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| Review Paper in Science: click here |
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| Diamond, A. & Lee, K. (2011). Interventions shown to Aid Executive Function Development in Children 4-12 Years Old. Science, 333, 959-964.see also:Supplemental material |
Developmental Cognitive Neuroscience is an interdisciplinary field devoted to understanding how children’s minds change as they grow up, interrelations between that & how the brain is changing, and environmental and biological influences on that.
Our lab specializes in studying a region of the brain known as prefrontal cortex (PFC) and the cognitive abilities that depend on it, especially in young children.
Those abilities are often called executive functions and consist of cognitive control functions such as cognitive flexibility, inhibition (attentional control, self-control), working memory, reasoning, and problem-solving. |
We organize a biennial conference to help |
children by bringing research findings to |
parents, teachers, doctors, and others. |
Attendees LOVE it! |
| next one: July 24-28, 2013, Vancouver |
| The Importance of Early Childhood Education |
Active, Hands-on Learning is more Effective |
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click on image to see video |
click on image to see video |
| click here to see more videos |
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| We study …… |
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their development |
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genetic influences on them |
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environmental influences on them |
| & their neural bases |
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neurochemical). |
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click on Alan Alda's picture |
click on the Dalai Lama's picture |
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To study their development, we have developed neurocognitive
games that can be used even with infants, & where the same measures can be used with preschoolers through octogenarians
To study their neural bases and modulation by genes and neurochemistry,
we use functional neuroimaging (fMRI) & molecular genetic techniques
To study their modulation by the environment,
we look at detrimental factors such as poverty or
stress
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we look at facilitative factors such as bilingualism, school programs, and hope to soon start looking at dance and storytelling.
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Click Here
for pdf
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The Evidence Base for Improving School Outcomes
by Addressing the Whole Child and by Addressing Skills
and Attitudes, Not Just Content
by Adele Diamond
in Early Education and Development, 2010
If we want the best academic outcomes, the most efficient and cost-effective route to achieve that is, counterintuitively, not to narrowly focus on academics, but to also address children's social, emotional, and physical development. Similarly, the best and most efficient route to physical health is through also addressing emotional, social, and cognitive wellness. Emotional wellness, similarly, depends critically on social, cognitive, and physical wellness.
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One line of our work has led to worldwide changes in the medical guidelines for the treatment of a genetic disorder (PKU) that improved many children’s lives.
see: www.apa.org/research/action/pku.aspx |
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We have recently documented marked advances in executive functions due to an early childhood school curriculum (Tools of the Mind) that requires no specialists or expensive equipment, just regular teachers in regular classrooms. The children who spent more time in social pretend play outperformed their peers who received more direct academic instruction. We are now following this up in a longitudinal study.
see also: http://www.nytimes.com/2009/09/27/magazine/27tools-t.html
see also:
httpp://www.devcogneuro.com/images/Pubs/
National_Scientific_Council_on_the_Developing_Child2009.pdf |
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In 2005, we argued that ADHD without hyperactivity differs in its genetic and neural basis, cognitive profile, and responses to medication from ADHD that includes hyperactivity. This has resonated deeply with clinicians and patients. |
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In 2004, we reported evidence of the relation between a genetic polymorphism and EF performance in children that challenged accepted notions of the role of dopamine in prefrontal cortex. |
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In 2002, we showed we could halve the age at which infants can demonstrate the ability to deduce abstract rules. Our pilot work indicates that this also works with children with autism. The implication is that children with autism may be able to grasp abstract concepts long thought beyond their ability; the information just needs to be presented to them in a way they can understand.
see: http://www.devcogneuro.com/Publications/TICS-2006.pdf |
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Our earlier work demonstrated one of the first strong empirical links between early cognitive development and brain function, and was instrumental in beginning the field of Developmental Cognitive Neuroscience.
see: http://www.devcogneuro.com/images/table.jpg |
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for info on the meeting above, click here |
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for info on educating the heart, click here |
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 American Public Media's
Speaking of Faith
program on Sun., Nov. 22
Learning, Doing, Being: A New Science of Education
"What neuroscientist Adele Diamond is learning about the brain is turning some of our most modern ideas about education on their heads. Her work is scientifically illustrating the educational power of things like play, sports, music, memorization and reflection. What nourishes the human spirit, the whole person, it turns out, also hones our minds."
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for info on the program, click here
to listen to a re-airing of the interview, click here
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