the ICD-11 Expert Working Group on the Classification of Neurocognitive Disorders of the World Health Organization. Dr Manes is an author of three books and was co-investigator of the new diagnostic criteria for the behavioural variant of frontotemporal dementia and of the new classification of primary progressive aphasia and its variants proposed by international working groups. He is currently the principal investigator or co-principal investigator on several trials evaluating potential new therapies in Alzheimer disease. He created and currently directs the Institute of Cognitive Neurology (INECO) and the Institute of Neurosciences at Favaloro University, both in Buenos Aires, Argentina. These are considered state-of-the-art leading institutions in the field of neurosciences throughout Latin America and have become internationally recognized clinical research centers. He is a professor of Behavioral Neurology and Cognitive Neuroscience at Favaloro University and Professor of Experimental Psychology at the University of South Carolina, USA. He is the chair of the Latin American Division of the Society for Social Neuroscience and the president of the World Federation of Neurology’s Research Group on Aphasia and Cognitive Disorders.

Frank Keil
Yale University

Our research has used several different approaches to illustrate that, outside of our own narrow areas of expertise, our understandings of how the world works are necessarily quite limited. Gaps in understanding are particularly glaring at the level of knowledge of concrete mechanisms and are aggravated by illusions of deeper understanding. We have further shown that both the gaps and the illusions are massively worse in young children. Yet people of all ages do often develop folk scientific understandings that enable them to interpret complex phenomena and rely on experts. Although they can commit huge errors both in how they explain the world and in terms of which experts they trust, our research has shown that even very young children have a rich repertoire of skills that enable them to track highly useful causal patterns, evaluate experts and alleged areas of expertise, and examine the quality of explanations in their own right. Across topics ranging from naïve physics, to folk biology and medicine to the division of cognitive labor, we are uncovering the ways in which children and adults alike are capable of growing a working folk-science even as their knowledge is remarkably coarse-grained at the mechanistic level of explanation.

Gabriel Mindlin
Universidad de Buenos Aires

I am interested in the physics and neural control of birdsong. Birdsong is a complex behaviour that, for about 40% of the known bird species, involves some form of learning. How do the periphery and the neural circuitry interact in order to give rise to this behaviour? We address this issue by combining physiological measurements of the muscles controlling the vocal organ, electro-physiological measurements of different neural populations of the song motor system, and mathematical modelling.

Ghislaine Dehaene-Lambertz
INSERM-CEA Cognitive Neuroimaging Unit

Ghislaine Dehaene-Lambertz is a full-time Associate Researcher at INSERM U992, Paris, France, where she investigates the development of cognitive functions with brain imaging techniques. Originally qualified as MD, Pediatrician, she received her PhD from the EHESS, Paris, France. The goal of her research is to study the brain functional organization at the beginning of life in order to understand how complex cognitive functions, such as language, music, mathematics, etc… emerge in the human brain. Following up on François Jacob’s intuition that evolution was a tinkerer, twisting old machineries to give rise to new functions, her approach is to examine the primitive functions that are accessible to the human brain to process the external word at the beginning of life, then to study how initial biaises in brain organization are shaped by the human environment to give rise to the mature state. Her pioneering work studying language acquisition with new techniques as such high-density event-related potentials, functional resonance magnetic imaging or optical topography, has impacted the developmental neuroscience.

Isabel Martins
Universidade Federal do Rio de Janeiro

Isabel Martins holds a degree in Physics from the Universidade Federal do Rio de Janeiro, Brazil. She taught Physics at a secondary school in Rio de Janeiro before going to the UK where she obtained her PhD in Education at the University of London. She joined the research staff of the Institute of Education, University of London and, later, took up the post of associate professor at the Universidade Federal de Minas Gerais, Brazil. She is now associate professor at the Institute of Educational Technology for Health Sciences (NUTES) of the Universidade Federal do Rio de Janeiro, where she has coordinated the Graduate Studies Programme in Science and Health Education and served as Deputy Director. She is the present president of the Brazilian Science Education Research Association (ABRAPEC) and editor of the electronic journal Ciência em Tela. Current editorial appointments also include membership the Editorial Boards of international journals Science Education, Enseñanza de las Ciencias, Infancia y Aprendizaje, Ciência & Educação and Cultural Studies in Science Education. Her research interests focus on the relationship between language and science education, with particular reference to studies of the processes of production, circulation and reception of discourse in science education and science communication. Recent publications include critiques of scientific literacy, analyses of science textbooks, of the role of images in science education and in scientific communication, and of processes of discursive appropriation of science education research results in educational contexts.

Jacques Mehler
Scuola Internazionale Superiore di Studi Avanzati

Jacques Mehler is Director of the Language, Cognition and Development Laboratory at the Scuola Internazionale Superiore di Studi Avanzati, Trieste. He completed a Ph.D. in Psychology at Harvard University. His research focuses on the human development of Language and Mind and also on the cerebral bases of Language. He and his colleagues perform investigations on very young infants, bilingual children and adults. In some of their studies they use innovative brain imaging equipment, which is especially well suited for the study of very young babies. Dr. Mehler collaborates with researchers from many disciplines - pediatrics, physics, philosophy, engineering and psychology. This combined expertise makes the team better able to explore and understand, to connect models of cognitive development and neurobiology, and to contribute to pediatric science.

Jan Born
Department of Medical Psychology and Behavioral Neuroscience, University of, Tübingen, Germany

Jan Born is director of the Department of Medical Psychology and Behavioral Neurobiology at the University of Tübingen, Germany. He obtained Ph.D.s in Psychology and Physiology. After stays as research fellow in the Department of Biological Psychology at the State University of New York at Stony Brook and as a post doc at the Department of Physiology at the University of Ulm, Germany, he was appointed full professor of Physiological Psychology at the University of Bamberg, Germany, in 1989. In 1999, he joined the Department of Neuroendocrinology at the University of Lübeck, and changed in 2010 to his current position. Dr. Born's primary research interests are in the dynamics of memory formation in biological systems. He is particularly interested in the memory functions that sleep serves for the central nervous system, metabolic system and the immune system. He is speaker of the collaborative research center "Plasticity and Sleep", founded in 2005 by the German Science Foundation at the Universities of Lübeck and Kiel, Germany.

John T. Bruer
James S. McDonnell Foundation

John T. Bruer is an Adjunct Professor of Philosophy at Washington University and President of the James S McDonnell Foundation in St. Louis, Missouri. Dr. Bruer is a member of the National Science Board and also serves on numerous advisory panels nationally and internationally (National Educational Research Policy and Priorities Board, USA). He received a Ph.D. in Philosophy from Rockefeller University. His research interests include cognitive neuroscience, cognitive psychology, education, and history and philosophy of science. His work in neuroscience has greatly contributed to improving the education system of developing countries. Since joining the McDonnell Foundation in 1986, the foundation has initiated new programs in cognitive neuroscience, applications of cognitive science to education and rehabilitation, analysis of complex systems, and cancer biology.

Joselina da Silva
Universidade Federal do Ceará/ Campus Cariri

Joselina da Silva is PHD in Social Sciences at Universidade do Estado do Rio de Janeiro – UERJ - (2005). She attended the I International Graduate Summer Seminar Interrogating the African Diaspora, at FIU (2004). She teaches Sociology at Universidade Federal do Ceará. She is the founding director of N´BLAC (Núcleo Brasileiro, Latino Americano e Caribenho de Estudos em Relações Raciais, Gênero e Movimentos Sociais). She is also the general coordinator of the Seminar Iniciativas Negras Trocando Experiências (Black Initiatives exchanging experiences) which intends to prepare and qualify theoretical, technical and interdisciplinary students and activists engaged with activities against racial discrimination in the social movement. She was the vice-president of the Brazilian Association of Afro Brazilian Researchers (ABPN / 2006 - 2008). Her research and teaching interests cover the following topics: racial relations, racial inequalities, black movement in Latin America, anti racism, ethnicity, black women and violence against women. For more information go to: http://lattes.cnpq.br/1785433331883652

Juan Valle Lisboa
Facultad de Ciencias and Centro de Investigación Básica en Psicología, Universidad de la República, Uruguay.

Juan Valle-Lisboa graduated as a Biochemist in the University of The Republic (UR), in Uruguay. He obtained a MSc and a PhD degree in Biophysics and Computational Neuroscience. He is researcher of the National System of Researchers and member of the Program for the Development of Basic Science in Uruguay. He currently works at the School of Sciences and the Center for Basic Research in Psychology, in UR, Uruguay. His current research interests include the neurobiological basis of Language and Cognition, and the powers and limits of neural network models. His research involves the use of computational methods and lately EEG and other psycho-physical methods.

Judy S. DeLoache
Department of Psychology, University of Virginia, Charlottesville, VA

Judy DeLoache is the William R. Kenan, Jr. Professor of Psychology at the University of Virginia. The primary focus of her research is the emergence and early development of the understanding and use of a variety of symbolic objects, including pictures and models. She received her Ph.D. from the University of Illinois. Professor DeLoache’s research has been funded by an NIH Scientific Merit Award and a grant from NSF. She is a Fellow of the American Academy of Arts & Sciences, the American Association for the Advancement of Science, the Association for Psychological Science, and the American Psychological Association. She has been a Visiting Scholar in the Psychology Departments of Oxford, Stanford, Harvard, and New York University, as well as a Fellow in residence at the Center for Advanced Study in the Behavioral Sciences at Stanford and at the Rockefeller Foundation Study Center in Bellagio, Italy. In 2009 she was awarded an Honorary Degree from the University of Basel (Switzerland). She is currently the President of the Cognitive Development Society.

Julie Bugg
Washington University

Julie Bugg is an assistant professor of psychology at Washington University in St. Louis. She received her PhD from Colorado State University in 2006. Her primary area of research examines attention and cognitive control in young and older adults. She is interested in contextual factors that affect the voluntary control of attention in addition to environmental influences on attentional performance. In addition, Julie researches processing strategies that benefit memory in laboratory contexts and classroom settings.

Kathryn Hirsh-Pasek
Temple University

Kathryn Hirsh-Pasek is the Stanley and Debra Lefkowitz Professor in the Department of Psychology at Temple University, where she serves as Director of the Infant Language Laboratory and Co-Founder of CiRCLE (The Center for Re-Imagining Children’'s Learning and Education). She received her Ph.D. from the University of Pennsylvania. Dr. Hirsh-Pasek’s research in the areas of early language development, literacy and infant cognition is funded by the National Science Foundation, the Institute of Educational Sciences and the National Institutes of Health and Human Development. She is deeply committed to bridging the gap between research and practice. To that end, she was a researcher on the NICHD Study of Early Child Care and Youth Development, co-developed the language and literacy preschool curricula for the State of California and has consulted with toy companies and media programs like Sesame Workshop. She is the winner of the American Psychological Association (APA) Award for Distinguished Service to psychology and the APA Bronfenbrenner Award for her lifetime contribution to the field.

Klaus Zuberbühler
University of St Andrews & University of Neuchatel

I am interested in the evolution of intelligence and the origins of language. My research focuses on the mechanisms underlying non-human primate communication and behaviour both in the field and in the lab.

Luca Lorenzo Bonatti
ICREA and Universitat Pompeu Fabra

I am ICREA Professor at the Universitat Pompeu Fabra, Spain. I am interested in reasoning, language learning, imagination of physical events and, in general, in infant cognition. Here are some questions that fascinate me and are at the center of my current research: How do infants know what happens next? What kinds of information they can extract from the environment to anticipate future events? Do they have a sense of what is probable and what is improbable, and where does this sense come from? What is the relation (if any) between infants' abilities to think and language acquisition? At the the RICO Lab (Reasoning and Infant Cognition) we try to make some progress on these issues.

Luciano Floridi
University of Hertfordshire


Marcela Peña
P. Universidad Catolica de Chile & Universidad de Chile

Marcela Peña is Associated Professor at the Pontificia Universidad Catolica de Chile and at the Universidad de Chile. Originally she is an MD, Pediatrician and obtained her PhD in Cognitive Science and Psycholinguistic from the École des Hautes Études en Sciences Sociales, Paris, France. Her research interest is focused to explore early cognitive development and early learning. Integrating behavioral and neuroimage techniques and methods, she and her team study how the infants and young children learn their native language and develop their mathematical cognition and their symbolic mind. In her studies she includes healthy participants and patients.

Maria Pilar Jimenez-Aleixandre
Universidade de Santiago de Compostela, Spain

María Pilar Jiménez-Aleixandre is Professor in the Faculty of Education of the University of Santiago de Compostela, Spain. She leads a research group (RODA, standing for ReasOning, Discourse, Argumentation) on scientific reasoning, argumentation and students' epistemic practices. Her research interests focus on how secondary school students justify knowledge claims and integrate evidence in their scientific explanations, as well as on the design of learning environments promoting epistemic practices. She has explored these issues through classroom studies in class and laboratory settings. She is currently Principal Investigator in a 3 years project funded by the MiCINN (Spanish Ministry of Science and Innovation) on learning progressions about the competencies in modeling and in using evidence and argumentation. This is part of a research program on argumentation since 1994. She is part of two European funded projects (Seventh Framework Programme) about the dissemination of inquiry-based science teaching among teachers. She has authored about 50 papers in Science Education journals, she is co-editor with S. Erduran of the book 'Argumentation in Science Education' (Springer, 2008), being the last a chapter (Duschl & Jiménez-Aleixandre) in David Klahr festschrift (APA press). She is also the author of four volumes of poetry, and about twenty works of fiction.

Mariano Sigman
Universidad de Buenos Aires

Mariano Sigman was born in Argentina and grew up in Barcelona, Spain. He came back to Argentina and got a master degree in physics at the University of Buenos Aires. He moved to New York to do a PhD in neuroscience at the Rockefeller University directed by Charles Gilbert and Marcelo Magnasco. His thesis investigations were focused on visual perception, on the physiology and psychophysics of perceptual learning. He then moved to Paris, to do a postdoc with Stanislas Dehaene on consciousness and cognitive architecture. In 2006 he came back (again) to Argentina, as a professor in the Physics Department, where he currently is the director of the Integrative Neuroscience Laboratory.

Marina Nespor
SISSA Trieste

Marina Nespor is Professor in General Linguistics and is affiliated to the ERC Project PASCAL on language acquisition at SISSA, Trieste, Italy. She has contributed to the understanding of prosody in human language and its role in giving a cue to syntactic structure. The present research program of Marina Nespor concentrates on the sound system of language and how this conveys information about syntax, on the one hand, and segmentation of the speech flow, on the other hand. Within this general line of research, she has concentrated on:
- Rhythm, its relation to word order, and how rhythm may help acquire different aspects of language.
- The function of different segments – consonants and vowels – for different aspects of language acquisition
- The different cognitive mechanisms responsible for the basic order of words in the languages of the world.
- Deafness of prosody in the acquisition of second languages in adulthood

Mark A. McDaniel
Washington University

Mark McDaniel is currently a Professor of Psychology, with a joint appointment in Education, at Washington University in St. Louis, and is the founding Director of the recently inaugurated Center for Integrative Research on Cognition, Learning, and Education (CIRCLE).
Since receiving his Ph.D. from University of Colorado in 1980 (in experimental psychology), he has developed a number of research interests in the general area of human learning and memory, publishing over 200 articles, chapters and edited books. Over the past 25 years he has published numerous papers related to education, including topics such as pre-questions, discovery learning, feedback, mental models, analogical learning, and classroom studies on testing effects. Most recently he has addressed how generative encoding can enhance recall of connected discourse for low-ability readers. Related work includes a series of studies on elaborative study techniques such as elaborative interrogation and enhancing learning through testing (repeated retrieval), with much of this latter work being conducted in actual college and middle school classrooms.
A second line of investigation is focusing on the learning processes by which humans abstract relations between continuous inputs and outputs, and the use of analogy in learning scientific concepts.  Much of his current work in this area is examining potential individual differences in tendencies toward rule learning versus exemplar-based representations and how those tendencies persist when learners are faced with authentic educational challenges (e.g., chemistry classes). 
A third line involves development of theoretical frameworks and experimental investigation of the different processes (retrieval  dynamics, encoding, influence of reminders) underlying prospective memory. Recent work includes investigation of prospective memory in older adults with very mild Alzheimer Disease (AD) and those genetically disposed to AD. 
With Gilles Einstein, McDaniel has coauthored two books entitled Memory Fitness: A Guide for Successful Aging (2004) and Prospective Memory: An Overview and Synthesis of an Emerging Field (2007).  His editorial activities include serving as Associate Editor of the Journal of Experimental Psychology: Learning, Memory, and Cognition (1995-2000) and Cognitive Psychology (2003-2009). He is currently on the boards of Educational Psychology Review, the Journal of Applied Research in Memory and Cognition, and JEP:LMC.

Mitchell J. Nathan
University of Wisconsin-Madison

Mitchell J. Nathan is Professor of Educational Psychology, Curriculum & Instruction, and Psychology at the University of Wisconsin-Madison. He holds degrees in engineering and mathematics (BS), and cognitive psychology (PhD). Dr. Nathan explores the nature of knowledge and meaning, especially as it arises during mathematical and scientific learning activities. Areas of study include the development of algebraic reasoning and the role of children's invented strategies and representations; expert blind spot among teachers (and researchers!); and the role that gesture and language serve in conjuring and grounding abstract representations. His research is largely rooted in cognitive, embodied and sociocultural perspectives. He has used computer animation to enhance mathematical performance by improving reading comprehension. He has been Principal Investigator or co-Principal Investigator for over $20M of funded research grants. Among his current research efforts, Dr. Nathan is investigating the the role of action and language in mathematical thinking, contributions of gesture production to mental model formation when learning from text, and how learners and instructors maintain coherence during project-based learning in science as concepts are presented in a variety of symbolic, verbal, visual and material forms.

Robert Goldstone
Indiana University

Since 1991 when he received a Ph.D. in psychology from University of Michigan, Robert Goldstone has been a professor in the Psychological and Brain Sciences Department and Cognitive Science Program at Indiana University. His research interests include concept learning and representation, perceptual learning, collective behavior, and computational modeling of human cognition. His interests in education focus on learning and transfer in mathematics and science, computational models of learning, and the design of innovative learning technologies. He was awarded two American Psychological Association (APA) Young Investigator awards in 1995 for articles appearing in Journal of Experimental Psychology, the 1996 Chase Memorial Award for Outstanding Young Researcher in Cognitive Science, a 1997 James McKeen Cattell Sabbatical Award, the 2000 APA Distinguished Scientific Award for Early Career Contribution to Psychology in the area of Cognition and Human Learning, and a 2004 Troland research award from the National Academy of Sciences. He was the executive editor of Cognitive Science from 2001-2005, and is currently associate editor of Cognitive Psychology and Topics in Cognitive Science.

Roberta Golinkoff
University of Delaware

Roberta Michnick Golinkoff holds the H. Rodney Sharp Chair in the School of Education at the University of Delaware and is also a member of the Departments of Psychology and Linguistics. An author of twelve books and numerous professional articles, she founded and directs the Infant Language Project, whose goal it is to understand how children tackle the amazing feat of learning language. The recipient of a prestigious John Simon Guggenheim Fellowship, and a James McKeen Cattell Sabbatical award, she is frequently quoted in newspapers and magazines and has appeared on Good Morning America and many regional morning shows. Dr. Golinkoff also speaks at conferences and for organizations around the world about children’s development.

Sidarta Ribeiro
Brain Institute, Federal University of Rio Grande do Norte

Sidarta Ribeiro was born and raised in Brasília, Brazil. He majored in biology at the University of Brasília and got a master degree in neurobiology at the Federal University of Rio de Janeiro. He got a Ph.D. at the Rockefeller University and performed post-doctoral work at Duke University. In 2005, he moved to Natal in Brazil to launch the Edmond and Lily Safra International Institute of Neuroscience of Natal (ELS-IINN). Sidarta was the scientific director of the Institute until 2008, when he became full professor of neuroscience at the Federal University of Rio Grande do Norte (UFRN). Currently he is the director of the Brain Institute at UFRN. His research deals with sleep & memory as well as animal communication, in models as diverse as mice, rats, lizards, marmosets and humans.

Sidney Strauss
Center for Academic Studies, Or Yehuda, Israel;, Tel Aviv University, Tel Aviv, Israel

Sidney Strauss received his PhD in the School of Education at the University of California at Berkeley in 1967. He then did two years postdoctoral work in the Psychology Department, also at Berkeley, and then immigrated to Israel where he taught in the School of Education and Department of Psychology at Tel Aviv University (TAU) for 38 years. When at TAU, he was the first incumbent of the Branco Weiss Chair for Research in Child Development and Education. While teaching at TAU, he left academia for three years to be a public servant, working in the Israeli Ministry of Education as its Chief Scientist (no, this is not a title from Orwell's 1984). Among the many innovations he fostered in that capacity, he constructed an index through which $1.5 billion dollars have been distributed annually for teaching hours. It was then that he saw, first-hand, the role of politics (both large and small) in educational policy-making. He is currently teaching at the Center for Academic Studies in Or Yehuda near Tel Aviv. In addition, he was elected as a foreign affiliate of the National Academy of Education (USA) and was a resident scholar at the Rockefeller Foundation's center in Bellagio.

His abiding interests center on child development, in the wide sense of that term. Over the past 15 years he has been working on, and was the first to suggest, that teaching is a natural cognitive ability on the part of humans. That idea has carried him to many domains. Among them are anthropology (teaching is universal, i.e., species-typical), cultural evolution (teaching is one form of social learning that allows for cumulative human culture), animal teaching (other animals teach but human teaching is different and species-unique), child development (teaching is developmentally reliable: precursors of teaching appear at age 1, teaching probably begins at age 3 but surely occurs at age 5, and it develops through adulthood).

Silvia Bunge
UC Berkeley

Dr. Silvia Bunge is an Associate Professor with a joint appointment in Psychology and the Helen Wills Neuroscience Institute at the University of California at Berkeley, and an affiliate of the Institute of Human Development. A cognitive neuroscientist by training, she directs the Building Blocks of Cognition Laboratory. The lab conducts research on the neural mechanisms that support development, plasticity, and individual differences in higher cognitive functions.

Stanislas Dehaene
Collège de France / INSERM-CEA

Stanislas Dehaene is a Full Professor in the Chair of Experimental Cognitive Psychology at the Collège de France in Paris. He completed a Ph.D. in Cognitive Psychology at the Ecole des Hautes Etudes en Sciences Sociales, Paris. He heads the Cognitive NeuroImaging Unit at NeuroSpin on the Commissariat A l’ Energie Atomique campus in Saclay near Paris. Stanislas Dehaene’s interests focus on the cerebral bases of specifically human cognitive functions such as language, calculation, and conscious reasoning. His team uses a variety of experimental methods, including mental chronometry in normal subjects, cognitive analyses of brain-lesioned patients, and brain-imaging studies with positron emission tomography, functional magnetic resonance imaging, and high-density recordings of event-related potentials. Formal models of minimal neuronal networks are also devised and simulated in an attempt to throw some links between molecular, physiological, imaging, and behavioral data.

Susan Fitzpatrick
James S. McDonnell Foundation

Susan Fitzpatrick is Vice President with the James S. McDonnell Foundation and an Adjunct Associate Professor of Neurobiology and Anatomy at Washington University School of Medicine (St. Louis), teaching neuroscience. She received her Ph.D. in Biochemistry and Neurology from Cornell University Medical College. After 5 years pursuing in vivo NMR spectroscopic studies of brain metabolism in the Department of Molecular Biochemistry and Biophysics at Yale University, Dr. Fitzpatrick shifted her career to non-profit administration. Dr. Fitzpatrick lectures and writes on issues concerning the role of private philanthropy in the support of scientific research, and on issues related to the public understanding of science.

She will give her talk with Tom Wyman: http://www.micds.org/technology

Susan Goldin-Meadow
University of Chicago


Tom Wyman


Torkel Klingberg
Developmental Cognitive Neuroscience, Dept. Neuroscience, Karolinska Institutet, Stockholm, Sweden

Torkel Klingberg, MD, PhD, is Professor of Cognitive Neuroscience at the Karolinska Institute in Stockholm, Sweden. His work on child brain development and cognitive training is at the international front line. He led the original studies demonstrating that working memory can be improved by training. Dr. Klingberg leads a major Swedish project on child development, lectures regularly at international conferences, is the recipient of several prizes, and serves as a member of the Nobel Assembly. He is also the author of two book: "The Overflowing Brain: Information Overload and the Limits of Working Memory" and most recently "The learning brain - memory and brain development in children", (Oxford University Press).

Zachary Mainen
Champalimaud Neuroscience Programme

Zach Mainen is Senior Investigator and founding Director of the Champalimaud Neuroscience Programme (CNP) in Lisbon, Portugal. Mainen's main interests concern how brains coordinate decision-making and evaluate knowledge, the scientific method and social organization. His laboratory’s research combines quantitative descriptions of behavior with physiological analysis of neural systems and circuits and computational models of brain function. Current research in his group include the mechanisms of subjective confidence judgments, neural dynamics underlying the timing of self-generated actions, the nature of uncertainty in decision-making and its relation to learning and the physiology and behavioral functions of the serotonin system. Mainen studied psychology and philosophy at Yale University, received his PhD in Neuroscience from the University of California, San Diego, and then moved to Cold Spring Harbor Laboratory, New York, were he co-founded the Centre for the Neural Mechanisms of Cognition. He is also the founding director International Neuroscience Doctoral Programme (INDP), a co-director of the Computational and Cognitive Neurobiology Summer School, and a main organizer of the Computational and Systems Neuroscience (CoSyNe) meeting.