2020 IMBES Conference
Plan now to attend our 2020 conference in Montréal, Canada from June 18-20th. It will be a great time of networking, professional development, and presentations of new, exciting research and information.
Plan now to attend.
John Gabrieli is Grover Hermann Professor of Health Sciences and Technology and Cognitive Neuroscience at the Massachusetts Institute of Technology (MIT). He has dual appointments in the Department of Brain and Cognitive Sciences and in the Institute for Medical Engineering & Science at MIT. He is Director of the Martinos Imaging Center at the McGovern Institute for Brain Research and Director of MIT’s new program in learning sciences, the MIT Integrated Learning Initiative. He also has appointments in the Department of Psychiatry at the Massachusetts General Hospital and at the Harvard Graduate School of Education. His research examines the functions and structures of the human brain, how those change in childhood and older age, and how they vary in neurodevelopmental differences (dyslexia, ADHD, autism), neuropsychiatric disorders (depression, anxiety, schizophrenia), and in relation to education and socioeconomic status. He grew up in Buffalo, NY, received a BA in English from Yale (1978), a PhD in Behavioral Neuroscience from MIT (1987), was a postdoctoral fellow at Harvard and on the faculty at Stanford until returning to MIT in 2005. He is an author on over 300 publications in peer-reviewed scientific journals, including Science and Nature.
Kathryn Paige Harden
Kathryn Paige Harden (Department of Psychology, University of Texas at Austin) is a clinical psychologist whose research focuses on the developmental roots of social inequalities, with an emphasis on adolescence. She uses genetic research methods to study reproductive development, externalizing psychopathology, cognitive abilities, and academic achievement. Dr. Harden is also interested in public debates about the value, dangers, and social meaning of genetic research on outcomes like intelligence and educational attainment. Dr. Harden is the PI of the Developmental Behavior Genetics Lab and a co-director of the Texas Twin Project, and she teaches Introduction to Psychology in an award-winning Synchronous Massive Online Course (SMOC) format. Dr. Harden has published over 100 academic papers and has written about genetics for the New York Times, The Spectator, and Vox. She is currently writing a book on genetics and social inequality to be published by Princeton University Press (anticipated fall 2020).
Kimberly Noble, MD, PhD, is an Associate Professor of Neuroscience and Education at Teachers College, Columbia University. As a neuroscientist and board-certified pediatrician, she studies how socioeconomic inequality relates to in children's cognitive and brain development. Her work examines socioeconomic disparities in cognitive development, as well as brain structure and function, across infancy, childhood and adolescence. Along with a multidisciplinary team from around the U.S., she is a principal investigator of Baby’s First Years, the first clinical trial of poverty reduction in the first three years of life. Dr. Noble received her undergraduate, graduate and medical degrees at the University of Pennsylvania. She was the recipient of the Association for Psychological Science Janet Taylor Spence Award for Transformative Early Career Contributions, and is a Fellow of the Association for Psychological Science. Her work linking family income to brain structure across childhood and adolescence has received worldwide attention in the popular press.
Niko Steinbeis obtained his PhD in 2008 on the neuroscience of music. He then did a postdoc in developmental social neuroscience at the University of Zurich. After becoming senior researcher and then group leader at the Max-Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Niko embarked on research fellowships at Weill Cornell Medical School and the Douglas Mental Health University Institute. In 2015 he joined the Department of Developmental Psychology of Leiden University as an Assistant Professor and in 2017 became an Associate Professor at UCL’s Division of Psychology and Language Sciences. Niko holds numerous honours and grants, including a Jacobs Fellowship and a Starting Grant from the European Research Council. He has a broad interest in cognitive, social and affective development and his work adopts a multimethod approach to address the operation of sensitive periods in childhood.
Benjamin Riley is the founder and executive director of Deans for Impact, a national nonprofit organization in the U.S. dedicated to ensuring every child is taught by a well-prepared teacher. As part of that mission, Deans for Impact believes that every teachers should understand and know how to apply the science of learning in their practice. Prior to founding Deans for Impact, Ben conducted research on the New Zealand education system, worked as policy director for NewSchools Venture Fund, and served as deputy attorney general for the State of California. He received his bachelor’s degree from the University of Washington and J.D. from Yale Law School.
Sonia Guerriero holds a PhD in Experimental Psychology from McGill University, and has built her career around connecting the science of learning to education policy and practice. After completing her PhD, she joined the Canadian Council on Learning as a senior research analyst responsible for leading educational research and analysis projects for provincial governments and agencies. She then joined the Organisation for Economic Co-operation and Development (OECD) to work on policies related to improving teaching and teacher education. She designed the international Teacher Knowledge Survey to explore the nature and scope of learning opportunities offered in teacher education programmes with the goal to better understanding teachers’ pedagogical knowledge around how students learn. She is currently a Senior Education Specialist at UNESCO Headquarters, where she leads research, strategic development, and implementation of international projects that support developing countries to improve learning outcomes through better teacher education. Her latest publication is a co-edited book pulling together new and emerging research from the fields of cognition and neuroscience exploring early learning and the environmental factors that can enhance or diminish children’s educational, economic, and social outcomes.