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Promote an understanding of neuroscience research within the educational community. We hope to achieve this goal by promoting neuroscience research that has implications for educational practice and by providing a forum for the issues and controversies connecting these two fields.

Sunday, July 22, 2018
2005 AERA Annual Meeting - BNE SIG Sessions

63.050 Invited Paper Session

Developmental Neuroscience: Directions and Implications for Educational Research
Thursday, April 14, 4:05pm - 6:05pm
Le Centre Sheraton Montreal, Salle de Bal Est

Session Chair: George Hruby, Utah State University


Lisa Freund
Lisa Freund - The neurobiology of social interaction and its affect on early learning.
Dr. Freund is a developmental psychologist and cognitive neuroscientist who is known for her neuroimaging studies with children from different clinical populations and was an National Institute of Child Health and Human Development (NICHD) supported scientist for several years. She has extensive training and experience in the fields of developmental neuroscience, developmental psychology, learning disorders, and behavioral and molecular genetics. Dr. Freund received her Ph.D. from the University of Maryland in Applied Developmental Psychology and was previously an Associate Professor of Psychiatry at the Johns Hopkins University School of Medicine and Kennedy Krieger Institute. As part of the Child Development and Behavior Branch of the NICHD, Dr. Freund is responsible for a multifacted research and training program to promote investigations, both basic and applied, to gain a deeper understanding of the linkages between genes, developing brain, and behavior.
Usha Goswami
Usha Goswami - Phonological awareness and reading: Can we use ERP to predict literacy?
Usha Goswami is Professor of Education at the University of Cambridge and a Fellow of St John College, Cambridge. She is also Director of the Faculty new Centre for Neuroscience in Education, which will focus its initial research on how neuroscience can inform the teaching of literacy and mathematics. Her current research examines relations between phonology and reading. A major focus of the research is on dyslexic and deaf children reading. She has received the British Psychology Society Spearman Medal, the Norman Geschwind-Rodin Prize for Dyslexia research, and Fellowships from the National Academy of Education (USA) and the Alexander von Humboldt Foundation (Germany). She advised on the National Curriculum and the National Literacy Project, and was one of the three UK members of the Managing Committee of the European Concerted Action on Learning Disorders as a Barrier to Human Development: Dyslexia (COST-A8). She is also part of the Literacy Network of the OECD Initiative on Learning Sciences and Brain Research.
William Greenough
William Greenough - How brains acquire information in development and learning.
Dr. Greenough is the Swanlund Professor of Psychology, Psychiatry and Cell and Structural Biology at the University of Illinois, Urbana-Champaign. His pioneering work in the 1970s and 1980s helped change our perception of the adult brain as an anatomically static structure and recognize the dynamic influences of development and environment. "It is fair to say that he deserves the major credit for establishing the current view of dynamic, life-long synapse formation in the mammalian brain" (APS). Dr. Greenough has also investigated the neurological foundations of the fragile X mental retardation syndrome. His current research involves the mechanisms that mediate the synaptic changes caused by neural activity and non-neuronal physiological responses to learning.
Elizabeth Spelke
Elizabeth Spelke - Core knowledge and conceptual change: number and arithmetic.
Dr. Spelke is a Professor of Psychology at Harvard University and Co-Director of the Mind, Brain, and Behavior Initiative. Dr. Spelke is renowned for her work on perceptual and cognitive development, particularly infants' representations of hidden objects, infants' reasoning about inanimate object motion and human action, and children's understanding of number and geometry. Her honors include the Distinguished Scientific Contribution Award (APA), the William James Fellow Award (APS), and election to the American Academy of Arts and Sciences, the National Academy of Sciences, and the Fellows of the American Association for the Advancement of Science.
John Geake
Discussant: John Geake (Paper.pdf)
Dr. Geake is Professor of Education at the Westminster Institute of Education, Oxford Brookes University, Oxford, UK. His post includes leading the Institute research developments in gifted education, and the implications of cognitive neuroscience for education. In 2001 he co-founded the Oxford Cognitive Neuroscience Education Forum  under the auspices of the McDonell-Pew Centre for Cognitive Neuroscience, Department of Physiology, University of Oxford. Dr. Geake conducts neuroscientific research into high intelligence and creativity at the University of Oxford Centre for Functional Magnetic Resonance Imaging of the Brain, Department of Neurology, John Radcliffe Hospital.

61.048 Submitted Paper Session

Issues and Controversies in Educational Neuroscience
Thursday, April 14, 2:15pm - 3:45pm
Hilton Montreal Bonaventure, Montreal Ballroom, Section Lachine

Session Chair: William Bart, University of Minnesota
Discussant: Kurt Fischer, Harvard Graduate School of Education

New Directions for the Discourse of Neuropedagogy: Respecting Emotion
Kathryn Patten, Simon Fraser University
Stephen Campbell, Simon Fraser University

Neuroethics and Education (Paper.pdf)
Kimberly Sheridan, Harvard Graduate School of Education
Elena Zinchenko, Harvard Graduate School of Education
Howard Gardner, Harvard Graduate School of Education

Applying the Neurosciences to Educational Research: Can Cognitive Neuroscience Bridge the Gap? (Paper.pdf)
Michael Atherton, University of Minnesota
Read Diket, William Carey College

36.044 Submitted Symposium

Peril and Promise in Educational Neuroscience
Tuesday, April 12, 4:05pm - 5:35pm
Le Centre Sheraton Montreal, Salle de Bal Est
Session Chair: George Hruby, Utah State University

Minds, Brains, and the Category Mistakes They Entertain
George Hruby, Utah State University

Towards a “Bio-logic” for Education
Lynette Schaverien, University of Technology, Sydney

Educational Neuroscience: Keeping Learners in Mind
Stephen Campbell, Simon Fraser University

34.076 Paper Discussion

Discussions in Educational Neuroscience
Tuesday, April 12, 2:15pm - 2:55pm
Marriott Montreal Chateau Champlain, Salle de Bal Ballroom & Foyer

The Stress of Online Learning: Continuous Biophysical Measurement Using Wearable Computers (Paper.pdf)
Deana Molinari, Washington State University

Snakes and Ladders: A Reappraisal of the Triune Brain Hypothesis (Paper.pdf)
Jeremy E. Genovese, Cleveland State University

13.012 Paper Discussion

Educational Neuroscience Topics
Monday, April 11, 12:50pm - 1:30pm
Marriott Montreal Chateau Champlain, Salle de Bal Ballroom & Foyer

Exploration of the Role of Physiological Responses in Instructional Decision-Making (Paper.pdf)
Deborah Jensen, Rice University

17.041 Paper Session

Educational Neuroscience: Research and Applications
Monday, April 11, 4:05pm - 5:35pm
Le Centre Sheraton Montreal, Salon 3

Session Chair: Read Diket, William Carey College

Volumetric Analysis of the Corpus Callosum in RD and Able Readers
Jodene Fine, University of Texas at Austin
Margaret Semrud-Clikeman, University of Texas at Austin
Timothy Keith, University of Texas
Laura Stapleton, University of Texas
George Hynd, Purdue University

Specification and Rationale for Establishing an Educational Neuroscience Laboratory
Stephen Campbell, Simon Fraser University

Meeting the Challenge of Individual Differences: the Neuropsychology and Technology of Universal Design
David Rose, Harvard Graduate School of Education

37.024 SIG Business Meeting

Tuesday, April 12, 6:15pm - 7:45pm
Le Centre Sheraton Montreal, Garcia Lorca

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