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Developmental Cognitive Neuroscience

Lab of Adele Diamond

Adele Diamond, PhD, FRSC
Canada Research Chair Tier 1 Professor
of Developmental Cognitive Neuroscience























Contact Info

For general lab inquiries please e-mail: info@devcogneuro.com
Phone: 604.822.7220
Fax: 604.822.7232
E-mail: adele.diamond AT ubc.ca

Address:
   Prof. Adele Diamond
   Canada Research Chair in Developmental Cognitive Neuroscience
   Department of Psychiatry
   University of British Columbia (UBC)
   2255 Wesbrook Mall,  Room G842    
   Vancouver, BC   V6T 2A1 
   Canada

Local Affliations

Fellow, Royal Society of Canada (2009- )

Recognized as #13 among the 30 most influential neuroscientists in the world
today (2014)

Canada Research Chair Tier 1
Professor of Developmental Cognitive Neuroscience (2004- )
Dept. of Psychiatry, University of British Columbia (UBC)

Head, Program in Developmental Cognitive Neuroscience,
Dept. of Psychiatry, UBC (2008- )

Founding Fellow, Institute of Mental Health, UBC (2006-)

Member,

Graduate Program in Neuroscience,

Undergraduate Program in Cognitive Systems,

Centre for Brain Health, UBC

the Human Early Learning Partnership (HELP)

Child and Family Research Institute

NeuroDevNet, a Network of Centres of Excellence (NCE) dedicated to helping children overcome neurodevelopmental disorders

Faculty Fellow, Green College at UBC (2007-2009)

Founding Member, CIRCA (Centre for Interdisciplinary Research and Collaboration in Autism) at UBC (2010- )

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Brief Biosketch

Adele Diamond is the Canada Research Chair Professor of Developmental Cognitive Neuroscience at the University of British Columbia in Vancouver. She is a member of the Royal Society of Canada and was recently recognized as one the 15 most influential neuroscientists alive today.

Prof. Diamond is at the forefront of research on ‘executive functions’ and on the brain’s prefrontal cortex on which they depend. Executive functions include 'thinking outside the box' (cognitive flexibility), mentally relating ideas and facts (working memory), and giving considered responses rather than impulsive ones, resisting temptations and staying focused (inhibitory control, including selective attention).

She has made discoveries that have improved treatment for two different medical disorders and discoveries that have impacted education, improving the lives of millions of children. Her work has shown that executive functions can be improved even in the very young.

Adele Diamond was educated at Swarthmore (B.A., Phi Beta Kappa), Harvard (Ph.D.), and Yale Medical School (postdoc). Her many awards include an honorary doctorate (Honoris Causa) from Ben-Gurion University, the Bronfenbrenner Award for Lifetime Contributions to Developmental Psychology in the Service of Science and Society, named a “Woman of Distinction” by the YWCA, and named one of the “2000 Outstanding Women of the 20th Century.”

Research Interests

Prof. Diamond’s lab integrates developmental, cognitive science, neuroscience, and molecular genetic methods to study prefrontal cortex (PFC) and the most complex cognitive abilities ('executive functions' [EFs]) that rely on PFC and interrelated brain regions. EFs include being able to 'think outside the box' and see things from other perspectives (cognitive flexibility), mentally relating different ideas and facts to one another (working memory), and giving a considered response rather than an impulsive one, resisting temptations, and staying focused (inhibitory control, including selective attention). These abilities are crucial for problem-solving, creativity, and reasoning, and for success in all life's aspects.

One goal of the lab is to examine fundamental questions about how PFC and EFs are influenced by biological factors (such as genes and neurochemistry) and by environmental factors (including detrimental influences such as poverty or stress and facilitative ones such as interventions). For example, the lab examines ways in which unusual properties of the PFC dopamine system contribute to the exceptional sensitivity and vulnerability of PFC and EFs to environmental and genetic variations that have little effect elsewhere in the brain, and how at least some of these effects are different in men and women.

One unusual aspect of the DA system in PFC is a relative dearth of DA transporter proteins, the best way for clearing away released DA. This has many interesting and practical consequences. One of those relates to attention-deficit hyperactivity disorder (ADHD). We predict, and are testing, that physicians prescribing the correct dose of psychostimulants for controlling hyperactivity in patients with ADHD are prescribing too high a dose for patients’ cognitive problems. Physicians decide on the optimal psychostimulant dose for a child with ADHD by asking the child’s parent how the child is doing on different doses. The parent bases his/her answer on the child’s behavior. No one tests the child’s cognitive skills.

Another goal of the lab is to find practical ways to help children develop healthy EFs, and thus to help more children thrive. We offer a markedly different perspective from mainstream education in hypothesizing that focusing exclusively on training cognitive skills is less efficient, and ultimately less successful, than also addressing youths’ emotional, social, and physical needs. Our hypothesis is that besides training the skill(s) of interest, it’s important to support those skills by lessening things that impair them and enhancing things that support them.

Researchers and educators tend to focus on one aspect of a person in isolation. For example, efforts to study or to improve cognitive skills (such as EFs) or academic performance are generally done ignoring whether participants are happy or sad, lonely or healthy. Yet sadness, stress, loneliness, or poor health causes one’s EF performance to be worse and works against efforts to improve EFs or academic outcomes. Conversely, EFs are better when one feels emotionally and socially nourished and healthy. Social and/or emotional aspects of, or adjuncts to, a program to improve cognitive skills might be key to whether and/or how much that program succeeds.

We hope our research might fundamentally change the approach and underlying assumptions (i.e., shift the paradigm) of how to improve cognitive skills and how to educate children. We expect to show that focusing exclusively on training cognition might not be the best way to improve cognition; emotional and social factors might be key to whether cognition improves.

Traditional activities that have been part of all cultures throughout time (e.g., dance, music-making, play and sports) address all these aspects of a person -- they challenge our EFs (requiring focus, concentration, and working memory), make us happy and proud, provide a sense of belonging, and help our bodies develop. Recently we have turned our attention to the possible roles of music, dance, storytelling, traditional martial arts, positive sports, yoga, mindfulness, and even circus for improving executive functions, academic outcomes and mental and physical health.

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Significant Contributions

1. In the 1980s,Adele Diamond’s work opened up a new field of inquiry, Developmental Cognitive Neuroscience, and marked a milestone in the integration of developmental psychology, cognitive science, and neuroscience.

Developmental psychologists and neuroscientists used to know little of one another’s work. As a graduate student, Diamond realized that for 50 years developmental psychologists and neuroscientists had been using essentially the same behavioral task without knowing it. Developmental psychologists called it “A-not-B” and used it to study cognitive development in infants; neuroscientists called it “delayed response” and used it to study the functions of prefrontal cortex (PFC) in monkeys.

Building on that insight, she undertook a systematic program of research to chart the developmental progression of human infants on A-not-B and delayed response plus a transparent barrier task (to obtain converging evidence from a very different paradigm), the developmental progression of infant monkeys on the 3 tasks, the effect of lesions on adult monkeys' performance of those tasks, and the effect of lesions on infant monkeys' performance of the tasks (see Table below).

Behavioral Tasks:
A-not-B
Delayed Response
Object Retrieval
Human infants show a clear developmental progression from 7½ -12 months. Diamond, 1985 Diamond & Doar, 1989 Diamond, 1988
Adult monkeys with lesions of dorsolateral prefrontal cortex fail. Diamond & Goldman-Rakic, 1989 Diamond & Goldman-Rakic, 1989 Diamond & Goldman-Rakic, 1985
Adult monkeys with lesions of posterior parietal cortex succeed. Diamond & Goldman-Rakic, 1989 Diamond & Goldman-Rakic, 1989 Diamond & Goldman-Rakic, 1985
Adult monkeys with lesions of the hippo-campal formation succeed. Diamond, Zola-Morgan, & Squire, 1989 Squire & Zola-Morgan, 1983 Diamond, Zola-Morgan, & Squire, 1989
Infant monkeys show a clear developmental progression from 1½ -4 months. Diamond & Goldman-Rakic, 1986 Diamond & Goldman-Rakic, 1986 Diamond & Goldman-Rakic, 1986
5-month-old infant monkeys, who received lesions of dorsolateral prefrontal cortex at 4 months, fail. Diamond & Goldman-Rakic, 1986 Diamond & Goldman-Rakic, 1986  

This established the first strong link between early cognitive development and the functions of a specific brain region. That gave encouragement to others that rigorous experimental work addressing brain-behavior relations was possible in infants. It also fundamentally altered the scientific understanding of PFC early in development; clearly it was not silent as accepted wisdom had held. Even though PFC is very immature early in life and takes a very long time to develop, it can already subserve elementary versions of the highest cognitive functions during the first year of life. Diamond went on to facilitate many of the earliest collaborations between developmental and cognitive scientists, on the one hand, and neuroscientists on the other.

2. In the 1990s, Diamond’s team made two discoveries that led to worldwide improvements in the medical treatment for phenylketonuria (PKU), improving the lives of thousands of children. Dr. Diamond identified the biological mechanism causing EF deficits in children treated for PKU. She provided the first demonstration of a visual deficit in treated PKU children (which changed international guidelines for the age of treatment onset).

After demonstrating that maturation of PFC played a role in early cognitive development, a natural next question was, “What’s changing in PFC to make these cognitive advances possible?” Diamond hypothesized that at least part of the answer was increasing levels of dopamine in PFC. But how to study the role of dopamine in modulating PFC cognitive functions (“executive functions [EFs]) in humans early in life? No one had ever done anything like that. Again, the answer lay in integrating two fields. Researchers and clinicians working on inborn errors of metabolism had noticed that children ‘well-treated’ for phenylketonuria (PKU) seemed to show selective EF deficits, but no one could imagine a mechanism that could explain that, so reports of such deficits were largely ignored. Neuropharmacologists studying the mesocortical dopamine system in rats had shown that if there is only a modest reduction in the dopamine precursor, tyrosine, PFC is selectively affected. Diamond realized that the latter might provide a mechanism to account for the former because children ‘well-treated’ for PKU typically had slightly elevated blood levels of phenylalanine (Phe) and slightly reduced blood levels of tyrosine. Since Phe and tyrosine compete to enter the brain, a modest elevation in the Phe to tyrosine ratio in blood would result in a modest reduction in the amount of tyrosine reaching the brain – a reduction sufficient to impact PFC but too small to impact other brain regions.

To test that hypothesis, Diamond again turned to work in both humans and animals. Diamond’s team studied children and animal models, combining neurochemical and behavioral work in animals --creating the first animal model of treated PKU along the way -- with longitudinal testing of an extensive battery of neurocognitive tasks in infants and children. They were thereby able to demonstrate the mechanism causing the deficits that had so confounded those working in inborn errors of metabolism, and to demonstrate that the deficits could be prevented by stricter dietary restrictons.

Midway through, Diamond learned that the dopamine system in the retina shares the same unusual properties as those that cause PFC to be sensitive to reductions in available tyrosine too small to affect other brain regions. To be consistent, she had to predict that retinal function would also be adversely impacted in children treated for PKU, so she ventured into vision science to investigate that together with pediatric optometrist, Dr. Chaya Herzberg. Sure enough, her team identified the first visual deficit reported in children treated for PKU – impaired contrast sensitivity. Two superficially unrelated behavioral effects (a selective cognitive deficit and a selective visual deficit) were found to have same underlying cause.

Diamond, A., Ciaramitaro, V., Donner, E., Djali, S., & Robinson, M. (1994). An animal model of early-treated PKU. Journal of Neuroscience, 14, 3072-3082

Diamond, A. & Herzberg, C. (1996). Impaired sensitivity to visual contrast in children treated early and continuously for PKU. Brain, 119, 523-538.
see also: www.apa.org/research/action/pku.aspx

Diamond, A., Prevor, M., Callender, G., & Druin, D.P. (1997). Prefrontal cortex cognitive deficits in children treated early and continuously for PKU. Monographs of the Society for Research in Child Development (Monograph #252), 62 (4), 1-207.
see also: www.apa.org/research/action/pku.aspx

Zagreda, L., Goodman, J., Druin, D.P., McDonald, D., & Diamond, A. (1999). Cognitive deficits in a genetic mouse model of the most common biochemical cause of human mental retardation. Journal of Neuroscience, 19, 6175-6182.

Diamond, A. (2001b). A model system for studying the role of dopamine in prefrontal cortex during early development in humans. In C. Nelson & M. Luciana (Eds.), Handbook of developmental cognitive neuroscience (p. 433-472). Cambridge, MA: MIT Press. Reprinted (2002) in Reader in brain development and cognition. Blackwell Press.

Diamond’s team had found converging evidence from two very different domains, vision and cognition, in support of her hypothesis about the mechanism causing cognitive deficits in PKU children when their Phe levels were maintained at what had been thought to be safe levels (3-5 times normal; 360-600 μmol/L). One discrepancy troubled Diamond, however. PFC cognitive deficits were closely related to children’s current levels of Phe. The visual deficits were not. The deficit in contrast sensitivity was closely related to what the children’s Phe levels had been during the first month of life.

By the time her team studied contrast sensitivity, they knew what range of Phe levels produced a deficit and so only sampled from within that range. Having a truncated range of current Phe levels could easily have accounted for the failure to find a relation between contrast sensitivity and current Phe levels. However, a child born with PKU is usually not started on treatment for the disorder until about 10 days of age. The visual system is maturing very rapidly during the days and weeks right after birth. Perhaps the excessively high levels of Phe reaching the brain during those first days after birth impairs the visual system.

To test that hypothesis Diamond brought in pairs of siblings, both of whom had PKU, as well as children from the general population. The importance of the sibling pairs was that while PKU in the first child born with the disorder is not detected until the heel prick test after birth, amniocentesis is performed for all later-born children and so it is known if any of those children have PKU before birth. The first-born children started dietary treatment on average at 11 days of age, while the later-born children started the diet on average at 3 days of age. They found consistently that the first PKU sibling in a family had poorer contrast sensitivity at low levels of contrast than his or her younger PKU sibling and than children from the general population. The children whose brains were exposed to massive levels of Phe for the first 10 days of life showed no deficits in visual acuity or in determining form from texture, but they were impaired in contrast sensitivity at very low levels of contrast and in determining form from motion. These deficits were evident over 10 years later when we tested the children. This is in striking parallel to the findings of Daphne Maurer and Terri Lewis who have found that children exposed to very degraded visual input for only the first few weeks after birth (children born with congenital cataracts who received surgery to correct their eyesight within the first month of life). Evidently, there is still some role for current Phe levels in the contrast sensitivity deficit of PKU children, as high Phe levels during the first 10 days of age are related to deficits only at very low contrast, but PKU children have impaired contrast sensitivity across spatial frequencies and levels of contrast. Both neonatal and current Phe levels appear to matter.

Diamond’s presentation of these data at the NIH Consensus Conference on PKU, led to the new recommendation for US national health policy. On the basis of this presentation, US national guidelines for when dietary treatment for PKU should begin changed from by 14-21 days of age to “as soon as possible, and no later than 7-10 days after birth.”

Diamond, A. (2000). Recent research findings on the effects of age at diet initiation on the visual system. Invited presentation at the NIH Consensus Development Conference on “Phenylketonuria (PKU): Screening and Management,” Bethesda, MD, 16 October 2000.

Diamond, A. (2007). Consequences of variations in genes that affect dopamine in prefrontal cortex. Cerebral Cortex, 17, 161-170.

Scientific results are rarely perfectly neat and clean. It’s true that children with PKU whose Phe levels were mildly elevated had been impaired on all 6 of the tasks that required working memory plus inhibition, but they performed well on 3 other tasks that also tax working memory (two self-ordered pointing tasks and one temporal order memory task). There’s solid evidence that those 3 tasks also depend on PFC. Diamond had predicted that performance on all tasks dependent on PFC would be impaired in PKU children with mildly elevated Phe levels. Why on earth were they not impaired on these 3 tasks? She had no clue. But again she was unwilling to let the inconsistency remain uninvestigated. Those investigations uncovered that while self-ordered pointing depends on PFC, it is not sensitive to the level of DA in PFC and hence is not affected in children with PKU. Those investigations also led to a line of research, adding techniques in molecular genetics to her arsenal, leading to:

3. In the 2000s, Diamond’s team made two discoveries that are changing our understanding of the dopamine system in PFC.

An opportunity arose to test whether self-ordered pointing was really insensitive to variations in PFC DA levels. The best way to clear released DA is with the dopamine transporter protein. PFC is unusual in that it has very little dopamine transporter. Unlike other brain regions, PFC has to rely on the COMT enzyme to clear DA. For persons of European origin, they are as likely to have a version of the COMT gene that codes for a fast-acting COMT enzyme, leaving less DA in PFC (i.e., valine [Val] at codon 158) as they are to have a version of the COMT gene that codes for a sluggish COMT enzyme, leaving more DA around longer in PFC (i.e., methionine [Met] at codon 158).

Diamond’s team obtained the first evidence of the relation of polymorphisms of the catechol-o-methyltransferase (COMT) gene to EF performance in children, providing an existence proof that differences in genotype can be related to differences in cognition in normal children. Their results challenged accepted notions that since DA is important for some PFC-dependent cognitive functions, it is important for all (since as predicted, COMT genotype was unrelated to self-ordered pointing performance). The differential sensitivity of distinct cognitive abilities to specific neurotransmitters opens up possibilities for targeted pharmacological interventions.

Diamond’s team pioneered evidence of a sex difference in which polymorphism of the COMT gene is more beneficial for EFs. Estrogen down-regulates COMT gene transcription; the COMT enzyme is 30% less active in women than men (a less active COMT enzyme clears DA more slowly, leaving more DA around longer in PFC). Diamond and her team hypothesized that women may have higher baseline levels of DA in PFC (a more optimum level) and males. That would be consistent with disorders of too little DA in PFC (e.g., ADHD) being more common in males and disorders of too much DA in PFC (e.g., anxiety and depression) being more common in females. With estrogen resulting in a slower COMT enzyme, further slowing of the enzyme by the COMT gene polymorphism with methionine at codon 158 could result in too much DA in PFC (too much or too little DA in PFC impairs EFs). Indeed, Diamond’s team, led by graduate student Jeanette Evans, found that the COMT gene variant usually associated with better EFs for men (COMT-Met158) is not the variant associated with better EFs for women, at least when their estrogen levels are high (instead COMT-Val158 is).

Diamond’s team were also the first to demonstrate that the COMT gene variant most beneficial for EFs varies with the menstrual cycle. Since the sex difference is estrogen-mediated, which variant of the COMT gene is most beneficial for women varies with the menstrual cycle. Within genotype, half the women were tested first when their estrogen levels were high (midluteal menstrual phase) and then when their estrogen levels were low (follicular phase), and half with the reverse order. Men were tested at comparable intervals. As predicted, when estrogen levels were high, women homozygous for the Val version of COMT showed better EF than females homozygous for Met; men showed the standard result (better EF with the Met-Met version of COMT). During the menstrual phase when estrogen levels are low, females showed the male pattern of better EF by those with the Met-Met COMT genotype.

This led to their current work, which is indicating that the classic Yerkes-Dodson curve that describes performance on any difficult cognitive task as being better under slight stress than when calm is not true of many women, at least when their estradiol levels are high. (Women, it seems, don’t need stress to perform optimally.) This is consistent with men often needing to put themselves under pressure (e.g., by procrastinating) or get themselves in dangerous or risky situations to perform at their best.

Diamond, A. (2007a). Consequences of variations in genes that affect dopamine in prefrontal cortex. Cerebral Cortex, 17, 161-170.

Evans, J. W., Fossella, J., Hampson, E., Kirschbaum, C., & Diamond, A. (2009, May). Gender differences in the cognitive functions sensitive to the level of dopamine in prefrontal cortex. Presented at the Association for Psychological Science (APS) annual meeting, San Francisco, CA.

Diamond, A. (2011). Biological and social influences on cognitive control processes dependent on prefrontal cortex. Progress in Brain Research, 189, 319-339. (special issue entitled “Gene Expression to Neurobiology and Behavior: Human Brain Development and Developmental Disorders”)

4. Diamond (2005) demonstration that ADHD with & without hyperactivity appear to be different disorders (i.e., ADHD of the primarily-inattentive type is fundamentally different from the other forms of ADHD), with different genetic and neural bases, cognitive profiles, responses to medication, and patterns of comorbidity, resonated deeply. Websites on ADHD-inattentive soared from 4 to 1,000’s. The Founder and Head of the Dutch ADD Assoc. (Stichting ADD Nederland), Karin Windt, wrote:

“Dr. Diamond changed millions of lives by giving this quiet, invisible group the acknowledgement they had been waiting for so long. For the first time we were heard and finally understood. In the past 5 years, the number of websites on ADD has increased from 4 to thousands. Dr. Diamond has touched many lives by writing her article…. Many people with attention deficits have great talents, often a high IQ, and are innovative and creative. How-ever, they are seen as daydreamers who cannot concentrate well. In the old days we would be called stupid or lazy….Through her work we are now able to explain to others why ADD is so different from ADHD. This question remained unanswered until her article appeared in 2005."

Diamond, A. (2005). ADD (ADHD without hyperactivity), a neurobiologically and behaviorally distinct disorder from ADHD (with hyperactivity). Development and Psychopathology, 17, 807-825.

What Diamond’s team is now investigating just might change the standard of care for ADHD:

Recent evidence indicates that the methylphenidate (MPH) dose for controlling hyperactivity in patients with attention-deficit hyperactivity disorder (ADHD) is too high for aiding patients’ cognition. Most ADHD patients on MPH are getting a dose targeting their behavioural dysregulation (parents base feedback to doctors on the child’s behaviour; no one uses cognitive tests to determine dose). Diamond’s lab is testing the prediction that ADHD patients will perform better on tests of attention, working memory, reading & math, when on half their dose.

ADHD involves lower levels of dopamine (DA) in prefrontal cortex (PFC) and the striatum. PFC is most linked to cognitive deficits in ADHD and the striatum to behavioral problems. One way to clear DA is with DA transporter (DAT). At the moderate-to-high doses often prescribed for ADHD, MPH inhibits re-uptake of DA by DAT. DAT is abundant in the striatum but sparse in PFC, so inhibiting re-uptake primarily affects the striatum. But recent neuroscience findings show MPH acts differently at low doses; at low doses it releases DA specifically in and to PFC.

Half of the ADHD patients (ages 6-18) are being tested first in the Diamond lab on their current MPH dose and 2 weeks later on half that; half are being on half their current dose first (order counter-balanced). Neither researchers nor patients will know who’s getting which dose when (double-blind). A pharmacy is preparing identical-looking capsules of the child’s current dose and half that.

5. Diamond’s team has obtained findings with direct and important implications for education. The Diamond et al. (2007) Science paper, showing that the early childhood school curriculum, Tools of the Mind, improves children’s executive functions (EFs) and that the better children’s EFs the better their performance on standardized academic measures, ignited worldwide interest in intervening early to improve EFs by researchers, educators, and funders by showing it’s possible to improve the EFs of 4-5 year-olds (many had thought that too early). It was the first study to show that EFs can be improved in regular public-school classes (without expensive, highly technical equipment, 1:1 attention, or specialists) and that play seems critical. It indicated that play may aid academic goals instead of taking time away from achieving them. Indeed, stronger results were found than in computerized training studies with young children. If throughout the school-day EFs were supported and progressively challenged, benefits generalized and transfered to new activities, different from anything the children had ever done before. Daily EF ‘exercise’ may then aid EF development and mental health, much as physical exercise improves our bodies and our physical health.

James Griffin, Chief of the Child Development and Behavior Branch of NICHD, pronounced at a conference that the Diamond et al. (2007) study was responsible for an explosion of interest both by funders and researchers in the possibility of intervening early to improve EFs to head off mental health problems and school failure and to give children a better chance in life. Indeed, the study has affected early education worldwide.

That first study was small (only 3 schools, 147 children). Next Diamond obtained funding for a pilot RCT of Tools in BC (the 1st in Canada). Results from the 1st year exceeded all expectations – both on objective academic measures and in students’ excitement to learn, joy in coming to school, and social-emotional development as well as reduced teacher burnout. The results were markedly better than the same teachers had the year before and than closely-matched comparison teachers had in the same year.

Diamond and colleagues again (led by Prof. Kim Schonert-Reichl) used random assignment to investigate outcomes among 4th and 5th graders of an elementary school program (MindUp) that involves mindfulness and caring for others (social responsibility). Children who received training in mindfulness plus social-responsibility (1) improved more in mindfulness, EFs, stress regulation, empathy, optimism, & emotional control, (2) tended to have better math grades & less school absenteeism, (3) showed greater decreases in depression and aggression, and (4) were rated by peers as more trustworthy, kind, and helpful than children who received only the regular social-responsibility curriculum.

Diamond, A., Barnett, W.S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control, Science, 318, 1387-1388.

Schonert-Reichl, K. A., Oberle, E., Diamond, A., Lawlor, M. S., Abbott, D., Thompson, K., & Oberlander, T. F. (2015). Enhancing cognitive and social – emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51, 52-66.

Diamond, A., Lee, C., Senften, P., Lam, A. & Abbott, D. (submitted). Is required testing or less playtime really needed for excellent academic results: Lessons from the first evaluation of Tools of the Mind outside the US. Psychological Science.

6. The reviews by Diamond and her colleagues on which programs and interventions have been shown to improve EFs are the definitive source for the field, especially with the detailed tables in the Diamond & Lee (2011) Science paper and in Diamond & Ling (accepted), providing in-depth information on subjects, methods and results of each study. Diamond & Ling (accepted) is the FIRST review looking at all the different methods employed to improve executive functions (not just cognitive training approaches, or just physical exercise approaches, but all methods tried thus far) and at ALL ages (not just in children or just in the elderly).

From this, they’ve derived several general principles pertaining to EF interventions , such as: (a) EF training appears to transfer, but the transfer is narrow. People improve on the skills they practice and that transfers to other contexts where those same skills are needed, but people only improve on what they practice. To get diverse benefits, diverse skills must be practiced. (b) Whether EF gains are seen depends on the way an activity is done. Thus it’s critical to look at what actually happens in a program; programs nominally the same can obtain markedly different results because of how the programs were delivered. (c) Those with initially poorest EFs consistently benefit the most (not due to ceiling effects or regression to the mean). Thus early EF training might be an excellent candidate for reducing inequality (because it should improve the EFs of the most needy children most).

They have also debunked some ‘truths’ that had seemed well-established, such as that aerobic exercise per se improves cognition. It does not.

Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21, 780-793.
UN Committee on the Rights of the Child circulated this to all its members.
Margaret Nkrumah of Ghana circulated this among African leaders.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4-12 years old. Science, 333, 959-964.

Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21, 335-341.
Appeared in Psychology Progress (which alerts the scientific community to breaking journal articles considered to represent the best in Psychology research)

Diamond, A. (2014a). Whether coordinative (soccer) exercise improves executive functioning in kindergarten children has yet to be demonstrated. Experimental Brain Research.

Diamond, A. (2014b). Want to optimize executive functions and academic outcomes? Simple, just nourish the human spirit. Minnesota Symposia on Child Psychology, 37, 203-230.

Diamond, A. (2015a). Research that helps us move closer to a world where each child thrives. Research in Human Development, 12, 288 – 294. (This is the “Just One Wish Issue” with guest editors Richard A. Settersten Jr. & Megan McClelland.) [Epub 27 Aug. 2015 ahead of print.]

Diamond, A. (2015b). Effects of physical exercise on executive functions: Going beyond simply moving to moving with thought. Annals of Sports Medicine and Research, 2, 1-5.

Diamond, A. (2016). Why assessing and improving executive functions early in life is critical. In P. McCardle, L. Freund, & J. A. Griffin (Eds.), Executive Function in Preschool-age children: Integrating Measurement, Neurodevelopment, and Translational research, (pp. 11-43). Washington, DC: American Psychological Association.

Diamond, A., & Ling, D. S., (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience. [Epub 07 Dec 2015 ahead of print]

Ling, D.S., Kelly, M., & Diamond, A. (2016). Human-animal interaction and the development of executive functions. In L.S. Freund, S. McCune, L. Esposito, N.R. Gee, & P. McCardle (Eds.), Social Neuroscience of Human-Animal Interaction, (pp. 51-72). Washington, DC: American Psychological Association.

Diamond, A. & Ling, D. S. (accepted). Review of the evidence on, and fundamental questions surrounding, efforts to improve executive functions (including working memory.) To appear in M. Bunting, J. Novick, M. Dougherty, & R. W. Engle (Eds.), An integrative approach to cognitive and working memory training: Perspectives from psychology, neuroscience, and human development. Oxford, UK: Oxford University Press.

7. Diamond and colleagues (led by Dr. Tim Oberlander) recently uncovered a powerful example of how biological and environmental factors interact to produce a behavior. They found that it is not possible to say which genotype of the serotonin-regulatory gene (SLC6A4) is associated with better EFs without taking into account an environmental factor (mom’s mood).

They have been following a cohort of children since before birth whose mothers were moderately depressed during pregnancy (some took an SSRI [a selective serotonin re-uptake inhibitor] antidepressant during pregnancy while others did not). They recently found that if the mother was depressed when the child was 6 years old, that child’s EFs at age 6 varied depending on the child’s SLC6A4 genotype. The EFs of children with at least 1 short allele of the gene stayed fine even if their mom reported many depressive symptoms (i.e., they showed resilience and relative insensitivity to the environmental risk of a sad mom). But the EFs of children with 2 long forms of the SLC6A4 gene were very affected by their mom’s mood. If their mom was sadder, these children displayed worse EFs than any other group; but if their mom was happier, these children’s EFs were better than any group. Thus, given a sadder mother, children with > 1 short allele of the SLC6A4 gene showed the best EFs, but given a mom who wasn’t sad, children with 2 long alleles of the gene showed the best EFs.

Weikum, W. M. , Grunau, R. E., Brain, U., Chau, C. M. Y., Boyce, W. T., Diamond, A., & Oberlander, T. F. (2013). Prenatal serotonin reuptake inhibitor (SRI) antidepressant exposure and serotonin transporter promoter genotype (SLC6A4) influence executive functions at 6 years of age. Frontiers in Cellular Neuroscience, 7, 1-12.

8. Our team has demonstrated ways to help children grasp concepts and succeed at tasks long thought beyond their ability. Each demonstration was theoretically motivated and involved either a novel application of a familiar theory or the test of a new theoretical conceptualization. All the methods they’ve piloted have been simple enough for parents and teachers to use, & have proven especially useful for those working with children with learning difficulties. Sometimes a child who cannot grasp something when it is taught one way can readily grasp it when it is presented a different way (thus we as educators need to be wary about giving up and need to have faith in the potential of each child to succeed). E.g.:

Diamond, A. & Gilbert, J. (1989). Development as progressive inhibitory control of action: Retrieval of a contiguous object. Cognitive Development, 4, 223-249.

Diamond, A. (1995). Evidence of robust recognition memory early in life even when assessed by reaching behavior. Journal of Experimental Child Psychology, 59, 419-456.

Diamond, A. & Lee, E.-Y. (2000). Inability of 5-month-old infants to retrieve a contiguous object: A failure of conceptual understanding or of control of action? Child Development, 71, 1477-1494.

Diamond, A., Kirkham, N. Z., & Amso, D. (2002). Conditions under which young children CAN hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352–362.

Kirkham, N. Z., Cruess, L. & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6, 449-467.

Diamond, A., Carlson, S. M., & Beck, D. M. (2005). Preschool children’s performance in task switching on the dimensional change card sort task: Separating the dimensions aids the ability to switch. Developmental Neuropsychology, 28, 689-729.

Ling, D. S, Wong, C. D., & Diamond, A. (Oct. 18, 2013). Double dissociation: Integrating color/shape aids conditional discrimination but separating them aids card sorting in 3-year-olds. Poster presented at the Cognitive Development Society Annual Meeting, Memphis, TN.

Ling, D. S., Wong, C. D., & Diamond, A. (2015). Do children need reminders on the Day-Night task, or simply some way to prevent them from responding too quickly? Cognitive Development. [Epub 04 Nov 2015 ahead of print]

9. Our team has cut by more than half the age at which infants can demonstrate the ability to deduce abstract rules with important implications for improving outcomes for children with autism.

Diamond and colleague’s work with the delayed nonmatching to sample (DNMS) paradigm strongly suggested that the critical late-maturing competence required for normal infants’ success on DNMS is the ability to grasp the relation between stimulus and reward when there is no obvious physical connection between them (Diamond, Churchland et al. 1999; Diamond, Lee, & Hayden 2003; Diamond 2006).

On each DNMS trial, a new sample object is presented; the subject displaces it to retrieve a reward. After a delay, the sample and a novel object are presented; choice of the novel object is always rewarded. Hence, the subject needs to deduce the rule to always go to the new (non-matching) object.

Children generally do not succeed at DNMS, even with delays of only 5 or 10 sec, until they are almost 2 years old (~20-21 months; Diamond, 1990; Diamond et al., 1994; Overman, 1990; Overman et al., 1992). Since robust recognition memory is present well before 21 months, the late emergence of success on DNMS must be due to the late emergence of another ability. Indeed, when a child first succeeds on DNMS with a 5-sec delay, that child performs comparably at delays of 30 and 60 sec in the same session (Diamond et al., 1994). The problem children have is in understanding what correct performance entails, not retention at long delays.

In a Velcro condition, Diamond and colleagues attached the reward (still a separate object in its own right) to the base of the stimulus. The stimuli were still presented atop wells, and the rewards were still out-of-sight in the wells, but instead of the reward remaining in the well when a stimulus was displaced, the reward moved with the stimulus. In this condition, where the rewards were physically connected to (though detachable from) the stimuli, most infants of 9 or 12 months succeeded at the 5-sec training delay and continued to perform comparably at the longer delay (30 sec). Thus, when the reward and stimulus were physically connected, the task was easy for infants.

Diamond hypothesized that children with autism might have a similar problem in grasping the conceptual connections between physically unconnected things. She predicted that by physically connecting items that are meant to be conceptually connected, some children with autism would be able to grasp concepts and understand connections that had eluded them. Thus, her hypothesis was that children with autism (even preschoolers with mild developmental delays) ARE capable of deducing abstract rules (such as same or different) if there is a direct, physical connection between stimuli and rewards. Most behavioral training with children with autism or developmental delays has not considered whether it matters if cue and referent are physically connected. It would be wonderful if making such a simple change could enable these children to grasp concepts previously thought to be beyond their ability.

They found, as predicted, that about twice as many children with autism succeed in the Velcro (physically attached) condition as in the standard DNMS condition. Further, if children are primed with pretest trials where no reward objects are used (as in Diamond, 1995), children with autism consistently pick the novel object on those pretest trials and then go on to succeed at the standard DNMS protocol where they are again always to pick the novel object.

Diamond, A. (1995). Evidence of robust recognition memory early in life even when assessed by reaching behavior. Journal of Experimental Child Psychology, 59, 419-456.

Diamond, A., Churchland, A., Cruess, L., & Kirkham, N. (1999). Early developments in the ability to understand the relation between stimulus and reward. Developmental Psychology, 35, 1507-1517.

Diamond, A., Lee, E-Y., & Hayden, M. (2003). Early success in using the relation between stimulus and reward to deduce an abstract rule: Perceived physical connectedness is key. Developmental Psychology, 39, 825-847.

Diamond, A (2006). Bootstrapping conceptual deduction using physical connection: Rethinking frontal cortex. Trends in Cognitive Sciences, 10, 212-218.

Herman, D., Mass, C., Landa, R., and Diamond, A. (May 20, 2010). Performance by children with ASD, developmental delay, and typical development on delayed non-matched to sample task. Poster presented at International Meeting for Autism Research (IMAR), Phila., PA.

10. Our work has fundamentally changed the way people think about cognitive development. Diamond awakened interest in the role of inhibitory control in development by demonstrating that development proceeds not only by acquiring new skills and knowledge but also by the increasing ability to inhibit reactions that get in the way of demonstrating what is already known. It is not enough to know the right thing to do, you must do it, and sometimes an inability to inhibit inappropriate reactions gets in the way. It had been widely assumed that naturally if you knew what you should do you would do it.

Diamond demonstrated that between knowing the correct response and implementing it, another step, long ignored, is often required. When a strong competing response is present, inhibition of that response is needed. Diamond demonstrated that the biggest challenge for young children is not recall or recognition memory (they’re excellent at that) but inhibiting prepotent responses. Diamond and colleagues went on to refine understanding of how responses become prepotent and how response prepotency is overcome.

People tend to think cognition as ‘higher’ and later-maturing and that motor as ‘lower’ and earlier-maturing. However, motor development shows as long a period of development as cognitive skills. Diamond has demonstrated that sometimes the motor skills are the limiting factors and the later to mature, rather than the cognitive skills. People had not realized until her work that motor development and cognitive development, far from being independent, are fundamentally intertwined. Her work served to build bridges between two fields that had rarely talked, cognitive science and motor science.

Diamond, A. & Gilbert, J. (1989). Development as progressive inhibitory control of action: Retrieval of a contiguous object. Cognitive Development, 4, 223-249.

Gerstadt, C., Hong, Y., & Diamond, A. (1994). The relationship between cognition and action: Performance of 3 ½ - 7 year old children on a Stroop-like day-night test. Cognition, 53, 129-153.

Diamond, A. (2000). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71, 44-56 (Special issue: New directions for Child Development in the 21st Century.)

Diamond, A., & Lee, E.-Y. (2000). Inability of 5-month-old infants to retrieve a contiguous object: A failure of conceptual understanding or of control of action? Child Development, 71, 1477-1494.

Kirkham, N. Z., Cruess, L. & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science, 6, 449-467.

Diamond, A. (2009). When in competition against engrained habits, is conscious representation sufficient or is inhibition of the habit also needed? Developmental Science, 12, 20-22.

Shing, Y. L., Lindenberger, U., Diamond, A., Li, S.-C., & Davidson, M. C. (2010). Memory maintenance and inhibitory control differentiate from early childhood to adolescence. Developmental Neuropsychology, 35, 679-697.

Simpson, A., Riggs, K. J., Beck, S. R., Gorniak, S. L., Wu, Y., Abbott, D., & Diamond, A. (2012). Refining the understanding of inhibitory control: How response prepotency is created and overcome. Developmental Science, 15, 62-73.

Wright, A. & Diamond, A. (2014). An effect of inhibitory load in children while keeping working memory load constant. Frontiers in Psychology, 5, 1-9. (Special issue on Development of Executive Function during Childhood).

11. The international translational conference series (called ‘Brain Development and Learning’) that Prof. Diamond created in 2006 and still organizes and hosts is significant in educating the public about scientific findings and providing evidence to help people make informed decisions in caring for children. The series clearly taps an important need. People find these conferences extremely valuable (most say “the very best conference” they have ever attended) and folks come from ALL over BC, every Canadian province and territory (except PEI), almost half of the US states, and scores of other countries, including 15-20 First Nations.
(see: http://braindevelopmentandlearning.com/BDL2013/locations_2013.html )

The purpose of the conference series is to be of service to the community -- to highlight successful, innovative programs and present important scientific findings in neuroscience, child development, and mental health in ways that parents, doctors, teachers, social workers, and others can understand, see the immediate relevance of, and USE. It has a ripple effect, as those attending the meeting bring what they learned back to their communities and organizations and educate others.

These are not your typical scientific conferences, where scientists talk to scientists. Diamond sets a tone where learning goes in both directions, not just from speakers to audience. The conferences have been beloved in part because of their ‘feel’ - a comfortable, grounded, relaxed atmosphere of mutual respect and feeling of community. One of the best aspects of the conferences are the informal interactions between presenters and conference attendees.

Comments from participants include: “This conference is better than the best that I can imagine.” “The speakers are exceptional, the organization of the conference is supreme, the spirit of the whole conference is great; this is the best conference I ever attended.” Attendance doubled in 2008 and doubled again in 2010; 99% of the 755 attendees at the 4th conference in 2013 rated it outstanding (as did 99% of the 638 attendees of the prior conference in this series)! Many attendees say the conferences are life-changing.

Dr. Diamond works very hard with potential applicants from Third World countries to obtain a Canadian visitor visa so that they can attend. In the 2013 conference, 11 of the 12 people she helped were able to obtain visas. People from over 30 countries attended. Her greatest success was making it possible for the only child and adolescent psychiatrist in Gaza, Dr. Sami Owaida, MD, to attend. See:
www.straight.com/life/404381/vancouverites-unite-help-palestinian-doctor-attend-brain-development-conference
and/or
http://bdlconference.wordpress.com/2013/06/17/vancouverites-of-all-stripes-unite-to-help-a-palestinian-doctor-attend-this-summers-conference/

Sample feedback on the 2006 meeting: http://www.interprofessional.ubc.ca/bdl2006.html

“For years I have seen people try to bring educators together with health specialists, or either with researchers. I have never seen any effort work as well as what you put together in Vancouver.”

“I like the way it used basic science research to speak to clinical practice (I am a child psychiatrist).”

“As a teacher of special ed at the elementary level (age 4-14) for 30 years, I found this conference to be wonderful! Awesome organization! Awesome program! Helpful friendly people! A wonderful experience!!"

“I spoke with many professionals who work with children in complementary ways to what I do; this isn’t something I normally have an opportunity to do. Talking to and hearing from researchers directly is a way to narrow or collapse the time lag between research and implementation in the classroom. Very exciting for both sides.”

Sample feedback on the 2008 meeting: www.interprofessional.ubc.ca/bdl2008.html

“I think you guys may very well have achieved best practice in conference organization!”

“Extremely well organized with attention to detail. Very friendly and welcoming.”

“As a Special Education Coordinator for my school board I can assure you that the information I received will be shared throughout the district - ripples in a pond.”

Sample feedback on the 2010 meeting: www.interprofessional.ubc.ca/BDL_subpages_2010/feedback_big_2010.html

“How powerful an experience it was! I came away charged up with renewed energy.”

“CME doesn’t get any better.”

“Outstanding speakers! Outstanding organization! New research presented in clear, elegant and exciting manner. One of the most enjoyable conferences I’ve attended.”

“You brought together classroom teachers, researchers, clinicians, nurses, etc. That mix rarely happens.”

“Thanks for one the best conference I have ever attended - it was inspiring. I came away with new ideas to work on and things to put directly into my pediatric practice.”

“This is an important conference that has vital information to inform public policy. This has been a tremendous learning experience. I have learned a lot and can leave with excellent resources.”

“Thank you for creating so many possibilities for collaboration and learning during the conference. Adele, the conference was an absolute revelation on so many levels. Your spirit pervaded the lectures, discussions and rest times – it was such an open and enriching conference. A chance to engage both intellectually and emotionally – something very rare in conferences these days.“

“Most impressive was the comfortable, grounded, open atmosphere that had a feeling of community.”

“I LOVED the science content. Practitioner conferences I can find all over the place, much harder for me to find and access science sessions.”

“There was a wonderful feeling of mutual respect. Open forums for discussion. People from so many different backgrounds with shared interests.”

“It felt like a marathon of many 'a-ha' and 'oh' moments. There were many new understandings and confirmations of my own experiences…that will deepen and render more effective my practice as a teacher. What was most evident was the open, enthusiastic spirit of the event which appeared to be a reflection of yourself and your genuine way with people.”

Sample feedback on the 2013 meeting: http://braindevelopmentandlearning.com/BDL2013/feedback_2013.html

• Literally the best conference I ever attended. Especially impressive aspects were seeing the respect and integration of the different areas of expertise.

• Thank you for this transformative experience! What a wonderful collection of people and what a moving set of presentations and connections that unfolded!

• You attracted and organized knowledgeable, passionate, and humble researchers. Thank you for motivating us to examine and expand our own clinical practices.

• No other conference brings together the neuroscience of mental health and child development with leading-edge program developers and practitioners. The intersection of science and practice was truly unique and incredibly thought-provoking and useful to my pediatric practice. The format of the conference allows for really in-depth presentations as well as lots of time to interact with speakers and other participants.

• Such an extraordinary conference. It was truly life-changing. Beyond my expectations.

• Enthused with applying what I have learned.

• A remarkable conference with profound implications.

See the very extensive online resources for attendees & others:
http://braindevelopmentandlearning.com/BDL2013/online_resources_2013.html

12. As a research mentor, Dr. Diamond contributes through the trainees who have gone on to their own independent accomplishments, such as

Amber L. Story, PhD – Deputy Division Director, Division of Behavioral and Cognitive Sciences (SBE/BCS), National Science Foundation (NSF)

Ruth Litovsky, PhD – Professor, Dept. of Communicative Disorders & Dept. of Surgery, Division of Otolaryngology, Univ. of Wisconsin-Madison. (Ruth has made a major discovery in the assessment children’s auditory attention, for which a patent is pending.)

Susan Rivera, PhD – Professor, Center for Mind and Brain, University of California-Davis

Elizabeth Donner, MD – Neurologist & Project Director, Neurosciences & Mental Health, Hospital for Sick Children, Toronto

Natasha Kirkham, PhD – Lecturer in Psychology; RCUK Fellow in Developmental Cognitive Neuroscience, Birkbeck College, University of London

Dima Amso, PhD – Assistant Professor, Dept. of Cognitive, Linguistic & Psychological Sciences, Brown University

Melissa Goldberg, PhD – Assistant Professor, Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine

Matt Davidson, PhD – Assistant Professor, Dept. of Psychology, University of Massachusetts-Amherst

Kristin Shutts, PhD – Assistant Professor, Dept. of Psychology, Univ. of Wisconsin-Madison

Lisa Briand, PhD – Assistant Prof., Dept. Of Psychology, Temple University, Philadelphia, PA

Emily Goard Jacobs, PhD – Assistant Prof., Psychology & Brain Sciences, UC-Santa Barbara (on-leave until Spring 2016 as Instructor in Psychiatry, Harvard Medical School)

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Current Research Projects - click here.

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Article Reviews For Faculty of 1000- click here.

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Publications

Kay, A., Skarlicki, D., Soloway, G., & Diamond, A. (submitted). Turn your cheek but don't walk away: Reducing conflict avoidance through emotion acceptance. Organizational Behavior and Human Decision Processes.

Diamond, A., Lee, C., Senften, P., Lam, A. & Abbott, D. (submitted). Is required testing or less playtime really required for excellent academic results: Lessons from the first evaluation of Tools of the Mind outside the US. Psychological Science.

Diamond, A. & Ling, D.S. (accepted). Review of the evidence on, and fundamental questions surrounding, efforts to improve executive functions (including working memory. To appear in M. Bunting, J. Novick, M. Dougherty, & R.W. Engle (Eds), An integrative approach to cognitive and working memory training: Perspectives from psychology, neuroscience, and human development. Oxford, UK: Oxford University Press.

Diamond, A. (in press). Developing & supporting “executive function.” The World Ensemble: the Newsletter for the Worldwide El Sistema Movement, 3, 1.
To be simultaneously published in Spanish for Latin America.
Version with footnotes will be published on the Sistema Global LinkedIn discussion board.

Diamond, A., & Ling, D.S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 18, 34-48. [Epub 2015 Dec 07 ahead of print]   doi:10.1016/j.dcn.2015.11.005   NIHMS:743147 (abstract) (pdf)

2nd top-rated paper in the journal

4th most downloaded paper in Developmental Cognitive Neuroscience in the last 90 days (as of 25 April 2016)

Ling, D.S., Kelly, M., & Diamond, A. (2016). Human-animal interaction and the development of executive functions. In L.S. Freund, S. McCune, L. Esposito, N.R. Gee, & P. McCardle (Eds.), Social Neuroscience of Human-Animal Interaction, (pp. 51-72). Washington, DC: American Psychological Association.   doi:10.1037/14856-004 (pdf)

Diamond, A. (2016). Why assessing and improving executive functions early in life is critical. In P. McCardle, L. Freund, & J. A. Griffin (Eds.), Executive Function in Preschool-age Children: Integrating Measurement, Neurodevelopment and Translational Research, (pp. 11-43). Washington, DC: American Psychological Association.   doi:110.13140/RG.2.1.2644.6483 (pdf)

The figure for the model of EF to appear in Barbara Wilson's book "International handbook of neuropsychological rehabilitation", with Jenny Limond, Mathilde Chevignard and Jacoba Spikman.

Ling, D.S., Wong, C. D., & Diamond, A. (2016). Do children need reminders on the Day-Night task, or simply some way to prevent them from responding too quickly? Cognitive Development, 37, 67-72. [Epub 04 Nov 2015 ahead of print]   doi:10.1016/j.cogdev.2015.10.003   NIHMS:736453 (abstract) (pdf)

Diamond, A. (2015a). Research that helps us move closer to a world where each child thrives. Research in Human Development, 12, 288 - 294. (This is the “Just One Wish Issue” with guest editors Richard A. Settersten Jr. & Megan McClelland.) [Epub 27 Aug. 2015 ahead of print.]   doi:10.1080/15427609.2015.1068034   NIHMS:718503 (abstract) (pdf)

Diamond, A. (2015b). Effects of physical exercise on executive functions: Going beyond simply moving to moving with thought. Annals of Sports Medicine and Research, 2, 1-5.   NIHMS:657538 (abstract) (pdf)

Schonert-Reichl, K. A., Oberle, E., Diamond, A., Lawlor, M. S., Abbott, D., Thompson, K., & Oberlander, T.F. (2015). Enhancing cognitive and social – emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51, 52-66. (Special Section on Mindfulness and Compassion in Human Development)   doi:10.1037/a0038454   PMID:25546595   NIHMS:660668 (abstract) (pdf)

Diamond, A. (2014a). Executive functions: Insights into ways to help more children thrive. Zero to Three, 35, 9 - 17. (pdf)

Diamond, A. (2014b). Editor of Special Issue, Perspectives on Language and Literacy, 40 (2). (special issue on executive functions) (pdf)

Diamond, A.  (2014c). Understanding executive functions: What helps or hinders them and how executive functions and language development mutually support one another. Perspectives on Language and Literacy, 40 (2), 7-11. (pdf)

Diamond, A. (2014d). Whether coordinative (soccer) exercise improves executive functioning in kindergarten children has yet to be demonstrated. Experimental Brain Research.   doi:10.1007/s00221-014-3920-2   PMID:24728129 (pdf)

Zarchi, O., Diamond, A., Weinberger, R., Abbott, D., Carmel, M., Frisch, A., Michaelovsky, E. , Gruber, R., Green, T., Weizman, A., & Gothelf, D. (2014). A comparative study of the neuropsychiatric and neurocognitive phenotype in two microdeletion syndromes: Velocardiofacial (22q11. 2 deletion) and Williams (7q11. 23 deletion) syndromes. European Psychiatry, 29, 203-210. [Epub 17 Sept. 2013 ahead of print]   doi:10.1016/j.eurpsy.2013.07.001   PMID: 24054518 (abstract) (pdf)

Wright, A. & Diamond, A. (2014). An effect of inhibitory load in children while keeping working memory load constant. Frontiers in Psychology, 5, 1-9. (Special issue on Development of Executive Function during Childhood).   doi:10.3389/fpsyg.2014.00213.   PMID:24672502 (abstract) (pdf)

Diamond, A. (2014e). Want to optimize executive functions and academic outcomes? Simple, just nourish the human spirit. Minnesota Symposia on Child Psychology, 37, 203-230.   NIHMS:605270 (pdf)
This paper, not the whole volume, to be reprinted in 2015 in a book in Portuguese.

Weikum,W. M., Grunau, R. E., Brain, U., Chau, C. M. Y., Boyce, W. T., Diamond, A., & Oberlander, T. F. (2013). Prenatal serotonin reuptake inhibitor (SRI) antidepressant exposure and serotonin transporter promoter genotype (SLC6A4) influence executive functions at 6 years of age. Frontiers in Cellular Neuroscience, 7, 1-12.  doi:10.3389/fncel.2013.00180   PMID: 24130516 (abstract) (pdf)

Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64, 135-168. [Epub Sept 27, 2012 ahead of print]   doi:10.1146/annurev-psych-113011-143750   PMID:23020641   NIHMS:602706 (abstract) (pdf)

Table 1 and Figure 4 to be translated into Italian. They will appear in the introduction to an Italian book describing a motor program enriched with cognitive tasks for kindergarten children to be published in the spring of 2016.

Figure 4 of the model of EF to appear in  Barbara Wilson's book "International handbook of neuropsychological rehabilitation", with Jenny Limond, Mathilde Chevignard and Jacoba Spikman.

Figure 4 (the model of EF) translated into Portuguese and to appear in the PhD thesis of Ricardo Franco de Lima, Neuropsychologist, PhD student, University of Campinas (UNICAMP), Brazil.

Diamond, A. (2012a). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21, 335-341.  doi:10.1177/0963721412453722   NIHMS:602709 (abstract) (pdf)
Appeared in Psychology Progress (which alerts the scientific community to breaking journal articles considered to represent the best in Psychology research)

Diamond, A. (2012b). How I came full circle from the social end of psychology, to neuroscience, and back again, in an effort to understand the development of cognitive control. In R. F. Subotnik, A. Robinson, C. M. Callahan, & P. Johnson (Eds.), Malleable Minds: Translating Insights from Psychology and Neuroscience to Gifted Education, (pp. 55-84). Storrs, CT: The National Research Center on the Gifted and Talented, U. of Conn.   doi:10.13140/RG.2.1.2972.3284 (pdf)

Simpson, A., Riggs, K.J., Beck, S.R., Gorniak, S.L., Wu, Y., Abbott, D., & Diamond, A. (2012). Refining the understanding of inhibitory processes: How response prepotency is created and overcome. Developmental Science, 15, 62-73. [Epub Nov 28, 2011 ahead of print].   doi:10.1111/j.1467-7687.2011.01105.x   PMID:22251293   NIHMS:393793 (abstract) (pdf)

Green, T., Weinberger, R., Diamond, A., Berant, M., Hirschfeld, L., Frisch, A., Zarchi, O., Weizman, A., Gothelf, D. (2011). The effect of methylphenidate on prefrontal cognitive functioning, inattention, and hyperactivity in velocardiofacial syndrome. Journal of Child and Adolescent Psychopharmacology, 21, 589-595.   doi:10.1089/cap.2011.0042   PMID:22149470 (abstract) (pdf)

Diamond, A. & Lee, K. (2011). Response. In Mercer, J., Martial arts research: Weak evidence [Letter to the editor]. Science, 334, 310-1.   doi:10.1126/science.334.6054.311-a   PMID:22021838 (pdf)

Diamond, A. & Lee, K. (2011). Interventions shown to aid executive function development in children 4-12 years old. Science, 333, 959-964.   doi:10.1126/science.1204529   PMID:21852486   NIHMS:310326 (abstract) (pdf)
see also: Supplemental material
Reprinted in German in Sabine Kubesch (ed., 2014), Exekutive funktionen und selbstregulation: Neurowissenschaftliche grundlagen un transfer in die pädagogische praxis (pp. 145-161). Bern, Switzerland: Verlag Hans Huber AG. (pdf)

Diamond, A. (2011). Biological and social influences on cognitive control processes dependent on prefrontal cortex. Progress in Brain Research, 189, 319-339. (special issue entitled “Gene Expression to Neurobiology and Behavior: Human Brain Development and Developmental Disorders”)   doi:10.1016/B978-0-444-53884-0.00032-4   PMID:21489397   NIHMS:602710 (abstract) (pdf)
Reprinted in German in Sabine Kubesch (ed., 2014), Exekutive funktionen und selbstregulation: Neurowissenschaftliche grundlagen un transfer in die pädagogische praxis (pp. 19-47). Bern, Switzerland: Verlag Hans Huber AG. (pdf)

Shing, Y.L.T, Lindenberger, U., Diamond, A., Li, S-C., & Davidson, M.C. (2010). Memory maintenance and inhibitory control differentiate from early childhood to adolescence. Developmental Neuropsychology, 35, 679-697.   doi:10.1080/87565641.2010.508546   NIHMS:249666 (abstract) (pdf)

Diamond, A. (2010). The evidence base for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development, 21, 780-793.   doi:10.1080/10409289.2010.514522   PMID:21274420   NIHMS:249662 (abstract) (pdf)
     - UN Committee on the Rights of the Child has circulated this to all its members.
     - Margaret Nkrumah of Ghana has circulated it among African leaders.

Diamond, A. (2009a). Apprendre à apprendre, Dossier de La Recherche, 34, 88-92.   NIHMS:93334 (pdf)
To be re-published June 2016 in a special issue of Dossier de La Recherche on intelligence.

Diamond, A. (2009b). The interplay of biology and the environment broadly defined. Developmental Psychology, 45, 1-8.   doi:10.1037/a0014601   NIHMS:89168 (abstract) (pdf)

Diamond, A. (2009c). All or none hypothesis: A global-default mode that characterizes the brain and mind. Developmental Psychology, 45, 130-138.   doi:10.1037/a0014025   NIHMS:89169 (abstract) (pdf)

Diamond, A. (2009d). When in competition against engrained habits, is conscious representation sufficient or is inhibition of the habit also needed? Developmental Science, 12, 20-22.   doi:10.1111/j.1467-7687.2008.00773.x   NIHMS:85959 (abstract) (pdf)

Blair, C. & Diamond, A. (2008).  Biological processes in prevention and intervention: Promotion of self-regulation and the prevention of early school failure. Development and Psychopathology, 20, 899-911.   doi:10.1017/S0954579408000436   NIHMS:77373 (abstract) (pdf)

Diamond, A. & Amso, D. (2008). Contributions of neuroscience to our understanding of cognitive development. Current Directions in Psychological Science, 17, 136-141.   doi:10.1111/j.1467-8721.2008.00563.x   NIHMS:46856 (abstract) (pdf)
Reprinted in (2010), MDExplorer, a new Serbian journal focusing on biomedicine.

Diamond, A. (2008). Response: In Mercer, J., Minding controls in curriculum study [Response to letter]. Science, 319, 1185 - 1186. [Letter to the editor].   PMID:18309062 (pdf)

Diamond, A., Barnett, W.S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.   doi:10.1126/science.1151148   PMID:18048670   NIHMS:36247 (abstract) (pdf)

  • Reported in numerous news outlets, including New York Times, Chicago Tribune, the UK Telegraph, BBC, & NPR
  • Ignited an explosion of interest by funders & researchers in the possibility of intervening early to improve EFs

see also: http://www.nytimes.com/2009/09/27/magazine/27tools-t.html & also: http://www.devcogneuro.com/images/Pubs/National_Scientific_Council_on_the_Developing_Child2009.pdf

Diamond, A. (2007a). Consequences of variations in genes that affect dopamine in prefrontal cortex.  Cerebral Cortex 17, 161-170.   doi:10.1093/cercor/bhm082   NIHMS:38403 (abstract) (pdf)

Diamond, A. (2007b). Interrelated and interdependent. Developmental Science, 10, 152-158.   doi:10.1111/j.1467-7687.2007.00578.x   NIHMS:16727 (abstract) (pdf)

Diamond, A. (2006a). Bootstrapping conceptual deduction using physical connection: Rethinking frontal cortex. Trends in Cognitive Sciences, 10, 212-218.   doi:10.1016/j.tics.2006.03.003   NIHMS:10332 (abstract) (pdf)

Munro, S., Chau, C., Gazarian, K. & Diamond, A. (2006). Dramatically larger Flanker effects (6-fold elevation). Presentation, Cognitive Neuroscience Society Annual Meeting, San Francisco, CA., 164. (pdf)

Davidson, M.C., Amso, D., Anderson, L.C., & Diamond, A. (2006). Development of cognitive control and executive functions from 4-13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44, 2037 - 2078.   doi:10.1016/j.neuropsychologia.2006.02.006   NIHMS:9720 (abstract) (pdf)

Diamond, A. (2006b). The early development of executive functions. In E. Bialystok & F. Craik (Eds.), Lifespan Cognition: Mechanisms of Change (pp. 70-95). New York, NY: Oxford University Press. (pdf)

Diamond, A., Carlson, S.M., & Beck, D.M. (2005). Preschool children's performance in task switching on the dimensional change card sort task: Separating the dimensions aids the ability to switch. Developmental Neuropsychology, 28, 689-729.   doi:10.1207/s15326942dn2802_7   NIHMS:9706 (abstract) (pdf)

Diamond, A. (2005). ADD (ADHD without hyperactivity), a neurobiologically and behaviorally distinct disorder from ADHD (with hyperactivity). Development and Psychopathology, 17, 807-825.   doi:10.1017/S0954579405050388   NIHMS:9705 (abstract) (pdf)
The Founder and Head of the Dutch ADD Assoc. (Stichting ADD Nederland), Karin Windt, wrote: “Dr. Diamond changed millions of lives [by writing her article]…. For the first time we were heard and finally understood… The number of websites on ADD has increased from 4 to thousands…. Many people with attention deficits have great talents, often a high IQ, and are innovative and creative. However, they are seen as daydreamers who cannot concentrate well. In the old days we would be called stupid or lazy….Through her work we are now able to explain to others why ADD is so different from ADHD. This question remained unanswered until her article appeared in 2005.”

Prevor, M.B. & Diamond, A. (2005). Color-object interference in young children: A Stroop effect in children 3½-6½ years old. Cognitive Development, 20, 256-278.   doi:10.1016/j.cogdev.2005.04.001   NIHMS:16819 (abstract) (pdf)

Diamond, A. & Kirkham, N.Z. (2005). Not quite as grown-up as we like to think: Parallels between cognition in childhood and adulthood. Psychological Science, 16, 291-297.   doi:10.1111/j.0956-7976.2005.01530.x   NIHMS:16818 (abstract) (pdf)

Rennie, D., Bull, R. & Diamond, A. (2004). Executive functioning in preschoolers: Reducing the inhibitory demands of the dimensional change card sort task. Developmental Neuropsychology, 26, 423-443.   PMID:15276903 (abstract) (pdf)

Munakata, Y., Casey, B.J., & Diamond, A. (2004). Developmental cognitive neuroscience: Progress and potential. Trends in Cognitive Science, 8, 122-128. doi:10.1016/j.tics.2004.01.005 PMID:15301752 (abstract) (pdf)

Diamond, A., Briand , L., Fossella , J., & Gehlbach, L. (2004). Genetic and neurochemical modulation of prefrontal cognitive functions in children. American Journal of Psychiatry, 161, 125-132. PMID:14702260 (abstract) (pdf)
     - Highlighted by the journal in its “In this Issue” page.
     - Rated as “Exceptional” by the Faculty of 1000.
     - Ranked No. 2 in the Hidden Jewels Top 10 in Neuroscience  by the Faculty of 1000.

Wilkinson, K.M., Ross , E., & Diamond, A. (2003). Fast mapping of multiple words: Insights into when “the information provided” does and does not equal “the information perceived.” Journal of Applied Developmental Psychology, 24, 739-762. doi:10.1016/j.appdev.2003.09.006 (abstract) (pdf)

Kirkham, N.Z. & Diamond, A. (2003). Sorting between theories of perseveration: Performance in conflict tasks requires memory, attention, and inhibition [Response]. Developmental Science , 6, 474-476. (pdf)

Kirkham , N.Z., Cruess, L. & Diamond, A. (2003). Helping children apply their knowledge to their behavior on a dimension-switching task. Developmental Science , 6, 449-467.   doi:10.1111/1467-7687.00300 (abstract) (pdf)

Diamond, A., Lee, E-Y., & Hayden, M. (2003). Early success in using the relation between stimulus and reward to deduce an abstract rule: Perceived physical connectedness is key. Developmental Psychology, 39, 825-847.   doi:10.1037/0012-1649.39.5.825   PMID:12952397 (abstract) (pdf)

Diamond, A., Kirkham , N.Z., & Amso, D. (2002). Conditions under which young children CAN hold two rules in mind and inhibit a prepotent response. Developmental Psychology, 38, 352–362.   doi:10.1037//0012-1649.38.3.352   PMID:12005379 (abstract) (pdf)

Diamond, A. (2002a). Normal development of prefrontal cortex from birth to young adulthood: Cognitive functions, anatomy, and biochemistry. In D.T. Stuss & R.T. Knight (eds.), Principles of frontal lobe function (p. 466-503). London, UK: Oxford University Press. (pdf)

Diamond, A. (2002b). A model system for studying the role of dopamine in prefrontal cortex during early development in humans. In M.H. Johnson, Y. Munakata, & R.O. Gilmore (eds.), Brain Development and Cognition: A Reader. (p 441-493). Oxford, UK: Blackwell Publishers. (pdf)

Diamond, A. (2001a). Looking closely at infants’ performance, and experimental procedures, in the A-not-B task. The Behavioral and Brain Sciences, 24, 38-41. (abstract) (pdf)

Diamond, A. (2001b). A model system for studying the role of dopamine in prefrontal cortex during early development in humans. In C. Nelson & M. Luciana (eds.), Handbook of developmental cognitive neuroscience, 433-472. Cambridge, MA: MIT Press. (pdf)
     Reprinted in M.H. Johnson, Y. Munakata, & R.O. Gilmore (eds.). (2002).  Reader in brain development and cognition. London, UK: Blackwell Press.

Diamond, A. (2001c). Prefrontal cortex development and development of cognitive functions. In Neil J. Smelser and Paul B. Baltes (Editors),  International Encyclopedia of the Social and Behavioral Sciences, 11976-11982. Oxford, UK: Pergamon. (pdf)

Diamond, A. & Lee, E.-Y. (2000). Inability of 5-month-old infants to retrieve a contiguous object: A failure of conceptual understanding or of control of action? Child Development, 71, 1477-1494. (abstract) (pdf)

Diamond, A. (2000a). Toward an understanding of the human frontal lobes. [Review of the book The human frontal lobes: Functions and disorders. The science and practice of neuropsychology series, by Bruce L. Miller (Ed); Jeffrey L. Cummings (Ed) ]. Contemporary Psychology: APA Review of Books, 45, 564-565. (abstract) (pdf)

Diamond, A. (2000b). Close interrelation of motor development and cognitive development and of the cerebellum and prefrontal cortex. Child Development, 71, 44-56. PMID10836557 (Special issue: New directions for Child Development in the 21st Century). (abstract) (pdf)

Johnson, M.H., Aslin, R., Diamond, A., Hood, B., & Spelke, L. (2000). Human brain development: Perception, attention, and memory. Report for the Sackler Institute, commissioned by the McDonnell Foundation.

Diamond, A., Churchland, A., Cruess , L., & Kirkham , N. (1999). Early developments in the ability to understand the relation between stimulus and reward. Developmental Psychology, 35, 1507-1517. (abstract) (pdf)

Zagreda, L., Goodman, J., Druin, D.P., McDonald, D., & Diamond, A. (1999). Cognitive deficits in a genetic mouse model of the most common biochemical cause of human mental retardation. Journal of Neuroscience, 19, 6175-6182. (abstract) (pdf)

Diamond, A. (1999a). Developmental psychology in its social and cultural context. Society for Research in Child Development Newsletter, 42, 5-8. (abstract) (pdf)

Diamond, A. (1999b). Development of cognitive functions linked to prefrontal cortex. In N.A. Fox, L.A. Leavit, & J.G. Warhol (eds.), The Role of Early Experience in Infant Development, 131-144. New Brunswick, NJ: Johnson & Johnson. (pdf)

Diamond, A. (1999c). Review of "Comparative Neuropsychology. ed. A. David Milner, Oxford UP". Trends in Neurosciences, 22, 283 - 284. (pdf)

Diamond, A., S. Badali, L. Cruess, D. Amso, M. Davidson and S. Oross. (1999). Long-lasting, selective visual deficits from short-term exposure to high neonatal phenylalanine levels in humans. Society for Neuroscience Abstracts, 25, 501 - 501

O'Craven, K. M., A. Diamond, L. Cruess, R. Bergida, R. L. Savoy and M. Davidson (1999). Further fMRI-based studies of memory and inhibition in prefrontal cortex of adults. Cognitive Neuroscience Society Annual Meeting Abstracts. (abstract)

Diamond, A. (1998). Understanding the A-not-B error: Working memory vs. reinforced response, or active vs. latent trace. Developmental Science, 1, 185-189. (abstract) (pdf)

Albert, M., Diamond, A., Fitch, H., Neville, H., Rapp, P., and Tallal, P. (1998). Cognitive Development. In F.E. Bloom, S.C. Landis, J.L. Roberts, L.R.Squire, & M.J. Zigmond (ed.s). Fundamental Neuroscience, 1313-1338. San Diego, CA: Academic Press. (pdf)

Savoy, R. L. I., A. Diamond and K. M. O'Craven (1998). Dorsolateral prefrontal cortex contributions to working memory and inhibition as revealed by fMRI. Society for Neuroscience Abstracts, 24, 1251.

Diamond, A., Prevor, M., Callender, G., & Druin, D.P. (1997). Prefrontal cortex cognitive deficits in children treated early and continuously for PKU. Monographs of the Society for Research in Child Development (Monograph #252), 62 (4), 1-207. PMID:9421921 (abstract) (pdf)

see: Research in action: Lessening PKU's damaging effects on children

Diamond, A. (1996). Evidence for the importance of dopamine for prefrontal cortex functions early in life. Philosophical Transactions of the Royal Society (London) Series B, 351, 1483-1494. (abstract) (pdf)

Diamond, A. & Herzberg, C. (1996). Impaired sensitivity to visual contrast in children treated early and continuously for PKU. Brain, 119, 523-538. (abstract) (pdf)

Diamond, A. & Taylor, C. (1996). Development of an aspect of executive control: Development of the abilities to remember what I said and to "Do as I say, not as I do." Developmental Psychobiology, 29, 315-334. (abstract) (pdf)

Strupp, B. & Diamond, A. (1996). Assessing cognitive function in animal models of mental retardation. Mental Retardation Developmental Disabilities Research Reviews, 2, 216-226. (pdf)

Diamond, A. (1995). Evidence of robust recognition memory early in life even when assessed by reaching behavior. Journal of Experimental Child Psychology (Special Issue [Guest Editor, Nora Newcombe]), 59, 419-456. (abstract) (pdf)

Diamond, A. (1994). Phenylalanine levels of 6-10 mg/dl may not be as benign as once thought. Acta Pædiatrica, 83 (Supplement 407), 89-91. (pdf)

Diamond, A., Ciaramitaro, V., Donner, E., Djali , S., & Robinson, M. (1994). An animal model of early-treated PKU. Journal of Neuroscience, 14, 3072-3082. (abstract) (pdf)

Diamond, A., Cruttenden, L., & Neiderman, D. (1994). A-not-B with multiple wells: I. Why multiple wells are sometimes easier than two wells. II. Memory or memory + inhibition? Developmental Psychology, 30, 192-205. (pdf)

Diamond, A., Towle, C., & Boyer, K. (1994). Young children's performance on a task sensitive to the memory functions of the medial temporal lobe in adults, the delayed nonmatching to sample task, reveals problems that are due to non-memory related task demands. Behavioral Neuroscience, 108, 659-680. (abstract) (pdf)

Gerstadt, C., Hong, Y., & Diamond, A. (1994). The relationship between cognition and action: Performance of 3½-7 year old children on a Stroop-like day-night test. Cognition, 53, 129-153. (abstract) (pdf)

Diamond, A., Werker, J., & Lalonde, C. (1993). Toward understanding commonalities in the development of object search, detour navigation, categorization, and speech perception. In G. Dawson & K. Fischer (Eds.), Human Behavior and the Developing Brain (p. 380-426). New York, NY: Guilford Press. (abstract) (pdf)

Diamond, A. (1992). Recognition memory assessed by looking versus reaching: Infants' performance on the visual paired comparison and delayed non-matching to sample tasks. Technical Report IRCS-92-11, University of Pennsylvania, Institute for Research in Cognitive Science.

Diamond, A., Ciaramitaro, V., Donner, E., Hurwitz, W., Lee, E., Grover, W., Minarcik, C. (1992). Prefrontal cortex cognitive deficits in early-treated PKU: Results of a longititudinal study in children and of an animal model. Society for Neuroscience Abstracts, 18. (pdf)

Diamond, A. (1991a). Frontal lobe involvement in cognitive changes during the first year of life. In K. R. Gibson & A. C. Petersen (Eds.), Brain maturation and cognitive development: Comparative and cross-cultural perspectives (pp. 127-180). New York, NY: Aldine de Gruyter. (pdf)

Diamond, A. (1991b). Neuropsychological insights into the meaning of object concept development. In S. Carey & R. Gelman (Eds.), The epigenesis of mind: Essays on biology and knowledge (pp. 67-110). Hillsdale, NJ: Lawrence Erlbaum Associates. (pdf)
        Reprinted in M. H. Johnson (Ed.) (1993), Brain Development and Cognition: A Reader, Cambridge, MA: Basil Blackwell.

Diamond, A. (1991c). Guidelines for the study of brain-behavior relationships during development. In H. Levin, H. Eisenberg, & A. Benton (Eds.), Frontal lobe function and dysfunction (pp. 339-378). New York, NY: Oxford U. Press. (abstract) (pdf)

Diamond, A. (Ed.) (1990a), The development and neural bases of higher cognitive functions. New York, NY: New York Academy of Sciences.(pdf)

Diamond, A. (1990b). The development and neural bases of memory functions, as indexed by the A-not-B and delayed response tasks, in human infants and infant monkeys. Annals of the New York Academy of Sciences, 608, 267-317. (abstract) (pdf)

Diamond, A. (1990c). Rate of maturation of the hippocampus and the developmental progression of children's performance on the delayed non-matching to sample and visual paired comparison tasks. Annals of the New York Academy of Sciences, 608, 394-426. (abstract) (pdf)

Diamond, A. (1990d). Developmental time course in human infants and infant monkeys, and the neural bases, of inhibitory control in reaching. Annals of the New York Academy of Sciences, 608, 637-676. (abstract) (pdf)

Diamond, A. (1990e). Introduction. Annals of the New York Academy of Sciences, 608(1), xiii-lvi. (pdf)

Diamond, A. (1989). Limbic-dependent memory: Early or late developing? Society for Neuroscience Abstracts, 15, 343 - 343.

Diamond, A. & Doar, B. (1989). The performance of human infants on a measure of frontal cortex function, the delayed response task. Developmental Psychobiology, 22, 271-294. (abstract) (pdf)

Diamond, A. & Gilbert, J. (1989). Development as progressive inhibitory control of action: Retrieval of a contiguous object. Cognitive Development, 4, 223-249. (abstract) (pdf)

Diamond, A. & Goldman-Rakic, P. S. (1989). Comparison of human infants and rhesus monkeys on Piaget's A-not-B task: Evidence for dependence on dorsolateral prefrontal cortex. Experimental Brain Research, 74, 24-40. (abstract) (pdf)

Diamond, A., Zola-Morgan, S., & Squire, L. R. (1989). Successful performance by monkeys with lesions of the hippocampal formation on A-not-B and object retrieval, two tasks that mark developmental changes in human infants. Behavioral Neuroscience, 103, 526-537. (abstract) (pdf)

Diamond, A. and K. Boyer (1989). A version of the Wisconsin Card Sort Test for use with preschool children, and an exploration of their sources of error. Journal of Clinical and Experimental Neuropsychology, 11, 83 - 83.

Diamond, A. (1988a). Differences between adult and infant cognition: Is the crucial variable presence or absence of language? In L. Weiskrantz (Ed.), Thought without language (p. 337-370). Oxford, UK: Oxford U. Press. (pdf)

Diamond, A. (1988b). Abilities and neural mechanisms underlying A-not-B performance. Child Development, 59, 523-527. (pdf)

Goldman-Rakic, P. S. and A. Diamond (1986). Comparative development in human infants and infant rhesus monkeys of cognitive functions that depend on prefrontal cortex. Society for Neuroscience Abstracts, 12, 742 - 742.

Diamond, A. (1985). The development of the ability to use recall to guide action, as indicated by infants' performance on A-not-B. Child Development, 56, 868-883. (abstract) (pdf)

Goldman-Rakic, P. S. and A. Diamond (1985). Evidence for involvement of prefrontal cortex in cognitive changes during the first year of life: Comparison of performance of human infant and rhesus monkeys on a detour task with transparent barrier. Society for Neuroscience Abstracts, 11, 832 - 832.

Diamond, A. (1983). Behavior changes between 6 to 12 months of age: What can they tell us about how the mind of the infant is changing? Dissertation Abstracts International, 44(01B), 337. (pdf)

Diamond, A. (1981). Retrieval of an object from an open box: The development of visual-tactile control of reaching in the first year of life. Society for Research in Child Development Abstracts, 3, 78 - 78.

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Education and Training

Yale University
School of Medicine
Postdoctoral Fellow
1982-1985
Neuroanatomy
(Laboratory of Patricia Goldman-Rakic)
Harvard University
Ph.D., 1983
Psychology and Social Relations Dept.,
Developmental Psychology (advisor, Jerome Kagan)
Swarthmore College
B.A., 1975
1) Psychology
2) Sociology & Anthropology
London School of Economics
1972
Philosophy of Science (advisor, Imre Lakatos)

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Personal

     Dancing

I love to be active and outdoors in nature with others. Love to hike, play tennis, and canoe.

Most of all I love to dance -- any kind of dancing as long as you get to interact with your partner -- swing dance, waltz, contradancing, tango, hambo, vintage, zwiefacher, and more.

Was a member of a contradance troupe that toured the Soviet Union in the Spring following the fall of the Berlin wall. Here is a picture of me dancing on the Arbat, a main street in Moscow.

Our band set up a little platform and people gathered around to see what we might be doing. Little did they know that each of us would invite one of them to dance with us as our partners. What a wonderful way to meet people! We went on to Odessa, Leningrad (not yet re-named St. Petersburg), and Riga. The Soviets allowed us only 36 hours in Riga, but we made the most of them.

 

 

Had such a good time, I organized and led another group of 40 dancers

and a band of terrific musicians (BLT: Peter Barnes, Mary Lea, and Bill Tomczak) to tour Czechoslovakia (České Budějovice in southern Bohemia, Zlin in the Moravian-Silesian Beskids, & Prague) two years later (June, 1992). Here they are clowning with caller, Larry Edelman, on mandolin.

 

some photos of those we met along the way:

 


Instead of staying in hotels, we stayed with local families and made close friends in southern Bohemia (České Budĕjovice), Moravia (Zlin), and Prague.

Here, Adele and Mary Lea are pictured with the family they stayed with in Zlin.

Of course, both the USSR and Czechoslovakia ceased to exist very soon after I visited, but I think it is safe to have me visit as a scholar or scientist. It is only as a dancer that my visits appear to coincide with regime change.

I got to bring together my academic and dance interests when I hosted a meeting on the “The Development and Neural Basis of Higher Cognitive Functions” and arranged for another incredibly wonderful band (Wild Asparagus: Becky Tracy, Stuart Kenney, George Marshall, Ann Percival, & David Cantien) to play for an evening of dance at the meeting.

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Brain Development and Learning Conference

For more information about the Brain Development and Learning Conference that I founded and organized, visit the websites:

2013 Brain Development and Learning Meeting:  braindevelopmentandlearning.com/BDL2013/
                               Online Resources

2010 Brain Development and Learning Meeting:  www.interprofessional.ubc.ca/bdl.html
                                In Utero Effects; Parent-Infant Interaction
                                Learning & Memory; Math and Reading
                                Respecting Cultural Differences
                                Mental Health; Promoting Joy, Resilience, and Creativity

2010 Conference Feedback: www.interprofessional.ubc.ca/BDL_subpages_2010/feedback_big_2010.html

2010 Online Resources: www.braindevelopmentandlearning.com/Resources2010

2008 Brain Development and Learning Meeting:   www.interprofessional.ubc.ca/bdl2008.html
                               Stress
                               Prefrontal Cortex

2008 Conference Feedback: www.interprofessional.ubc.ca/BDL_subpages_2008/sponsorsfeedback.html

2006 Brain Development and Learning Meeting:   www.interprofessional.ubc.ca/bdl2006.html
                               Plasticity
                               Interventions

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Grant Support - 2005 to present
(continuous NIH /NSF support since 1975; continuous NIH support since 1983)

Vancouver Coastal Health Research Institute (VCHRI) Innovation and Translational Research Award: “Effects of Low-dose versus Normal-dose Psychostimulants on Executive Functions in Children with Attention-Deficit Hyperactive Disorder”
PI: Adele Diamond (10% effort)

Co-investigator: Margaret Weiss, Candice Murray, & Daphne Ling
Project period: 07/01/2016 – 06/30/2018 Total costs: $49,993 CAN

     To study whether the stimulant dose for controlling hyperactivity in patients with attention-deficit hyperactivity disorder (ADHD) is too high for aiding cognition. Most ADHD patients on stimulants are taking a dose targeting behavioural dysregulation (parents base feedback to doctors on the child’s behaviour; no one uses cognitive tests to determine dose). We’ll test the prediction that ADHD patients will perform better on attention, working memory, reading & math, when on half their dose.

Bezos Family Foundation: "Test of the Efficacy of Modified Kangaroo Care by a non-relative for Outcomes of Infants in Neonatal Intensive Care”
PI: Adele Diamond (10% effort)
Co-PI: Daphne Ling
Project period: 03/01/2015 - 02/28/2017 Total costs: $100,000 US

     To study the efficacy of cuddling (i.e., modified kangaroo care) by a non-relative (adult volunteers) within a neonatal intensive care setting. We predict that an integrative healthcare treatment plan that includes parental cuddling plus non-relative cuddling will produce better health outcomes and better executive functions than a treatment plan that includes only parental cuddling.

National Institute on Drug Abuse (NIDA) R01 #DA037285: "Differences by Sex and Genotype in the Effects of Stress on Executive Functions”
PI: Adele Diamond (20% effort)
Project period: 01/15/2014 - 03/31/2019 Total costs: $1,053,530 US

     To study the influences of gender (mediated by hormone levels) and genetic variation on executive functions, cognition and behavioral control when under mild stress and to replicate with humans the animal study findings of a sex difference in the effect of mild stress on cognition.

BC Ministry of Health and BC Mental Health Foundation: “Seed Funds to Introduce a Pilot Program of Tools of the Mind to the Lower Mainland”
PI: Adele Diamond (15% effort)
Project period: 8/01/2011 - 09/01/2015 Total costs: $200,000 CAN

     For the first introduction of the evidence-based early-childhood program, Tools of the Mind, anywhere in Canada. Funds implementing a pilot introduction of Tools into randomly selected kindergartens in Vancouver, Surrey, & Coquitlam. Tools curriculum improves EFs & academics, at least short-term - at least in the US. We will address the next important questions: Are those benefits also seen in Canada? Are they ephemeral? Or, might they not only last but increase over time?

Canadian Institutes of Health Research (CIHR) Operating Grant #325848: "Attention Bias and Executive Functions in 9-14 year olds following Prenatal Antidepressant Exposure"
PI: Tim Oberlander
Co-PIs: Adele Diamond, Rollin Brant, Angela Devlin, Ruth Grunau, Joanne Weinberg
Project period: 03/03/2014 - 03/03/2019 Total costs: $1,170,840 CAN

Social Sciences and Humanities Research Council (SSHRC) Insight Grant: "Mindfulness and Work Performance”
PI: Dan Skarlicki
Collaborators: Adele Diamond, Kim Schonert-Reichl
Project period: 04/1/2014 - 03/31/2019 Total costs: $148,000 CAN

Natural Sciences and Engineering Research Council of Canada (NSERC) EG #1502: “Neurochemical and Environmental Influences on the Cognitive Functions dependent on Prefrontal Cortex”
PI: Adele Diamond
Project period: 04/31/2012 - 03/31/2013 Total costs: $25,000 CAN

     To better understand the causes and consequences of stress reactivity in PFC, including gender differences in that and practical implications of that for education, parenting, labor force involvement, and personal well-being.

National Institute on Drug Abuse (NIDA) R01 #DA019685: “Development of Cognitive Functions Linked to Frontal Lobe”
PI: Adele Diamond (25% effort)
Project period: 9/10/2004 - 3/09/2011 Total direct costs: $1,352,614 US

     The focus throughout all periods of this award has been to explore the cognitive requirements of tasks thought to depend on prefrontal cortex. This award forms the bedrock for Dr. Diamond’s larger endeavor to systematically investigate and dissect executive control functions, studying their development, neural bases, genetic and neurochemical modulation, and involvement in brain disorders -- from infancy through old age.
     The comprehensive and careful task manipulations here should yield important new information about the conditions under which children and adults of different ages succeed and fail at different types of executive functions. A notable strength is the parsing of inhibitory control into subtypes (such as inhibition at the level of attention and inhibition at the level of action; inhibition in the context of task-switching and inhibition in steady-state.)

National Institute of Mental Health (NIMH) R01 #MH071893: "Autism and the Development of Relational Awareness"
PI: Adele Diamond (15% effort)
co-PI: Rebecca Landa at Kennedy Krieger Institute (KKI)
Project period: 1/01/2007 - 12/31/2013 Total costs: $2,104,016 US

     This project investigates the hypothesis that some young children with autism may need to see a physical connection to help them grasp an abstract conceptual connection. Preschool children with autism, even if mildly developmentally delayed, may well be able to learn abstract rules, but the way materials have been presented to them has not enabled them to demonstrate and use that ability. They can grasp relations between things (i.e., the conceptual connection between items), I hypothesize, if those things are physical connected.

Canada Research Chair (CRC) Tier 1: “Developmental Cognitive Neuroscience”
PI: Adele Diamond
Project period: 9/01/2004 - 08/31/2011 Total costs: $1,400,000 CAN
Renewed: 09/01/2011 - 08/31/2018Total costs: $1,400,000 CAN

     Exploring how genetics, neurochemistry and the environment affect prefrontal cortex, and what early-childhood practices and interventions lead to the best mental and physical health results. This research should lessen the costly public health burden of executive-function disorders, and improve the chances for all children to achieve their full potential.

Canada Foundation for Innovation (CFI) Award: “Developmental Cognitive Neuroscience Laboratory”
PI: Adele Diamond (no % effort)
Project period: 9/01/2004 - 3/31/2013 Total costs with matching funds: $500,220 CAN

     For equipping PI’s laboratory at UBC.

National Institute of Child Health and Human Development (NICHD) R01 #HD039783:  Pain in Preterm Infants: Development and Effects"
PI: Ruth Grunau            Collaborator: Adele Diamond (2% effort) with many other collaborators
Project Period:  04/05/2008 - 11/30/2012 Total costs:  $1,062,496 US 

     This research addresses the effects of cumulative neonatal pain/stress on stress regulation and neuro-development attention, visual memory, EFs, & behavior in children born very prematurely.

UBC Hampton Research Endowment Fund #FAS F10-01301: “Using Social & Emotional Learning Interventions to Promote Resiliency & Positive Mental Health in Children & Teachers: Considering Psychological, Biological, & Contextual Processes”
PI: Kimberly Schonert-Reichl
Co-PI: Adele Diamond (5% effort) and Rob Roeser
Project period: 03/2011- 03/2013 Total direct costs: $25,000 CAN

     This research is looking at the possible benefits for students and for teachers of two different social-emotional school programs (MindUp & SMART) with children in grades 4-7 randomly assigned to one of four conditions.

Institute of Education Sciences [IES] / National Center for Education Research [NCER] / Cognition and Student Learning Research Grant Program [CASL] #R305B070240:
“Evaluating the Efficacy of Preschool Curricula in Improving Executive Functions and Self-Regulation”
PI: Adele Diamond (10% effort)
Project period: 7/01/2007 - 05/19/2008 Total direct costs: $2,887,292 US
AD terminated the grant early (it had been originally awarded for 4 years) and returned 80% of the funds to IES because she felt that the PI of the RCT on which this award was piggy-backing was acting in a scientifically unethical manner. (It would have been easier to keep the funding and keep her mouth shut, but she felt this was a matter of conscience.)

     with co-funding from:

Spencer Foundation: “Can Self-Regulation be Taught to Preschoolers? If so, does it help?”
PI: Adele Diamond (10% effort)
Project period: 11/01/2006-6/31/2011 Total direct costs: $410,396 US

     Building on the ground-breaking work on the early development of executive functions and self-regulation from developmental cognitive neuroscience labs, we are using those research tools to investigate pre- and post-intervention levels of self-regulation and executive function and tracking the relation of those to academic achievement and behavior problems over time in at-risk children enrolled in evidence-based preschool programs with varying degrees and types of training in self-regulation and executive functions.
     What produces the best outcomes: Preschool teaching practices that emphasize academic skills or that emphasize that plus executive function (EF)? Can EF training be effective as a module added onto the curriculum or does it need to be interwoven throughout daily activities? Which interventions are most beneficial for which aspects of EFs and academic performance? Are there longterm benefits to training preschoolers in how to exercise EFs for academic performance and/or for averting behavioral, psychological, and/or learning problems? Objective, proven, neurocognitive pre- and post-intervention EF measures will be used to examine the effect of different preschool programs on academic outcomes in literacy and math. It includes roughly 2,000 children in 2 States (NM & MA) and involves randomized field trial with 4 levels of EF training, emphasizes painstakingly careful data collection and analysis, and includes state-of-the-art academic measures and procedures for tracing special education placement. The innovations being studied are evidence-based, easy to implement in under-funded classrooms, and readily transferable across cultures.

National Institutes of Health (NIH) R01 #HD044796: "Neurocognitive Development in Children Living in Poverty"
PI: Linda Mayes, M.D., Yale Univ. Med. Sch.
co-PI: Adele Diamond (5% effort)
Project period: 3/01/2005 - 6/28/2010 Total direct costs: $2,350,000 US

     While many studies have shown an association between economic deprivation and impaired cognitive development in childhood, no studies have explored the impact of economic and environmental disadvantage on component neurocognitive capacities within executive control functions. We propose that one mechanism for the impact of poverty on cognitive development may be through delayed or impaired executive control functions (e.g., working memory & selective attention, more specifically through an impairment in inhibitory executive control functions), and we will investigate this bringing together five disciplines—behavioral neuroscience, epidemiology, child development, neuropsychology, and economics.

UBC Dept. of Psychiatry: “Children at Elevated Risk for Developing Depression during Adolescence (Children of Mothers with Bipolar 1 Disorder): Might Impaired Executive Functions Precede and Predict the Onset of Depression?”
PIs: Adele Diamond (5% effort) + Jane Garland & Allan Young
Project period: 06/01/2006 - 12/31/2009 Total direct costs: $ 172,000 CAN

     Children of mothers with confirmed diagnoses of bipolar I depression will receive extensive evaluations yearly from 7 through 17 years of age, if continued funding can be obtained.

Older Grant support - click here.

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Teaching

In Department of Psychology, University of British Columbia:

In other departments, University of British Columbia:

  • Directed Readings Course, teaching undergrad student Shahab Zareyan as a Directed Studies student in the Integrated Science program (2015-2016)
  • Directed Studies Course, teaching undergrad student Sophia Lee as a Directed Studies student in the Integrated Science program (2014)
  • Directed Studies Course, teaching undergrad student Mark Bichin as a Directed Studies student in Psychology (entirely dif. topic than w/ Sophia) (2014)
  • Guest lecture in Graduate course (EPSE553: Theories of Cognitive Abilities)
  • Guest lecture in Student Directed Seminar (ASTU400: Cognitive Neuroscience of Executive Functions)
  • Guest lecture in First Year Seminar in Science (SCIE113)
  • Guest lecture in Neuroscience Graduate Seminar (Neuroscience 501: Systems Neuroscience)
  • Guest lecture in Cognitive Systems undergraduate course (COGS401: Cognitive Systems)
  • Graduate seminar in Dept. of Educational and Counselling Psychology, and Special Education (EPSE604: Social, Emotional, and Cognitive Development in Social, Cultural, and Biological Context)
  • Biennial lecture in Faculty of Education Graduate Courses on Theories of Cognitive Abilities or Assessment of Young Children
  • Invited lecture on developmental cognitive neuroscience, at the request of the students, for 4th year Biomedical students at UBC

At Ben Gurion University, Beer Sheva, Israel:

  • Invited to teach a 4-week course. Title:tba. Visiting Professor, Ben Gurion University, Beer Sheva, Israel (to be presented Dec. 19, 2016 to Jan. 13, 2017)
  • Invited to teach a 4-week course. Cognitive, social, and emotional development in cross-cultural and biological perspective. Visiting Professor, Ben Gurion University, Beer Sheva, Israel. (Dec. 15, 2013 to Jan. 7, 2014) Continuing Education credits provided

In the Department of Brain & Cognitive Sciences, Massachusetts Institute of Technology (MIT):

  • Graduate Seminar: Developmental Cognitive Neuroscience
  • Undergraduate course: Developmental Psychology

Comments from undergraduate students at MIT the one year this course was taught there

In Department of Psychology, University of Pennsylvania:

  • Developmental Psychology
  • Developmental Psychology: The Social and Emotional Growth of the Person
  • Undergraduate Seminar: Developmental Psychology throughout the Life Cycle
  • Graduate Proseminar: Cognitive Development
  • Graduate Proseminar: Socio-Emotional Development
  • Graduate Proseminar: Cognitive Neuroscience
  • Graduate Seminar: Development and Neural Bases of Higher Cognitive Functions
  • Graduate Seminar: Systems Neuroscience (co-taught with other Neuroscience faculty)

Comments from students at the University of Pennsylvania during the 7 years (1988 – 2004) this course was taught there

In Department of Psychology, Washington University:

  • Developmental Psychology: The Social and Emotional Growth of the Person
  • Developmental Psychology throughout the Life Cycle
  • Research Methods in Experimental Psychology
  • Seminar: Cognitive Development and its Relation to Maturation of the Brain (co-taught with Michael Posner in 1987)

In Department of Psychology and Social Relations, Harvard University:

  • Cog. Dev. in the Second Half of the First Year of Life: The Object Retrieval Experiment
  • Directed Reading and Research: Socioemotional Development during Infancy
  • Head Teaching Fellow, Psychology of the Human Life Cycle (Prof. George Goethals)
  • Teaching Fellow, Research Methods in Social Psychology
    Certified to teach secondary school social studies

Certified to teach secondary school social studies

  • Student teacher, Nether Providence High School, Wallingford, PA 1974-75

Graduate Students Supervised and/or Co-Supervised

at UBC:

  • Graduate Advisor (2016 - present), Áurea Vericat, Cross Faculty Inquiry (CFI) Program, Early Childhood Education, PhD program, co-supervisor.
  • Graduate Advisor (2015 - present), Alyssa Ash, Neuroscience MSc program, supervisor.
  • Graduate Advisor (2015 - present), Jennifer Kitil, Education PhD program, dissertation committee.
  • Graduate Advisor (2014 - present), Haolu Zhang, Neuroscience MSc program, supervisor.
  • Graduate Advisor (2012 – present), Kim Viljoen, Interdisciplinary Studies PhD program, co-supervisor.
  • Graduate Advisor (2011 - present), Mona Have Sørensen, Sports Science and Clinical Biomechanics PhD program, Univ. of Southern Denmark, Odense, co-supervisor.
  • Graduate Advisor (2012 - present), Jacqueline Davis, Interdisciplinary PhD program, supervisor.
  • Graduate Advisor (2012 - 2015), Angela Low, Human Development, Learning & Culture M.A. program, co-supervisor.
  • Graduate Advisor (2011 - 2015), Hadas Av-Gay, Special Education PhD program, co-supervisor.
  • Graduate Advisor (2012 - 2013), Golnoush Alamian, Neuroscience MSc program, supervisor.
  • Graduate Advisor (2011), Nicole Sanford, PhD Candidate in Neuroscience, supervisor.
  • Graduate Advisor (2011), Kathleen Lee, PhD Candidate in Neuroscience, supervisor.
  • Graduate Advisor (2006 - 2010), Jeanette Evans, PhD Candidate in Neuroscience, supervisor.
  • Adjunct Graduate Advisor (2005 - 2014), Michelle Kozey, Educational & Counselling Psychology PhD program, co-supervisor.
  • Graduate Advisor (2008 – 2010), Lisa Barker, MA Candidate in Neuroscience, supervisor.
  • University examiner (2012), examing committee, PhD thesis defence, Jennifer Meghan Gray, Interdisciplinary. Supervisor: V. Viau
  • Member (2011 - present), Co-thesis advisor, Mona Have Sørensen
  • Member (2010 - 2012), PhD Committee, Jonathan Epp
  • Member (2008 - 2009), Master’s Committee, Tamara Crozier
  • Member (2007 - 2010), Master’s Committee, Jonathan Epp
  • Member (2006 - 2009), Master’s Committee, Kamyar Keramatian
  • Member (2010 - 2014), PhD Committee, Jay Hosking, Neuroscience.
  • Member (2005 - 2008), Master’s Committee, Orsolya Magyar
  • Member (2004 - 2005), Dissertation Committee, Heike Dumke, PhD Candidate in Neuroscience
  • Member (2007 - 2009), Membership Committee, Green College, UBC
  • Promoted the work of neuroscience PhD student, Andy Shih (advisor: Tim Murphy) and tried to spearhead multi-site clinical trials based on the implications of Andy’s work for minimizing the consequences of perinatal hypoxia/ischemia for the infant’s brain:
    • Organized & cooked a lunch at BC Children’s Hospital for a discussion between Andy, Mary Connolly (Head, Child Neurology), Philippe Chessex ( Head, Div. of Neonatology), & David Holtzman (Head, Neurology, Washington University Medical School)
    • Arranged for Andy to present at the Combined Perinatal Rounds at BC Children’s & Women’s

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Past Trainees

Many who've worked with me have gone on to careers in science & education. Examples:

Amber L. Story, PhD – Deputy Division Director, Division of Behavioral and Cognitive Sciences (SBE/BCS), National Science Foundation (NSF)
Michiel Westenberg, PhD – Prof. & Chair, Developmental Psychology, Leiden Univ.; Director, Research Institute on Motivated Cognition and Behavior, Leiden Univ.; Scientific Director, National Institute for the Study of Education and Human Development, Netherlands
James Bailey, PhD – Prof., Organizational Behavior & Development, George Washington Univ
Katharine Verdolini Abbott, PhD – Prof., Communication and Science Disorders, Univ. of Pittsburgh
Ruth Litovsky, PhD – Prof., Dept. of Communicative Disorders & Dept. of Surgery, Division of Otolaryngology, Univ. of Wisconsin-Madison. (Ruth made a major discovery in the assessment children’s auditory attention, which was patented)
Susan Rivera, PhD – Prof., Center for Mind and Brain, Univ. of California-Davis
Elizabeth Donner, MD – Neurologist & Project Director, Neurosciences & Mental Health, Hospital for Sick Children, Toronto
Natasha Kirkham, PhD – Lecturer in Psychology & RCUK Fellow in Developmental Cognitive Neuroscience, Dept. of Psychological Sciences, Birkbeck College, Univ. of London
Glenda Callender, MD, FACS – Ass't Prof. of Surgery (Endocrine Surgery), Yale School of Medicine, New Haven, CT
Dima Amso, PhD – Ass't Prof., Dept. of Cognitive, Linguistic & Psychological Sciences, Brown University
Melissa Goldberg, PhD – Ass't Prof., Psychiatry and Behavioral Sciences, Johns Hopkins Univ. School of Medicine
Matt Davidson, PhD – Ass't Prof., Dept. of Psychology, Univ. of Massachusetts-Amherst
Kristin Shutts, PhD – Ass't Prof., Dept. of Psychology, Univ. of Wisconsin-Madison
Vivian Ciaramitaro, PhD – Ass't Prof., Dept. of Psychology. Univ. of Massachusetts – Boston
Lisa Briand, PhD – Ass't Prof., Dept. Of Psychology, Temple University, Philadelphia, PA
Emily Goard Jacobs, PhD – Ass't Prof., Psychology & Brain Sciences, UC-Santa Barbara (on-leave until Spring 2016 as Instructor in Psychiatry, Harvard Medical School)
Ulrike Klossek, PhD, DClinPsy – Research Scientist, Dept. of Psychology, Cambridge Univ., UK
Wolfgang Rauch, PhD – Instructor, Forum Self-Regulation and Regulation, Dept. of Psychology, Heidelberg Univ., Germany
Mery Prevor, MD – Ophthalmologist in private practice
Kim Dilda Shaw, MD – Family Practice Physician, Moses H. Cone Memorial Hospital, Greensboro, NC
Ben Geertz, MD – Pediatric Neurology Resident, Georgetown Univ. Hospital
Theresa (Leze) Zagreda, DO – Physician, Internal Medicine, Montefiore Medical Group, Bronx, NY
Michelle Kozey-Hayes, PhD – Clinician & Therapist, The Wishing Star: Lapointe Developmental Clinic, Surrey, BC
Lisa Barker, MA – part-time faculty, Dept. of Psychology, Trinity Western Univ., Langley, BC
Karine Gazarian – 3rd year PhD student, Clinical Neuroscience, Institute of Neurology, Univ. College, London (has a fellowship)
Loren Cruess Anderson, MA – Ed.D. student at Tufts University, Medford, MA
Sarah Munro, MS – Software engineer, Goodreads.com

Undergraduate Independent Studies & Honor Theses Advised - click here.

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Awards

2015 Honorary degree (Doctor of Philosophy Honoris Causa) conferred by Ben-Gurion University of the Negev, Beer Sheva, Israel - video (3 min): www.youtube.com/watch?v=CnL4Ygzepgcbr
video (1 hour 8 min): www.youtube.com/watch?v=jOBge2SbX2k&feature=youtu.be
2014 Listed as #13 of the 30 most influential neuroscientists alive today
(Only woman in top 15; only woman even in the top 23. One of only two Canadians in the top 30.)
  Received the Urie Bronfenbrenner Award for Lifetime Contributions to Developmental Psychology in the Service of Science and Society from the American Psychological Association. The Bronfenbrenner Award is given to an individual whose work has, over a lifetime career, contributed not only to the science of developmental psychology, but who has also worked to apply developmental psychology to society.
  Elected a Fellow of APA, Division 1 (General) beginning Jan. 2015.
2013 Gertrude Weigum Hinsz Lecture, North Dakota State University, Fargo, ND
  Visiting Professor. Ben Gurion University, Beer Sheva, Israel.
  Featured Speaker, Cities Fit for Children Provinical Summit Pre-Conference: A special evening for parents and caregivers, Surrey, BC.
  Keynote Address. 103rd Arizona Town Hall, Grand Canyon, AZ.
  Invited Plenary Address, Annual meeting of the European Society of Pediatric Research, Porto, Portugal.
  Keynote Address. Northwest Cognitive and Memory Conference, Kwantlen Polytechnic University, Surrey, BC.
  Keynote Address. Educare Learning Network’s annual meeting, Phoenix, AZ
2012 Keynote Address, European Association for Research on Learning and Instruction, Utrecht, Netherlands
  Keynote Address, ‘Key Issues in Childhood Physical Activity Science,' 7th European Youth Heart Study Scientific Symposium, Madeira, Portugal
  Keynote Address, First Things First Presummit Symposium on School Readiness, Phoenix, AZ
  Keynote Address, TrygFonden Multi-disciplinary symposium, "Improving the well-being of children and youth,” Copenhagen, Denmark
  Keynote Address, Early Childhood Education Research Forum, Maryland State Department of Education (MSDE), Towson, MD
  Plenary Address, Special Symposium at Leiden University in Honor of Prof. Leo de Sonneville, Leiden, Netherlands
  Pease Family Scholar Lecture, Iowa State University, Ames, IA
  “Activities and Programs That Improve Children’s Executive Functions” appeared in Psychology Progress (Dec. 9) (which alerts the scientific community to breaking journal articles considered to represent the best in psychology research)
  Profiled in a textbook titled Child Psychology, 3rd edition, by Alastair J. Younger, Ross Vasta, Scott A. Adler, Scott A. Miller, & Shari Ellis - in the 'Canadian Contributions' section – publisher: John Wiley & Sons
  Public Address, sponsored by the Dalai Lama Centre, Vancity Theatre, Vancouver, BC
  Worldwide Who's Who: 2012- present
2011 Inaugural Speaker in Visiting Distinguished Scholar Program, Virginia Tech Carilion Research Institute & School of Medicine, Roanoke, VA
  Renewal of Tier 1 Canada Research Chair
  Frijda Public Lecture, Cognitive Science Center Amsterdam, Amsterdam, Netherlands
  Logan Lecture, Centennial Academy, Montreal, QC
  Pickering Lecture in Development Psychology, Carleton University, Ottawa, ON
  Keynote Address, Roeper School, Bloomfield Hills, MI
  Keynote Address, Cross-Cultural Symposium on Early Childhood Education: Educating the Heart, Body and Mind, Richmond, BC
  Keynote Address, 37th Minnesota Symposium on Child Psychology, Minneapolis, MN
  Keynote Address, New York Academy of Sciences, 2nd Annual Aspen Brain Forum, Conference on the Cognitive Neuroscience of Learning and Education, Aspen, CO
  Keynote Address, 22nd Annual Boston Trauma Conference, Boston, MA
  Keynote Address, Ethical Culture Fieldston School, New York City, NY
  Plenary Address, NICHD Vision Workshop on Behavior, Bethesda, MD
2010 Valedictory Address, Conference on Science, Spirituality, and Education, presided over by the Dalai Lama, sponsored by Namgyal Institute of Tibetology, to advise the Government of Sikkim in their endeavor to overhaul the Provisional Education System so that they educate not only the head but also the heart, in Gangtok, Sikkim, India
  Jane Holmes Bernstein Lecture in Developmental Neuropsychology, Psychiatry Grand Rounds, Children’s Hospital, Boston, MA
 

Keynote Addresses at:

International Workshop on “Selection and Control Mechanisms in Perception and Action,” Jerusalem, Israel

Annual General Meeting, Association Montessori Internationale, Amsterdam, The Netherlands, Continuing Education credits provided

Royce Conference, University of Alberta, Edmonton, AB

  Plenary Address, Making Connections Conference, organized by UBC School Psychology Program, Richmond, BC
  featured at the annual UBC Gala, “Celebrate Research Week,” a short video vignette was devoted to Prof. Diamond and her research
  Robbie Case Memorial Lecture, University of Toronto’s Institute of Child Study, Ontario
2009 Elected a Fellow of the Royal Society of Canada
  Elected a Fellow of the Society of Experimental Psychologists (SEP), the oldest honorary society for psychology
  One of three scientists invited to speak on stage with the Dalai Lama and another Nobel Peace Laureate, Mairead Maguire, on “Heart-Mind Education: Enhancing academic, social, and emotional competence” at the Orpheum Theatre, Vancouver, broadcast live worldwide by CTV as part of the Vancouver Peace Summit
See video at: watch.ctv.ca/2009-peace-summit/vancouver/2009-vancouver-peace-summit-tuesday-september-29th-2009/#clip217357
and: www.youtube.com/watch?v=kD2cWBGMVAg
  Recipient, YWCA Woman of Distinction Award (recognized nationally as a important award for women)
  Recipient, Inaugural Distinguished Achievement Award for Service to the University and Community, awarded by the Faculty of Medicine, UBC
  one of a handful of scientists invited to meet with the Dalai Lama for a week at his official residence in Dharamsala, India
  Featured Researcher at the Board of Governor’s Meeting, University of British Columbia, Vancouver
  Helen H. Molinari Memorial Lecture in Neuroscience, Albany Medical College, Albany, NY
  John P. Zubek Memorial Lecture, Department of Psychology, University of Manitoba, Winnipeg
 

Keynote Addresses at:

Conference on “School Readiness and School Success: From research to policy and practice,” Quebec City, QC

Annual Conference, Australian Society for the Study of Brain Impairment (ASSBI), Sydney, AU

Australian Society for the Study of Brain Impairment (ASSBI) 2009 Conference, Sydney, AU

British Psychological Society Annual Meeting, Developmental Section, Nottingham, UK

First Call: BC Child and Youth Advocacy Coalition, Honoring Our Advocacy Fundraiser, Vancouver

  Invited Address, APA Annual Convention Division 7 (Developmental), Toronto, ON
  Invited Address, APA Annual Convention Division 40 (Neuropsychology), Toronto, ON
  Invited Workshop at the Australian Society for the Study of Brain Impairment (ASSBI) Annual Conference, Sydney, AU
2008 named a William James Distinguished Lecturer, by the Association for Psychological Science.
  RO Jones Memorial Speaker, Canadian Psychiatric Association Annual Meeting, Vancouver, BC
  Birch Lecture for the International Neuropsychological Society (INS) meeting, Buenos Aires, Argentina
  Commencement Speaker for the Eaton Arrowsmith School, Vancouver, BC
  Keynote Address at the biennial meeting of the International Conference on Infant Studies (ICIS), Vancouver, BC
  Who's Who Among Executives and Professionals, and in the 2008-2009 "Honors Edition"
2007 Opening of the Academic Year Address, Maastricht University, NL
  Keynote Address, HELP Workshop on Innovative Assessment Practices: Supporting Families & Community, Vancouver, BC
2006 Elected a Fellow of the Association for Psychological Science (APS)
  Alberta Health FMR Visiting Scholar, Alberta Children's Hospital, University of Alberta, & Hotckiss Brain Institute, Calgary, Alberta
  Woman of Distinction Finalist, YWCA, Vancouver, BC
2005 Elected to the Board of Governors of the International Neuropsychological Society (INS)
  Brain Awareness Week Lecturer, McMaster University's Dept. of Psychiatry & Behavioural Neurosciences, Dept. of Psychology, and Brain-Body Institute, Hamilton, ON
  Henry Dunn Lecture, the Northwest Pacific Pediatric Neurology Society Annual Meeting
  Hira Panikkar Memorial Lecture, Child & Adolescent Psychiatry, BC Children’s Hospital
2004 Awarded a Tier 1 Canada Research Chair
  Canada Foundation for Innovation (CFI) Award
 

Invited Addresses:

Biennial Conference on Human Development, Washington, DC

Meeting on “Emerging Self-Regulation: The Measurement of Executive Function during Early Childhood,” Penn. State University

Annual Research Day, Psychiatry Dept., UBC Medical School, Vancouver, BC

  Invited Workshop at joint Internat’l Neuropsych. Society/ASSBI conference, Brisbane, AU
2003 Elected to the Executive Board of the Cognitive Development Society
  Visiting Professor, University of California, San Francisco
  Recommended by the APA to serve on the Working Group of NIMH Advisory Council to develop guidelines to prioritize basic research (incl. behavioral, cognitive, & molecular)
  Keynote Address, Conf. on ADHD and Apraxia, Annual Meeting on Movement Sciences, Columbia University, New York, NY
  Invited Instructor, Merck Fdn. summer course on the “Biology of Developmental Disabilities”
  Invited presentation, NIH Inter-agency Conf. on Prefrontal Cortex & Executive Function, New York, NY
2002 Distinguished Speaker, Cornell University, Department of Psychology, Ithaca, NY
  Opening Keynote Address, Conference on "Développement cognitif et troubles des appren-tissages: Evaluer, comprendre, réduquer et prendre en charge," Strasbourg, France
  Invited Address on "Self-Control in Young Children," Cuyahoga Community College, Cleveland, OH
  Invited Workshop on "The Neuropsychology of Treated PKU," International Neuropsychological Society (INS) Annual Meeting, Toronto, ON
 

Other invited talks:

in Invited Symposium on "The Prefrontal Cortex and Cognition: New Insights into Willful Behavior," American Association for the Advancement of Science (AAAS) Annual Meeting, Boston, MA

at International Mtg on "PKU: Brain-Behavior Sequelae," Amsterdam, Netherlands

at International Meeting of Developmental Neurology, on "The Clumsy Child - Aetiology, Pathophysiology and Treatment," Groningen, Netherlands

2001 to present. Member, College of Reviewers for the Canada Research Chairs program, NSERC
  to present. Member, ‘Faculty of 1000’: In the Faculty of 1000, the field of biology is divided into 17 Faculties with the aim of organizing & evaluating the life sciences literature. I am in the Cog. Neurosci. section headed by Richard Morris & Leslie Ungerleider, within the Neurosci. Faculty headed by Martin Raff, Chuck Stevens, Bill Newsome, & Carla Shatz
2001 to present. Member, Senior Advisory Board of National Center for Children in the Public Interest
2001

Invited Speaker at:

Invited Symposium on "Use of Imaging Techniques in Developmental Research," International Society for Dev.al Psychobiology Annual Meeting, New Orleans, LA

“The Developing Child: Brain and Behavior” Symposium Series co-sponsored by the Erikson Institute and the University of Chicago, Chicago, IL

"Nelson Butters' West Coast Neuropsychology Conference," San Diego, CA

Intercampus Neuroscience Symposium, University of Massachusetts, Worcester, MA

“Foundations of Human Knowledge Acquisition: New Evidence from Infant Researchand Neuroscience,” Hanse Institute, Delmenhorst, Germany

Invited NIDA Symposium on “Neurotransmitters in Brain & Behavioral Development,” Society for Research in Child Development Biennial Meeting, Minneapolis, MN

Invited Symposium on the “Development and Organization of Prefrontal Function,” Society for Research in Child Development Biennial Meeting, Minneapolis, MN

Invited Instructor, Cold Spring Harbor summer course on “Developmental Cognitive Neurosci.”

2000

21st Century Award for Achievement, International Biographical Centre, Cambridge, UK, named one of the “2000 Outstanding Women of the 20th Century,” one of the first so honored.

 

Keynote Addresses at:

Annual Retreat, Zlotowski Center for Neurosci., Ben Gurion Univ., Beer Sheva, Israel

“Pediatric Neuroimaging and Drugs," NIDA Meeting, Bethesda, MD

Biennial Congress of the German Psychological Association, Jena, Germany

ZERO TO THREE Leadership Development Initiative, New Orleans, LA

 

Named one of the “2000 Outstanding Women of the 20th Century,” IBC, Cambridge, UK

 

Invited Speaker at:

“The Frontal Lobes 2000,” Rotman Research Inst. Conf., Toronto, ON

“The Relation of PFC Dev. to Children’s Cognitive and Social Behavior,” Phila., PA

Invited Instructor, McDonnell Summer Institute in Cognitive Neuroscience, Hanover, NH

1999

-present: Listed in “Who’s Who in America” and “Who’s Who in the World”

1997

Named a Distinguished Scientific Lecturer by the American Psychological Association

 

Elected a Fellow of APA, Division 6 (Society for Behavioral Neuroscience and Comparative Psychology) "in recognition of outstanding & unusual contributions to the science and profession of psychology"

1995

Presented the Master Lecture on Developmental Cognitive Neuroscience at the Society for Research in Child Development Biennial Meeting, Indianapolis, IN
"A Master Lecture is intended as a sort of tutorial in a particular field....The individuals invited to deliver these major addresses are people who are widely recognized as leaders in their fields...."

 

Invited Instructor, American Academy of Neurology course on Behavioral Neurology, Seattle, WA

1993

Elected a Fellow of APA, Division 7 (Developmental Psychology) "in recognition of outstanding & unusual contributions to the science and profession of psychology"

 

Tjossem Memorial Lecture, University of Washington, Seattle, WA

1975

NSF Graduate Fellowship

 

Danforth Graduate Fellowship

 

Phi Beta Kappa

 

Sigma Xi

 

Graduated with highest honor in Swarthmore College's course program of study

1973

NIMH Undergraduate Research Fellowship

1972

Hunter Grubb Scholarship

1970

-1975 Swarthmore National Scholarship

1970

Valedictorian, John Bowne High School, New York, NY

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Invited Talks and Conference Presentations

Keynotes and Addresses, Invited Workshops and Talks

Each year Dr. Diamond gives invited addresses in North America & abroad (including Belgium, Czechoslovakia, Denmark, France, the Netherlands, Germany, Poland, Portugal, Spain, Sweden, Switzerland, the UK (England, Scotland, & Wales), USSR, Chile, Ecuador, Mexico, Peru, India, Indonesia, Israel, Australia, & New Zealand) to audiences ranging from neurologists, psychiatrists, pediatricians, & neuropsychologists, to educators, developmental psychologists, & early childcare providers, to lawyers & policy makers, to psychoanalysts, clinical psychologists, & rehabilitation therapists.

In 2012 alone, she gave 40 invited addresses. In 2013, she gave 39. In 2014, she is scheduled to give, or has already given invited talks all over North America, plus three other continents: Europe (the Netherlands & Switzerland), Asia (Bali in Indonesia & Israel), and South America (Chile, Ecuador & Peru).

Upcoming Talks

Diamond, A. (to be presented June 9, 2016). What characteristics does a physical activity need for it to improve cognition, including executive functions? Keynote Address. Annual Meeting of the International Society of Behavioral Nutrition and Physical Activity (ISBNPA), Cape Town, South Africa.

Diamond, A. (to be presented July 8, 2016). Title:tba. Keynote Address. Montessori Institute of San Diego, La Jolla, CA.

Diamond, A. (to be presented Sept. 9 - 10, 2016). Title:tba. Invited talk. Houston Arts Partners Conference, TX.

Diamond, A. (to be presented Oct. 6 - 7, 2016). Title:tba. Keynote Address. Crittenton Women's Union's Biennial Conference: ‘Disrupting the Poverty Cycle’, Boston, MA.

Diamond, A. (to be presented Dec. 19, 2016 to Jan. 13, 2017). Title:tba. Invited to teach a 4-week course. Visiting Professor, Ben Gurion University, Beer Sheva, Israel.

Diamond, A. (to be presented Feb. 21, 2017). Evening session for parents: Title: tba. Invited talk. BoyOBoy speaker series, St. George’s School, Vancouver, BC.

Diamond, A. (to be presented Feb. 22, 2017). Morning session for boys and teachers: Title: tba. Invited talk. BoyOBoy speaker series, St. George’s School, Vancouver, BC.

Diamond, A. (to be presented Feb. 22, 2017). Lunch session for principals and heads of departments: Title: tba. Invited talk. BoyOBoy speaker series, St. George’s School, Vancouver, BC.

Diamond, A. (to be presented Feb. 25, 2017). Interrelations of executive functions with emotional, social, and physical health. Invited talk. Pacific Northwest Montessori Association, Seattle, WA.

Diamond, A. (to be presented April, 2017). Title: tba. Invited talk. On the 50th anniversary of a Montessori School, Girona, Spain.

Diamond, A. (to be presented May 25-26, 2017). Title: tba. Invited talk. Children's Hospital Education Research Institute (CHERI), Sydney, Australia.

Talks

Bichin, M., Chau, C. M. Y., Ranger, M., Miller, S. P., Garg, A., Beg, M. F., Fitzpatrick, K., Bjornson, B., Diamond, A., Synnes, A. R., & Grunau, R. E. (May 24-27, 2016). Early pain exposure and region specific brain cortical thickness interact to predict executive function at 8 yrs in children born very preterm. Poster presented at the Canadian Pain Society meeting, Vancouver, BC.
poster: pdf

Diamond, A. (May 13, 2016). Relax, embrace yourself and life, and be there for others. Keynote Address. Mindful Society Conference, Toronto, ON. Continuing Education credits provided.

Diamond, A. (May 3, 2016). What children need most: What moms need so they have the emotional and cognitive resources to provide that. Keynote Address. Annual Mother's Day breakfast fundraiser, Mom2Mom Child Poverty Initiative, Vancouver, BC.

Diamond, A. (April 30, 2016). Title: tba. Invited talk. Operation Med School, a one-day medical conference started by a group of high school students in Vancouver, BC.

Diamond, A. (April 16, 2016). What children need most and why executive functions are so important. Keynote Address. Vancouver Island Montessori Association, Victoria, BC. Continuing Education credits provided.

Diamond, A. (April 7, 2016). Executive functions and the brain. What executive functions are, their importance for education, and how to aid their development. Centennial Niemeyer Lecture. Bank Street School for Children, New York, NY.

Diamond, A. (April 7, 2016). Afternoon talk for teachers: Practical talk about improving teaching practices. Invited talk. Bank Street School for Children, New York, NY.

Diamond, A. (April 5, 2016). The foundation children need to thrive in school and in life. Invited talk. Resurrection Episcopal Day School (an AMI Montessori School), New York, NY.

Diamond, A. (March 22, 2016). An in-depth look at executive functions and how to assess and improve them. Invited lecture. Graduate course (EPSE 553 Theories of Cognitive Abilities), UBC, Vancouver.

Diamond, A. (March 18, 2016). Building connections between people, communities, and disciplines. Invited talk. Nexus Conference: Connecting Communities, Interdisciplinary Studies Graduate Program, UBC, Vancouver.

Diamond, A. (March 17, 2016). Seeing for yourself: Videos of children doing executive function tasks. Invited talk. Student Directed Seminar (ASTU400: Cognitive Neuroscience of Executive Functions), UBC, Vancouver.

Diamond, A. (March 10, 2016). Unpredictable twists and turns in the process of scientific discovery. Invited talk. First Year Seminar in Science (SCIE 113), UBC, Vancouver, BC.

Diamond, A. (March 5, 2016). Focusing exclusively on training cognitive skills is less efficient, and ultimately less successful, than also addressing children's emotional, social, and physical needs. Invited talk. Vroom Scientific Advisory Meeting, Austin, TX.

Diamond, A. (March 3, 2016). Serious business (like learning) can be joyful. Keynote Address. California K-12 Superintendents, Assistant Superintendents and Principals Conference, Curriculum Associates, Los Angeles, CA.

Diamond, A. (Feb. 11, 2016). What can be done to treat or prevent the sequelae of early life trauma? Keynote Address. Afternoon Session of Conference on Early Trauma - Impact upon Brain and Psychological Development: Mechanisms and Interventions. Psychology Education Day 2016. Hospital for Sick Children, Toronto, ON. Continuing Education credits provided.
An additional eight ‘child and family support’ programs in Northern Ontario participated remotely.

Diamond, A. (Feb. 11, 2016). Biological and psychological effects of early life trauma. Keynote Address. Morning session of Conference on Early Trauma - Impact upon Brain and Psychological Development: Mechanisms and Interventions. Psychology Education Day 2016. Hospital for Sick Children, Toronto, ON. Continuing Education credits provided.
An additional eight ‘child and family support’ programs in Northern Ontario participated remotely.

Diamond, A. (Feb. 9, 2016). To improve self-regulation, creativity and problem-solving: Have children play! Invited talk. Boston Children’s Museum, Boston, MA.
video: www.youtube.com/watch?v=k3nPmqj5Ilw

Diamond, A. (Feb. 6, 2016). Symposium “Risk factors in the development of executive functioning in children.” Invited discussant. International Neuropsychological Society (INS) Annual Meeting, Boston, MA.

Diamond, A. (Feb. 5, 2016). The development of executive functions: Principles and strategies for aiding that and differences by genotype and gender. Invited Plenary Address. International Neuropsychological Society (INS) Annual Meeting, Boston, MA.

Diamond, A. (Jan. 28, 2016). The role of social and emotional factors in children's ability to exercise executive functions and do well in school. Invited talk. Early Years Pre-Conference, Vancouver, BC.

Diamond, A. (Jan. 22, 2016). Insights from neuroscience to help every child thrive: How dance might aid brain development and critical cognitive skills. Lecture – Demonstration, co-presented with the children of the California Dance Institute, Semel Institute for Neuroscience & Human Behavior, UCLA, Los Angeles, CA.

Diamond, A. (Jan. 16, 2016). Playful ways to improve the brain’s executive functions. Invited 2-hour workshop. Children the Heart of the Matter Conference, Surrey, BC.

Diamond, A. (Jan. 15, 2016). Child development and the brain: What every child needs to succeed. Keynote Address. Children the Heart of the Matter Conference, Surrey, BC.

Diamond, A. (Nov. 19, 2015). As scientists explore how we can best help children thrive, they are confirming the wisdom of traditional ways for promoting well-being. Invited talk. Universidad Católica de Temuco, plus Universidad de La Frontera, Universidad Autónoma de Chile, & Universidad de Aconcagua, Temuco, Chile.

Diamond, A. (Nov. 6, 2015). Strategies and activities for aiding the development of executive functions and ways to assess executive functions. Invited 3-hour workshop. British Columbia Association of School Psychologists (BCASP), Vancouver, BC. Continuing Education credit provided.

Diamond, A. (Nov. 3, 2015). What nourishes the whole child and the human spirit is also best for executive functions. Invited talk, The 3rd Annual Simms/Mann Think Tank, Los Angeles, CA.

Diamond, A. (Oct. 23, 2015). Factors that aid and factors that hinder the development of executive functions. Invited talk. Neuroplasticity and Education: Strengthening the Connection conference, Vancouver, BC.
pdf: www.neuroplasticityandeducation.com/wp-content/uploads/2015/10/adele-diamond.pdf
video: youtube.com/watch?v=fQCq-7tlqrE&feature=youtu.be

Diamond, A. (Oct. 22, 2015). How can we help more children thrive (not simply survive, but flourish)? Invited 4-hour workshop. Social Venture Partners (SVP) 2015 Audacious Philanthropy Conference, Seattle, WA.

Diamond, A. (Oct. 22, 2015). A counterintuitive approach to improving outcomes for children. Invited talk. Social Venture Partners (SVP) 2015 Audacious Philanthropy Conference, Seattle, WA.

Diamond, A. (Oct. 17, 2015). Bright young minds: Early learning and executive functions. Keynote Address. Success by 6 / Okanagan Parent Conference, Kelowna, BC.

Diamond, A. (Oct. 06, 2015). What values, principles, and policies make you particularly proud to be Canadian? Requested by, and for, students to excite students about voting in the upcoming federal election by highlighting ways that the outcome could directly impact their lives. UBC campus, Vancouver, BC.

Bichin, M., Chau, C.M.Y., Ranger, M., Miller, S.P., Diamond, A., Garg, A., Beg, M.F., Fitzpatrick, K., Bjornson, B., Synnes, A.R., & Grunau, R.E. (Sept. 19 - 21, 2015). Interaction of neonatal pain-related stress and regional brain cortical thickness associated with executive function in children born very preterm at 8 years. Poster presented at the Brain Development Conference, Ottawa, ON.
poster: pdf

Diamond, A. (Sept. 18, 2015). Research that helps us move closer to a world where each child thrives. Invited brief talk. “Just One Wish for the Study of Human Development ” webinar for the special issue of Research in Human Development.
video: extract_of_5-min_talk_from_18_Sept_2015_webinar_6min_02sec.wmv

Diamond, A. (Sept. 7, 2015). Insights from neuroscience and from psychology of possible benefit to teachers. Invited talk. Montessori School, Bilbao, Spain. Continuing Education credit provided.

Diamond, A. (Sept. 5, 2015). Understanding executive functions (sometimes erroneously called ‘non-cognitive’ skills): Insights from neuroscience and psychology. Keynote Address. Economic Science Association (ESA) European Meeting, Heidelberg, Germany.

Diamond, A. (Aug. 10, 2015). The importance of dance, music, and other related activities for the development of children. Invited talk. 'Education for Social Change: Innovative Solutions' Conference, Educateurs sans Frontières, Khon Kaen, Thailand. Continuing Education credit provided.

Diamond, A. (July 30, 2015). Insights and strategies from neuroscience and developmental science for early childhood education. Invited talk. Indonesia Education University (UPI), Bandung, Indonesia.

Diamond, A. (July 28, 2015). The conditions of learning: A neuroscience perspective. Universitas Negeri Jakarta (State University of Jakarta), Jakarta, Indonesia.

Diamond, A. (July 25, 2015). Insights and strategies from neuroscience and developmental science for early childhood education. Invited talk, early childhood teachers, Gajah Mada University (UGM), Jogyakarta, Indonesia. Continuing Education credit provided.

Diamond, A. (May 29, 2015). Invited brief talk. Event of the Year 2015, California Dance Institute, Monrovia, CA.
video: www.youtube.com/watch?v=nMoUJRfGJxA

Diamond, A. (May 28, 2015). Insights from neuroscience, social psychology, and developmental science for improving executive functions, with clinical implications. Invited talk, Psychology Dept. Colloquium, University of California - San Diego, CA.

Diamond, A. (May 27, 2015). Exercise without a cognitive component produces little or no cognitive benefit. Invited talk, American College of Sports Medicine (ACSM) meeting, San Diego, CA. Continuing Education credit provided.

Diamond, A. (May 18, 2015). Interrelations of executive functions with emotional, social, and physical health. Keynote Address,  Developmental Behavioral Disorders & a Spectrum of Pediatric Challenges meeting, Hilton Head Island, SC. Continuing Education credit provided.

Diamond, A. (May 11, 2015). Insights from neuroscience and psychology to help our young people thrive. Invited talk, Zlotowski Neuroscience Lecture, Ben-Gurion University of the Negev, Beer Sheva, Israel.
NB: gave the inaugural Zlotowksi Neuroscience Lecture in 2000.
video: www.youtube.com/watch?v=FMzHvZpb6X4

Diamond, A. (May 8, 2015). Music matters: The orchestra as a tool for social change . Invited panelist,  Friday Forum, Portland City Club, Portland, OR.

Diamond, A. (May 7, 2015). Child development, executive functioning, and the role of the arts and physical activity among marginalized youth. Invited talk, Portland State University (PSU), sponsored by the Oregon BRAVO El Sistema Orchestra and the Social Determinants of Health Initiative, PSU, Portland, OR.
see: portland_state_university_news_announcements_11_may_2015.pdf
see: www.pdx.edu/social-determinants-health/sdhi-events
pdf of slides: www.pdx.edu/social-determinants-health/sites/www.pdx.edu.social-determinants-health/files/Adele%20Diamond.pdf

Diamond, A. (May 5, 2015). Executive functions: Practical insights with implications for psychiatric practice. Invited talk, Psychiatry Regional Rounds, Vancouver General Hospital, BC. Continuing Education credit provided.

Diamond, A. (April 24, 2015). Invited brief talk, Social Venture Partners (SVP): Seeing is Believing Tour, Vancouver, BC.

Diamond, A. (April 20, 2015). The critical role of executive functions in children and teens. Invited all-day (5-hour) workshop, 4th Annual Grand Erie District School Board Professional Student Services Personnel Conference, Brantford, ON. Continuing Education credit provided.

Diamond, A. (April 17, 2015). Research insights into promoting the well-being of children and their families. Keynote Address, Mindful Families, Schools & Communities: Research-to-Practice Promoting Child Well-Being meeting, Seattle, WA. Continuing Education credit provided.

Diamond, A. (March 24, 2015). What do our children need to grow up strong, proud, kind, and fulfilled? Invited talk, Success by 6 / Early Years Gathering and Training Event, Richmond, BC. Continuing Education credit provided.

Diamond, A. (March 9, 2015). What executive functions are and their importance for education. Invited talk for course on the Developing Brain (Course #PSYC-208), Department of Psychology, University of British Columbia, Vancouver, BC.

Diamond, A. (March 7, 2015). Executive functioning and pediatric neuropsychology. Invited talk, Pacific Northwest Neuropsychological Society, Seattle, WA. Continuing Education credit provided.

Diamond, A. (March 6, 2015). Executive functions and prefrontal cortex: Genetic and neurochemical influences plus gender differences. Invited talk, BC Neuroscience Day, Vancouver General Hospital, Vancouver, BC. Continuing Education credit provided.

Diamond, A. (Feb. 27, 2015). What cognitive skills will children need to succeed in the 21st century? Invited talk, 20th National Montessori Congress in Mexico: The Art of Educating, Puebla, Mexico. Continuing Education credit provided.

Diamond, A. (Feb. 26, 2015). The caring relationship between the teacher and the children. Invited talk, 20th National Montessori Congress in Mexico: The Art of Educating, Puebla, Mexico. Continuing Education credit provided.

Diamond, A. (Jan. 30, 2015). How understanding what helps and hinders executive functions can help children thrive. Keynote Address, Increasing Mindfulness and Self-awareness in Children with Disorders of Executive Function, a joint conference of the University of California - Irvine Dept. of Pediatrics, The Center for Autism & Neurodevelopmental Disorders, the Chapman University Abilities Project, the Orange County Health Care Agency, and the Orange County Dept. of Education, Costa Mesa, CA. Continuing Education credit provided

Diamond, A. (Dec. 5, 2014). Invited talk, Norwegian School Readiness Intervention Workshop, Chicago, IL.

Diamond, A. (Nov. 22, 2014). Executive functions: What they are, why they’re important, and how to improve them. Keynote Address, Cerebrum Conference, Lima, Peru. Continuing Education credit provided.

Diamond, A. (Nov. 22, 2014). Some ways to assess executive functions. Invited workshop, Cerebrum Conference, Lima, Peru. Continuing Education credit provided.

Diamond, A. (Nov. 14, 2014). Strategies and activities for aiding the development of executive functions in children. Keynote Address, Early Childhood Education Conference, IDEA Institute, Universidad San Francisco de Quito, Ecuador. Continuing Education credit provided.

Diamond, A. (Nov. 14, 2014). Two particularly wise educational approaches: Tools of the Mind and Montessori. Invited workshop, Early Childhood Education Conference, IDEA Institute, Universidad San Francisco de Quito, Ecuador.

Diamond, A. (Nov. 11, 12 and 13, 2014). A set of three 2-hour invited course lectures for Prof. Nascira Ramia’s graduate course, Universidad San Francisco de Quito, Ecuador.

Diamond, A. (Nov. 13, 2014). Delivered an invited 2-hour course lecture for Prof. David Landsdale’s graduate course, Universidad San Francisco de Quito, Ecuador.

Diamond, A. (Nov. 6, 2014). Recent insights from neuroscience and developmental science. Invited talk, Sir Winston Churchill Secondary School International Baccalaureate (IB) Year 2 IBeyond Conference, Vancouver, BC.

Diamond, A. (Nov. 1, 2014). Strategies and activities for aiding the development of executive functions. Invited talk, Centre for ADHD Awareness, Canada (CADDAC) Conference, Vancouver, BC. Continuing Education credit provided.

Diamond, A. (Oct. 29, 2014). Benefits of the arts and physical activity for the brain. Invited talk, Mini Med School (MMS), Child and Family Research Institute, Vancouver, BC.

Diamond, A. (Oct. 21, 2014). Pros and cons of NIMH’s research domain criteria (RDoC) for helping children with executive function deficits. Keynote Address, 2014 Research Forum, American Academy of Child and Adolescent Psychiatry (AACAP) Annual Meeting, San Diego, CA. Continuing Education credit provided.

Diamond, A. (Oct. 19, 2014). What abilities and skills will be needed for success in the 21st century? Invited talk, Montessori Training Centre of San Diego, CA. Continuing Education credit provided.

Diamond, A. (Oct. 7, 2014). Some thoughts on how we might better help more children to thrive. Invited talk, Individual U, New York, NY.

Diamond, A. (Oct. 2, 2014). What executive functions are, why they’re important, and ways to improve them in young children. Keynote Address, Symposium on 'Creativity, Flexibility, Self-Control, and Discipline: Building Executive Function Skills in Young Children: Practice & Policy ', Lipsitt-Duchin lecture series co-sponsored by Brown University and Rhode Island KIDS COUNT, Providence, RI. Continuing Education credit provided.

Diamond, A. (Oct. 1, 2014). Unintended consequences of seemingly rational actions: Often what produces the best short-term outcomes is different from what produces the best long-term outcomes. Invited talk to White House staff of the Office of Management and Budget, Washington, DC.

Diamond, A. (Sept. 29, 2014). Not losing sight of the goal of any mindfulness practice. Invited talk, Mindfulness & Learning Research Symposium, Johns Hopkins Science of Learning Institute, Baltimore, MD. Continuing Education credit provided.

Diamond, A. (Sept. 27, 2014). New findings about the brain are turning some ideas on their head. Invited TEDx talk, TEDxWestVancouverED: Rethinking Education, West Vancouver, BC.
video: www.youtube.com/watch?v=StASHLru28s

Diamond, A. (Sept. 12, 2014). Interventions, programs, and approaches that appear promising for improving executive functions and those that, despite much hype, do not. Keynote Address, FLUX Integrative Developmental Cognitive Neuroscience Conference, Los Angeles, CA.
video: www.youtube.com/watch?v=dJDB2aTVtlw&index=7&list=PLLnkOMyQjwZNWaf22GUenDf4igs4fGe2i

Diamond, A. (August 21, 2014). Child development and the brain: Insights into reducing social inequalities and helping every child thrive. Invited talk, Interdisciplinary Research in Education Conference, Santiago, Chile. Continuing Education credit provided.

Diamond, A. (August 9, 2014). What do we know about the brain that can help inform early childhood programs? Invited talk, Pacific Early Childhood Education Research Association (PECERA) Conference, Bali, Indonesia. Continuing Education credit provided.

Diamond, A. (June 26, 2014). Leveraging what we’ve learned from research to help every child succeed: Why the arts, play, and physical activity aid cognitive development. Invited talk, ‘Jean Piaget Conference: Theories of Development’ in honor of the 40th anniversary of the Archives Jean Piaget, Université de Genève, Switzerland.

Diamond, A. (June 11, 2014). Principles and strategies for improving executive function skills. Invited webinar, Annie E Casey Foundation.
video: www.devcogneuro.com/videos/principles_and_strategies_for_improving_executive_function_skills.mp4

Diamond, A. (May 28, 2014). What executive functions are and factors that affect them. Invited Plenary Address, 17th Annual Welfare Research and Evaluation Conference (WREC) of the Administration for Children and Families (ACF), Washington, DC. Continuing Education credit provided.

Diamond, A. (May 20, 2014). Neurochemical modulation of, and environmental interventions to improve, executive functions. Invited talk, Joint Donders Institute for Brain, Cognition and Behaviour / Behavioural Science Institute, Radboud University Workshop on ‘Enhancing Executive Functions in Education,’ Nijmegen, Netherlands. Continuing Education credit provided.

Diamond, A. (May 19, 2014). How executive functions foster educational development: Insights from today and perspectives on the future. Invited talk, 'How Executive Functions Foster Educational Development' Conference, Behavioural Science Institute, Radboud University, Nijmegen, Netherlands.

Diamond, A. (May 16, 2014). Interrelations between motor and cognitive development: Development of executive functions. Keynote Address, ‘Inspiring Infancy: Interrelations between Sensory, Motor, and Cognitive Abilities During Typical and Atypical Development’ Conference, Groningen University, Netherlands. Continuing Education credit provided.

Diamond, A. (May 14, 2014). Executive functions: Practical insights from neuroscience and developmental science for helping children. Invited talk, Center for Human Movement Sciences, Groningen University, Netherlands. Continuing Education credit provided.

Diamond, A. (April 23, 2014). Towards a major paradigm shift in how we treat our patients: Part 3 of 3. Invited talk, Neuropsychiatry Grand Rounds, UBC Hospital, Vancouver, BC. Continuing Education credit provided.

Diamond, A. (April 16, 2014). Towards a major paradigm shift in how we treat our patients: Part 2 of 3. Invited talk, Neuropsychiatry Grand Rounds, UBC Hospital, Vancouver, BC. Continuing Education credit provided.

Diamond, A. (March 26, 2014). Frontal lobe and executive functions. Invited Lecture, Neuroscience 501 (Graduate Course) Module on Disorders of Cognition, Communication and Emotion, UBC Faculty of Medicine, Vancouver, BC.

Diamond, A. (March 22, 2014). Environmental and biological effects on prefrontal cortex and executive functions. Invited talk,  Butters-Kaplan West Coast Neuropsychology Conference, San Diego, CA. Continuing Education credit provided.

Diamond, A. (March 15, 2014). Invited talk, Mother and Baby Prison Health: Making Prison Mother Baby Units work in Canada, Vancouver, BC. Continuing Education credit provided.

Diamond, A. (March 13, 2014). Invited talk, ‘Brain Matters! Vancouver: Brain Science and Social Responsibility’ Conference, Vancouver, BC.

Diamond, A. (Feb. 18, 2014). The importance of play. Invited talk, Contemporary Art Gallery, Vancouver, BC.

Diamond, A. (Jan. 17, 2014). All day (6-hour) Invited Presentation. Brainy Bunch, Napa, CA.

Diamond, A. (Dec. 15, 2013 to Jan. 7, 2014). Cognitive, social, and emotional development in cross-cultural and biological perspective. Invited to teach a 4-week course. Visiting Professor, Ben Gurion University, Beer Sheva, Israel. Continuing Education credits provided.

Diamond, A. (Nov. 27, 2013). Toward a major paradigm shift in how we treat our patients: Part 1 of 3. Invited talk, Neuropsychiatry Grand Rounds, UBC Hospital, Vancouver, BC. Continuing Education credit provided.

Diamond, A. (Nov. 21, 2013). Executive functions: What they are, genetic and environmental influences and clinical implication. Invited talk, St. Paul’s Hospital Continuing Medical Education Conference for Primary Care Physicians, Vancouver, BC. Continuing Education credit provided.

Diamond, A. (Nov. 20, 2013). What do children need most?, Invited Featured Speaker, Cities Fit for Children Provincial Summit Pre-Conference: A special evening for parents and caregivers, Surrey, BC.

Diamond, A. (Nov. 13, 2013). Understanding the roles of traditional activities and of ‘executive function’ abilities in nurturing strong, healthy citizens and communities. Invited talk, Ktunaxa Nation Council Call to Gather Meeting, Cranbrook, BC.

Diamond, A. (Nov. 04, 2013). Keynote Address. 103rd Arizona Town Hall, Grand Canyon, AZ.
the presentation was included as an appendix to the town hall final report: www.aztownhall.org/Resources/Documents/103rd_Final_Recommendations_Report_Early_Ed.PDF
video of news program that references Dr. Diamond: www.azpbs.org/arizonahorizon/detailvid.php?id=14665

Diamond, A. (Oct. 25, 2013). Want excellent academic achievement? Simple, just nourish the human spirit. Invited talk, 13th International Meeting in Preschool and Early Education, Monterrey, Mexico. Continuing Education credit provided.

Diamond, A. (Oct. 20, 2013). Neuroscience research and Montessori, Presentation 3: What nourishes the human spirit may also be best for executive functions and school outcomes. Invited talk. Canadian Council of Montessori Administrators Annual Conference and Retreat – “Mindful Montessori”, Richmond Hill, ON. Continuing Education credit provided.

Diamond, A. (Oct. 20, 2013). Neuroscience research and Montessori, Presentation 2: The neuroscience of executive functions, including sex differences. Invited talk, Canadian Council of Montessori Administrators Annual Conference and Retreat – “Mindful Montessori”, Richmond Hill, ON. Continuing Education credit provided.

Diamond, A. (Oct. 20, 2013). Neuroscience research and Montessori, Presentation 1: What children need most and why executive functions are important. Invited talk, Canadian Council of Montessori Administrators Annual Conference and Retreat – “Mindful Montessori”, Richmond Hill, ON. Continuing Education credit provided.

Ling, D., Wong, C., & Diamond, A. (Oct. 18, 2013). Double dissociation: Integrating color/ shape aids conditional discrimination but separating them aids card sorting in 3-year-olds. Poster presented at the Cognitive Development Society Meeting, Memphis, TN.
poster: DOI: 10.13140/RG.2.1.1748.2726 (pdf)

Diamond, A. (Oct. 19, 2013). What we know about child development & the brain to help us nurture body, spirit, & mind: Part 2. Invited workshop, It’s Child Play and it Matters Annual Conference, Lindsay, ON. Continuing Education credit provided.

Diamond, A. (Oct. 18, 2013). What we know about child development & the brain to help us nurture body, spirit, & mind: Part 1. Invited workshop, It’s Child Play and it Matters Annual Conference, Lindsay, ON. Continuing Education credit provided.

Diamond, A. (Oct. 10, 2013). Development of executive functions. Invited plenary session, Annual meeting of the European Society of Pediatric Research, Porto, Portugal. Continuing Education credit provided.

Diamond, A. (Sept. 30, 2013). The executive functions dependent on prefrontal cortex: Genetic and environmental influences and clinical implications. Invited talk, NeuroDevNet Brain Development Conference, Vancouver, BC.

Diamond, A. (August 26 & 27, 2013). Executive functions 101 for early educators: Nurturing creativity, curiosity, reasoning, self-control, discipline, and self-confidence. Invited talk – talk repeated on two days, First Things First Early Childhood Summit. Phoenix, AZ. Continuing Education credit provided.

Diamond, A. (August 2, 2013). Neuroscience (and psychology) research and Montessori. Invited talk. AMI International Montessori Congress, Portland, OR. Continuing Education credit provided.
PowerPoint: http://montessoricongress.org/wp/wp-content/uploads/Montessori-Congress-Portland-2013.pdf
Video: www.devcogneuro.com/videos/circus_music_dance_v3.wmv

Diamond, A. (to be presented July 31, 2013). Invited talk, Trust for Learning Trust Funders' Collaborative Meeting, Portland, OR.

Conference Organizer, 4th Conference. Brain development and learning, Vancouver, BC, 2013, July 24-28, 2013

Diamond, A. (June 20, 2013). Self-regulation and executive functions. Invited talk. Centre for Advanced Study of Teaching & Learning (CASTL) and SRCD working meeting, Charlottesville, VA.

Diamond, A. (May 31, 2013). Understanding executive functions: Strategies for supporting each student in realizing his or her potential and for preventing deficits. Invited talk. Meeting of the International Mind, Brain, and Education Society, Quito, Ecuador. Continuing Education credit provided.

Diamond, A. (May 17, 2013). Leveraging what we've learned from brain research to help every child succeed. Keynote Address. Northwest Cognitive and Memory Conference, Kwantlen Polytechnic University, Surrey, BC.

Ling, D., Wong, C., & Diamond, A. (May 17, 2013). Young children benefit from more time when performing the Day-Night task. Talk presented by Cole Wong. Northwest Cognition and Memory Conference, Kwantlen Polytechnic University, Surrey, BC.

Ling, D., Wong, C. & Diamond, A. (May 17, 2013). Double dissociation: Integrating color/shape aids conditional discrimination but separating them aids card sorting in 3½-yr-olds. Talk presented by Daphne Ling. Northwest Cognition and Memory Conference, Kwantlen Polytechnic University, Surrey, BC.

Diamond, A. (May 17, 2013). Child development and the brain: Promoting resilience and joy. Invited webinar. The Clinic Technical Assistance Center (CTAC), New York State Mental Health Clinic via webinar. Continuing Education credit provided.

Diamond, A. (May 10, 2013). Cultivating the mind. Invited talk. Heart-Mind 2013: Helping Children Thrive, Vancouver, BC.
Video: dalailamacenter.org/heart-mind-2013-helping-children-thrive/heart-mind-2013-presenters/adele-diamond
Video: www.devcogneuro.com/videos/adele_diamond_NW.mov

Diamond, A. (April 30, 2013). Bright young minds: Early learning, play and executive functions. Invited talk. ParentMap, Seattle, WA. Continuing Education credit provided.

Diamond, A. (April 27, 2013). Executive functions and prefrontal cortex: Genetic and neurochemical influences, gender differences, and novel methods to help children become masters of their own behavior. Invited talk. UBC Neuroscience Retreat, Whistler, BC.

Diamond, A. (April 20, 2013). Symposium: Controlling actions and acting together: Bidirectional links between executive function and social interaction in development. Invited discussant.  Society for Research in Child Development, Seattle, WA.

Ling, D., Wong, C., & Diamond, A. (April 19, 2013). Young children benefit from extra time when performing tasks requiring inhibitory control. Poster presentation. Society for Research in Child Development, Seattle, WA.
poster: DOI: 10.13140/RG.2.1.2534.7042 (pdf)

Diamond, A. (April 18, 2013). Symposium: Executive function: Basic science to intervention. Invited discussant.  Society for Research in Child Development, Seattle, WA.

Diamond, A. (April 12, 2013). Workshop: The role of prefrontal cortex and neurodevelopmental disorders. Invited workshop. 2nd Annual Symposium on Community-based Social Pediatrics, Montreal, QC.

Diamond, A. (April 11, 2013). Round Table: Evidence based on the impact of toxic stress. Invited roundtable participant. 2nd Annual Symposium on Community-based Social Pediatrics, Montreal, QC.

Diamond, A. (March 25, 2013). Invited Lecture. Neuroscience Graduate Course (501) Module on Disorders of Cognition, Communication and Emotion, UBC Faculty of Medicine, Vancouver, BC.

Diamond, A. (March 22, 2013). Insights from neuroscience and developmental science to help every child succeed. Invited talk. Gertrude Weigum Hinsz Lecture, North Dakota State University, Fargo, ND.

Diamond, A. (March 11, 2013). What will it likely take to be successful in the 21st century? Invited webinar. Mind, Brain, Health and Education Psych 1609 course, Harvard University via webinar. Continuing Education credit provided.

Diamond, A. (March 7, 2013). What can we do to help every child shine? Keynote Address. Educare Learning Network’s Annual Meeting, Phoenix, AZ.
video: www.youtube.com/watch?v=DTtYCE2QLuQ

Diamond, A. (March 5, 2013). Listen. Relax. Love. Enjoy. Exercise. Invited talk. Connect Health Centre for Integrative Medicine, Vancouver, BC.

Diamond, A. (Feb. 25, 2013). Creating effective formal and informal learning communities. Invited one-hour workshop. Nanaimo District Teachers’ Association Professional Development (Pro-D) Day, Dover Bay Secondary School, Nanaimo, BC.

Diamond, A. (Feb. 25, 2013). Child development and the brain: Insights to help every child thrive. Keynote. Nanaimo District Teachers’ Association Professional Development (Pro-D) Day, Dover Bay Secondary School, Nanaimo, BC. Continuing Education credit provided.

Diamond, A. (Feb. 21, 2013). Measures of executive function. Invited workshop. Washington State Dept. of Early Learning, Seattle, WA. Continuing Education credit provided.

Diamond, A. (Feb. 21, 2013). Reducing stress in children’s lives and giving them tools to better manage stress. Invited workshop. Washington State Dept. of Early Learning, Seattle, WA. Continuing Education credit provided.

Diamond, A. (Feb. 19, 2013). Interventions shown to aid executive function development in children 4-12 years old. Invited talk. EdBag session - a PIER brown bag lunch series, Carnegie Mellon University, Pittsburgh, PA.

Diamond, A. (Feb. 18, 2013). Applying what we know from neuroscience and developmental science to how schools can enhance EFs development and academic achievement in their students. Invited talk. Program for Interdisciplinary Educational Research (PIER) Research Speaker Series, Carnegie Mellon University, Pittsburgh, PA. Continuing Education credit provided.

Diamond, A. (Feb. 8, 2013). Cultivating the mind: How to improve self-regulation, creativity and problem-solving in children. Invited 3-hour workshop. Sea to Sky Teachers' (District 48) Professional Development (Pro-D) Day, Whistler Secondary School, Whistler, BC. Continuing Education credit provided.

Diamond, A. (Feb. 7, 2013). Insights from neuroscience and developmental science to help you succeed in university and the job market. Invited talk. Quest University, Squamish, BC.

Diamond, A. (Dec. 13, 2012). What we can do to help every child shine. Invited talk. Montessori Institute of San Diego, CA.

Diamond, A. (Nov. 29, 2012). Benefits of exercise for success in school and career: How important are the social, emotional, and cognitive aspects of physical activity for these benefits? Invited talk. Pease Family Scholar Lecture, Iowa State University, Ames, IA.

Diamond, A. (Nov. 27, 2012). Executive functions: Genetic and neurochemical influences, clinical implications, gender differences, and promising interventions. Invited talk. Interdiscipinary Graduate Program in Neuroscience, University of Iowa, Iowa City, IA.

Diamond, A. (Nov. 19, 2012). Leveraging knowledge about brain science & developmental science to help every child thrive. Invited talk. Montessori Professional Development Day, Tyee Elementary School, Vancouver, BC. Continuing Education credits provided.

Diamond, A. (Oct. 26, 2012). Effects of physical activity, and type of physical activity, on cognitive control. Keynote. ‘Key Issues in Childhood Physical Activity Science,' 7th European Youth Heart Study Scientific Symposium, Madeira, Portugal. Continuing Education credit provided.

Diamond, A. (Oct. 24, 2012). Helping children become masters of their own behavior: Novel methods for improving cognitive control. Invited address. “Conference on International Thoughts on Mind and Brain,” The Gonda Center for Multidisciplinary Brain Research, Bar-Ilan University, Ramat-Gan, Israel. Continuing Education credit provided.

Diamond, A. (Oct. 21, 2012). The effects of stress and genotype on prefrontal cortex and executive functions and how those effects differ in males and females. Invited talk. Ben Gurion University. Beer Sheva, Israel.

Diamond, A. (Oct. 13, 2012). Afternoon talk: Leveraging what we’ve learned from research to help every child succeed: Strategies and activities to aid the development of executive functions. Second of 2 Invited talks. 5th Annual Family Information Session on Executive Function: Development and Facilitation in Children With Focus on Deaf/Hard of Hearing, Seattle Children’s Hospital, Seattle, Washington.
PowerPoint: devcogneuro.com/Publications/Diamond_2012_seattle_children_hospital_Development_of_Executive_Functions.pdf

Diamond, A. (Oct. 13, 2012). Morning talk: Understanding executive functions. First of 2 Invited talks. 5th Annual Family Information Session on Executive Function: Development and Facilitation in Children with a Focus on Deaf/Hard of Hearing, Seattle Children’s Hospital, Seattle, Washington.
PowerPoint: www.devcogneuro.com/Publications/Diamond_2012_seattle_children_hospital_Understanding_Executive_Functions.pdf
Video: youtube.com/watch?v=rWBn9LOHjzA&index=5&list=PLTMQncsWPsq0AWUDtitolyokayUJ0-04I

Diamond, Oberlander, T., Grunau, R., Brain, U., Chau, C., Diamond, A. (Oct. 3, 2012). Prenatal serotonin reuptake inhibitor (SRI) antidepressant exposure and serotonin transporter promoter genotype (SLC6A4) influence executive functions at 6 years of age. Invited talk. International Biennial Congress of the Marcé Society, Paris, France.

Diamond, A. (Sept. 7, 2012). What executive functions are and ways to improve them in young children. Invited talk. “Early Education: Interventions and interactions to promote social and cognitive development,” IVth IAB International Seminar, São Paulo, Brazil. Continuing Education credit provided.

Diamond, A. (August 29, 2012). Leveraging knowledge about brain development and developmental science to help every child thrive. Keynote. “Researching Development, Learning and Well-Being in Early Childhood,” Biennial Meeting of the European Association for Research on Learning and Instruction, Utrecht, Netherlands. Continuing Education credit provided.

Diamond, A. (August 26, 2012). What is key to teaching children so they flourish. Keynote. Association Montessori Internationale (AMI), Amsterdam, Netherlands. Continuing Education credit provided.

Diamond, A. (August 19, 2012). Leveraging what we’ve learned from developmental and neuroscience research to help every child succeed. Invited talk. First Things First Presummit Symposium on School Readiness, Phoenix, AZ. Continuing Education credit provided.

Diamond, A. (July 9, 2012). Leveraging what we’ve learned from research to help every child succeed: What executive functions are, and strategies and activities to aid their development. Invited talk. Board on Children, Youth, & Families. National Academies of Sciences Planning Meeting. Washington, DC.

Diamond, A. (June 12, 2012). Child development and the brain: Insights to help every child thrive. Invited talk. Garrison Institute, New York, NY.
view online: www.youtube.com/watch?v=MQ_j1mjGLow

Diamond, A. (June 8, 2012). Understanding executive functions and their developmental course. Invited talk. Whole Day Workshop. District Professional Development Day, Ottawa-Carleton District School Board, Ottawa, ON.

Diamond, A. (June 8, 2012). Prefrontal cortex dysfunction in developmental neuropsychological disorders & how to assess executive functions in young children. Invited talk. Whole Day Workshop. District Professional Development Day, Ottawa-Carleton District School Board, Ottawa, ON.

Diamond, A. (June 8, 2012). Leveraging knowledge about brain development to help every child succeed: Programs and activities empirically demonstrated to aid executive function development in young children. Invited talk. Whole Day Workshop. District Professional Development Day, Ottawa-Carleton District School Board, Ottawa, ON.

Diamond, A. (May 30, 2012). The roles of the arts and physical activity in the development of executive functions. Invited talk. Jean Piaget Preconference on Contemplative Developmental Science, Toronto, ON.

Organizer & Chair of Symposium, Diverse methods of facilitating cognitive development (including implications for how we think about cognition and its relation to play, movement, art, etc.), Jean Piaget Society Annual Meeting, Toronto, ON, May 29, 2012

Diamond, A. (May 18, 2012). What nourishes the human spirit may also be best for executive functions. Invited talk. Psychiatry Grand Rounds, St. Paul’s Hospital, Vancouver, BC. Continuing Education credits provided.

Diamond, A. (May 11, 2012). Executive functions: Expanding the boundaries of our knowledge and using that to prevent disorders and help children. Invited talk. Research Day Symposium, Alberta Children's Hospital, Calgary, AB. Continuing Education credits provided.

Thomas, J.P., Oberlander, T.F, Synnes, A., Diamond, A., Chau, C., Grunau, R. (April 28, 2012). Infant focused attention predicts attention and executive functions in very preterm children at 7 years. Poster presentation. Pediatric Academic Societies Annual Meeting, Boston, MA.

Chau, C., Doesburg, S., Cheung, T., Ribary, U., Herdman, T., Moiseev, A., Cepeda, I., Diamond, A., Synnes, A.,Miller, S.P., Grunau, R.E. (April 28, 2012). Executive functions are related to altered magnetoencephalographic spectral structure in school-age children born very preterm. Poster presentation. Pediatric Academic Societies Annual Meeting, Boston, MA.

Oberlander, T., Grunau, R., Brain, U., Chau, C., Diamond, A. (April 28, 2012). Prenatal serotonin reuptake inhibitor (SRI) andidepressant exposure and serotonin transporter promotor genotype (SLC6A4) influence executive functions at 6 years of age. Poster presentation. Pediatric Academic Societies Annual Meeting, Boston, MA.

Diamond, A. (April 28, 2012). How can we improve children’s executive functions, and how much would that help children? Invited talk. Workshop entitled “Developmental cognitive neuroscience: A forward look,” London, UK.

Diamond, A. (April 26, 2012). Commonalities across diverse approaches shown to improve executive functions in young children. Invited talk. 3rd UK Paediatric Neuropsychology Symposium, London, UK. Continuing Education credits provided.

Diamond, A. (April 23, 2012). Development of executive functions during early childhood and their modulation by genes and environment. Invited talk. 3rd UK Paediatric Neuropsychology Symposium, London, UK. Continuing Education credits provided.
view online: web.archive.org/web/20120615140724/http://www.ucl.ac.uk/neuropsych/InternationalSymposia

Diamond, A. (April 20, 2012). Executive functions and prefrontal cortex: Genetic and neurochemical influences, gender differences, and novel methods to help children become masters of their own behavior. Invited talk. Zangwill Lecture. Experimental Psychology, University of Cambridge, UK.

Diamond, A. (March 23, 2012). Invited lecture. Neuroscience Graduate Course (501) Module on Learning and Memory, UBC Faculty of Medicine, Vancouver, BC.

Diamond, A. (March 22, 2012). How and why dance, music, sports, and storytelling might well support critical cognitive development in children and youth. Invited talk. BrainTalks series at Vancouver General Hospital, Vancouver, BC.

Diamond, A. (Feb. 24, 2012) Executive functions: Genetic & neurochemical influences, gender differences, & strategies to help their development. Invited Talk. Adele Diamond Symposium, Department of Psychology, Leiden University, Netherlands.

Diamond, A. (Feb. 21, 2012). Afternoon talk: Leveraging knowledge about brain development to help every child succeed: Programs and activities empirically demonstrated to aid executive function development. Fourth of Four Invited talks. Catholic University of Louvain, Belgium. Continuing Education credit provided.

Diamond, A. (Feb. 21, 2012). Morning talk: Executive functions: Genetic & neurochemical influences, gender differences, and interrelations of executive functions with emotions, and social and bodily needs. Third of Four Invited talks. Catholic University of Louvain, Belgium. Continuing Education credit provided.

Diamond, A. (Feb. 20, 2012). Afternoon talk: Ways to assess and study executive functions in young children. Second of Four Invited talks. Catholic University of Louvain, Belgium. Continuing Education credit provided.

Diamond, A. (Feb. 20, 2012). Morning talk: Understanding executive functions and their developmental course. First of Four Invited talks. Catholic University of Louvain, Belgium. Continuing Education credit provided.

Diamond, A. (Feb. 17, 2012). Executive functions: Insights into genetic and neurochemical influences, gender differences, and strategies to help their development. Plenary Address. Special Symposium at Leiden University in Honor of Prof. Leo de Sonneville, Leiden, Netherlands.

Diamond, A. (Feb. 8, 2012). What we can do to help all children thrive. Invited Public Lecture. UBC / Canada Foundation for Innovation Dialogues in connection with the American Association for the Advancement of Science (AAAS) meeting, Vancouver, BC.

Diamond, A. (Feb. 3, 2012). Why the arts, play, and physical activity aid brain development and the development of skills critical for success in school and in life. Invited talk. Department of Psychiatry Grand Rounds, Seattle Children’s Hospital and the University of Washington, Seattle, WA. Continuing Education credit provided.

Diamond, A. (Jan. 30, 2012). Effects of physical activity on executive functions. Invited talk. Research Unit for Sport, Health and Civic Society, University of Southern Denmark, Odense, Denmark.

Diamond, A. (Jan. 29, 2012). What the evidence shows improves executive functions and academic outcomes. Invited Address. TrygFonden Multi-disciplinary Symposium, "Improving the well-being of children and youth,” Copenhagen, Denmark.

Diamond, A. (Jan. 26, 2012). Nourishing the body, spirit and mind: How to improve self-control, creativity and problem solving in children. Invited public talk. sponsored by the Dalai Lama Centre, Vancity Theatre, Vancouver, BC.

Diamond, A. (Jan. 20, 2012). The importance of repeated practice. Invited workshop. Early Childhood Education Research Forum, Maryland State Department of Education (MSDE), Towson, MD.

Diamond, A. (Jan. 20, 2012). Executive functioning. Keynote. Early Childhood Education Research Forum, Maryland State Department of Education (MSDE), Towson, MD. Continuing Education credits provided.
video: www.youtube.com/watch?v=P0W8Y9l1toE

Diamond, A. (Dec. 2, 2011). Why tools of the mind and montessori educational approaches may be particularly efficacious for developing executive function skills. Invited talk. An Inaugural Speaker in Visiting Distinguished Scholar Program, Virginia Tech Carilion Research Institute & School of Medicine, Roanoke, VA.
video: research.vtc.vt.edu/events/2011/dec/01/why-tools-of-the-mind/
slides: static.vtc.vt.edu/pdf/diamond_vtcri_public

Diamond, A. (Dec. 1, 2011). Executive functions and prefrontal cortex: Genetic and neurochemical influences, gender differences, and practical activities and approaches to helps. Invited research lecture. Virginia Tech Carilion Research Institute & School of Medicine, Roanoke, VA
pdf: static.vtc.vt.edu/pdf/diamond_vtcri_public.pdf

Diamond, A. (Nov. 17, 2011). Effects of exercise on cognitive control: What is cognitive control and how important are the social, emotional, & cognitive aspects of physical activity? Invited talk. American College of Sports Medicine (ACSM) Conference on Physical Activity, Cognitive Function, and Academic Achievement, Washington, DC.

Diamond, A. (Nov. 15, 2011). Invited informal talk. World Bank Global Partnership for Education, Washington, DC.

Diamond, A. (Nov. 11, 2011). Pets can provide emotional, social, physical, and cognitive benefits. Invited talk. Social Neuroscience of Human-Animal Interactions Workshop, Washington, DC.

Diamond, A. (Nov. 10, 2011). Understanding executive functions: Strategies for supporting students’ development and preventing deficits. Invited full-day workshop. Annual School Psychology Conference, Jewish Vocational Services, Toronto, ON.
Continuing Education credits provided

Diamond, A. (Nov. 5, 2011). Why disciplining the mind, reducing stress & loneliness, and increasing joy may be critical for children's academic success. Invited talk. Education Symposium. Garrison Institue, Garrison, NY.
view online:www.youtube.com/watch?v=6wdFKPTEL2M

Diamond, A. (Oct. 31, 2011). Insights from developmental cognitive neuroscience on ways to improve executive functions in young children and why that’s important. Invited talk. Inductive Development Systems Theory Conference, Penn. State University, University Park, PA.

Diamond, A. (Oct. 29, 2011). Why the most effective and efficient strategy for educating the mind is to also educate the heart and body. Invited address. Cross-Cultural Symposium on Early Childhood Education: Educating the Heart, Body and Mind, Richmond, BC.

Diamond, A. (Oct. 22, 2011). Insights into ways of improving cognitive control and self-regulation in young children. Invited address. 37th Minnesota Symposium on Child Psychology, Minneapolis, MN.

Diamond, A. (Oct. 19, 2011). Commonalities among programs that have shown great promise in working with ASD children. Invited talk. Simons Initiative on Autism and the Brain. MIT, Cambridge, MA

Diamond, A. (Sep. 24, 2011). Applying what we know from scientific research in developmental cognitive neuroscience to how schools can enhance executive function development in young children. Invited talk. New York Academy of Sciences 2nd Annual Aspen Brain Forum - Conference on the Cognitive Neuroscience of Learning and Education, Aspen, CO.

Organizer (2011). 2nd Annual Aspen Brain Forum, Conference on the Cognitive Neuroscience of Learning and Education, Aspen, CO, Sept. 24, 2011.

Diamond, A. (August 23, 2011). Commonalities across diverse non-computerized approaches that have shown promise in improving children’s executive functions. Invited talk. International Workshop on Cognitive and Working Memory Training, University of Maryland Center for Advanced Study of Language (CASL), College Park, MD.

Diamond, A (August 19, 2011). Executive Functions defined. Invited talk. Symposium at the American Youth Circus Organization's Biennial Meeting, Sarasota, FL.

Diamond, A. (June 30, 2011). Development, neurochemical modulation, and environmental interventions to improve inhibition of thought and action. Invited talk. Frijda lecture. Cognitive Science Centre Amsterdam (CSCA) Summer School, Amsterdam, Netherlands.

Diamond, A. (June 30, 2011). Relation of intention to action: Development of inhibitory control and interventions to help. Invited 3-hour workshop. Cognitive Science Center Amsterdam (CSCA) Summer School, Amsterdam, Netherlands. Continuing Education credits provided.

Diamond, A. (June 8, 2011). Executive Functions: What they are, why they're important, and how to aid their development. Invited talk. Presentation for kindergarten teachers, Vancouver School Board Education Centre. Vancouver, BC.

Diamond, A. (June 2, 2011). Aspects of Executive function. Invited talk. Mindfulness Meditation Research Day Meeting, Toronto, ON. Continuing Education credits provided.

Diamond, A. (May 20, 2011). What do we know about child development and the brain that can help promote resilience and help more children be strong and joyful? Invited talk. 22nd Boston Trauma Conference, Boston, MA. Continuing Education credits provided.

Diamond, A. (May 13, 2011). Executive Functions: Insights from Neuroscience and Developmental Psychology. Invited talk. Hershey Montessori Farm School, Huntsburgh, OH.

Diamond, A. (April 28, 2011). Why focusing on only academic achievement or only executive functions might not be enough. Invited talk. Karolinska Institute, Stockholm, Sweden.

Diamond, A. (April 20, 2011). What nourishes the human spirit may also be best for executive functions. Invited talk. Neuropsychiatry Program Grand Rounds, Vancouver, BC. Continuing Education credits provided.

Diamond, A. (April 11, 2011). Leveraging knowledge about brain development to help every child succeed. Invited talk. Centennial Academy, Montreal, QC.

Diamond, A. (April 11, 2011). Insights from Neuroscience and Developmental Science to help every child succeed. Invited talk. Logan Lecture, Centennial Academy, Montreal, QC.

Diamond, A. (March 28, 2011). Insights from neuroscience and developmental science on ways to improve cognitive control and self-regulation in young children and why that’s important. Invited talk. Montessori Training Center, Minneapolis, MN.

Diamond, A. (March 9, 2011). Frontal lobe and executive functions. A lecture in module 3: Learning and Memory. Neuroscience 501, UBC, Vancouver, BC.

Diamond, A. (March 4, 2011). Teaching, & raising children, for creativity and fulfillment. Keynote. The Roeper School, Bloomfield Hills, MI.

Diamond, A. (March 3, 2011). Training the brain: Improving attention & self-regulation. Invited speaker. Pickering Lecture in Development Psychology, Carleton University, Ottawa, ON.

Diamond, A. (Feb. 28, 2011). Possible neural bases of gender differences in higher cognitive functions. Invited talk. NIH/NIMH Sex Differences in Brain, Behavior, Mental Health and Mental Disorders Workshop, Rockville, MD.

Diamond, A. (Feb. 22, 2011). The development of executive functions in children and adolescents. Invited talk. Professional Day, Ethical Culture Fieldston School, New York, NY.

Diamond, A. (Feb. 17, 2011). Why study executive functions? Invited talk. Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) Workshop on Behavior, Bethesda, MD.

Diamond, A. (Jan. 8, 2011). Love grows brains and shapes gene expression. Invited address. Seeds of Empathy Aboriginal meeting. Comox, BC.

Diamond, A. (Jan. 8, 2011). What executive functions are, and strategies and activities for aiding its development. Invited address. Seeds of Empathy Aboriginal meeting. Comox, BC.

Diamond, A. (Jan. 4, 2011). Strategies and activities for aiding the development of executive functions in young children. Invited talk. Child Guidance Centre, Sahyadri Specialty Hospital, Pune, India. Continuing Education credits provided.

Diamond, A. (Dec. 24, 2010). Invited Valedictory Address, Conference on Science, Spirituality, and Education, presided over by the Dalai Lama, to advise the Government of Sikkim in its endeavor to overhaul the provincial education system so that they educate not only the head but also the heart, Gangtok, Sikkim, India.

Diamond, A. (Dec. 23, 2010). Insights from neuroscience, psychology, and teaching into how to educate the heart, & not only the head. Invited Address, Conference on Science, Spirituality, and Education, presided over by the Dalai Lama, to advise the Government of Sikkim in its endeavor to overhaul the provincial education system so that they educate not only the head but also the heart, Gangtok, Sikkim, India.

Diamond, A. (Dec. 14, 2010). Development of the executive functions dependent on prefrontal cortex: Genetic and neurochemical influences, and possible interventions to help children. Invited talk. Brains and Behaviors Program, Georgia State University, Atlanta, GA. Continuing Education credits provided.

Diamond, A. (Nov. 9, 2010). Strategies and activities for aiding the development of executive functions in young children. Invited talk. British Columbia Association of School Psychologists (BCASP) Conference, Vancouver, BC.

Diamond, A. (Nov. 9, 2010). Prefrontal cortex and executive functions: What School Psychologists might need to know. Invited talk. British Columbia Association of School Psychologists (BCASP) Conference, Vancouver, BC.

Diamond, A. (Nov. 6, 2010). How the arts and play may aid human brain development. Invited speaker, Body Worlds & The Brain exhibit at Science World, Vancouver, BC.

Diamond, A. (Nov. 4, 2010). Prefrontal cortex and executive function development for K-12 educators. Invited plenary address, Making Connections Conference organized by UBC School Psychology Program, Richmond, BC. Continuing Education credits provided.

Diamond, A. (Oct. 28, 2010). Help millions, save billions: Invest wisely in early childhood to improve mental health. Invited speaker, Open Minds Across Canada Mental Health Symposia, Vancouver, BC.

Diamond, A. (Oct. 22, 2010). Executive functions in children and youth: How and why dance or storytelling might well support the development of these cognitive abilities? Invited talk. Conference on Childhood and Society, Bregenz, Austria. Continuing Education credits provided.

Diamond, A. (Oct. 19, 2010). The development of executive functions: Surprising ways in which children and adults are similar and different, and surprising interconnections between emotional, social, and physical well-being and executive function development. Invited lecture, Center for Lifespan Psychology Lecture Series, Max Planck Institute for Human Development, Berlin, Germany.

Diamond, A. (Sept. 22, 2010). Executive functions and prefrontal cortex: Genetic and neurochemical influences, clinical implications, and possible interventions to help. Invited speaker, Jane Holmes Bernstein Lecture in Developmental Neuropsychology, Psychiatry Grand Rounds, Children’s Hospital, Boston, MA. Continuing Education credits provided.

Diamond, A. (Sept. 17, 2010). Evolution of how children’s minds change as they grow up, and environmental & biological influences on that. Invited 2-hour applied talk on neuropsychology for FRIENDS program trainers (an anxiety prevention program), Ministry of Children & Family Development, Vancouver, BC. Continuing Education credits provided.

Diamond, A. (Sept. 11, 2010). Genetic influences on prefrontal function and gender differences in that. Invited speaker, Workshop on the Computational Properties of the Prefrontal Cortex (PFC), Whistler, BC.

Conference Organizer, 3rd Biennial Conference. Brain development and learning: Making sense of the science, Vancouver, BC, 2010, July 16-20, 2010

Diamond, A. (June 26, 2010). Want to improve children's emotional and mental health? Consider an activity that requires discipline, sustained attention, and exercise. Invited speaker, “Paediatric Update”, Annual Canadian Paediatric Society Meeting, Vancouver, BC. Continuing Education credits provided.
view online: www.cps.ca/English/ProEdu/OnlineEdu.htm

Diamond, A. (June 19, 2010). Possible ways to prevent or remediate executive function deficits during childhood, adolescence, and emerging adulthood. Invited speaker, 2010 Mind & Life Summer Research Institute, Garrison Institute, NY. Continuing Education credits provided.

Diamond, A. (June 1, 2010). Why the arts are important for the development of children prepared to succeed in school and in life. Invited talk. Center for Integrated Arts Education Institute, Greeley, CO. Continuing Education credits provided.

Herman, D., Mass, C., Landa, R., and Diamond, A. (May 20, 2010). Performance by children with ASD, developmental delay, and typical development on delayed non-matched to sample task. Poster presentation. International Meeting for Autism Research (IMAR), Philadelphia, PA.

Diamond, A. (May 17, 2010). What should an intelligent audience interested in a societal commitment to the early years know about prefrontal cortex development? Invited talk. Council for Early Child Development, Toronto, ON.

Diamond, A. (May 7, 2010). The effects of exercise on cognitive control: How important are the social, emotional, and cognitive aspects of the physical activity? Invited talk. 3rd International Congress on Physical Activity and Public Health, Toronto, ON.

Diamond, A. (May 3, 2010). Preschool program improves cognitive control. Invited talk in a NIDA Workshop on “Interventions Targeted at Improving Cognitive Control,” Rockville, MD. Continuing Education credits provided.

Diamond, A. (April 30, 2010). Coming full circle from the social end of psychology, to the neuroscience end, and back again. Invited talk. Annual Meeting for the Society of Experimental Psychologists, Philadelphia, PA.

Diamond, A. (April 16, 2010). Insights into selective attention, task switching, and response inhibition. Invited talk. International Workshop on “Selection and Control Mechanisms in Perception and Action,” Hebrew University, Jerusalem, Israel. Continuing Education credits provided.

Diamond, A. (April 10, 2010). Why executive functions are important and how to aid their development. Keynote. Annual General Meeting, Association Montessori Internationale, Amsterdam, Netherlands. Continuing Education credits provided.

Diamond, A. (March 26, 2010). Development of executive functions in preschool and school-age children. Invited talk. 20th Annual Butters-Kaplan West Coast Neuropsychological Conference, San Diego, CA. Continuing Education credits provided.

Diamond, A. (March 19, 2010). The executive functions dependent on prefrontal cortex: Genetic and environmental influences and educational and clinical implications. Keynote. Royce Conference, University of Alberta, Edmonton, AB.

Diamond, A. (March 17, 2010). Genetic and environmental influences on the expression of cognitive abilities dependent on prefrontal cortex. Invited lecture, Neuroscience Graduate Course (501) Module on Learning and Memory, UBC Faculty of Medicine, Vancouver, BC.

Diamond, A. (March 9, 2010). Development of cognitive functions dependent on prefrontal cortex, and genetic and environmental influences. Invited talk. Javits Research Symposium, organized by Department of Education, National Research Center on the Gifted and Talented, and National Association for Gifted Children, Washington, DC.

Diamond, A. (Feb. 26, 2010). Prefrontal cortex and education: Direct relevance of scientific discoveries to educational practice. Invited talk. The Curry Education Research Lectureship Series, University of Virginia, Charlottesville, VA. Continuing Education credits provided.
listen online: teis.virginia.edu/research-mainmenu-55/2533-education-research-lectureship-series-adele-diamond

Diamond, A. (Feb. 11, 2010). Resonating with Robbie Case and continuing his legacy: Current approaches to optimizing all aspects of a child’s development. Invited talk. Robbie Case Memorial Lecture, Institute of Child Study, University of Toronto, Toronto, ON.
view online: mediaspace.oise.utoronto.ca:8888/tinkerne/2010CaseLecture.mov

Diamond, A. (Jan. 20, 2010). Insights from neuroscience and developmental science for elementary school teachers. Invited talk, Waverley Elementary School. Vancouver, BC. Continuing Education credits provided.

Diamond, A. (Dec. 17, 2009). Prefrontal cortex and early child development. Invited talk. Meeting on Early Childhood Education, Academia Brasileira de Ciencias (the Brazilian National Academy of Sciences), Rio de Janeiro, Brazil.

Diamond, A. (Dec. 5, 2009). What executive functions are, why they're important, and ways to improve them in young children. Invited talk, Conference on Cultivating Human Capital, University of Chicago, Chicago, IL.

Diamond, A. (Nov. 29, 2009) Invited talk. Royal Society of Canada, Ottawa.

Diamond, A. (Nov. 24, 2009). Very little is fixed or unchangeable. Invited talk. Phoenix Academy of Learning, Vancouver, BC.

Diamond, A. (Nov. 13, 2009). Cognitive control and self-regulation in young children: Ways to improve that and why. Keynote. Conference on “School Readiness and School Success: From research to policy and practice,” co-sponsored by the Strategic Knowledge Cluster on Early Child Development and the Centre of Excellence for Early Childhood Development, Quebec City, QC. Continuing Education credits provided.
view online: www.skc-ecd.ca/conferences/ready-for-school-ready-for-life.html

Diamond, A. (Nov. 6, 2009). Prefrontal cortex executive functions: Genetic and environmental influences with clinical and educational implications. Invited talk. University of Washington, Seattle.

Diamond, A. (Nov. 5, 2009). Interrelations between creativity and executive functions: Lessons from Psychology and Neuroscience for cultivating giftedness in young people. Invited talk in a speaker series at Evergreen, hosted by the Evergreen School and the UW Psychology Dept., University of Washington, Seattle.
view online: www.evergreenschool.org/ftpimages/551/download/Diamond%20Presentation.pdf

Diamond, A. (Nov. 4, 2009). Genetic and environmental influences on prefrontal cortex executive functions: Practical relevance and clinical implications. Invited talk. Child Psychiatry Rounds, Glenrose Hospital, Edmonton, AB. Continuing Education credits provided.

Diamond, A. (Nov. 3, 2009). ADD (ADHD without hyperactivity) is a neurobiologically and behaviorally distinct disorder from ADHD (that includes hyperactivity). Invited talk. Glenrose Hospital, Edmonton, AB. Continuing Education credits provided.

Diamond, A. (Oct. 20, 2009). Insuring that all children and youth have the opportunities and resources to achieve their full potential and to participate in creating a better society. Keynote Address. Honoring Our Advocacy Fundraiser for First Call: BC Child and Youth Advocacy Coalition, Vancouver, BC.

Diamond, A. (Oct. 6, 2009). Strategies and programs to improve cognitive control and academic achievement in young children: What's joy got to do with it? Invited talk. Positive Psychology Centre, University of Pennsylvania, Philadelphia, PA.

Diamond, A. (Oct. 2, 2009). Prefrontal cortex executive functions: Genetic and environmental influences with clinical and educational implications. Invited talk. Neuroscience and Cognitive Sciences Colloquium. University of Maryland at College Park. College Park, Maryland.

Diamond, A. (Sept. 24, 2009). Normal and atypical development of the cognitive control processes dependent on the frontal lobe. Invited talk. European Science Foundation Research Conference, St Feliu de Guixols, Catalonia, Spain. Continuing Education credits provided.

Diamond, A. (Sept. 15, 2009). Cognitive neuroscience relevant to acting early in children’s lives to promote mental health and prevent mental illness. Invited talk. A Symposium on the Mental Health Promotion Considerations for the Pan-Canadian Healthy Living Strategy for PHAC. Ottawa, ON.

Diamond, A. (Sept. 10, 2009). Cognitive control and self-regulation in young children: Ways to improve it and why. Keynote. British Psychological Society Annual Meeting, Developmental Section, Nottingham, UK. Continuing Education credits provided.

Diamond, A. (Sept. 6, 2009). Cognitive neuroscience and the importance of the arts for educating children's minds, hearts, and bodies. Invited talk. Cortona Week 2009 – an interdisciplinary conference of artists and scientists. Cortona, Tuscany, Italy.

Diamond, A. (August 7, 2009). Strategies and programs that help to improve executive functions in young children. Invited talk for a special session (Div. 7). American Psychological Association Annual Convention, Toronto, ON. Continuing Education credits provided.

Diamond, A. (August 6, 2009). Prefrontal cortex and developmental neuropsychology: Practical relevance of what we know about genetic and environmental influences on prefrontal cortex. Invited talk for a special session (Div. 40). American Psychological Association Annual Convention, Toronto, ON. Continuing Education credits provided.

Diamond, A. (July 19-24, 2009). Prefrontal cortex executive functions: Genetic and environmental influences and clinical implications. A week-long invited course at the Center for Cognitive Science, New Bulgarian University, Sofia, Bulgaria.
view online: www.youtube.com/watch?v=CXgToTwPhNU%20

Diamond, A. (July 13, 2009). Developmental change in, and environmental modulation of, cognitive control: Differences by gender and genetics. Invited talk. UC Berkeley Conference on Neurocognitive Development, University of California - Berkeley.

Diamond, A. (June 10, 2009). Prefrontal cortex and developmental neuropsychology: Genetic and environmental influences. Invited academic talk, M.I.N.D. Institute, University of California - Davis.
view online: media.mindinstitute.org/video/dls/2009/mov/diamond_2009_dls_01.mov

Diamond, A. (June 10, 2009). Cognitive control in young children and ways to improve it. Invited community talk, M.I.N.D. Institute, University of California - Davis.
view online: media.mindinstitute.org/video/dls/2009/mov/diamond_2009_dls_02.mov

Evans, J.W., Fossella, J., Hampson, E., Kirschbaum, C., & Diamond, A. (May 25, 2009). Gender differences in the cognitive functions sensitive to the level of dopamine in prefrontal cortex. Poster presented at the Association for Psychological Science annual meeting, San Francisco, CA.
poster: DOI: 10.13140/RG.2.1.4833.0720(pdf)

Diamond, A. (May 8, 2009). Practical relevance of what we know about genetic and environmental influences on prefrontal cortex. Keynote. Australian Society for the Study of Brain Impairment (ASSBI) Annual Conference, Sydney, Australia. Continuing Education credits provided.

Diamond, A. (May 7, 2009). Strategies and programs to help improve executive functions in young children. Invited half-day workshop, Australian Society for the Study of Brain Impairment (ASSBI) Annual Conference, Sydney, Australia. Continuing Education credits provided.

Diamond, A. (April 7, 2009). Development of the refinement of attention, and some ways to aid its development. Invited talk. “Mind and Life” Meeting on Attention and Memory, a five-day meeting with the Dalai Lama at his residence, Dharamsala, India.

Munro, S., & Diamond, A. (April 3, 2009). Developing executive function skills for school success in preschoolers. Presented in the symposium: “Promoting Executive Functions in Young Children: The Role of Family and Child Characteristics and Early Education,” Society for Research in Child Development Biennial Meeting, Denver, CO.

Munro, S., & Diamond, A. (April 2, 2009). Outcome of a Vygotskian approach to improving executive functions in preschoolers. Presented in the symposium: “Mediating Mechanisms: Building Knowledge of Young Children's Social-Emotional Development from Three Preschool Efficacy Trials,” Society for Research in Child Development, Denver, CO.

Diamond, A. (March 30, 2009). Invited short talk, Board of Directors’ Reception, Canada Foundation for Innovation (CFI). Vancouver, BC.

Diamond, A (March 25, 2009). Activities to improve executive functions in young children. Invited presentation, Lake Washington Literacy Council, Edmonds, WA. Continuing Education credits provided.

Diamond, A (March 25, 2009). Parents, play, and the brain. Keynote Address at the Annual Spring In-Service for Parent Educators, Organization of Parent Education Programs, Lake Washington Technical College Parent Education Program, Lake Washington, WA. Continuing Education credits provided.

Diamond, A. (March 18, 2009). Frontal lobe and executive function. Invited lecture in Neuroscience Graduate Course (501) in Module 4: Disorders of Cognition, Communication & Emotion, UBC, Vancouver, BC.

Diamond, A. (Feb. 19, 2009). Practical relevance of what we know about genetic and environmental influences on prefrontal cortex: Interventions to help improve executive functions in children. Invited talk. 2009 Developmental Neurogenomic Seminar Series, Centre for Community Child Health Research, Children's & Women's Health Centre of British Columbia, Vancouver, BC.

Diamond, A. (Feb. 17, 2009). The anatomy, development ,genetic influences on, and cognitive abilities that depend upon prefrontal cortex. Part of a series of four invited talks for Area Counsellors, Speech and Language Pathologists, and Psychologists with the Vancouver School Board, Vancouver, BC. Pro D / CE credits provided for each talk.

Diamond, A. (Feb. 17, 2009). Interventions to improve executive functions in young children. Part of a series of four invited talks for Area Counsellors, Speech and Language Pathologists, and Psychologists with the Vancouver School Board, Vancouver, BC. Pro D / CE credits provided for each talk.

Diamond, A. (Feb. 17, 2009). Early cognitive development, especially the development of executive functions. Part of a series of four invited talks for Area Counsellors, Speech and Language Pathologists, and Psychologists with the Vancouver School Board, Vancouver, BC. Pro D / CE credits provided for each talk.

Diamond, A. (Feb. 17, 2009). Neurocognitive tests used to assess executive functions in young children. Part of a series of four invited talks for Area Counsellors, Speech and Language Pathologists, and Psychologists with the Vancouver School Board, Vancouver, BC. Pro D / CE credits provided for each talk.

Diamond, A. (Feb. 12, 2009). Genetic and environmental influences on cognitive abilities dependent on prefrontal cortex: Practical relevance of what we know. The Helen H. Molinari Memorial Lecture in Neuroscience, Center for Neuropharmacology & Neuroscience, Albany Medical College, Albany, NY.

Diamond, A. (Jan 15, 2009). What are the tasks we claim are measuring working memory, inhibition, and switching really measuring? Invited talk. “What is the Organization of Prefrontal Cortex for Executive Function?," inaugural conference of a series on "Executive Function & Dysfunction," University of Boulder, CO.

Evans, J.W., Fossella, J., Hampson, E., Kirschbaum, C., & Diamond, A. (Jan. 15, 2009). Gender differences in the cognitive functions sensitive to the level of dopamine in prefrontal cortex. Poster presented at “What is the Organization of Prefrontal Cortex for Executive Function?," inaugural conference of a series on "Executive Function & Dysfunction," University of Boulder, CO.

Diamond, A. (Jan. 9, 2009). Prefrontal cortex: Expanding the boundaries of our knowledge and using what we know to prevent disorders and help children. John P. Zubek Memorial Lecture, Dept. of Psychology, University of Manitoba, Winnipeg.

Diamond, A. (Nov. 20, 2008), Genetic and environmental influences on Prefrontal Cortex: Relevance of what we know to what can be done to help children. Invited talk presented at Schneider Children's Medical Center, Faculty of Medicine, Tel Aviv University, Israel.

Diamond, A. (Nov. 17, 2008). Relevance of what we know about genetic and environmental influences on Prefrontal Cortex to what can be done to help children. Invited talk presented at Ben Gurion University, Beer Sheva, Israel.

Diamond, A. (Nov. 13, 2008). Genetic and Environmental influences on cognitive abilities dependent on Prefrontal Cortex: Practical relevance of what we know. Invited talk presented at Hebrew University, Jerusalem, Israel.

Diamond, A. (Nov. 4, 2008). Prefrontal Cortex and developmental neuropsychiatry. Invited talk presented at BC Children's Hospital Neuropsychiatry Rounds. Vancouver, BC. Continuing Education credits provided.

Diamond, A. (Oct. 20, 2008). Neuroscience and education: Direct relevance of scientific discoveries to educational practice. Invited public address in day-long celebration of the 20th Anniversary of the journal, Neuron. A free public symposium, “The Impact of Neuroscience on Society,” organized by Cell Press, Fondation Ipsen, and Massachusetts General Hospital, held at the Collège de France, Paris.

Diamond, A. (Sept. 10, 2008). Improving executive functions in young children, and, gender differences in the PFC dopamine system in adults. Invited presentation to BC Neuropsychiatry Grand Rounds, at UBC Hospital and linked via video teleconference province-wide to 24 remote sites. Continuing Education credits provided.

Diamond, A. (Sept. 5, 2008). Genetic and environmental influences on the expression of cognitive abilities dependent on prefrontal cortex: Relevance of what we know to what can be done to help children. RO Jones Memorial Speaker at the Canadian Psychiatric Association Annual Meeting, Vancouver, BC. Continuing Education credits provided.

Conference Co-Organizer, 2nd Biennial Conference. Brain development and learning: Making sense of the science, Vancouver, BC, July 12-15, 2008

Diamond, A. (July 15, 2008). Cognitive control in young children and ways to improve it. Talk presented at the “Brain Development and Learning” Making Sense of the Science” biennial conference, Vancouver, BC. Continuing Education credits provided.

Diamond, A. (July 6, 2008). Prefrontal cortex and developmental neuropsychology. Special talk presented to the Servicio de Clínicas Interdisciplinarias at the Hospital Nacional de Pediatría, Buenos Aires, Argentina. Continuing Education credits provided.

Diamond, A. (July 4, 2008). Cognitive control in young children: Ways to measure it and to improve it. Invited Birch Lecture at the International Neuropsychological Society Annual Meeting, Buenos Aries, Argentina.

Diamond, A. (July 3, 2008). Prefrontal cortex dysfunction in developmental neuropsychological disorders: Relevance of what we know to what can be done to help the children. An invited 3-hour Workshop at the International Neuropsychological Society Annual Meeting, Buenos Aries, Argentina. Continuing Education credits provided.

Diamond, A. (June 24, 2008). Cognitive control (executive functions) in young children: Relevance of what we know to what can be done to help children. Invited Address in Plenary Session: “Emotion-Regulation and the Central Nervous System: How Children’s Brains Connect with Their Learning” at the Head Start National Research Conference, Washington, DC.

Diamond, A. (June 19, 2008). Prefrontal cortex: Expanding the boundaries of our knowledge and using what we already know to prevent disorders and help children. Invited talk. UBC Dept. of Psychiatry Research Day, Vancouver, BC. Continuing Education Credits provided.

Diamond, A. (June 19, 2008). Commencement Address. Eaton Arrowsmith School, Vancouver, BC.

Diamond, A. (June 5, 2008). Improving children’s lives, discipline, and cognitive skills through dance. Invited talk at National Institute on Drug Abuse (NIDA) meeting on “Can Physical Activity and Exercise Prevent Drug Abuse? Promoting a Full Range of Science to Inform Prevention,” Bethesda, MD.

Diamond, A. (May 29, 2008). The Neuroscience and cognitive science of executive functions: Where the translational and implementation opportunities lay. Invited presentation at the National Scientific Council on the Developing Child, Washington, DC.

Organizer and Chair of a Symposium on understanding Executive Functions: Integrating biological, developmental, and educational perspectives for the Annual Meeting of the American Psychological Society, Chicago, IL, May 25 2008.

Diamond, A. (May 26, 2008). For disorders such as PTSD & ADHD: Relevance of what we know to what can be done to help children. Invited 3-hour workshop for the Vancouver Coastal Foster Care Support Services, Vancouver, BC. Continuing Education Credits provided.

Diamond, A. (May 25, 2008). Executive function skills can be improved in low-income preschoolers at minimal expense: Implications for reducing ADHD incidence and achievement gap between richer and poorer children. In a Symposium on “Understanding Executive Functions: Integrating Biological, Developmental, and Educational Perspectives” (chair: Adele Diamond), Association for Psychological Science Annual Meeting, Chicago, IL.

Diamond, A. (May 15, 2008). Genetic and environmental influences on the expression of cognitive abilities dependent on prefrontal cortex. Invited Lecture, Canadian Centre for Behavioral Neuroscience, University of Lethbridge, AB.

Diamond, A. (May 7, 2008). For disorders such as PTSD, ADHD, & autism: Relevance of what we know to what can be done to help children. Invited 3-hour workshop, Ministry of Children and Family Development, Abbotsford, BC. Continuing Education Credits provided.

Diamond, A. (April 14, 2008). Differential difficulty of inhibitory control and memory load at different periods of life. In a Symposium on “The rise and fall of cognitive control: Lifespan development,” Cognitive Neuroscience Society Annual Meeting, San Francisco, CA.

Diamond, A. (April 7, 2008). Invited to be member of the ‘distinguished panel’ at a public dialogue on “A New Vision of Learning: Balancing Educating the Mind with Educating the Heart,” Wosk Centre for Dialogue, Simon Fraser University, Vancouver, BC.

Diamond, A. (April 6, 2008). Invited presentation, Conference on Developmental Issues in Contemplative Education, Garrison Institute, Garrison, NY.

Diamond, A. (March 31, 2008). Genetic and environmental influences on the expression of cognitive abilities dependent on prefrontal cortex. Neuroscience colloquium, University of Western Ontario, London, ON.

Diamond, A. (March 19, 2008). Genetic and environmental influences on the expression of cognitive abilities dependent on prefrontal cortex. Invited 2-hour lecture, Neuroscience graduate course, Module 4: Disorders of Cognition, UBC Faculty of Medicine, Vancouver, BC.

Diamond, A. (March 15, 2008). Helping children become masters of their own behavior: Novel methods for improving cognitive control (executive functions) in young children and their relevance for disorders such as ADHD. APS William James Distinguished Lecture at the annual meeting of the Eastern Psychological Association, Boston, MA. Continuing Education credits provided.

Diamond, A. (Jan. 18, 2008). Prefrontal cortex dysfunction and developmental disorders: Relevance of what we know to what can be done to help children. Cognitive Science colloquium, University of Arizona, Tucson, AZ.

Diamond, A. (Jan. 17, 2008). Cognitive control (executive functions) in young children: Some things we’ve learned about it and about how to improve it. Invited talk, College of Education, early childhood administrators & teachers, United Way personnel, University of Arizona, Tucson, AZ.

Diamond, A. (Nov. 9, 2007).  The development, neural basis, & techniques for assessment of self-regulation (executive functions): What early childhood educators should know. Talk presented at National Association for the Education of Young Children (NAEYC) Annual Meeting, Chicago, IL.

Diamond, A.  (Oct. 12, 2007). Prefrontal executive functions: Genetic and environmental influences and clinical implications. Invited Address to the Inaugural Joint Meeting of the BC Pediatric and Neonatal Societies, Burnaby, BC.

Diamond, A. (Sept. 3, 2007).  Three lessons from neuroscience relevant to education.  Keynote Address, Symposium on “Brains, learning and educational innovation,” Maastricht University.

Diamond, A. (Sept. 3, 2007).  The future of learning: A neuroscience perspective.  Opening of the Academic Year Address, University of Maastricht, Netherlands.
view online: www.youtube.com/watch?v=uU3RCUWmmHU

Diamond, A. (July 2, 2007). Novel methods for improving and assessing executive functions in young children. Presented in invited symposium, “Developmental Cognitive Neuroscience of the Executive Functions dependent on the Frontal Lobe:  Challenging Long-held Beliefs” at the International Neuropsychological Society Annual Meeting, Bilbao, Spain. Continuing Education credits provided.

Diamond, A. (June 6, 2007). Some things I’ve learned in 25 years: Some generalizations concerning cognition and cognitive development. Colloquium, Dept. of Psychology, Stanford University, Palo Alto, CA.

Diamond, A. & Wu, Y. (June 1, 2007). Development of a social ‘Simon’ effect. Talk presented in a symposium entitled, “Perception and Action in Social and non-Social Domains in Children and Adults: Re-thinking Theory of Mind, Stimulus-Response Compatibility, and Intentionality,” Jean Piaget Society Annual Meeting, Amsterdam, Netherlands.

Diamond, A. (May 29, 2007). Some lessons from cognitive development for cognitive neuroscience, and some lessons from cognitive neuroscience for cognitive development, Leiden University, Netherlands.

Diamond, A. (May 24, 2007). Innovative practices: Supporting teachers as well as supporting students; addressing students’ physical, artistic, and emotional needs as well as their cognitive ones; and some targeted ways to assess outcomes. Closing Keynote Address, HELP Workshop on Innovative Assessment Practices – Supporting Families and Community, Vancouver, BC.

Diamond, A. (May 8, 2007). Teaching cognitive control & emotional self-regulation to preschoolers and assessing their benefits. Presented in a Symposium on “Implications of Cognitive Neuroscience for Education,” Cognitive Neuroscience Society Annual Meeting, New York, NY.

Diamond, A. (April 25, 2007). Brain research. Invited talk, Student Support Services for the West Vancouver public schools (school psychologists, speech and language pathologists, and learning support teachers), West Vancouver, BC.

Diamond, A., Leong, D., & Bodrova, E. (March 31, 2007). Helping children become masters of their own behavior: A preschool curriculum that improves executive functions. Presented in a Symposium entitled, “Promoting the Development of Self-Regulation in Young Children Through Innovative Curricula and Teacher Interactions,” Biennial Meeting of the Society for Research in Child Development, Boston, MA.

Feng, X., Bialystok, E., & Diamond A. (March 31, 2007). Manipulating information in working memory - an advantage for bilinguals. Biennial Meeting of the Society for Research in Child Development, March, Boston, MA.

Diamond, A. (Jan. 11, 2007). Brain research. An invited workshop for Principals and Vice Principals, Secondary Education and Instructional Services, West Vancouver School District #45, West Vancouver, BC. Continuing Education credits provided.

Organizer & Chair of Invited Symposium, Developmental cognitive neuroscience of the executive functions dependent on the frontal lobe: Challenging long-held beliefs, International Neuropsychological Society, 2007

Organizer & Chair of Symposium, Perception and action in social and non-social domains in children and adults, Jean Piaget Society Annual Meeting, Amsterdam, Netherlands, 2007

Co-Organizer of Symposium, Implications of cognitive neuroscience for education, Cognitive Neuroscience Society Annual Meeting, 2007

Diamond, A. (Nov. 3, 2006). Genes that affect dopamine (COMT, DAT1, and DRD4): Gender differences and disorder differences. Invited TGIF talk, Centre for Molecular Medicine and Therapeutics, BC Children and Women’s Health Centre, Vancouver, BC.

Diamond, A. (Nov. 1, 2006). How children think. Invited presentation, Mini-Med School Series of the Child and Family Research Institute, Vancouver, BC. Continuing Education credits provided.

Diamond, A. (Oct. 31, 2006). Developmental cognitive neuroscience. Invited presentation, 4th year Biomedical students at UBC, Vancouver, BC.

Diamond, A. (Sept. 20, 2006). Prefrontal cortex and neurodevelopmental disorders. Grand Rounds, Alberta Children's Hospital, Calgary, for physicians, pediatric residents, and allied health care professionals, Calgary, AB, Continuing Education credits provided.

Diamond, A. (Sept. 20, 2006). Genetic and environmental influences on the expression of cognitive abilities dependent on prefrontal cortex. Medical Genetics Grand Rounds, Alberta Children's Hospital, Calgary, AB, Continuing Education credits provided.

Diamond, A. (Sept. 22, 2006). Close interrelations of the development, and neural bases, of motor and cognitive functions. Neuroscience Grand Rounds, Hotckiss Brain Institute, Calgary, AB, Continuing Education credits provided.

Diamond, A. (August 20, 2006). (ADHD without Hyperactivity) is a neurobiologically & behaviorally distinct disorder from ADHD (with Hyperactivity). Presentation, Brain Development and Learning” Making Sense of the Science Conference, Vancouver, BC. Continuing Education credits provided.

Conference Co-Organizer, 1st Biennial Conference. Brain development and learning: Making sense of the science, Vancouver, BC, August 19-22, 2006

Diamond, A. (June 27, 2006). Executive functions and prefrontal cortex. Invited talk. Unilever 'Child Mental Development' Workshop, Rotterdam, NE.

Diamond, A. (June 23, 2006). Motor development and cognitive development during infancy. Invited talk, Laboratory of Alain Berthoz, Collège de France, Paris, France.

Diamond, A. (June 16, 2006). Development of inhibitory control, mental manipulation, and cognitive flexibility. Invited talk, Neurofunctional Imagery Group (GIN), Ciceron Brain and Cognition Center, Caen, France. Continuing Education credits provided.

Diamond, A. & Seamans, J. (June 9, 2006). Clinical implications of recent work on prefrontal cortex function. Invited workshop at the Annual UBC Dept. of Psychiatry Clinical Day, Vancouver, BC.

Diamond, A. (May 19, 2006). Preschool training in self-regulation: Helping children help themselves. Invited talk for Human Early Learning Partnership (HELP) Research Day, Vancouver, BC.

Diamond, A. & Leong, D. (May 11, 2006). Teaching cognitive and emotional self-tegulation to preschoolers and assessing its benefits. Invited Workshop presented at the Supporting Children’s Social and Emotional Health: Assessment Tools, Research and Practice Conference, Vancouver, BC.

Diamond, A. (May 4, 2006). The prefrontal dopamine system and the periarcuate relational system. Invited talk at conference on “Prefrontal Cortex, Working Memory, Flexible Behavior: In memoriam for Patricia S Goldman-Rakic.” Yale University School of Medicine, New Haven, CT.

Diamond, A. (May 3, 2006). Some things I've learned in 25 years: Some generalizations concerning cognition and cognitive development. Presentation, Current Work in Developmental Psychology series, Yale University, New Haven, CT.

Diamond, A. (May 2, 2006). Invited talk, Sackler Institute, Weill Medical College, Cornell University, New York, NY.

Diamond, A. (April 28, 2006). Developmental change in, and environmental modulation of, cognitive control: Differences by gender and genetics. Invited talk presented at the “Executive and Prefrontal Functions: Exploring Supervision and Volition” in the Brain Workshop at the Peter Wall Institute for Advanced Studies, UBC, Vancouver, BC

Diamond, A. (April 19, 2006). What are the principal unanswered research questions concerning executive function and executive control of attention? Can these abilities be improved in children as young as 3-5 years and if so what are the benefits of doing do so? Invited talk at Garrison Institute’s Program on Contemplation and Education: Workshop on the role of attentional abilities in the social-emotional development of young children, Garrison, NY.

Diamond, A. (April 10, 2006). The development and neural bases of cognitive flexibility and executive function. Invited Presentation, American Educational Research Association Annual Meeting, San Francisco, CA.

Munro, S., Chau, C., Gazarian, K. & Diamond, A. (April 9, 2006). Dramatically larger Flanker effects (6-fold elevation). Presentation, Cognitive Neuroscience Society Annual Meeting, San Francisco, CA. Cognitive Neuroscience Society 2006 Annual Meeting, 164.
poster: DOI: 10.13140/RG.2.1.4289.8402 (pdf)

Diamond, A. (March 31, 2006). Invited presentation at a workshop organized on behalf of the Jacobs Foundation called "Research Frontiers for Intervention and Assessment,” Marbach Castle, Lake Constance, Germany.

Diamond, A, (Feb. 14, 2006). Genetic and environmental influences on the expression of cognitive abilities dependent on prefrontal cortex. Invited Presentation at Gordon Conference on Genes and Behavior. Ventura, CA. Continuing Education credit provided.

Diamond, A. (Oct. 28, 2005). Autism and grasping conceptual connections among physically connected and unconnected items. Grand Rounds at Queen Alexandria Centre for Children’s Health, Victoria, BC. Continuing Education credits provided.

Diamond, A. (Oct. 27, 2005). Some generalizations concerning cognition and cognitive development. Colloquium to the Department of Psychology, University of Victoria, BC.

Feng, X., Diamond, A., & Bialystok, E. (Oct. 22, 2005). Executive functions in monolingual and bilingual children: Separating working memory and inhibitory control. Presentation, The Biennial Meeting of the Cognitive Development Society, San Diego, CA.
poster: DOI: 10.13140/RG.2.1.4322.6082 (pdf)

Diamond, A. (Sept. 9, 2005). Prefrontal cortex and neurodevelopmental disorders. Dr. Hira Panikkar Memorial Lecture, Child & Adolescent Psychiatry, BC Children’s Hospital, Vancouver. Continuing Education credits provided.

Diamond, A. (June 1, 2005). Autism and grasping connections between items physically unconnected. Division of Developmental Pediatrics. Education/Research Rounds at Sunny Hill Centre, Vancouver, BC. Continuing Education credits provided.

Diamond, A. (May 6, 2005). Frontal lobe dysfunction in young children and environmental interventions that improve children’s frontal lobe functioning. Henry Dunn Lecture at the commencement of the Northwest Pacific Pediatric Neurology Society Annual Meeting, Vancouver, BC.

Diamond, A. (April 27-29, 2005). Cognitive flexibility: Its development and its modulation by genes and environment. Invited Presentation at Conference on Advances in Developmental Cognitive Neuroscience. Amsterdam, Netherlands.
view online: users.fmg.uva.nl/mhuizinga/workshop.htm

Diamond, A. (April 20, 2005). ADD (ADHD without hyperactivity), a neurobiologically and behaviorally distinct disorder from ADHD (with hyperactivity). Invited presentation, Mini-Med School Series at BC Research Institute for Children’s & Women’s Health, Vancouver, BC.
view online:
http://www.bcricwh-training.bc.ca/speakers_events/minimed_school/mini_med_school.htm

Diamond, A. (April 3-4, 2005). Neurochemistry and early childhood education:  Genetic and environmental influences on the development of executive function. Invited presentation at Emory Cognition Project Conference on Developmental Cognitive Neuroscience Conference, Atlanta, GA.

Diamond, A. (March 19-20, 2005). Interrelations between motor development and cognitive development, between “Motor” and “Cognitive” brain regions, and between “Motor” and “Cognitive” disorders. Invited address at the 17th European Conference on Neuro-Developmental Delay, Edinburgh, Scotland.

Diamond, A. (March, 2005). Interrelations between cognition, perception, and action, similarities between young and old, and effects of neurochemistry & early childhood education. Psychology Department Colloquium, McMaster University, Hamilton, ON.

Diamond, A. (March, 2005). Prefrontal cortex involvement in normal development and in developmental disorders. Psychiatry Grand Rounds, 2005 Brain Awareness Week Lecture for the Department of Psychiatry & Behavioral Neurosciences, Department of Psychology; and the Brain-Body Institute, McMaster University, Hamilton, ON.
view online:dailynews.mcmaster.ca/worthmentioning.cfm?ID=2151
view online:
www.fhs.mcmaster.ca/psychiatryneuroscience/education/psych_rounds/march_2005.htm#item4

Diamond, A. (March, 2005). Treated phenylketonuria: Deficits in cognition and vision, and why. Keynote address, Annual Celebration of Research, BC Research Institute for Children’s & Women’s Health, Vancouver, BC.
view online:
www.bcricwh-training.bc.ca/research%20week%20posters%202205/Peds%20research%20day%202005.doc
view online: www.apa.org/research/action/pku.aspx

Diamond, A. (March, 2005). Selective cognitive and neurobiological effects from a global insult to the brain. Neurosciences Proseminar Guest Lecture, UBC, Vancouver, BC.

Diamond, A. (March, 2005). Selective attention, negative priming, and task switching. Colloquium to the Vision Group, Department of Psychology, UBC, Vancouver, BC.

Diamond, A. (Feb., 2005). Prefrontal cortex and neurodevelopmental disorders. Invited address at the International Neuropsychological Society Annual Meeting, St. Louis, MO.

Diamond, A. (Feb., 2005). Diamond’s laws of cognition and cognitive development. Cognitive Systems Guest Lecture Series, UBC, Vancouver.
view online: ling75.arts.ubc.ca/cogs401/news/lectures/diamond_2-22.htm

Diamond, A. (Jan., 2005). Prefrontal cortex involvement in normal development and in developmental disorders. Invited address, York University, Toronto, ON.

Diamond, A. (Jan., 2005). Measures of frontal lobe function for children and adults. Neuropsychiatry Grand Rounds, UBC Department of Psychiatry, Vancouver, BC.

Diamond, A. (Jan., 2005). Behavioral tasks that assess prefrontal functioning in infants under one year of age. Guest Lecture, Education Course, UBC, Vancouver, BC.

Before 2005: - click here.

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Media Coverage

2016 Featured in the notice: “Might we be over-medicating children with ADHD for optimal cognition?” in the Vancouver Coastal Health Research Institute (VCHRI) newsletter (02 May)
  Quoted in the upcoming 7th edition of the textbook “Lifelong Motor Development” by Carl P. Gabbard published by Benjamin Cummings Publishing Company, San Francisco. (22 April)
2015 Featured in the article: “Why Genders Experience Stress Differently: Vancouver study” by Michael Mui in 24 Hours newspaper, Vancouver (27 Aug.)
  Highlighted in the notice, "“Adele Diamond receives Honourary Doctorate from Ben-Gurion University," in the Faculty of Medicine, UBC, website (14 May)
  Highlighted in the notice, "“Psychiatry Professor receives Honorary Degree from Ben-Gurion University," in the UBC This Week newsletter (14 May)
  Highlighted in the notice, "Adele Diamond ’74—Influential Neuroscientist," in the Swarthmore College Bulletin (Spring)
  Featured in the article, "Caring for Bedouins' Health," by Cynthia Ramsay in the Jewish Independent newspaper (08 May)
  Featured in the article, "Nourishing the Whole Child," by Basya Laye in the Jewish Independent newspaper (08 May)
  Featured in the article, "Where Science and Music collide: PSU hosts Brain Development and Childhood Education researcher Dr. Adele Diamond," by Jon Raby in Portland State Vanguard: student-run newspaper (04 May)
  Featured in the article, “Using Research to Provide Developmental Tips” by Betsy Diamant-Cohen in the Mother Goose is on the Loose newsletter (01 April)
  Featured on the TV program “Téléjournal Colombie-Britannique” in a segment on Mindfulness by Geneviève Milord on Ici Radio-Canada Télé (2 Feb.)
- “Your interview on our MindUP study has been gaining so much traction - the French love it! The research was mentioned in Le Monde!” said Kimberly Schonert-Reichl.
  Prof. Diamond mentioned by name as a promo for her later TV interview – see above - on the radio program “Phare Ouest” in a segment on Mindfulness, “Les bienfaits de la méditation chez les enfants selon une étude de UBC,” on Ici Radio-Canada Première (2 Feb.)
  Featured in the article “Goldie Hawn program makes Kids Kinder and Better at Math, UBC researchers say,” by Randy Shore in the Vancouver Sun (26 Jan.)
  Prof. Diamond acknowledged in a media release, “Mindfulness-based Program in Schools Making a Positive Impact: UBC study,” by UBC Public Affairs (26 Jan.)
  Noted for TEDx talk in the “Noticias” section of El Comercio, a national newspaper of Ecuador (Jan. )
  Noted for TedX talk on page 2 of The Ensemble, a newsletter for the US and Canadian El Sistema Movement (Jan.)
2014 Interviewed by a number of CBC Radio One shows across Canada on the science of self-control (31 Dec.):

CBC Station

Show name

Show host

New Brunswick

Shift

Vanessa Vander Valk

Charlottetown

Mainstreet PEI

Karen Mair

Vancouver

On the Coast

Gloria Macarenko

Whitehorse

Airplay

Dave White

Ottawa

All in a Day

Alan Neal

  Created 10-minute video for crowd source funding campaign ‘Imagine a World where Every Child Thrives!’ and created the content for the associated webpage.
Raised over $25,000 for our research in donations thru this.
  Featured in the transcript of “The Science of Attention” episode of “On Being” with Krista Tippett on the website DailyGood.org (8 Dec.)
  Interviewd by Stephen Quinn on the CBC Radio One program “On the Coast”: ‘UBC neuroscientist speaks at the White House’  (1 Oct.)
  Interviewed by Sonia Williams. "Open Forum" show on Women’s Radio Network (19 Sept.)
  Listed as #13 of the “30 Most Influential Neuroscientists Alive Today” at the Online Psychology Degree Guide website (Sept.)
  Re-broadcast – with new material  -  of the hour-long interview first broadcast in 2010: Learning, Doing, Being – A New Science of Education, which aired on the show, “On Being” with Krista Tippett, on National Public Radio (NPR) (Aug.)
  Featured in the book, “Zero to Five: 70 Essential Parenting Tips Based on Science (and What We’ve Learned so Far)” by Tracy Cutchlow and published by Pear Press, Seattle, WA (July)
  Featured in the article, “Are You a Warrior … or a Thinker?” by Molly Triffin in Self magazine (July), pages 92 – 95.
  Invited webinar,"Principles and strategies for improving executive function skills." Annie E Casey Foundation. (11 June)
  Interview of Prof. Diamond on the audio blog post, “Children’s Executive Functions and Evidence-based Activities that Improve Them: An interview with Adele Diamond, Professor, University of British Columbia, Vancouver,” by Andy Feldman in Andy Feldman’s Gov Innovator Blog (June)
  Lengthy interview of Prof. Diamond by Scott Jacobsen in the In-Sight journal, Issue 4.A, “Women in Academia” (15 April)
  Featured in an article by Elizabeth Foy Larsen in Parents magazine (Feb)
2013 Featured in the article, "Diamond in the Rough: A Brief Summary of Adele Diamond’s CCMA Presentation" by Jason Phillips. Dundas Valley Montessori School website (Oct.)
  "Neuroscience (and psychology) research and Montessori.Invited talk. AMI International Montessori Congress, Portland, OR. (2 Aug.)
  Featured in the article, “Vancouverites Unite to Help a Palestinian Doctor attend Brain Development Conference,” by Peter G. Prontzos in The Georgia Straight newspaper (24 July)
  "Cultivating the mind". Invited talk. Heart-Mind 2013: Helping Children Thrive, Vancouver, BC. (10 May)
  Featured in the article “10 Activities to Help your Baby's Brain Development” by Denise Davy in ParentsCanada magazine (19 April)
  Quoted in the article, “Why can Some Kids Handle Pressure while Others Fall Apart?” by Po Bronson and Ashley Merryman in The New York Times Sunday Magazine article (6 Feb.)
This article was highlighted on the Association for Psychological Science (APS) website front page (25 Feb.)
  Featured in article, “Pass the Marshmallow Test? Your Brain's More Efficient: Study” by Wendy Leung in The Globe and Mail newspaper (22 Jan.)
  Featured in the online article "Teaching Children to Train their Minds" on the LearnNow.org site (Jan.)
2012 Interviewed - “Iowa Blue Zones and Adele Diamond” - by Ben Kieffer on Iowa Public Radio (30 Nov.)
  Two 2-minute interviews on "What Makes Kids Happy?" on The Morning News with Philip Till on CKNW Radio, Vancouver, BC. (22 Nov.)
  Highlighted on Iowa State University website: Neuroscientist will link Exercise to Academic and Career Success in ISU talk (29 Nov.)
  Featured in the article “To Soothe Distracted Students, BC Schools Try 'Self-regulation'” by Katie Hyslop in The Tyee online newspaper (25 Oct.)
  Understanding executive functions.” Invited talk. 5th Annual Family Information Session on Executive Function: Development and Facilitation in Children with a Focus on Deaf/Hard of Hearing, Seattle Children’s Hospital, Seattle, Washington. (13 Oct.)
  Interviewed by Globo News television (Brazil) (7 Sept.)
  Featured in the Estado de São Paulo - a Brazilian newspaper - article “Ensinar é muito mais que passar conteúdo”, (3 Sept.).
  Featured in the article “Mind Games: 5 Brain-boosting Activities for Toddlers” by Ann Douglas in Canadian Family magazine (Sept. )
  Featured in the online article “Executive Function Skills Predict Children's Success in Life and in School” by Ellen Galinsky in The Blog (Huffington Post) newspaper (June)
  Child Development and the Brain: Insights to Help Every Child Thrive” Invited talk to the Garrison Institute Board of Trustees Luncheon, New York, NY. on Youtube
  Interviewed by Ingrid Wickelgren, editor, Scientific American Mind, who arranged her trip to Vancouver to accommodate when I’d be able to meet with her (28 Feb.)
  Article in the Danish weekly broadsheet Weekendavisen (The Weekend Newspaper), "Nej, jeg må ej!" (No, I mustn't) by Lone Frank (17 Feb.)
  TV interview which aired live - Adele Diamond on Studio 4 with Fanny Kiefer Part 1 of 2 and Adele Diamond on Studio 4 with Fanny Kiefer Part 2 of 2 - by Fanny Kiefer on the Shaw TV program Studio 4 (24 Jan.)
  Interviewed for The Globe and Mail by Anne McIlroy (23 Jan.)
2011 Featured in a DVD (Emotional Safety) by KidCareCanada, available both from KidCare and from the BC Ministry of Children and Family Development (23 Nov.)
  Featured in the Cognitive Neuroscience of Learning: Implications for Education eBriefing and posted on the New York Academy of Sciences website by Kathleen McGowan (Dec.)
  Article in The Star (Malaysia), "She's a Diamond" by Daphne Ling (Dec.)
  Featured interview in the New York Academy of Sciences podcast What Your Brain Can Tell You About Learning (21 Nov.)
  Why Disciplining the Mind, Reducing Stress & Loneliness, & Increasing Joy may be Critical for Children's Academic Success.” Invited address, Education Symposium, Garrison Institute, Garrison, NY. (5 Nov.)
  Article in AMI (International Montessori Association) e-Bulletin, p.19 - “Adele Diamond publishes on Executive Skills in Science Magazine” - “In the mood for Montessori reading?” section (Oct.)
  Article on our work in The Children's Mental Health Research Quarterly magazine, “Making Kindergarten more Engaging” by Daphne Gray-Grant, pages 9-10 (Oct.)
  Article in The Wall Street Journal, "Learning how to Focus on Focus; In an Age of Information Overload, simply paying Attention is the Hardest Thing" by Jonah Lehrer (3 Sept.)
  Interviewed for Radio Canada science program Les années lumière by Chantal Srivastava (31 Aug.)
 

In a set of six 90-second videos on the website AboutKidsHealth: Trusted answers from The Hospital for Sick Children (Toronto) (4 Aug.)

  Article on the website AboutKidsHealth: "Improving a Child's most Basic Skills"
  Half-hour interview on WebTalkRadio.net podcast with Karen Quinn: 30 Minute Mom – How to Raise a Child With Self-Control, Discipline, and Focus! (7 July, re-broadcast 26 Nov.)
  Featured in a video on the KidCareCanada website: “Introductory Emotional Safety video developed for Health Literacy Webinar : The Key to Trust, Learning and Life-long Relationship-building” (8 July)
  Live half-hour radio interview with Tommy Schnurmacher on CJAD radio's, "Tommy Schnurmacher Show" in Toronto with phone-in audience questions (11 Apr.)
  Half-hour interview, “Adele Diamond at the Garrison Institute (Oct. 2008),” on her work and insights into topics such as academic outcomes for young children, stress effects on the brain and how contemplative practices might affect executive functions and cognitive control (10 Jan.)
  Article in Swarthmore College Bulletin: The Magazine of Swarthmore College, “The Dances of Adele Diamond” by Robert Strauss (Jan 2011, pp. 28-32)
“ 'This is the beauty of Adele,' says Thomas Schilling, professor of psychological science at Fitchburg State University in Massachusetts and a longtime colleague of Diamond. 'She does great basic research, but has the companion career of applying it. She has done things in biology and chemistry, like her research into the dietary disorder phenylketonuria [PKU – a genetic disorder that blocks the metabolism of a certain amino acid and, if untreated, produces widespread brain damage] but then has come up with solutions, such as modifying diets. It is her work in education, though, that will be landmark. If there were a Nobel Prize for psychologists, she would be the first I would propose to win it.' ”
  Featured in the headline section - for the Times article "Playing games makes your child clever" - of the UBC Annual Review 2009-2010
2010 Front page article in Sikkim Express (India), “Paper on Brain Plasticity and Mental Transformation Presented on Day 3” by staff reporter (23 Dec.)
  Hour-long radio interview: “Learning, Doing, Being— A New Science of Education” on the show,“On Being” with Krista Tippett on National Public Radio (NPR) (24 Oct.) This was a re-broadcoast of an interview on the show, “Speaking of Faith” that aired the year earlier. This re-airing of the NPR interview resulted in a 14-fold increase in visits to our lab website. We have never had so many people visit our website in one day as people did on Sunday, 24 Oct.
  Interviewed for the Early Childhood Innovation Project, an initiative by the Center on the Developing Child at Harvard University in partnership with the National Conference of State Legislatures (NCSL) and the National Governors Association Center for Best Practices. (12 Oct.)
  Article in InnovationCanada.ca, the online magazine of the Canada Foundation for Innovation, “Tools of the Mind” by Laura Eggertson (29 Sept.)
  Quoted in article in the American Psychological Association Monitor, “The Recession's Toll on Children” by Amy Novotney (1 Sept.)
  Interviewed for Canadian Family magazine by Yuki Hayashi
  Interviewed for Parents magazine by Barbara Brandon-Croft
  Article in the Vancouver Sun on Prof. Diamond’s conference, “Good Mothering Passes Benefits Across Generations, Study Reveals” by Randy Shore (14 July)
  Article in Today’s Parent magazine, “10 Surprising Brain Builders for Preschoolers” by John Hoffman (August)
  Featured in a video for Mind in the Making: The Essential Life Skills Every Child Needs, "What are executive functions?" by Ellen Galinsky (11 June)
  Article in The Times (UK), “Playing Games makes your Child Clever” by Helen Rumbelow (11 May)
2009 Featured in the CTV Documentary, “4 Paths to Peace,” (31 Dec.)
  Hour-long radio interview: “Learning, Doing, Being— A New Science of Education” on the Peabody-award-winning show “On Being” (formerly “Speaking of Faith”) with Krista Tippett on National Public Radio (NPR) (19 Nov. ; re-aired 24 Oct.)

Devoted a website for this, & created a blog.

Krista Tippett wrote afterwards, "The response we received to the show with you was really extraordinary and is still coming in. You are working on a frontier that is close to people’s lives and hearts.” and she posted online, “My thinking about the education I received, about school testing, and about what I want for my children will never be the same after the conversation I had with neuroscientist Adele Diamond."

  One of three scientists invited to speak on stage with the Dalai Lama and another Nobel Peace Laureate, Mairead Maguire, on “Heart-Mind Education: Enhancing Academic, Social, and Emotional Competence” at the Orpheum Theatre, Vancouver; broadcast live worldwide by CTV as part of the Vancouver Peace Summit, can be viewed on Youtube (29 Sept.)
  Featured in the short film, “Focus and Self Control” by New Screen Concepts, Inc. (with Ellen Galinsky) previewed during Ellen Galinsky’s keynote address at Harvard Graduate School of Education (Jan.), and aired for the Obama transition team on Early Learning, at their request. see Youtube video.
  Article in the Vancouver Sun newspaper, "Scientists Work to Rewire the Brain," by Randy Shore (28 Dec.)
  Article in the Washington Post, “The Playtime’s the Thing,” by Emma Brown (21 Nov.)
  Article in the Globe and Mail newspaper, "Look to Quebec on Early Childhood Education, expert urges," by Rhéal Séguin (16 Nov.)
  Article in the Globe and Mail newspaper, "The link between Exercise and more Brainpower," by Anne McIlroy (6 Nov.)
  Featured in a short promotional video for the Central and East European Center for Cognitive Science at New Bulgarian University (9 Sept.)
  Article in the New York Times newspaper, "Can the Right Kinds of Play Teach Self-Control?" by Paul Tough (25 Sept.)
2008 Interview for CBC documentary,"Fixing My Brain" (18 Nov. & 30 Dec.)
  Radio interview for the show “Morning Edition” on National Public Radio (NPR) (28 Feb.)
NPR also set up a Q&A where listeners emailed in questions and Prof. Diamond’s answers were posted were posted online
  TV interview on the show, “Leisure Talk,” on Fairchild TV (14 Jan.)
  TV interview on CTV on the show “Your Health with Dr. Rhonda Low” (7 Jan.)
  Article in the The Economic Times: India Times newspaper, “Researchers now Train Young Brains to Behave” (16 Sept.)
  Article in the New York Times, “Training Young Brains to Behave,” by Benedict Carey (15 Sept.)
  Newsweek Web Exclusive Article by Wray Herbert, “Is EF the new IQ?” (10 June)
This was the most e-mailed story on Newsweek.com the week it appeared
  Article in the Sacramento Bee newspaper, “Teaching self-control can be child’s play, research shows,” by Jeremy Manier (6 April)
  Article in the Chicago Tribune newspaper, “Self-control? It’s child’s play,” by Jeremy Manier (25 March)
  Simultaneous webcast of 10-minute talk by Prof.Diamond as part of the “Brains R’ Us” Scientific Program at the Salk Institute, La Jolla, CA (March 3). That 10-minute talk by Prof. Diamond was broadcast on the Science Network (as part of a special program entitled “Brains R Us” (3 March)
2007 Radio interview on the BBC, Science: Leading Edge program (6 Dec.)
  Article in the UK’s Daily Telegraph newspaper, "'Formal play' better prepares Children for School" by Roger Highfield (29 Nov.)
  Article in FirstScience.com, an online news magazine (29 Nov.)
  Article in the Vancouver Sun newspaper, "Extra Playtime shown to Help Preschoolers Focus" by Chadd Shelton; (30 Nov. )
  Article in United Press International, "Preschool Curriculum helps Performance" (30 Nov.)
  Article in Science Daily, "Pre-School Program Shown To Improve Key Cognitive Functions, Self-Control" (30 Nov.)
  Article in Earthtimes.org, "Preschool Curriculum helps Performance " (30 Nov.)
  Article in NIH Research Matters, "an eColumn for a General Audience highlighting NIH research" (10 Dec.)
2006 Photo and brief synopsis of our research in the Vancouver Sun’s announcement of the finalists for the YWCA’s Women of Distinction award (April)
  Article about me and our research findings in the Swarthmore College Bulletin (March)
2005 Article in the Dutch newspaper, NRC Handelsblad, on our work (3 July)
2004 Speaker at Press Conference with Canadian Prime Minister Paul Martin, UBC Pres. Martha Piper, and others to announce new CRC Professors (12 Nov.)
2003 Feature article on Prof. Diamond & her work in the ARCLight magazine
2002 Article in The Independent (a British newspaper) by Sanjida O'Connell (22 April)
  Live interview, " Nine to Noon" show, New Zealand National Radio, about our research and its implications for ADHD (19 June)
  Segment in Public Television series, Scientific Am. Frontiers Series w/ Alan Alda on PBS, devoted to our research (15 Oct.)
  Feature-length web article on our research by Jacqueline Mitchell of Scientific American
  Frontiers on the PBS website in connection with the TV program
  Newspaper story on front page of Health & Sci. section, Boston Globe by Judy Foreman, discussing our proposed research on effect of early bilingualism on brain dev. (10 Sept.)
1999 Featured Guest, along with Jack Shonkoff, on the Public Radio (NPR) show, The Connection
Featured in two popular Trade Books
  NurtureShock: New Thinking about Children by Po Bronson & Ashley Merryman (published in 2009) - a New York Times #1 Bestseller, featured on Good Morning America, Nightline, All Things Considered, Fresh Air, and in Newsweek
  Mind in the Making: The Seven Essential Life Skills Every Child Needs by Ellen Galinsky (published in 2010) - featured on the CBS Evening News with Katie Couric

 

Youtube video of talks by Prof. Diamond

2016 Video of   “To improve self-regulation, creativity and problem-solving: Have children play!” Invited talk at the Boston Children’s Museum, Boston, MA. (9 Feb.)
2015 Video of   “Factors that aid and factors that hinder the development of executive functions,” Invited talk at the Neuroplasticity and Education: Strengthening the Connection Conference, Vancouver, BC. (23 Oct.)
  Video of brief talk at the Event of the Year 2015, California Dance Institute, Monrovia, CA. (29 May)
  Video of   “Insights from neuroscience and psychology to help our young people thrive,” Zlotowski Neuroscience Lecture, Ben-Gurion University of the Negev, Beer Sheva, Israel. (11 May)
2014 Video of   “New findings about the brain are turning some ideas on their head,,” Invited TEDx talk. TEDxWestVancouverED: Rethinking Education, West Vancouver, BC. (27 Sept.)
  Video of   “Interventions, programs, and approaches that appear promising for improving executive functions and those that, despite much hype, do not,” Invited talk at the FLUX Integrative Developmental Cognitive Neuroscience Conference, Los Angeles, CA. (12 Sept.)
2013 Video of   “Cultivating the mind,” Invited talk at Heart-Mind 2013: Helping Children Thrive, Vancouver, BC. (10 May)
  Video of   “What can we do to help every child shine?” Invited talk at the Educare Learning Network’s Annual Meeting, Phoenix, AZ. (7 March)
2012 Video of   “Understanding executive functions,” Invited talk at the 5th Annual Family Information Session on Executive Function: Development and Facilitation in Children with a Focus on Deaf/Hard of Hearing, Seattle Children’s Hospital, Seattle, Washington. (13 Oct.)
  Video of   “Child development and the brain: Insights to help every child thrive,” Invited talk at the Garrison Institute, New York, NY. (12 June)
  Video of   “Executive functioning,” Invited talk at the Early Childhood Education Research Forum, Maryland State Department of Education (MSDE), Towson, MD. (20 Jan.)
2011 Video of   “Why disciplining the mind, reducing stress & loneliness, and increasing joy may be critical for children's academic success,” Invited talk at the Education Symposium. Garrison Institue, Garrison, NY. (5 Nov.)
2009 Video of   “Prefrontal cortex executive functions: Genetic and environmental influences and clinical implications,” Invited talk at the Center for Cognitive Science, New Bulgarian University, Sofia, Bulgaria. (19 July)
2007 Video of   “The future of learning: A neuroscience perspective,” Opening of the opening of the Academic Year Address, University of Maastricht, Netherlands (3 Sept.)

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Service

Service to the University

Organizer

Organizer, yearly Colloquium Series for the Institute of Mental Health (2006-2009)

Co-Organizer, Mental Health and Neurobiology Cluster, Child & Family Research Institute, Get-Acquainted Day (2006)

Co-Organizer of the Peter Wall Institute of Advanced Studies Workshop on “Executive and Prefrontal Functions: Exploring Supervision and Volition in the Brain” (2005-2006)

Other service to the University

for service as a Faculty Mentor see MENTOR category below - click here

Member, UBC Stage 2 Internal Review Committee (CIHR Foundation Scheme: 2014 1st Live Pilot Competition) (2014 – present)

Member, Departmental Advisory Committee, Psychiatry Department, UBC (2012 – present)

Guest lecturer, Neuroscience 501 graduate course, yearly lecture (2005 – present) Guest lecturer, Faculty of Education graduate course, biennial lecture (2005 – present)

Teaching, without compensation, an undergraduate course (Psyc 205-006: The Lifespan Social, Emotional & Cognitive Development of the Person in its Social, Cultural, and Biological Context), offered every other year

Teaching, without compensation, a graduate seminar (EPSE 604), Social, Emotional and Cognitive Development in Social, Cultural and Biological Context

Teaching, without compensation, a graduate seminar (PSYT 550), Prefrontal Cortex and Executive Functions

Member, an invited round table participant, Bending the Knotted Oak: Music Therapy and Music Cognition Research in Management of Neurological Disorders, UBC Peter Wall International Research Round Table, Vancouver, BC (May 10, 2014)

Chair, Student Presentations at UBC Psychiatry Department’s Annual Research Day (June 24, 2010)

Gave invited short seminar: Conceptual and strategic issues related to NIH success. NIH workshop for UBC faculty, The Health Research Resource Office, UBC (2009)

Invited judge at the First Vancouver Brain Bee: A competition for Vancouver high school students grades 10 – 12 (2009)

Consultant, Dean of Graduate Studies’ plans to submit a CFI application for an Institute for Transdisciplinary Research (2008)

Wrote research grant for Dr. Margaret Weiss (Child & Adolescent Psychiatry, UBC & BC Children’s) that got funded on ” Do children with ADHD, who respond well to amphetamine medication but not to methylphenidate, have allelic variants of the SNAP 25 gene?”

Internal Reviewer, CIHR operating grant application by Linda Siegel (in Education Faculty): “Long-Term Cognitive, Educational, Neuropsychological, and Behavioural Outcomes for Survivors of Childhood Acute Lymphoblastic Leukemia Treated with Chemotherapy" (2007)

Internal Reviewer, applications from Psychiatry faculty for MSFHR Career

Investigator award: Mark Lau: “Using Mindfulness-based Cognitive Therapy to reduce ‘cognitive reactivity’ – A psychological risk factor of depressive relapse" and Jeremy Seamans: “Dopamine modulation of prefrontal cortex network dynamics” (2006)

Host of Brain Research Centre neuroscience colloquium speakers, e.g. Sheila Innis & Steve Miller,MD

Press Conference Speaker at BCRICWH together with PM Paul Martin concerning the CRC Program

Interviewer for BCRICWH, Candidates for the SFU Leadership Chair in MEG (2005)

Judge, Student Presentations at the Psychiatry Department’s Annual Research Day (2005)

Invited lectures (2004- 2005), to classes in the Education Faculty, Neuroscience Graduate Program, & Cognitive Systems Undergraduate Program, & to the Vision Program within the Psychology Dept., Grand Rounds in Neuropsychiatry, Grand Rounds at Children & Women’s in: Pediatrics, Neurology, and Psychiatry, and Mini-Med School at Children’s & Women’s

Service to the Field and to the Community

Invited as a Visiting Professor to teach a 4-week course at Ben Gurion University, Beer Sheva, Israel:

  • Title:tba. (to be presented Dec. 19, 2016 to Jan. 13, 2017)
  • Cognitive, social, and emotional development in cross-cultural and biological perspective. (Dec. 15, 2013 to Jan. 7, 2014) Continuing Education credits provided.

Founder and Organizer, International Biennial Conference Series “Brain Development & Learning" (see above). This is a service to the larger community of parents, policymakers, educators, physicians, psychologists, and allied health professions (2005-present)

  • 2013 Brain Development and Learning Meeting:  braindevelopmentandlearning.com/BDL2013/
                                   Online Resources
  • 2010 Brain Development and Learning Meeting: www.interprofessional.ubc.ca/bdl.html
                                    In Utero Effects; Parent-Infant Interaction
                                    Learning & Memory; Math and Reading
                                    Respecting Cultural Differences
                                    Mental Health; Promoting Joy, Resilience, and Creativity
  • 2010 Conference Feedback: www.interprofessional.ubc.ca/BDL_subpages_2010/feedback_big_2010.html

    2010 Online Resources: www.braindevelopmentandlearning.com/Resources2010

  • 2008 Brain Development and Learning Meeting: www.interprofessional.ubc.ca/bdl2008.html
                                   Stress
                                   Prefrontal Cortex
  • 2008 Conference Feedback: www.interprofessional.ubc.ca/BDL_subpages_2008/sponsorsfeedback.html

  • 2006 Brain Development and Learning Meeting:www.interprofessional.ubc.ca/bdl2006.html
                                   Plasticity
                                   Interventions
  • Ad Hoc Reviewer for Journals - click here.

    Reviewer of grant applications - click here.

    External examiner

    • Advisor, Dissertation of Marianna Staroselsky, Ph.D. candidate, Comparative Human Development program, U. of Chicago, IL (2012)
    • External Examiner, Dissertation of Sissela Nutley Berman, Ph.D. candidate, Dept. Neuroscience, Karolinska Institute, Stokholm, Sweden (2011)
    • External Examiner, Dissertation of Afra Foroud, Ph.D. candidate, U. of Lethbridge, AB (2008)
    • External Examiner, Dissertation of Michelle Martin, Ph.D. candidate, York U., Toronto, ON (2005)
    • External Examiner, Dissertation of Toni Jones, Ph. D. candidate, U. of Queensland, Brisbane, Australia (2004)
    • External Examiner, Dissertation of Daniela Kloo, Ph.D. candidate, U. of Salzburg, Austria (2003)
    • External Examiner. Dissertation of Stephan Huijbregts, Ph.D. candidate at Vrije U., Amsterdam, Netherlands (2002)

    Mentor

    • External admissions interviewer (2010 – present), Harvard University.
    • External admissions interviewer (2010 – present, Swarthmore College.
    • Faculty Mentor (2010 - present) to Assistant Prof. Naznin Virji-Babul, Dept. of Physical Therapy, UBC.
    • Faculty Mentor (2015) to Assistant Prof. Amori Mikami, Psychology, UBC: helped craft her application for a Jacobs Foundation Research Fellowship.
    • Faculty Mentor (2012 - 2014) to Assistant Prof. Ziba Vaghri, Food, Nutrition and Health program, & Human Early Learning Partnership (HELP), UBC.
    • Faculty Mentor (2010 - 2013) to Assistant Prof. Claudia Jacova, Div. of Neurology, UBC.
    • Mentor (2012 – present) to Alessandra Gotuzo Seabra, PhD, Professor in Graduate Program - Developmental Disorders, Universidade Mackenzie, São Paulo, Brazil.
    • Mentor (2011 - present) to Assistant Professor Kimberley Lakes, PhD, Department of Pediatrics, School of Medicine: & Co-Director, Community Engagement Unit, Institute for Clinical and Translational Science; University of California, Irvine on her research on the benefits of traditional Taekwondo for executive functions and academic performance of school children.
    • Mentor (2011 - present) to Monica Tsethlikai, , PhD, Lecturer, University of Utah, Salt Lake City.
    • Mentor (2013 - present) to Sarah J. Short, PhD, Postdoctoral Fellow, Dept of Psychiatry, University of North Carolina School of Medicine, on her K Award (K01 Mentored Research Scientist Development Award from NIH).
    • Mentor (2015 - 2016) to Siri Reinbold, MD,, a psychiatry resident on a research rotation.
    • Mentor (2013) to Sneha Sheth, a master's student in MEDI 502 lab rotation.
    • Mentor (2011-2012) to Laura Ricci, MA student, Harvard University Graduate School of Education, Cambridge, MA “Perhaps you are, as you say, a professor from the University of British Columbia - but to me, you are an angel sent from the very finest research laboratory in heaven. I truly cannot thank you enough for your generous help. Enormous appreciation.”
    • Met with aspiring Developmental Science PhD students at “Lunch with the Leaders” session (2011) Biennial Meeting of the Society for Research in Child Development, Montreal, QC.
    • Mentor (2011) to Sarah J. Short on her K Award ( K01) to NIMH on Comparing working memory development in children at genetic hight risk for schizophrenia and to examine the structural plasticity of associated brain regions and white matter tracts.
    • Mentor (2009-present) to Assoc. Research Scientist Clifford Saron, Center for Mind and Brain, UC-Davis.
    • Mentor (2009 - 2010) Assoc. Prof. Kimberley Schonert-Riechl, Dept. of Educational and Counselling Psychology, and Special Education (ECPS), UBC, on scientific writing.
    • Mentor (2009 - 2010) Assoc. Prof. Jeremy Seamans, Dept. of Psychiatry, UBC, on lecture styles.
    • Mentor (2007 - 2012) to Tinashe Chatora, a UBC undergraduate from Zimbabwe.
    • Mentor (2011 - 2013) to Carolyn Lye, a grade 11 student from Sentinel Secondary in West Vancouver, BC.
    • Mentor (2011 - 2013) to Deepali Prasad, a grade 11 student from Crofton House School, Vancouver, BC.
    • Mentored (2009-2010) to Mio Tomisawa, a grade 10 student at Steveston London Secondary, Richmond, BC.
    • Met with aspiring Developmental Science PhD students at “Lunch with the Leaders” session, Biennial Meeting.
      of the Society for Research in Child Development, Montreal, QC (2011).
    • Mentor (2010 - present) to Mentor to Radhika Bapat, Founder and Director, Child Guidance Centre, Sahyadri Specialty Hospital, Pune, India, mentoring her on how to administer a large array of neurocognitive measures to children across a wide age range to use by Radhika and others in her clinic to help very poor children, especially those with special needs.
    • Mentor (2009 - present) to Assistant Professor Tamar Mendelson, PhD, Dept. of Mental Health, John Hopkins Bloomberg School of Public Health, Baltimore, MD, mentoring her on what executive function measures to use and how to administer them to school children, as well as providing her with guidance in the analysis and interpretation of the results from these measures in her assessment of the feasibility and efficacy of a school-based substance-abuse prevention program involving mindfulness and yoga.
    • Mentored (2008-2010) to Research Associate Charo Rueda, Cognitive Neuroscience Research Group, Dept. of Experimental Psychology, University of Granada, Spain.
    • Mentored (2005 - 2011) to John Fossella, PhD, on his K Award ( K01 Mentored Research Scientist Development Award) for John, an accomplished molecular geneticist, to continue his training in cognitive development and functional neuroimaging.
    • Mentored (2004-2010) to Professor Eveline Crone, Developmental and Educational Psychology, Univ. Leiden, Netherlands.
    • Mentored (2004-2009) to Professor Bruce Morton, Dept. of Psychology, U. Western Ontario.
    • Mentored (2002 - 2005) to Krestin Radonovich, PhD, Div. of Child & Adolescent Psychiatry, Johns Hopkins School of Medicine, in her K-23 Research Career Award on pediatric neuroimaging and behavioral testing of very young children with and without Attention Deficit Hyperactivity Disorder.

    Consultant - click here.

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    Training Others on our Neurocognitive Tasks

    Provide intensive 1-2 week training (free of charge) on the neurocognitive measures I developed:

    • Sept., 2015: to Amparo Viridiana Márquez García, Masters student of Gregorio Garcia-Aguilar, Prof., Dept. of Psychology, Meritorious Autonomous University of Puebla, Mexico, for intensive training for a study on 6-12 yr olds with ADHD.
    • June, 2014: to Spyridoula Vazou, PhD, Ass't Prof., Dept. of Kinesiology, Iowa State Univ., Ames, for one week intensive training for evaluating the effectiveness of a structured physical activity curriculum on EFs with preschool children.
    • May, 2004: to Eva van de Weijer-Bergsma, Ph.D. student, Utrecht University, Netherlands, for a study of the role of maternal interactive styles in preterm children’s development of attentional networks.
    • Aug., 2001: to Anne-Claire Beernick, Ph.D. student with Jan Buitelaar, University Medical Center Utrecht, the Netherlands, to study predictors, in infancy, of externalizing behavior disorders.
    • June, 2001: to Karen Davis, Research Assistant Linda Mayes, M.D., Department of Child Psychiatry, Yale University, for study of prefrontal cortex cognitive deficits in children who had been exposed to cocaine in utero
    • Sept., 2000: to Julien Gross, Ph.D. student with Harlene Hayne, Dept. of Psychology, University of Otago, Dunedin, New Zealand, for studying delayed nonmatching to sample performance in infants.
    • Aug., 2000: to Erik Hazen, M.D./Ph.D. student with Linda Mayes, Yale Univ. School of Medicine, for study of prefrontal cortex cognitive deficits in children exposed to cocaine in utero
    • June, 2000: to Alex Hogan, Ph.D. student with Faraneh Vargha-Khadem, London University, England, for studies of pre-clinical anterior blood perfusion deficits in infancy in children who have sickle cell disease.
    • May, 1997: to Joseph & Sandra Jacobsen, Wayne State Univ., Detroit, MI, for study of cognitive consequences of PCB exposure among Inuit Eskimoes in northern Quebec (2-day training)
    • Mar., 1995: to Anna Drummey, Ph.D. student with Nora Newcombe, Temple Univ., Phila., PA, to study the development of executive functions in children 3-7 years of age.
    • Mar., 1994: to Shaune Bornholdt, Children's Hospital of New Jersey, Newark, NJ for use in her work with children with treated PKU and with children exposed to lead
    • June, 1993: to Jenna Steere, Assistant to Amy Arnsten, Yale University School of Medicine, for use in research on children with ADHD
    • Sept., 1991: to Virginia Frisk and Jacqui Paige, Hospital for Sick Children, Toronto, Canada, for their research characterizing the developmental disabilities in infants and children who were born prematurely
    • Aug., 1991: to Sydney Reisbick and Martha Neuringer, Oregon Regional Primate Center, Portland, OR, for their research on the effects of Omega-3 Fatty Acid deficiency on cognitive and perceptual-motor development in infant monkeys
    • Aug., 1990: to Teresa Wilcox, University of Arizona, Tucson, AZ, for use in her study on cognitive functioning, and remaining deficits, in healthy, high-functioning preterm infants. 

    As our neurocognitive tasks have become easier to administer, extended visits to our lab have become less and less necessary. I now provide our behavioral tasks (including training videos, detailed testing procedures, the stimulus materials, and the software programs for computerized tests) and extensive consultation on how to administer the tasks and/or how to analyze performance on the tasks to:

    2016 Sadia Niazi, PhD, Lecturer, Dept. of Psychology, Univ. of Sargodha, Punjab, Pakistan, for a study exploring the role of executive functions, intelligence and personality on academic achievement and psychological well being of young adults.
      Virginia Knechtel, MA, Researcher, and Sally Atkins-Burnett,PhD, Senior Researcher, Mathematica Policy Research, Washington, DC, a study of the long-term effects of pre-kindergarten.
      Tuppett Yates, PhD, Ass't. Prof., Dept. of Psychology, UC-Riverside, CA, for an ongoing study of child representation and regulation among 250 caregiver-child dyads that began at age 4.
      Elizabeth Hayden, PhD, Prof., and Ruby Nadler,PhD, Post Doc, Psychology Dept., Western Univ., for evaluating the effectiveness of mindfulness practices on children's (7-9 years) executive functions.
      Asiye Ivrendi, PhD, Assoc. Prof., Early Childhood Education Program, Pamukkale University, Denizli, Turkey, for a study of self-regulation, mathematics, and play choices of young children.
      Alex Baron, Dphil candidate, Dept. of Education, Oxford Univ., UK, with the Campbell Collaboration, for a systematic review and meta-analysis of Tools of the Mind.
      Gema Conchero, PhD student, Dept. of Psychology, Univ. of La Rioja, Spain, for a study on the cognitive flexibility and creativity in children aged 4-5.
      Lior Abramson, PhD Student, and Ariel Knafo-Noam, Prof., Dept. of Psychology, Hebrew Univ., Israel., for assessing the relation between executive functions, temperament, and cognitive and emotional empathy in preschool children.
      Dusadee Ooppakarn. PhD Student, Early Childhood Education, Chulalongkorn Univ., Bangkok, Thailand, for a study evaluating executive functions of preschoolers.
      Efrat Goeli, Masters student, Bar-Ilan Univ., Israel, for a study of deaf children’s working memory and executive functions.
      Sahar Azarang, PhD, R&D Director, Paarand HEC, Tehran, Iran for a study evaluating the impact of emotion on executive functions.
      Christie Petrenko, PhD, Research Associate, Mt. Hope Family Center, Univ. of Rochester, for a study evaluating the efficacy of a preventive intervention for young children (ages 4-8) with fetal alcohol spectrum disorders and their families.
      Marianna Alesi, PhD, Ass’t. Prof., Dipartimento di Scienze Psicologiche, Pedagogiche e della Formazione, Univ. of Palermo, Italy for a study with children practicing basketball at school.
      Krystal Wulf, Research Associate, and Colin Sauder, PhD, Prof., Univ. of Texas Health Science Center, San Antonio for a treatment study of ADHD.
      Gisela Villa, Masters student, Linguistics Dept., Postgraduate School of the Pontificia Univ. Católica del Perú, Lima, for evaluating the cognitive benefits of bilingualism in low SES.
    2015 Helene Deacon, PhD, Prof., Dalhousie Univ., Halifax, NS, for a study on executive functions and reading comprehension.
      Wendy Viola, PhD, Senior Research Associate, Harlem Children's Zone, Inc., NYC, for an evaluation of a Transcendental Meditation program with middle school students.
      Elizabeth Gunderson, PhD, Ass't. Prof. of Psychology, Temple Univ., Philadelphia, PA, for examining longitudinal relations between spatial skills, numeracy, and executive functions.
      Viridiana Márquez García, Masters student, Neuropsychological Diagnosis and Rehabilitation, Meritorious Autonomous University of Puebla, Mexico, for her thesis evaluating inhibitory processes in children with ADHD.
      John Gabrieli, Prof., and Julia Leonard and Rachel Romeo, PhD students, Dept. of Brain and Cognitive Sciences, MIT, Cambridge, MA, for evaluating the effectiveness of a parenting intervention on low-income preschooler's executive functions.
      Carissa Kang, PhD student, Early Childhood Cognition Lab, Cornell Univ., Ithaca, NY, for evaluating whether there is a bilingual cognitive advantage on executive functions in preschoolers.
      Liza van den Bosch, PhD student, Behavioural Science Institute, Radboud Univ. Nijmegen, Netherlands, for a study on reading comprehension in monolingual and bilingual children.
      Kim Lakes, PhD, Ass't. Prof., Dept. of Pediatrics, School of Medicine, Univ. of California - Irvine, for a study investigating effects of exercise training on executive functions.
      Carissa Kang, PhD student, with Tamar Kushnir at the Early Childhood Cognition Lab, Cornell Univ., Ithaca, NY, for a study on children's conceptions of free choice.
      Wen Liu, PhD, Prof., and LinLin Lin, Psychology Dept., Liaoning Normal Univ., China, for evaluating the effectiveness of classic Montessori education on children's executive functions in China.
      Lynn van Wijk. Masters student, Educational Science, Radboud University,Nijmegen, Netherlands, for a study comparing paper-and-pencil tests and computer-based-tests of attention control in first grade children.
      Eriko Kuhara, Senior Researcher, Juvenile Research Section, National Research Institute of Police Science in Japan, for research on the relationship between children's suggestibility and executive functions.
      Erin Smith, PhD student, School Psychology program, Fordham Univ., NYC, for a study investigating the relationship between executive functioning and spatial memory skills in preschoolers.
      Catherine (Katie) Davis, PhD, Prof. of Pediatrics, Medical College of Georgia, Augusta, to evaluate the effectiveness of an exercise program versus a sedentary program versus no program in children with ADHD.
      Solange Denervaud, PhD student, Neuroscience Dept., Univ. of Geneva, Switzerland, for evaluating the impact of the Montessori method.
      Jessica Mercer Young, PhD, Learning and Teaching Division, Education Development Center, Inc., Waltham, MA, to investigate a mental math intervention that they have developed and its relation to 2nd grade children’s executive functioning.
      Janice Phung, PhD Student, Dept. of Psychology and Social Behavior, University of California - Irvine, for evaluating the effect of a martial arts program on executive functions.
    2014 Sara Cordes, PhD, & Ellen Winner, PhD, Profs., Psychology Dept, Boston College, Chestnut Hill, MA, are evaluating the effects of intensive ensemble music training for the development of children's executive functions.
      Todd Braver, PhD, Prof., Psychology Dept., Washington Univ., St. Louis, MO, for evaluating the efffects of mindfulness training for 7th graders on socioemotional and executive function.
      Sophie Verheijen, Master's student, Educational Sciences, Radboud Univ. Nijmegen, Netherlands, for evaluating the role of inhibition control in the learning of number sense by playing numerical games.
      Tanusree Moitra, PhD, Post-Doc, Psychology Research Unit, Indian Statistical Institute, Kolkata, India, for working on color-object interference.
      Assal Habibi, PhD, Post Doc, Psychology Dept., Brain and Creativity Institute, Univ. of Southern California, Los Angeles, CA, for evaluating effects of early childhood music training on the development of executive function.
      Pekka Räsänen, PhD, Clinical Neuropsychologist, Eecutive Vice Director, Niilo Mäki Institute, Univ. of Jyväskylä, Finland, for a study on the connections between physical activities, cognition and learning on 12 to 15 year-old teens.
      Paola Brovedani, PhD, IRCSS Stella Maris, Dipartimento Clinico di Neuroscienze dell’Età evolutiva, Univ. of Pisa, Italy, to teach a course on neuropsychologial evaluation in children.
      Josh Wallack, MBA, Vice President, Early Childhood Division, The Children's Aid Society, New York, NY, for study of executive functions in an implementation of the Tools of the Mind curriculum to about 700 pre-kindergarten children.
      Christine Selby, MSc, Research & Evaluation Analyst, Out of School Programs, Children's Trust, Miami-Dade County, Florida, for a study measuring executive functions on the impact of Out of School programming for elementary students facing high levels of inequalities.
      Diana Miconi, PhD student, Developmental Psychology, Univ. of Padova, Italy, for a study of hot and cool excutive functions and socio-emotional competence among immigrant and native pre-adolescents aged 11-12 years.
      Alyssa Francis, MSc. student, Developmental Science, Univ. of Rhode Island, for a study of the development of executive functions in early childhood.
      Regina Loehndorf, PhD student, supervised by Prof. Dr. Van IJzendoorn, Child and Family Research Centre, Leiden Univ., Netherlands, for a longitudinal study investigating the social-emotional and cognitive development of indigenous children of the Mapuche culture.
      Miguel Herrera, experimental psychologist, Mexico City, Mexico, for a study with 6-7 year- old kids.
      Mateusz Orlewicz, research assistant, The Baby and Child Rebel Lab, Univ. of Nevada, Las Vegas, for a project in which A not B task will be replicated.
      Tuija Tammelin, Research Director, LIKES Research Center, Finland, to evaluate the effects of physical activity and fitness on children’s cognitive function.
      Cindy Klompmaker-Paans, PhD student, Behavioural Science Institute (Learning and Plasticity / Pedagogy: Learning and Development), Radboud Univ., Nijmegen, Netherlands, for investigating the relation between social and cognitive aspect in children who are learning on the Internet.
      Michael Masucci, graduate research assistant, and Cybele Raver, PhD, Vice Provost for Research and Faculty Affairs, Steinhardt School Institute of Human Development & Social Change, New York Univ., for evaluating the longitudinal effect of poverty risk factors and pre-k behavioral intervention on emotional regulation and executive function.
      Janina Klemm, PhD student, Center of the Learning Sciences, Ludwig Maximilian University of Munich, Germany, for evaluating the effectiveness of training for observation competency in preschoolers and investigating possible correlations between children’s observation competency and executive functions.
      Julia Hur, PhD student, Management and Organizations Dept, Kellogg School of Management, Northwestern Univ., Evanston, IL, for testing effects of organizational structures on employee's cognitive functions.
      Heidy Ng, undergraduate student, Univ. of Hong Kong, for a study of the relationship between executive function and language development of young Cantonese-English bilingual children.
      Regina Loehndorf, MSc, PhD student, Child and Family Research Centre, Univ.of Leiden, Netherlands, for a longitudinal study investigating the social-emotional and cognitive development of children rom very low SES backgrounds (poverty).
      Nazly Dyer, PhD student, The Dallas Preschool Readiness Project, The Univ. of Texas at Dallas for a large longitudinal study following a sample of low-income African American and Latino children from age 2 1/2 years.
      Patrizia Tortella, Post Doc, Cognitive Sciences and Education, Ca' Foscari University, Venice, Italy, for studies in developing executive functions through motor activity in children.
      Anna Ermakova, PhD student, Dept. of Counselling, Developmental and Educational Psychology, Boston College, MA, for examining the main effect and/or moderating role of executive functions on first graders' ability to learn addition from concrete objects.
      Frank Schilbach, PhD student, & Sendhil Mullainathan, Prof., Dept. of Economics, Harvard Univ., Cambridge, MA, for a study investigating different aspects associated with poverty -- such as physical pain, malnutrition, excessive alcohol consumption, or sleep deprivation -- affect cognitive function, decision-making, and productivity.
      Daniel Skarlicki, PhD, Edgar F. Kaiser Prof. of Organizational Behaviour, Sauder School of Business, Univ. of British Columbia, Vancouver, for a study examining whether meditation has a relationship with executive functioning and creativity.
      Dario Coletta. MSc, Audiology Candidate, Dept. of Audiology and Speech Science, Univ. of British Columbia, Vancouver, for a study to assess the visual selective attention abilities in children with normal hearing and children with hearing loss.
      Kate Freiberg, PhD, Senior Research Fellow, Key Centre for Ethics, Law, Justice & Governance, Griffith Univ., Brisbane, Australia, for evaluating the effects of a broad range of child and family support program activities on children's wellbeing.
      Timo Ahonen, Prof. & Noona Kiuru, Adj. Prof, Dept. of Psychology, Univ. of Jyväskylä, Finland, for a study investigating associations of executive functions to students’ emotional and motivational functioning in learning situations, as well as to broader academic performance, engagement and adjustment.
      Stephan Verschoor, PhD, Ass’t. Prof., Chair of Social and Organisational Psychology, Ludwig Maximilian University of Munich, Germany, for a study measuring executive functioning in 5-year-olds.
      Elaine Kwang Hsia Tham, PhD student, and Ranjani Nadarajan, Neurocognitive Development Centre, Singapore Institute for Clinical Sciences, for a prospective birth cohort study (GUSTO) aiming to assess attention and inhibitory control of children at multiple time points during development.
      Karrie Godwin, PhD student, Psychology Dept., Carnegie Mellon University, Pittsburgh, PA, for examining the relationship between attention allocation and learning in preschool and kindergarten children.
      Karsten Schaper, PhD student, Univ. of Education, Freiburg, Germany, for evaluating the effects of different kinds of (acute) physical activity on children´s EFs.
      Nathalie Angeard,. Ass’t. Prof., Dept. of Psychology, U663-INSERM & Paris Descartes Univ., France, for evaluating social cognition and EFs in subjects with the childhood-onset form of Steinert's disease.
      Sally Atkins-Burnett, PhD, Senior Researcher, Mathematica Policy Research, Inc., Washington, DC, for the development of an EF assessment battery for the Middle Grades Longitudinal Study of 2016–17 (MGLS:2017), a project funded by the United States’ National Center for Education Statistics (NCES).
      Andreas Demetriou, PhD, Prof. and President, Univ. of Nicosia Research Foundation, Univ. of Nicosia, Cyprus, for a study on executive control and cognitive flexibility.
      Anne Kær Thorsen, Research Assistant, and Mona Have Sørensen, Scientific Assistant, Dept, of Sports Science and Clinical Biomechanics, Univ. of Southern Denmark, Odense, Denmark, for a school-based randomized controlled trial on adolescents (13-14 year olds) regarding physical activity and cognition.
    2013 Amy Blasberg. Senior Research Analyst, Child Trends, Bethesda, MD, for a system-wide program evaluation of the District of Columbia Public Schools early childhood classrooms to examine the relationship between classroom observational measures and child outcomes.
      Amanda K. Hutchison, MD, Psychiatry Resident, Univ. of Colorado - Denver for evaluating cognition and executive functioning in 4-6 year olds with mood/attention disorders who also display thought disorder in story-telling.
      Kimberley Lakes, PhD, Ass't. Prof., Dept. of Pediatrics, School of Medicine: & Co-Director, Community Engagement Unit, Institute for Clinical and Translational Science; Univ. of California, Irvine, for a study investigating the effects of different forms of exercise on executive functions and behavior: The Healthy for Life Taekwondo Study (published in 2013).
      Nancie Im-Bolter, PhD, Ass't. Prof., and undergrad student Krista Ross, Dept. of Psychology, Trent Univ., Peterborough, ON, for a study with children 4 - 6 years old.
      Mateusz Orlewicz, research assistant, The Baby and Child Rebel Lab, Univ. of Nevada, Las Vegas, for a project in which A not B task will be replicated.
      Anat Prior, PhD, Lecturer, Faculty of Education, Univ. of Haifa, Israel, for examining the impact of various degrees of bilingualism on EFs in preschoolers and sixth graders.
      Noona Kiuru, PhD, Adj. Prof. and Timo Ahonen, PhD, Prof., Dept. of Psychology, Univ. of Jyväskylä, Finland, for a study on Finnish early adolescents (12-13 year olds) investigating associations of EFs to students’ emotional and motivational functioning in learning situations, as well as to their broader academic performance, engagement and adjustment.
      Sidsel Louise Domazet and Mona Have Soerensen, Scientific Assistants, Institute of Sport Sciences and Clinical Biomechanics, Univ. of Southern Denmark, for a school-based randomized controlled trial on adolescents (13-14 year olds) regarding physical activity and cognition.
      Carissa Kang, PhD Student, Cornell Univ., Ithaca, NY, for evaluating bilingualism and cognitive advantages on EFs in preschoolers.
      Beth Prado, PhD, Assistant Project Scientist, Program in International and Community Nutrition, UC-Davis, CA, for assessing cognition in 3000 children in Indonesia whose mothers participated in a randomized trial of maternal multiple micronutrient supplementation 10 years ago.
      Spyridoula Vazou, Ass't. Prof, Dept. Kinesiology, Iowa State Univ., Ames, for evaluating the effectiveness of a structured physical activity curriculum on EFs with preschool children.
      Karrie Godwin, PhD student, Dept. of Psychology, Carnegie Mellon Univ., Pittsburgh, PA, for a study on the relationship between children’s ability to effectively regulate their attention and learning outcomes.
      Jolie Delja, MSc, SEEDS Program, UCLA Semel Institute, Los Angles, CA, for a study of children in a school readiness program.
      Jolie Delja, MSc, SEEDS Program, UCLA Semel Institute, Los Angles, CA, for a study of children in a school readiness program.
      Jelena Obradovic, PhD, Ass't. Prof., School of Education, Stanford Univ., CA, for study of classroom effects on development of EFs in the third and fourth grade students.
      Eve Kikas, PhD, Prof. of School Psychology, Tallinn Univ., Estonia, for a study of children's development and learning evaluating EFs of grade six children.
      Karsten Schaper, PhD student, Univ. of Education, Freiburg, Germany, for evaluating the effects of different kinds of (acute) physical activity on children´s EFs.
      Karen Thierry, PhD, Director of Education Research, Salesmanship Club Youth & Family Centers, Dallas, TX, for evaluating the impact of a mindfulness teacher training program on students' EFs.
      Catalina Santa Cruz, PhD student, Dept. of Psychology, Universidad Católica de Chile, for a study in the relation between different motivational inductions and EFs in 4 to 5 year old Chilean children.
      Claire Goriot, BSc, Master's student, Behavioural Science Institute, Radboud University Nijmegen, NE, for a study explaining variance in EFs in bilingual and monolingual children (approximately 9 years old).
      Rachel Holzwart, Survey Specialist, and Sally Atkins-Burnett, PhD, Senior Researcher, Mathematica Policy Research, Washington, DC, for the assessment of EFs in students for the Middle Grades Longitudinal Study of 2016–17 (MGLS:2017).
      Emily Veith, PhD student, Occupation Therapy, Dominican University of California, San Rafael, CA, for a study of EFs taskin children 3 to 5 years old.
      Tuppett Yates, PhD, Ass't. Prof., Dept. of Psychology, UC-Riverside, CA, for an ongoing study of child representation and regulation among 250 caregiver-child dyads that began at age 4 and is now assessing 9.5 year-olds.
      Nina Attridge, PhD, Centre for Pain Research, Univ. of Bath, UK, for investigating the ways in which pain interferes with attention.
      Rachel Razza, PhD, Ass’t. Prof. of Child and Family Studies, Syracuse Univ., NY, for a study evaluating the effectiveness of a mindful yoga intervention for preschool and kindergarten students.
      Evelien van Wingerden, PhD student, Behavioural Science Institute, Radboud Univ., Nijmegen, The Netherlands, in a longitudinal study on the predictors of reading comprehension in children with intellectual disabilities.
    Amanda K. Hutchison MD Psychiatry Resident, Univ. of Colorado Denver for evaluating cognition and executive functioning in 4-6 year olds with mood/attention disorders who also display thought disorder in story-telling.
      Christie Petrenko, Ph.D. Research Associate, Mt. Hope Family Center, Univ. of Rochester. For evaluating the efficacy of a preventive intervention for young children (ages 4-8) with fetal alcohol spectrum disorders and their families.
    2012 Fatima Borry, MA student, Dept. of Educational Psychology, Kharazmy Univ., Tehran, Iran, for evaluating the role of EFs and working memory capacity in the reading performance of primary school children.
      David Hegarty, PhD student, Univ. of Sydney, Australia, for a study looking at the impact of cognitive training on the EFs of children 7 - 12 years old.
      Nancie Im-Bolter, PhD, Associate Prof., Dept. of Psychology, Trent Univ., Oshawa, ON, for a longitudinal study with preschoolers.
      Arisleidy Jimenez, PhD student, Inter-American Univ. of Puerto Rico, for a study on preschool children (3 ½ years old).
      Mona Have Sørensen, PhD Fellow, Inst. of Sports Science and Clinical Biomechanics, Univ. of Southern Denmark, for evaluating the effect of physical activity as an integrated part of class teaching as well as an individual stimulus outside the classroom on children’s cognitive function.
      Rikke Lambek, PhD, Ass’t. Prof., Dept. of Psychology, University of Aarhus, Denmark, for a study of preschoolers with ADHD.
      Sahragard Fateme, MA student, Kharazmi Univ., Tehran, Iran, for a study to investigate the developmental relations between theory of mind and EF.
      Christos Symeonides, PhD candidate, Environmental & Genetic Epidemiology Group, Murdoch Children's Research Inst., Royal Children's Hospital Melbourne, Australia, for a study of environmental exposure to modern industrial chemicals and early childhood neurodevelopment within an unselected birth cohort study, with a particular focus upon EFs and memory.
      Limor Rosenberg, PhD, Dept. of Occupational Therapy, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv Univ., Israel, for a study pf associations between a child's participation in daily activities and EFs.
      Carmen Campbell, PhD, Prof. Univ. Católica de Brasília, for a study with children in Brazil.
      Paulo A. Graziano, PhD, Postdoctoral Fellow, Center for Children and Families, Florida International Univ., Miami, for a study investigating the extent to which a summer intervention improves preschoolers with externalizing behavior problems’ self-regulation skills.
    Flora Koutsandréou, PhD student, Univ. of Paderborn, Germany, for the evaluation of the relationship between coordination training and cognitive functions.
      Eva Michel, PhD, Psychology Dept., Univ. of Wuerzburg, Germany, for investigating the development of EFs and motor coordination in children at risk for developmental coordination disorders.
      Joep van der Graaf, PhD student, Behavioural Science Institute: Learning and Plasticity / Pedagogy: Learning and Development, Radboud Univ. Nijmegen, Netherlands, for explaining variance in the learning behaviour in young children (4-7 years).
      Adi Marom, grad student of Prof. Pnina Klien, Child Development Dept., Bar Ilan University, Israel, for a study of EFs, language and immigrant children
      Julie Poehlmann, PhD, Prof. & Abra Bankendorf Vigna, Project Ass't., Univ. of Wisconsin, Madison, for a study evaluating the potential impact of a contemplative practices intervention on the self-regulation skills of high-risk preschoolers.
      Betul Mazlum. MD/PhD Student, Dept. of Neuroscience, Istanbul Univ., Turkey, for a study on the cognitive profiles of children with Down Syndrome.
      Vanna (Ioanna) Cotzia, PhD student, Educational and Child Psychology, University College London, for a study investigating the effects of social power on cognitive processing and moral reasoning in preschoolers.
      Jessica Love, PhD, Postdoctoral Fellow, Psychology Dept., Univ. of Illinois at Urbana-Champaign, to see if individual differences in EF control mediate performance in a language processing task that requires children to recover from garden-path sentences.
      Tanya Denmark, PhD, Postdoctoral Fellow, & Joanna Atkinson, PhD, Clinical Psychologist/Senior Researcher, Deafness Cognition and Language Research Centre, Univ. College London, UK, for a study looking at EFs over the lifespan of deaf individuals: Specifically, children aged between 5-11, adults and older adults.
      Elizabeth Votruba-Drzal, PhD, Associate Prof., Dept. of Psychology, Univ. of Pittsburgh, PA, for a study examining associations between school readiness and instruction and socialization practices in community-based pre-K classrooms that serve primarily low-income children.
      Spyridoula Vazou, PhD, Ass't. Prof., Dept. of Kinesiology, Iowa State Univ., Ames, for a study on the role of integrated physical activity on motivation, affect and EFs in 4th graders.
      Cynthia Fisher, PhD, Prof., Psychology Dept., Univ. of Illinois, Champaign, for a study of online syntactic ambiguity resolution in 5-year-olds' sentence comprehension.
      Betul Mazlum, MD/PhD Student, Dept. of Neuroscience, Istanbul Univ., Turkey, for a study on the cognitive profiles of children with Down Syndrome.
      Marinus Van IJzendoorn, PhD, Prof. & Maike Malda, PhD student, Child and Family Studies, Leiden Univ., Netherlands, in collaboration with Birgit Leyendecker, PhD, Prof., Ruhr Univ. Bochum, Germany & Brit Oppendal, PhD, Senior Researcher, Division of Mental Health, Norwegian Institute of Public Health, Norway, for a study of the development of Turkish immigrant children in the Netherlands, Germany, and Norway.
      Maike Malda, PhD, Post Doc, Child and Family Studies, Faculty of Social and Behavioural Sciences, Leiden Univ., Netherlands, for a study of the development of Turkish immigrant children in the Netherlands, Germany, and Norway.
    Rikke Lambek, PhD, Ass't. Prof, Dept. of Psychology, Univ. of Aarhus, Denmark, for a study of preschool children (3-6) with ADHD.
      Alice Carter, PhD, Prof., Dept. of Psychology, Univ.of Massachusetts-Boston, for a study on trauma exposure in pre-schoolers.
      Tanya Denmark, PhD, Post Doc, Deafness Cognition and Language Research Centre, Univ. College London, UK, for a study looking at EFs over the lifespan of deaf individuals.
      Eduardo Bustamante, PhD student, Dept. of Kinesiology and Nutrition. Exercise Psychology Lab. Univ. of Illinois, Chicago for a study of aerobic activity as an intervention for children with ADHD and Disruptive Behavior Disorders (DBD).
      Arjan van Tilborg, PhD student, Dept. of Learning and Plasticity, Behavioural Science Institute, Radboud Univ., Nijmegen, Netherlands, for a study measuring EFs in children with an intellectual disability and severe language impairments.
      Marie Geurten, PhD student, Psychology Dept. (Cognition & Behaviour) Univ. of Liège, Belgium, for evaluating the impact of EFs on meta-memory development in young to older children.
      Amy Medina, MA student. (reasearch ass't in the lab of Dr. Tracy Dennis), Emotion Regulation Lab, Dept. of Psychology, Hunter College, NYC, for a study of Event-Related Potentials and EFs in school-aged children.
      Yi-Yuan Tang, PhD, Prof. and Director, Texas Tech Neuroimaging Institute (TTNI), Dept of Psychology, Texas Tech University, Lubbock, TX for preparing a small grant application for EF intervention in children 6-7 years old.
      Eva van de Sande, PhD Student, Behavioural Science Inst., Radboud Univ. of Nijmegen, Netherlands, for investigating the interrelations of EFs and literacy in early development, and how they can be playfully trained together in kindergartners.
      Bryan J. Matlen, PhD Student, Dept. of Psychology, Program for Interdisciplinary Education Research, Pittsburgh Science of Learning Center, Carnegie Mellon Univ., Pittsburgh, PA, for a longitudinal study examining the development of category-based reasoning in 4 year old children.
    2011 Kimberley Lakes, PhD, Ass't. Prof., Dept. of Pediatrics, School of Medicine: & Co-Director, Community Engagement Unit, Institute for Clinical and Translational Science; Univ. of California, Irvine, on her research on the benefits of traditional Taekwondo for EFs and academic performance of school children.
      Monica Tsethlikai, PhD, Univ. of Utah, Salt Lake City, on her research on how variations in environmental stressors, on the one hand, and cultural support and engagement, on the other, impact the development of EFs in two Native American tribes, the Tohono O’odham Nation and the Blackfeet Nation.
      Spyridoula Vazou, Ass't. Prof., Dept. of Kinesiology, Iowa State Univ., Ames, IA, for evaluating the effectiveness of integrated physical activity with math practice for improving students’ (4th grade) EFs and affect in a controlled lab setting.
      Blandine Hubert, PhD student in Developmental Psychology, Centre de Recherche en Education, Université de Nantes, France, for work on inhibition, interpersonal relations, social skills and academic skills with children in kindergarten and Grade 1.
      Lydia Krabbendam, PhD, Prof. of Educational Neuropsychology, Free Univ., Amsterdam, NE, for a study of families to investigate how cognitive flexibility and inhibition in parents and their children influences interpersonal relationships.
      Diana Giraldo Arango, MD, Univ. of San Buenaventura, Bogotá, Colombia, for a study to stimulate EFs in preschool children.
      Renata Vaysman, Clinical Psychology PhD Student, Child Clinical & Developmental Lab., Univ. at Albany, SUNY, Albany, NY, for a study using Luria's Tapping Test.
      Adena Portowitz, PhD, School of Education, Bar Ilan University, Israel, for studying the underlying mechanisms linking mediated music lessons and language proficiency among kindergarten children of foreign workers.
      Ingunn Størksen, PhD, Universitetet i Stravanger, Norway, for a study of young children as they transfer from Norwegian daycare centers into school.
      Elizabeth Willis, PhD student in Curriculum & Instruction at Florida International Univ., University Park, Florida, for evaluating the effectiveness of the Word of Wisdom Meditation Technique on the development of children's self-regulation skills for ages 4-9.
    Christine Coughlin, PhD student, Center for Mind and Brain, UC-Davis, CA, for examining early metacognition in children ages 3-5.
    Tracy Solomon, PhD, Developmental Psychologist and Research Scientist, Hospital for Sick Children, Toronto, for studying the effectiveness of Tools of the Mind in preschools.
    Leslie F. Halpern, PhD, Ass't. Prof., Dept. of Psychology, Univ.at Albany, SUNY, Albany, NY, for testing a literacy and EF intervention for preschool children in Head Start.
    Tamar Mendelson, Ass’t. Prof., Dept. of Mental Health, School of Public Health, Johns Hopkins Univ., Baltimore, MD, for evaluating the impact of a 12-week school-based yoga program on EFs in 5th and 6th graders in Baltimore City public schools.
      Ann M. Digirolamo, PhD, MPH, Senior Technical Advisor, Early Childhood Development and HIV/Aids, Atlanta, GA, for use in measuring EFs in children 5 years of age.
      Adena Portowitz, PhD, School of Education, Bar Ilan Univ., Israel, for studying the underlying mechanisms linking mediated music lessons and language proficiency among kindergarten children of foreign workers.
      Rachel Flynn. PhD Student, Univ. of California, Riverside, for evaluating the acute effects of physically active versus inactive video game play on executive function skills in children.
      Anthony Byers, PhD Student, Univ. of Virginia, VA, for a study testing the restorative environment hypothesis with young children.
      Radhika Bapat, Founder & Director of the Child Guidance Clinic, Sahyadri Specialty Hospital, Pune, India, to assess the EF needs of children across a wide age range and to assess intervention efficacy.
      Rodrigo Azuero Melo, Research Assistant, Inter-American Development Bank, WA, to assess the impact of an early child development program in Rio de Janeiro for children 1-7 years old on the development of executive functions.
      Rachel Montague, MA Student, Dept. of Clinical Psychology, Seattle Pacific Univ., WA, for a study with 3- to 6-year-old children with high functioning autism.
      Charmaine Miranda, PhD, Registered Psychologist, Vancouver, BC, for conducting assessments of children with ADHD and FASD
      Sabrina Wiebe, PhD Student, Douglas Research Center, Montreal, QC, for examining executive functions in toddlers.
      Joy Pieper, PhD Student, Univ. of California-Davis, Davis, CA, for comparing EFs and eating/activity behaviors in preschool children (ages 3-5).
      Angela Lee Duckworth, PhD, Ass’t Prof., Dept. of Psychology, Univ. of Pennsylvania, PA, for a Tools of the Mind random-assignment study in Chile.
      Patrice Engle, PhD, Prof., Dept. of Psychology and Child Development, California Poly. State Univ. San Luis Obispo, CA.
      Rebecca Williamson, PhD, Ass’t Prof., Psychology Dept., Georgia State Univ., Atlanta, GA.
      Rachel Schiff, PhD, Head of the Haddad Center for Dyslexia and Learning Disability, Bar-Ilan Univ., Ramat-Gan, Israel, for improving the available diagnostic tools at the Center and aiding the development of training programs.
      Adelle Pushparatnam, PhD Student, Univ. of Cambridge, UK, for evaluating the relationship between parents’ perceived importance of behaviors related to theory of mind and children’s development of theory of mind in autism spectrum disorders using a cross-cultural perspective.
      Stephane Nave, MD, Clinical Science Leader, Translational Medicine, Hoffmann-La Roche, Basel, Switzerland, for exploratory research in adult and children with Down Syndrome using cognitive tasks to measure inhibitory control.
      Susan Menkes, PhD Student, Applied Developmental Psychology, Claremont Graduate Univ., Claremont, CA, for examining the relationship between EF abilities and media platform on children’s media comprehension.
    2010 Ann M. Digirolamo, PhD, MPH, Senior Technical Advisor, Early Childhood Development and HIV/Aids, Atlanta, GA, for use in measuring EFs in children 5 years of age.
      Rebecca Williamson, PhD., Ass’t Prof. Dept. of Psychology, Georgia State Univ.
      Nathalie Angeard, Ass’t Prof., Developmental Neuropsychology Group, INSERM U 663 & Paris Descartes University, Paris, France, for evaluating the links between EFs and theory of mind impairments in children with cardiac malformations.
      Lindsey Richland, PhD, Ass't Prof., Education Dept., UC-Irvine, CA, for evaluating the role of EFs in analogical reasoning development, and for evaluating individual differences in learning from a game-based software for teaching classroom mathematics.
      Adena Portowitz, PhD, School of Education, Bar Ilan Univ., Israel, for evaluating the impact of music lessons on the development of EFs among kindergarten children of foreign workers living in Israel.
      Esther S. Ginsberg, PhD Student, Monash Univ., Australia, assessing ocular motor performance in Fragile X Syndrome and autistic male participants.
      Anna Shusterman, PhD, Ass't. Prof., Psychology Dept, & Julia Leonard, research assistant, Wesleyan Univ., Middletown, CT, for use in a study focusing on delay of gratification in children ages 4 to 5.
      Sara Wheeler, PhD Student, Inst. for Human Development, UC-Berkeley, CA, for evaluating EFs in a study of emergent literacy in preschool children.
      Christine Coughlin, PhD Student, Dept. of Psychology & Centre for Mind and Brain, UC-Davis, CA, for use in a series of studies examining early metacognition in children ages 3 to 5.
      Willem Bossers, PhD Student, Human Movement Sciences, Univ. of Groningen, Netherlands, for investigating the effects of an exercise program on cognition in older people with dementia.
      Suzanne Houwen, PhD, & Esther Hartman, PhD., Center for Human Movement Sciences, Univ., of Groningen, The Netherlands, for investigating the impact of physical activity during academic lessons on EFs and academic achievement in primary school with focus on challenged children.
      Brian M. Galla, PhD Student, School of Ed. & Information Studies, UC-Los Angeles, CA, for examining the effectiveness of mindfulness training in promoting EFs in high poverty adolescents ages 11 to 13.
      Alison Parker, PhD, Res. Assoc., Innovation Research & Training, Durham, NC, for evaluating the effectiveness of a mindfulness-based substance abuse prevention program on 4th and 5th grade student outcomes, including attention, EF, coping, and affect.
      Susan Menkes, PhD Student, Applied Developmental Psychology, Claremont Graduate Univ., CA, Claremont, CA, for evaluating the influence of executive functioning skills on children's comprehension of media/story content across different platforms (i.e., television, computer, and touchscreen technology).
      Rikin Patel, Pediatrics Resident, Janeway Children's Health & Rehabilitation Centre, St. John's, NL, for evaluating the benefits of Kung Fu, looking at both clinical and psychological markers.
      Carla Maria Carmona, PhD, Clinical Psychologist, Dept. of Genetics, Saúde Doutor Ricardo Jorge National Inst., Portugal, for evaluating EFs and other cognitive abilities in patients with PKU.
      Alessandra Gotuzo Seabra, PhD, Prof., Developmental Disorders Dept., Mackenzie Univ., Brazil, for evaluating the effectiveness of EFs and self-regulation interventions on academic and social outcomes in preschoolers.
      Roberta Golinkoff, PhD, H. Rodney Sharp Prof., Sch. of Education & Depts. of Psychology and Linguistics & Cog. Science, Univ. of Delaware, Newark, DE, for evaluating the benefits of play for EFs development in 4-year-old, low SES children.
      Paul Skirrow, D. Clin. Psy., Clinical Psychologist, Learning Disabilities Service, Mossley Hill Hospital, Liverpool, UK, for use in an assessment battery for evaluating the presence of dementias and other neurological conditions in adults with global intellectual disabilities who have limited verbal language.
      María Luisa García Gomar, PhD Student, Psychology Dept. & Neurobiology Inst., Universidad Nacional Autónoma de México, Mexico City, for studying the neurodevelopment of working memory in infants and toddlers.
      Rachel Weber, PhD Student, School Psychology Dept., Texas A&M Univ., College Station, TX, for studying bilingual and monolingual Spanish-English speaking kindergartners.
      Olivia Spiegler, PhD Student, & Birgit Leyendecker, PhD, Researcher, Psychology Dept., Ruhr Univ. Bochum, Germany, for assessing children’s executive functions in the pretest of the NUBBEK study in Germany (National Study on Children’s Education and Development in the pre-school years).
      Angela Duckworth, PhD, Dept. of Psychology, Univ. of Penn., Philadelphia, PA, for use in assessing the efficacy of a school curriculum intervention to improve self-control in school-age children.
      Eva van de Sande, PhD Student, Behavioural Science Inst., Radboud Univ. of Nijmegen, Netherlands, for investigating the development and interaction of executive functions and early literacy skills in young children.
      Mariana Maia Portoccarrero, student, Faculty of Psychology and Educational Sciences, Univ. of Coimbra, Portugal, for studying the efficacy and effectiveness of the Tools of the Mind program.
      Kristen Spencer, PhD Student, Psychology Dept., Auburn Univ., Auburn, AL, for comparing executive function performance across tasks.
      Ronnie Weinberger, MA Student, Behavioral Neurogenetics Center, Schneider Children's Medical Center, Petah Tikva, Israel, for testing executive functions in adolescents with ADHD studying in a special-needs school.
      Lex Wijnroks, Senior Lecturer, Utrecht University, Netherlands, for assessing executive functions in preterm children ages 5 & 6, and how predictive early achievements on the delayed response task is of executive functions 5 years later.
      Isabella Hild, PhD student, Inst. for Psychology, Humboldt Universität zu Berlin, Germany, for evaluating executive functions and training of executive functions in persons who are illiterate.
      Kang Lee, Prof. & Director; Heidi Gordon, Postdoc; and Megan Brunet, PhD Student, Inst. of Child Study, Univ. of Toronto, ON, for examining the relation between children's secret-keeping and lie-telling behaviors, and their executive functioning.
      Feggy Ostrosky, Prof. & Head of Neuropsychology Lab, National Univ. of Mexico, Mexico City, for studying the effectiveness in improving executive functions of (a) two training programs for preschool children and (b) a parent-child interaction program.
    2009 Jessica Willard, Dept. of Developmental Psychology, Univ. of Bochum, Bochum, Germany, for studying social integration of migrant children, uncovering family and school factors promoting resilience in 5-15 year old children
      Clyde Hertzman, PhD, HELP (Human Early Learning Project), Vancouver, BC, for assessing executive functions in the GECKO Project (Gene Expression Collaborative for Kids Only)
      Lex Wijnroks, Senior Lecturer and Researcher, Utrecht University, Netherlands, to study memory, task switching, and inhibition in 5 to 6 year olds.
      Zvia Breznitz, PhD, Head, & Ronnie Weinberger, Res. Ass’t, Center of Brain & Behavior Research, Univ. of Haifa, Israel, for testing executive functions in adolescents with ADHD studying in a special-needs school.
      Suncica Lah, PhD, Senior Lecturer, Clinical Neuropsychologist, School of Psychology, Univ. of Sydney, Australia, for a study of executive functions in children who have sustained traumatic brain injuries prior to starting school.
      Lisa Flook, PhD & Richard Davidson, PhD, Center for Investigating Healthy Minds, Waisman Lab for Brain Imaging & Behavior, Univ. of Wisc.-Madison, WI, for evaluating the effectiveness of mindfulness & lovingkindness training in educational settings on attention regulation in preschool & elementary-school children.
      Birgit Leyendecker, PhD, & Arno Mueller, Dept. of Psychology, Ruhr Univ., Bochum, Germany , to develop a pre-intervention measures for the NUBBEK study (National Study on Children’s Education and Development in the pre-school years) in Germany to assess children’s executive functions.
      Susan Carey, Prof.; Deborah Zaitchik, PhD; & Yeshim Iqba, Dept. of Psychology, Harvard Univ., Cambridge, MA, for studying the relation between executive functions & the development of biological concepts & conceptual change.
      Alain Berthoz, Prof., Collège de France, Paris, & Dr. Giovanni Cioni, Pisa, Italy, to investigate possible executive function deficits in children with cerebral palsy.
      Dr. Dana Tal Jacobi, Tel Hashomer Hospital, Israel, for a study of executive functions in children who had brain tumors in their posterior fossa.
      Rachel Weber, PhD candidate, School Psychology Program, Texas A&M Univ., College Station, TX, for a study of executive functions in bilingual and monolingual Spanish-English speaking kindergartners.
      Zeynep Gültekin, PhD candidate, Educational Psychology, Ankara Univ., Turkey, for studying maternal scaffolding and development of hot and cold executive functions in 3- to 5-year-olds.
      Karin Brocki, Postdoc, Dept. of Psychology, Uppsala Univ., Sweden, for studying the structure and interrelations among components of executive functions in children between 5-13 years of age.
      Tracey Fay-Stammbach, PhD Student, School of Health and Rehabilitation Sciences, Univ. of Queensland, Australia, to explore if parental attachment, organization of home routines, and the provision of child enrichment opportunities are associated with the emergence of self-regulatory (executive control) skills during the preschool years.
      Caroline Kleeman, undergraduate in the lab of Monique Lebourgeois, PhD, Brown Univ., RI, to study how sleep and sleep deprivation affect cognitive abilities in young children.
      Shinmin Wang, PhD student, Dept. of Psychology, Univ. of York, UK, for a study investigating executive functions profiles in children with reading difficulties.
      Meghan McCormick, Manpower Demonstration Research Corporation (MDRC), New York City, NY, , for executive function assessments of 1,000’s of children (3½-8½ years old) whose parents are participating in the Supporting Healthy Marriage Demonstration and Evaluation trial.
      Isabelle Amado, MD, Marie Odile, PhD, & Térèse Jay, INSERM, Hospital Sainte Anne, Paris, for a study on ADHD, the prodromal symptoms of psychosis, and infants with pervasive development disorders.
      Bev Wilson, Prof., Dept. of Clinical Psychology, Seattle Pacific Univ., Seattle, WA, for a study with 3- to 6-year-old children with high functioning autism, Seattle, WA.
      Tamar Mendelson, Ass’t. Prof., Dept. of Mental Health, School of Public Health, Johns Hopkins Univ., Baltimore, MD, for evaluating the impact of a 12-week school-based yoga program on EFs in 5th and 6th graders in Baltimore City public schools.
      Anat Prior, PhD, Lecturer, Dept. of Learning Disabilities, Univ. of Haifa, Israel, for evaluating the cognitive consequences of bilingualism for executive functions in two populations of balanced and less-balanced Russian-Hebrew bilingual preschoolers compared to monolingual peers.
      Brian M. Galla, PhD student, Education Dept., UC-Los Angeles, CA, for evaluating the effectiveness in promoting executive functions of a mindfulness-based skills training program.
      Jaswinder Ghuman, MD, Assoc. Prof., Univ. of Arizona College of Medicine, Tucson, AZ, for evaluating a pilot pharmacological study in preschool children with ADHD to assess if inhibitory control measures and electrophysiological measures can be used to study the efficacy of atomoxetine (stratera) treatment.
      Prof. Wendy Thornton, Prof. Daniel Bernstein, Alisha Coolin, & Ashley Fischer, Clinical Psychology PhD students, Simon Fraser Univ., Vancouver, BC, for examining the relations among executive functioning, hindsight bias, and theory of mind throughout the lifespan.
      Kim Cornish, Prof., & Jacalyn Guy, PhD student, McGill Univ., Montreal, QC, for a study of the development of response inhibition across visual and auditory modalities in preschool children.
      Tom Boyce, MD, Prof., & Jelena Obradovic, Postdoc, Human Early Learning Partnership (HELP), UBC, Vancouver, BC, for studying how social disparities contribute to epigenetic modifications & neurodevelopmental vulnerability, including in executive functioning.
      Tim Oberlander, MD, Assoc. Prof., & Ursula Brain, Research Manager, Dept. of Pediatrics, UBC & BC Children’s Hospital, Vancouver, BC, for measuring executive function longitudinally from early childhood in children who mothers were depressed and who were or were not exposed to anti-depressants (SSRIs) in utero.
      Kimberly Schonert-Reichl, PhD, and staff (Molly Lawlor, Ahmed Rahim, Eva Oberle, Kim Thompson, Paula Andrews, Crystal McLennan, Anne Gadermann, & Angela Jaramillo), Dept. of Educational and Counseling Psychology, UBC, Vancouver, BC, to investigate the effect of in-school mindfulness training on the development of social-emotional and cognitive regulation in elementary- school age children.
    2008 Mitchell Schertz, MD, Director, Institute for Child Development, Herzeliya, Israel, for research use in a community clinic for children with preschool ADHD symptomatology.
      Kim Bishop, PhD, Principal Consultant, Global Pharma Consultancy,LLC, Muncy, PA, for use in an Alzheimer’s Disease clinical trial.
      Gail Ross, Assoc. Prof., Pediatrics, Weill Cornell Medical College, New York City, NY, for a study on whether children of mothers with lupus display abnormalities of cortical function.
      Steve Hughes, PhD, Ass’t. Prof. of Pediatrics, Univ. of Minnesota Medical School, Minneapolis, MN, for evaluating the effects of classical Montessori education on EFs and other aspects of cognitive development.
      Jie He, Dept. of Psychology & Behavioral Sciences, Zhejiang Univ., China, for a study of angry youngsters’ executive functioning.
      Prof. Gary Evans & M arianella Casasola, Human Dev., Cornell Univ., Ithaca, NY, for studying the potential role of the intersection of socioemotional and cognitive processes during early childhood in the etiology of the income-achievement gap.
      Robert Roeser, Assoc. Prof., Psychology Dept., Portland State Univ., Portland, OR, for evaluating the effectiveness of meditative, stress-reduction training of teachers on student outcomes, such as students’ executive functions.
      Tom Boyce, MD, Prof., & Jelena Obradovic, Postdoctoral Fellow, Human Early Learning Partnership (HELP), UBC, Vancouver, BC, for studying epigenetic modifications & social disparities in neurodevelopmental vulnerability.
      Prof. Sebastián Lipina, Unidad de Neurobiología Aplicada (UNA) (CEMIC-CONICET), Buenos Aires, Argentina, for executive function measures to assess the effects of poverty and of interventions to alleviate it.
      Greg Lewis & Stephen Porges, Director, Brain-Body Center, Univ. of Illinois, Chicago, IL,for use in a comprehensive, portable neurophysiological assessment being ported to clinical settings to study cognitive and affective features of post-traumatic stress disorder, autism, & other psychiatric disorders.
      Prof. Penny Hauser-Cram & Ashley Woodman, Counseling, Developmental, & Educational Psychology Dept., Boston College, MA, for an ongoing longitudinal investigation of children with developmental disabilities and their families.
      Akram Ahangi, MA, Dept. of Psychology, Iran, for a study of color/object Stroop interference in Iranian children ages 3-6.
      Brian Galla, MA, School of Ed. & Information Studies, UC-Los Angeles, CA, for examining the effectiveness of a mindfulness training in promoting executive functions.
      Alain Berthoz, PhD, Chair of Physiology of Perception & Action, College de France, Paris, for examining executive functions in children between 4-5 to 16 years of age in Pisa, Italy (with Prof. Giovani Cioni).
      Justin Wise, PhD, Dept. of Psychology, Georgia State Univ., GA, for examining executive functions in children between 4-6 years of age, looking at white matter integrity of prefrontal cortex in children with obstructive sleep apnea pre- and post-surgical treatment relative to typically developing children.
      Karen Penner, PhD student, Univ. of Manitoba, for assessing executive functions and higher-level visual perceptual skills in 4-year-old formerly high-risk infants.
      Jamie Edgin, PhD & Lynn Nadel, Dept. of Psychology, Univ. of Arizona, Tucson, AZ, for the development of a neuropsychological battery for children with Down syndrome.
      Janean E'guya Dilworth-Bart, PhD, Dept. of Human Development and Family Studies, School of Human Ecology, Univ. of Wisconsin, Madison, WI, for a study on urban preschoolers at high sociodemographic risk.
      Ruth Grunau, PhD, Janet Kidd, Ivan Cepeda, & Sarah Duncanson, Child & Family Research Institute, BC Children's & Women's Hospital, Vancouver, BC, for a study on the cognitive abilities of children born pre-term.
      Kathryn Lombardi, PhD student, Dept. of Psychology, Suffolk Univ., Boston, MA, for a study of the effects of dopamine levels in an aging population.
      Jane Appleby, PhD student, Centre for Neurodevelopmental Disorders, School of Psychology, Univ. of Birmingham, UK, for a study on the learning disabilities associated with Rubinstein Taybi Syndrome and Cri du Chat Syndrome.
      Maartje Raijmakers, PhD, Dept. of Psychology, Univ. of Amsterdam, Netherlands, for use in studying the Dimensional Change Card Sort task.
      Robert Pianta, PhD & Jason Downer, PhD, Center for Advanced Study of Teaching and Learning, Univ. of Virginia, Charlottesville, VA, for a study of the effects of teachers’ behavior (e.g., warmth, feedback, management) on children’s socioemotional and academic progress during children’s early years.
      Dennis Molfese, PhD, Developmental Neuroscience Lab, Univ. of Louisville, KY, for a study on the effects of sleep restriction in children.
      Karin Brocki, PhD, Developmental Imaging-Genetics, Mt. Sinai Sch. of Medicine, New York City, NY, continued help in training and verifying accurate administration of our tasks for her study investigating ADHD children’s performance on dopamine-dependent & dopamine-independent tasks.
      Tim Oberlander, MD, Dept. of Pediatrics, UBC, & Ursula Brain, Research Manager, Healthy Starts Program, Centre for Community Child Health Research, Vancouver, BC, for measures of executive function with young children who were exposed to anti-depressants (SSRIs) in utero.
      Julie Rusyniak, Juliana Mesa, Devin Carey, & Martyna Galazka, Kennedy Krieger Inst., Baltimore, MD, for investigating the effects of physical connectedness in aiding the grasp of conceptual connections in children with autism.
      Angela Duckworth, PhD, Dept. of Psychology, Univ. of Penn., Philadelphia, PA, for use in assessing the efficacy of a school curriculum intervention to improve self-control in school-age children.
      Doron Gothelf, MD, Tel Aviv Univ., Israel, for a study of executive function deficits in children with velocardiofacial syndrome (22q11.2 deletion syndrome) depending on their COMT genotype.
      Deborah Dewey, PhD, Depts. of Pediatrics, Kinesiology, & Psychology, Univ. of Calgary & Alberta Children's Hospital, for a study of executive function deficits in children with developmental motor delays.
      Alessandra Geraci, PhD student, Dept. of Cognitive Sciences and Education, Rovereto, Italy, for a measure of inhibitory control in children.
      Phyllis Zelkowitz, EdD, & Sumin Na, Research Assistant, Inst. of Community and Family Psychiatry, Sir Mortimer B Davis Jewish General Hospital, Montreal, QC, for a study on the long-term effects of intervention on the cognitive development of children born prematurely to women affected by post-partum depression.
      Kimberly Schonert-Reichl, PhD, and staff (Molly Lawlor, Ahmed Rahim, Eva Oberle, Kim Thompson, Paula Andrews, Crystal McLennan, Anne Gadermann, & Angela Jaramillo), Dept. of Educational and Counseling Psychology, UBC, Vancouver, BC, to investigate the effect of in-school mindfulness training on the development of social-emotional and cognitive regulation in school-age children.

    2007 and earlier: - click here.

    We continue to develop sensitive behavioral assays of the different cognitive abilities that comprise EF, to freely share those, and to provide training in administering those tasks free of charge to researchers around the world.

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Memberships

Membership on university committees

Member, Departmental Advisory Committee, Psychiatry Department, UBC (2012 – present)

Member, the Canada Research Chair (CRC) Internal Review Committee of UBC (2006 - 2014)

Member-at-Large, Executive Committee, UBC Faculty Association (2008-2010)

Member. Membership Committee, Green College, UBC (2007-2009)

Member, Research Administration Committee, Div. of Child & Adolescent Psychiatry, Dept. of Psychiatry (2005 - 2009)

Member, Search Committee for Leadership Chair in Child Psychiatry (2009)

Member, Search Committee for Leadership Chair in Child Psychiatry (2006)

Member, Canada Research Chair Tier II Review Committee, Faculty of Medicine, UBC (2005)

Member, Faculty Search Committee, Brain Research Centre, for a CRC Professor in Neuroimaging (2004 - 2005)

Memberships on scholarly Boards

Current

 

  • Board member of the NSF proposal Alberto G. Rojo, Dept. of Physics, Oakland Univ., Rochester, MI, is producing called: "La Experiencia Dorada:A Video Series on Science and Art", targeted to Latino parents (2014 – present)
  • Member, Expert member on the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) Technical Review Panel (2014 – present)
  • Member, Lincos Advisory Committee - a non-profit applied think tank working on improving children's capacity for learning in vulnerable areas of Peru (2013 – present)
  • Member, Advisory Group for the Bezos Family Foundation and the Families and Work Institute: For their efforts to disseminate cutting-edge advances in neuroscience and child development in engaging ways [Vroom website: www.joinvroom.org] (2013 - present)
  • Member, Scientific Advisory Group for Start2Finish, Burlington, ON, a Canadian non-profit organization committed to breaking the cycle of child poverty by providing ongoing educational support in reading and ongoing physical activity support in running to Canada’s at risk children throughout their school years, nurturing mind, body and social health (2012 - present)
  • Member, External Advisory Board, Project proposal on “the neural and cognitive effects of poverty on very young children,” PI: Hallam Hurt, The Children's Hospital of Philadelphia, PA (2010 - present)
  • Member, Distinguished Scientific Advisory Board, The Ultimate Block Party, NYC, NY (2010 - present)
    The Ultimate Block Party is “a non-profit organization founded and designed by a coalition of leading educators, scientists and cultural leaders to put play at the forefront of children’s lives as a critical factor in the development of 21st century skills.”
  • Member, Honorary Board, Scientific Advisory Board, KidCareCanada Society, Victoria, BC, which takes the science of early childhood development and brings it to new parents in a visual format (online videos that are easy-to-understand and quick to watch) (2010 - present)
  • Member, Advisory Board, NeuroDevNet, Canadian Network of Centres of Excellence (NCE) dedicated to helping children overcome neurodevelopmental disorders (2010 - present)
  • Member, Advisory Board, Child Guidance Clinic, Pune, India (2010 - present)
  • Member, Advisory Board, Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA), University of British Columbia, Vancouver, BC (2010 - present )
  • Member, Child Neurosciences Research Group (CNRG) within the Neurons to Neighbourhoods Cluster of the Child & Family Research Institute (CFRI) (2009 - present)
  • Member, Steering Committee of Early Childhood Interventions Subgroup of the Human Capital and Economic Opportunity Working Group (headed by Nobel Laureate, James Heckman) to foster high-level interaction and collaborations among economists and psychologists. (2008 - present)
  • Member, International Research Network on Imagination and Education (2006 - present )
  • Nominator, Ad hoc referee for the MacArthur Fellows Program (sometimes called the ‘Genius Award’) (2004 - present)
  • Member, Senior Advisory Board, National Center for Developmental Sciience in the Public Interest, (2001 - present)
  • Member, Member of ‘Faculty of 1000’, Its principal aim is to organize and evaluate the vast life sciences literature. In the Faculty of 1000 the entire field of biology is divided into 17 Faculties. I am in the Cognitive Neuroscience section headed by Richard Morris and Leslie Ungerleider, which is within the Neuroscience Faculty headed by Martin Raff, Chuck Stevens, Bill Newsome, and Carla Shatz. (2001 - present)
  • Member, College of Reviewers for the Canada Research Chairs program (a tri-granting-council program of the Government of Canada), (2001 - present )

Recent Past

  • Chair (01 May, 2015). Invited to chair forum "Empowering Bedouin women in Israel: an inspiring story from Ben-Gurion University of the Negev." The Centre for Israel & Jewish Affairs , Vancouver, BC
  • Member, Bronfenbrenner and G. Stanley Hall Award Committeesof the American Psychological Association (APA) (2014 – 2015)
  • Member, Leadership Council, Contemplative Teaching and Learning Initiative (CTL), Garrison Institute (2006 - 2015)
  • Member, Conference Advisory Committee, Development 2014, A Canadian Conference on Developmental Psychology (2013 – 2014)
  • Member, Content Review Panel (CRP) for Phase II of the Early Childhood Longitudinal Study, reviewing and providing guidance on the EF measures proposed for the first and second grade data collections. National Center for Education Statistics (NCES) (2011 - 2014)
  • Member, Scientific Advisory Committee for L-­rn , where L_rn experts offered a comprehensive look at a host of topics around child development (2011 - 2012)
  • Member, Advisory Board, the Sage School, Hailey, Idaho (2010 - 2012)
  • Member, Scientific Advisory Board, Family Life Project, Univ. of North Carolina, Chapel Hill (2006 - 2012)
  • Member, External evaluator of Chandan J. Vaidya who is seeking promotion to full professor, Georgetown University, Washington, DC (2012)
  • Member, External Advisory Board, Neuroimaging Institute, Texas Tech University, Lubbock, TX (2012)
  • Member, NSF Outside Advisory Board member for a 3-year $950,000 NSF award directed toward using the ECLS-K and ECLS-B to explore the role of factors present prior to school entry that might predict math and science scores at 3rd, 5th and 8th grade. PI: David Grissmer (2009 - 2011)
  • Member, Conference Advisory Committee, Development 2010, A Canadian Conference on Developmental Psychology (2010)
  • Member, Research Management Committee of the Down Syndrome Research Foundation (2007 - 2010)
  • Member, Executive Governing Board, Cognitive Development Society (2003-2010)
  • Member, Local organizing committee for Canadian Association for Neuroscience Annual Meeting in Vancouver (2008 - 2009)
  • Member, National Scientific Advisory Committee, Program Project Grant on "Somatic Cell Genetic Studies of Down Syndrome, "Denver University & Univ. of Colorado, (1997 - 2005)
  • Member, External Advisory Committee, Learning Disabilities Research Center, Kennedy Krieger Institute, Johns Hopkins University, (1995 - 2008)
  • Member, Board of Governors of the International Neuropsychological Society (INS) (2005-2008)
  • Member, Fellows Committee of Division 7 (Developmental Psychology) of the American Psychological Association (2004 - 2008)
  • Member, Selection Committee for the Eleanor Maccoby Book Award (2005)
  • Program Advisor, PBS series proposal on the emotional lives of girls (2004 - 2005)
  • Member, Selection Committee for winner of the McGuigan Prize of APA (2004)
  • Member, External Advisory Committee, Program Project Grant on "Development of Arousal & Attention Regulation,” PI: Judith Gardner, NYS Institute for Basic Research in Developmental Disabilities
  • Member, NSF Grant Advisory Panel for Human Cognition and Perception, (2000)
  • Member, Panel on "Perception, Attention, and Memory" for the McDonnell Foundation, Sackler
  • Member, Foundation Initiative on Centers on Human Brain Development, (1998-2000)
  • Member, NIH Site Visit Teams, (1996, 1997, 1999, 2003, 2004)
  • Member, international scientific committee that planned the Congress in Geneva on "The Growing Mind: Interdisciplinary Approaches" on the centennial of Piaget's birth in 1996.
  • Member, NIH Study Section, Human Development & Aging-1 (AHR), (1991)

Editorships

  • Theme Editor, Executive Functioning in Perspectives on Language and Literacy, (2014)

  • Associate Editor, Developmental Psychology (2004-2010)
  • Editor, special issue of Developmental Psychology on the Interplay of Biology and Environment broadly defined, targeting papers with the potential to change or challenge how developmental psychologists think. Topics include: How Experience affects Mind, Brain, and Gene Expression throughout Development; Genetic Mediation of Environmental Effects on Mind and Body during Development; Interrelations between Physical Health and Mental Health during Development; How Emotions Affect Brain Function (and hence Cognition and Perception) during Development (issue appeared in Jan., 2009)
  • Associate Editor, Developmental Science (2001- )

Member of Editorial Boards:

  • Child Development
  • Cognitive Development
  • Frontiers in Human Neuroscience
  • Journal of Applied Developmental Psychology
  • Journal of the International Neuropsychological Soc
  • Neurocase
  • Neuropsychologia
  • Research on Early Education and Child Health
  • Trends in Neuroscience and Education

Past Member of Editorial Boards:

  • Journal of the International Neuropsychological Society, served 2005-2009
  • Developmental Neuropsychology, served 2003-2008
  • Developmental Psychology
  • Trends in Cognitive Sciences, served 2003-2006
  • Infant Behavior and Development, served 1994-2004
  • Developmental Psychobiology, served 1994-2000
  • Infancy, served from its inception - 2003
  • Brain and Mind, served from its inception - 2003

Memberships in scholarly societies - click here.

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