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Distinguished Speakers

Aaron Nelson PhD, ABPP
Clinical Neuropsychologist
Harvard Medical School

Angela L. Duckworth, PhD
Assistant Professor
Department of Psychology
University of Pennsylvania

Bernard S. Chang, MD, MMSc
Assistant Professor of Neurology Harvard Medical School

Robert B. Brooks, PhD
Assistant Clinical Professor of Psychology
Harvard Medical School

Diane L. Williams, PhD, CCC-SLP
Assistant Professor, Department of Speech-Language Pathology
Duquesne University

Edward M. Hallowell, MD
Child and Adult Psychiatrist

Ellen Winner, PhD
Professor of Psychology
Boston College

John D.E. Gabrieli, PhD
Grover Hermann Professor in Health Sciences and Technology
MIT

Jill Stamm, PhD

Joseph E. LeDoux, PhD
Director, Center for the Neuroscience of Fear and Anxiety
New York University

John J. Ratey, MD
Associate Clinical Professor of Psychiatry, Harvard Medical School

Judy Willis, MD, EdM
Board-Certified Neurologist
Santa Barbara, CA

Jerome Kagan, PhD
Daniel and Amy Starch Professor of Psychology Emeritus
Harvard University

Karen Levine, PhD
Psychologist
Harvard Medical School

Kenneth S. Kosik, MD
Co-Director, Neuroscience Research Institute
University of California, Santa Barbara

Kurt W. Fischer, PhD
Charles Bigelow Professor
Harvard Graduate School of Education

Lisa Feldman Barrett, PhD
Professor of Psychology
Boston College

Mariale M. Hardiman, Ed.D.
Assistant Dean of Urban School Partnerships
The Johns Hopkins University

Mark T. Greenberg, PhD
Bennett Endowed Chair of Prevention Research
Pennsylvania State University

MaryanneWolf
Director, Center for Reading and Language Research, Tufts University

Nadine Gaab, PhD
Director, Gaab Lab
Harvard Medical School

Rosalind W. Picard, PhD
Professor, Media Arts and Sciences
MIT

Rosemary S. Caffarella, PhD
Professor and International Professor of Education
Cornell University

Ross W. Greene, PhD
Director, Collaborative Problem Solving Institute
Massachusetts General Hospital

Samuel S.-H. Wang, PhD
Associate Professor of Neuroscience and Molecular Biology
Princeton University

Stephen M. Shore, EdD
Adjunct Instructor
Antioch College

PROGRAM

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Conference Begins: 1:30 PM on Friday, Nov. 21

Featured Speaker
	The Emotional Brain & Memory Joseph LeDoux, PhD, Director, Center for the Neuroscience of Fear and Anxiety; Professor, Center for Neural Science and Department of Psychology, New York University; Fellow, American Academy of Arts and Sciences; author of Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain: The Mysterious Underpinnings of Emotional Life (1999)
Update: Paul Ekman, PhD, Director, Paul Ekman Group; Professor of Psychology, University of California, San Francisco, will now be presenting at the February 18-21, 2009 San Francisco Learning & the Brain Conference. Conference details will be posted on our homepage soon.
Emotional Learning and Memory Cognitive neuroscience has found that emotions and cognition are interconnected in the learning process. They influence memory, motivation, self-discipline, academic performance, and learning disorders. At this conference, you will discover what research is revealing about the emotional brain and how these new findings can be used to improve learning, memory and academic performance.
EMOTIONAL SKILLS, REGULATION & ACHIEVEMENT
Teen Brains: Emotions & Self Development Thomas J. Cottle, PhD, Professor of Education, School of Education, Boston University; Sociologist and licensed clinical psychologist; Author, When The Music Stopped (2004), Sense of Self: A Work of Affirmation (2003) and Mind Fields: Adolescent Consciousness in a Culture of Distraction (2001)
How Social-emotional Learning Promotes Cognitive and Academic Achievement Mark T. Greenberg, PhD, Bennett Endowed Chair of Prevention Research; Director, Prevention Research Center for the Promotion of Human Development; Professor, Human Development and Family Studies; College of Health and Human Development, Pennsylvania State University; Member, Collaborative for Academic, Social and Emotional Learning; co-editor, Enhancing Early Attachment (2007)
*Emotions, Biology, Context and Regulation Jerome Kagan, PhD, Daniel and Amy Starch Professor of Psychology Emeritus, Harvard University; renowned expert in child development; author of What Is Emotions? History, Measure and Meaning (2007); co-author of An Argument for Mind (2006), A Young Mind in A Growing Brain (2005) and The Long Shadow of Temperament (2004)
*Intelligent Emotion Regulation: The Wisdom of Feelings Lisa Feldman Barrett, PhD, Professor of Psychology; Director, Interdisciplinary Affective Science Laboratory; Boston College; Co-Director, Laboratory of Aging and Emotions; Associate in Research, Dept. of Psychiatry, Massachusetts General Hospital, Harvard Medical School; co-editor of Handbook of Emotions (3rd edition, 2008), Emotions and Consciousness (2005) and The Wisdom of Feelings: Psychological Processes in Emotional Intelligence (2002)
*Self-Discipline, IQ and Academic Performance Angela L. Duckworth, PhD, Assistant Professor, Department of Psychology; Research Associate, Positive Psychology Center, University of Pennsylvania; co-author with Psychologist Martin Seligman of "Self-discipline gives girls the edge" (2006, Journal of Educational Psychology) and "Self-discipline outdoes IQ predicting academic performance in adolescents" (2005, Psychological Science)
EMOTIONS, LEARNING & MEMORY
*The Emotional Brain: The Neurobiology of Memory and Emotional Life Joseph E. LeDoux, PhD, Director, Center for the Neuroscience of Fear and Anxiety; Professor, Center for Neural Science and Department of Psychology, New York University; author of the award-winning books, Synaptic Self: How Our Brains Become Who We Are (2003), and The Emotional Brain: The Mysterious Underpinnings of Emotional Life (1999)
*Welcome to Your Emotional Brain: Maturation, Mood and Learning Samuel S.-H. Wang, PhD, Associate Professor of Neuroscience and Molecular Biology, Princeton University; W.M. Keck Foundation Distinguished Young Investigator; winner of the National Science Foundation Young Investigator Award; co-author of the new book, Welcome to Your Brain (2008)
*Connecting the Brain, Emotions & Cognition to Education Mary Helen Immordino-Yang, EdD, Assistant Professor, Rossier School of Education; Research Assistant Professor, Brain and Creativity Institute for the Neurological Study of Emotion, Decision-Making, and Creativity, University of Southern California; author of "Making Sense of Brain Research in the Classroom" (2001, Council for Basic Education Journal)
How Your Student Learns Best: Using Emotions & Brain-friendly Strategies to Ignite Learning and Increase School Success Judy Willis, MD, EdM, Board-Certified Neurologist, middle school teacher in Santa Barbara, CA; author, How Your Child Learns Best (2008); Brain-Friendly Strategies for the Inclusion Classroom (2007) and Research-Based Strategies to Ignite Student Learning (2006)
Connecting Emotions Research with Effective Teaching Mariale M. Hardiman, Ed.D., Assistant Dean of Urban School Partnerships, The Johns Hopkins University; former public school principal; author of Connecting Brain Research with Effective Teaching (2003)
*Using Emotional 'Hooks' to Super-charge Meaning-making in the Classroom Willy Wood, MA, President, Open Mind Technologies; former high school and university teacher; national speaker on brain-based teaching
BEHAVIOR, MOOD & LEARNING DISORDERS
Bright From the Start: Born to Connect Jill Stamm, PhD, President, New Directions Institute for Infant Brain Development; Clinical Associate Professor, Psychology in Education, Mary Lou Fulton College of Education, Arizona State University; co-author, Bright From The Start: The Simple Science-Backed Way to Nurture Your Child's Developing Mind from Birth to Age Three (2007)
The Disorganized Mind: Coaching the ADHD Brain to Take Control Nancy Ratey, EdM, MCC, Master Certified Coach; Past President, Attention Deficit Disorder Association (ADDA); author of The Disorganized Mind: Coaching Your ADHD Brain to Take Control of Your Time, Tasks, and Talents (2008)
Lost at School: The Imperative to Transform School Discipline Ross W. Greene, PhD, Director of the Collaborative Problem Solving Institute, Department of Psychiatry, Massachusetts General Hospital; Associate Professor, Department of Psychiatry, Harvard Medical School; author of Lost at School: Why Our Behaviorally Challenging Kids Are Falling Through the Cracks and How We Can Help Them (2008)
*The Revolutionary New Science of Exercise & the Brain: Implications for Mood, ADHD, and Achievement John J. Ratey, MD, Associate Clinical Professor of Psychiatry, Harvard Medical School; author of the best selling books, Spark: The Revolutionary New Science of Exercise and the Brain (2008) and A User's Guide to the Brain (2002); co-author of Delivered from Distraction: Getting the Most Out of Life with ADD (2005)
*Working with Angry and Resistant Students: Strategies to Nurture Motivation, Self-discipline, and Resilience Robert B. Brooks, PhD, Assistant Clinical Professor of Psychology, Harvard Medical School; co-author of Raising a Self-Disciplined Child (2007), The Power of Resilience (2004), and Raising Resilient Children: Fostering Strength, Hope, and Optimism in Your Child (2001); author of The Self-Esteem Teacher (1991)
Collaborative Problem-solving: Helping Kids with Social, Emotional, and Behavioral Challenges Ross W. Greene, PhD, Director of the Collaborative Problem Solving Institute, Department of Psychiatry, Massachusetts General Hospital; Associate Professor, Department of Psychiatry, Harvard Medical School; author of Lost at School (2008) and The Explosive Child (2005); co-author of Treating Explosive Kids: The Collaborative Problem Solving Approach (2005)
*Super-teaching and Super-parenting for ADHD Edward M. Hallowell, MD, Child and Adult Psychiatrist; Founder of The Hallowell Center for Cognitive and Emotional Health; former faculty member, Harvard Medical School
READING, LANGUAGE & MUSIC
*Reading, Dyslexia and the Disorganized Brain Bernard S. Chang, MD, MMSc, Assistant Professor of Neurology, Harvard Medical School, Fellow, Comprehensive Epilepsy Center, Beth Israel Deaconess Medical Center; co-author of a study on the correlation between disorganized white-matter tracts and difficulty in reading
The Relationship Between Music and Phonological Processing in Normal Readers and in Children with Dyslexia Ellen Winner, PhD, Professor of Psychology, College of Arts and Sciences, Boston College; Senior Research Associate at Project Zero, Harvard Graduate School of Education; author of The Point of Words: Children's Understanding of Metaphor and Irony (1988); co-author of "The relation between music and phonological processing in normal-reading children and children with dyslexia" (2008, Music Perception)
*Learning, the Brain and Development Language Disorders Diane L. Williams, PhD, CCC-SLP, Assistant Professor, Department of Speech-Language Pathology, Duquesne University; Post Doctoral Research Fellow, Division of Child and Adolescent Psychiatry, University of Pittsburgh; author, Learning and the Brain for Developmental Language Disorders (2008)
Musical Experience, Auditory Processing and Language Development Nadine Gaab, PhD, Director, Gaab Lab.; Assistant Professor of Pediatrics, Division of Developmental Medicine, Laboratories of Cognitive Neuroscience, Children's Hospital Boston, Harvard Medical School; Faculty, Harvard University Graduate School of Education; co-author of "Dynamic Auditory Processing, Musical Experience and Language Development" (2006, Trends in Neurosciences)
*Reading Skills and Disabilities: What Is the Role of Educational Neuroscience? Kurt W. Fischer, PhD, Charles Bigelow Professor; Director, Mind, Brain & Education Program (MBE), Harvard University Graduate School of Education; Director, International Mind, Brain and Education Society (IMBES); Editor, Mind, Brain & Education Journal; Co-editor, Mind, Brain and Education in Reading Disorders (2007)
EMOTIONS, THE ARTS & TECHNOLOGY
*Drama, Theater Experience and Building Social-cognitive Skills Ellen Winner, PhD, Professor of Psychology; Principal Investigator, Laboratory for Teaching, Learning and Cognition in the Arts, Boston College; Senior Research Associate at Project Zero, Harvard Graduate School of Education; author of Studio Thinking: How Visual Arts Teaching Can Promote Disciplined Habits of Mind (2007) Thalia Goldstein, PhD candidate, Laboratory for Teaching, Learning and Cognition in the Arts, Department of Psychology, Boston College; professional actress and dancer; researcher on the study of emotion regulation in actors as a way of understanding the underpinnings of exceptional ability in emotion regulation
*Emotions, Music and Learning Martin F. Gardner, PhD, Visiting Research Associate, Center for the Study of Human Development; Brown University; Director of Research, The Music School, RI; co-author, "Learning improved by arts training" (1996, Nature: 381,284), "Music, Learning and Behavior: A Case for Mental Stretching" (2000, Journal for Learning Through Music), and "The Human Ecology of Music" (2002, Encyclopedia of Human Ecology)
*Emotional Intelligence Technology: Improving Learning, Tutors & Autism Rosalind W. Picard, PhD, Professor, Media Arts and Sciences; Founder/Director, Affective Computing Research Group, Media Laboratory, Massachusetts Institute of Technology; Co-Director, Things That Think Consortium; author of the award-winning book, Affective Computer (1997)
Using Drama and Play to Enhance Social-emotional Development for Children With Developmental and Mood Disorders Karen Levine, PhD, Psychologist; Clinical Director, Autism and Developmental Disabilities Program, Center for Child and Adolescent Development (CCAD), Cambridge Health Alliance; Instructor, Harvard Medical School; Member, National Boards of the Interdisciplinary Council for Development and Learning Disorders; co-author of Replays: Using Play to Enhance Emotional And Behavioral Development for Children With Autism Spectrum Disorder (2007)
*Building Emotional Intelligent Tutors for the Classroom Beverly P. Woolf, PhD, EdD, Associate Research Professor, Department of Computer Science; Director, Center for Knowledge Communication and the Center for Computer-Based Instructional Technology, University of Massachusetts, Amherst; Fellow of the American Association of Artificial Intelligence (AAAI); author of the new book, Building Intelligent Interactive Tutors (2008)
ADULT LEARNING, MOTIVATION & MEMORY
*Emotions, Memory &Maturity John D.E. Gabrieli, PhD, Grover Hermann Professor in Health Sciences and Technology; Professor, Brain and Cognitive Sciences; Associate Director, Athinoula A. Martinos Center for Biomedical Imaging, McGovern Institute for Brain Research, Massachusetts Institute of Technology
*Understanding Adult Motivation to Learn: A Neuroscientific and Cultural Perspective Raymond J. Wlodkowski, PhD, Licensed Psychologist; Professor Emeritus, Department of Psychology, Regis University, Founding Executive Director, Commission for Accelerated Programs (CAP); recipient of the award for outstanding research from the Adult Higher Education Alliance; author, Enhancing Adult Motivation to Learn (2008); co-author, Accelerated Learning for Adults (2003) and Creating Highly Motivated Classrooms for All Students (2000)
*Exploring Learning in Adulthood: Intelligence, Wisdom and Context Rosemary S. Caffarella, PhD, Professor and International Professor of Education, Department of Education, Cornell University; co-author, Learning in Adulthood: A Comprehensive Guide (2007, 3rd edition); author, Planning Programs for Adult Learners (2001); co-editor, An Update on Adult Development Theory (2000)
*The Adult Brain: Aging, Prevention, Alzheimer's & Optimizing Memory Kenneth S. Kosik, MD, Co-Director, Neuroscience Research Institute; Harriman Chair and Professor of Neuroscience Research, Department of Molecular, Cellular and Developmental Biology, University of California, Santa Barbara; co-author of When Someone You Love Has Alzheimer's (1997) Aaron Nelson PhD, ABPP, Clinical Neuropsychologist; Chief of Psychology and Neuropsychology, Brigham and Women's Hospital; Assistant Professor, Harvard Medical School, co-author of Harvard Medical School Guide to Achieving Optimal Memory (2005)

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