2022 IMBES Conference

Plan now to attend our 2022 conference in Montréal, Canada from July 21st - 23rd. It will be a great time of networking, professional development, and presentations of new, exciting research and information.

Registration opens soon

Poster Submission

Teacher-Educator Funding

Awards Submission

Keynote Speakers 

John Gabrieli

John Gabrieli

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

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).

Kim Noble

Kim Noble

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.

Nikolaus Steinbeis

Niko Steinbeis

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.

Panel Members

Ben Riley

Ben Riley

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 teacher 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

Sonia Guerriero

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.

Gemma Edgecombe

Gemma Edgcombe

Gemma Edgcombe is the Head of Curriculum Design for Teach First's teacher development programmes. Teach First is a UK charity committed to building a fair education for all, developing inspiring teachers and leaders for schools that need them most. They are the UK’s biggest initial teacher training organisation – in the last 15 years, they have placed more than 12,000 teachers in low-income areas and supported over one million children. Teach First believes all teachers should embed the science of learning into their practice, and Gemma emphasises this within the curriculum design. Gemma was previously a teacher educator for Teach First, supporting trainee teachers to apply the science of learning to their practice. Before specialising in teacher development, she worked in secondary schools in low-income areas as a deputy headteacher, middle leader and teacher. She received her bachelor's degree in Social and Political Sciences from the University of Cambridge.

Poster Submission

Guidelines for Poster Submissions

The International Mind, Brain, and Education Society (IMBES) extends an open invitation to participate in poster presentations at the July 21st-23rd, 2022 conference in Montreal. Poster sessions give presenters an opportunity to showcase innovative work from neuroscience, cognitive science, developmental science, or educational science or practice that is relevant to mind, brain, and education.

The final deadline for poster submissions is TBA.  Thank you to all those who submitted.

Four posters will be selected at the conference to receive the 2018 IMBES Outstanding Poster Award. These awards will consist of a certificate and $250 USD.

Poster Submission Form (external link to form)

Symposium Submission

Guidelines for Symposium Submissions

  • Symposia and Panel Discussions will be 2 hours in length.
  • Formats are flexible, but must include a Chair and two to four participating members. We encourage you to select a diverse group of speakers (e.g. speakers from different universities, countries, professional backgrounds, or levels of training).
  • The goal should be to generate discussions around pertinent issues that emerge at the intersections of Mind, Brain and Education.
  • The Chair should select participants who are recognized experts and can provide a framework for thinking about the topic under consideration, offer insights, and address questions.
  • At the end of each session there should be a period for discussion.

All panel and symposia proposals received by (TBA) will be considered for the program and will be peer-reviewed.

Submitters will be notified by e-mail regarding the acceptance of their submission to the IMBES Conference.

Note: IMBES prohibits reference to commercially available products affiliated with presenters in all presentation formats without express written permission from the Board.

Symposium Submission Form (external link to form)

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